Policy Samples July 2025

EMERGENCY MANAGEMENT PLAN POLICY

In the body of the policy:

 Green bold text shows legal changes for 2023

 Orange bold text shows legal changes for 2024.

 All other bold italics reflects longerstanding legal requirements.

The school council shall adopt an Emergency Management Plan (EMP) that will include procedures for medical emergency, fire, severe weather, earthquake, and building and campus lockdown as required by law. The EMP shall set forth steps to prevent, mitigate, prepare for, respond to, and recover from emergencies First responders, for the purpose of this policy, include local fire, police personnel, and emergency medical personnel. The district coordinator for the EMPs will arrange the work with the first responders.

The EMP is a separate document and NOT to be published with the policy in order to maintain the security of the information.

CONTENTS OF PLAN

The EMP shall include procedures required by this policy and address the following:

q Establishment of primary and secondary evacuation routes that shall be posted in each room by each doorway used for evacuation

q Identification of severe weather safe zones, which shall be posted in each room

q Procedures for students to follow in an earthquake, fire, and severe weather

q Procedures for lockdown of the building and campus; local law enforcement shall be invited to assist in establishing lockdown procedures

q Development and adherence to access control measures for each school building, such as:

o controlling outside access to exterior doors during the school day

o controlling the main entrance of the school with electronically locking doors, a camera, and an intercom system

o controlling access to individual classrooms

o requiring classrooms to be equipped with hardware that allows the door to be locked from the outside but opened from the inside

o requiring classroom doors to remain closed and locked during instructional time

o requiring classroom doors with windows be equipped with material to cover the window during a lockdown

o requiring all visitors to report to the front office with valid identification and state the purpose of the visit

o providing a visitor’s badge to be visibly displayed on a visitor’s outer garment

q Procedures for the response to a cardiac emergency.

q Diagram that clearly identifies the location of each automated extermal defibrillator.

Policy and plan development, review, and revision will include using the resources from the Kentucky Center for School Safety and local board of education policy.

PORTABLE AUTOMATED EXTERNAL DEFIBRILLATOR (AED) USE

Automated external defibrillators (AED) may be used for the purpose of saving the life of another person in cardiac arrest when used in accordance with proper training, maintenance, notification, and communication with the local emergency medical service system.

The principal shall ensure:

q A minimum of three employees in the school and all interscholastic athletic coaches receive American Heart Association or American Red Cross training in CPR and AED use, or an equivalent nationally recognized course in CPR and AED use. All interscholastic coaches must also maintain a cardiopulmonary resuscitation (CPR) certification recognized by a national accrediting body;

q The AED is maintained and tested according to the manufacturer's operational guidelines; and

q Any person who renders emergency care or treatment on a person in cardiac arrest by using an AED activates the local emergency medical services system as soon as possible.

q An agent of the local emergency medical services system and the local emergency communications or vehicle dispatch center is notified of the existence, location, and type of AED acquired.

DISTRIBUTION OF THE PLAN

Following adoption and after any revisions, the EMP and diagrams of the facilities shall be provided to local first responders and all school staff. Annually, the principal is responsible for working with the district office to ensure a current diagram of the school that notes the primary and secondary evacuation routes, the severe weather safe zones, the exterior and front entrance access points, and the location of each automated external defibrillator Documentation of this distribution to first responders will be reported to the school council by [insert date], maintained in the principal’s office, and a copy sent to the district office.

Due to the need to maintain student and staff safety and security, the EMP and diagram of the facility does not have to be and shall not be disclosed in response to any Open Records request per the Kentucky Open Records Law.

TRAINING AND DRILLS

Prior to the first instructional day of school, the principal (or designee) shall discuss the EMP with all school staff. Staff members will receive an outline of the plan, which includes their responsibilities during emergency situations. Documentation of completion will be in accordance with any district procedures and may include the time and date of the discussion, as well as staff member signatures. This documentation will be kept on file at the school with a copy sent to the district office according to the district policy.

The principal shall conduct emergency response drills, including the minimum below, within the first thirty (30) instructional days of each school year AND during the month of January:

q one (1) severe weather drill

q one (1) earthquake drill

q one (1) building lockdown drill

q one (1) fire drill (Fire drills will be conducted in accordance with administrative regulations of the Department of Housing, Buildings, and Construction.)

The cardiac emergency response plan shall be rehearsed by simulation prior to the beginning of each athletic season by all:

1. Licensed athletic trainers, school nurses, and athletic directors; and

2. Interscholastic coaches and volunteer coaches of each athletic team active during that athletic season

All drills shall follow, at a minimum, all local school board policies. Whenever possible, first responders shall be given notice of possible drills and invited to observe. The Principal is responsible for ensuring the implementation of these drills, reporting their completion, and referring problems noted during the drill to the district office for any remedial action needed.

ANNUAL REVIEW OF EMP

At the end of each school year, the EMP shall be reviewed by the school nurse, the school council, the principal, and first responders and revised as needed.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX: This sample policy is consistent with the SBDM law, KRS 160.345(2)(i)(9):

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

…9. Adoption of an emergency plan as required in KRS 158.162

KRS 158.162

The changes required in SBDM policy are bold underline below. KASC recommends the council follow the district safety leader’s guidance on this policy and for the additions needed in the actual Emergency Plan that are not listed in the law as required in policy

This policy:

q requires a separate EMP to prevent, mitigate, prepare for, respond to, and recover from emergencies

q requires the EMP to include procedures to address medical emergency, fire, severe weather, earthquake, and lockdowns

q requires the EMP to include a cardiac emergency response, and

q a floor plan that clearly identifies the location of each automated external defibrillator

q includes measures for each school to control access to the building and classrooms

q requires that the EMP and the school floor plan be provided to local first responders and all

school staff

q requires the EMP and the school floor plan be reviewed with faculty/staff before first instructional day of school

q calls for the involvement of local law enforcement in assisting the council in developing lockdown procedures

q calls for emergency response drills and lockdown drills within the first thirty days of the school year

q requires a rehearsal of the cardiac emergency response simulation prior to the beginning of each athletic season by all of the following

o licensed athletic trainers

o school nurses

o athletic directors

o interscholastic coaches and volunteer coaches of each athletic team active during that athletic season

q calls for the EMP to be reviewed by the school nurse, council, principal, and first responders at the end of each school year

ADVANCED COURSEWORK POLICY

(For students in grade 4-12)

ADVANCED EDUCATION OPPORTUNITIES

All students have the right to participate in a rigorous and academically challenging curriculum

When practicable, the SBDM Council shall offer advanced coursework for students in grades four through twelve in at least these four core subjects:

§ Mathematics

§ Reading

§ Science

§ English Language Arts

Green text reflects a revision made to this policy to align with changes in 2025 General Assembly

Green text in bold italics quote directly from legal requirements from the 2025 House Bill 190 and the impacted laws KRS 160.348 and KRS 158.6453

Advanced course work

Kentucky Law requires districts and schools to have policy for providing advanced coursework for grades 412

Advanced coursework is defined as educational programs or opportunities designed to challenge students with more rigorous content beyond the standard curriculum, including but not limited to advanced placement, International Baccalaureate, and honors courses;

The core curriculum in advanced classes will be determined by the local superintendent.

RECRUITMENT AND AVAILABILITY

Recruitment will follow the district plan adopted by a local board of education, and our council recognizes that all students have the right to participate in a rigorous and academically challenging curriculum.

Annually, the school will notify all students, parents, and guardians of students in fourth grade and above of the:

(a) Long-term benefits of student participation in advanced coursework

(b) Advanced coursework opportunities available at the school

(ELEMENTARY SCHOOL)

Note from KASC No additional specific information is needed for elementary school.

(MIDDLE SCHOOL)

Each year, our school will offer advanced courses that meet our students’ learning needs. That could include courses that:

§ move students toward success in a core curriculum of Advanced Placement, International Baccalaureate, dual enrollment, or dual credit or similar, and/or

§ are already at a college-level

These courses:

§ will be accessible to all students who have a reasonable chance of being successful in the class and will be offered at our school, online, or through arrangements with a nearby high school

§ may be offered for high school credit

The principal (or principal designee) will make the necessary master scheduling and student assignment decisions to make the courses available.

We will encourage all students to prepare for and take one or more college-level courses and/or advanced course(s). We will do that in the following ways:

1. Counselors will advise students and parents of these options when they prepare and revise their Individual Learning Plans and encourage each student to take appropriate preparatory courses.

2. Teachers will encourage all students to take challenging courses each term.

3. In September and January, the principal (or principal designee) will report to the council on enrollment in these courses by total numbers, gender, ethnicity, participation in the free and reduced lunch program, and disability status.

4. Based on that data, the council may amend its school improvement plan to add additional steps to ensure equitable participation in future years.

(HIGH SCHOOL)

Each year, our school will offer *advanced classes, including college-level courses at our school, online, or through arrangements with nearby colleges/universities. The classes will be accessible to all students who have a reasonable chance of being successful.

The principal (or principal designee) will make appropriate arrangements for these courses to be offered, including communicating to students and parents any costs associated with the courses.

We will encourage all students to prepare for and take one or more college-level courses and/or advanced course(s). We will do that in the following ways:

1. Counselors will advise students and parents of these options when they prepare and revise their Individual Learning Plans and encourage each student to take appropriate preparatory courses.

2. Teachers will encourage all students to take challenging courses each term.

3. In September and January, the principal (or principal designee) will report to the council on enrollment in these courses by total numbers, gender, ethnicity, participation in the free and reduced lunch program, and disability status.

4. Based on that data, the council may amend its school improvement plan to add additional steps to ensure equitable participation in future years.

*Courses may include Advanced Placement, International Baccalaureate, dual enrollment, dual credit courses, or similar.

(HIGH SCHOOL)

ADDITIONAL POST-SECONDARY OPPORTUNITIES

Our school is committed to better preparing students for success in college and career. In addition to the legally-required promotion of advanced courses for our students, our school will provide more real-world experiences that qualify students as Post-Secondary-Ready for the school’s accountability rating:

§ Registered Apprenticeship

§ Internships

§ Industry Certifications

§ Cooperative Education

STUDENT ASSIGNMENT

All students may take advanced courses. They may establish that they have the level of skill to be assigned to an advanced course by any one of the following means:

1. Completing prerequisite courses listed in the Student Handbook

2. Taking and passing the examinations for those prerequisite courses

3. Achievement on statewide assessments

4. Receiving permission from one or more teachers

5. Additional methods included in the local board of education advanced plan/policy

Students who want to take the class but don’t meet the criteria above may take the class after meeting with the guidance counselor. The purpose of the meeting will be to discuss and plan the support the student might need to be successful in the class.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Specific components must be included in the policy (see below).

§ Bold italics (above) show required components and/or language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX

:

(KRS 158.6453) defines “advanced coursework” (1)(b) "Advanced coursework" means educational programs or opportunities designed to challenge students with more rigorous content beyond the standard curriculum, including but not limited to advanced placement, International Baccalaureate, and honors courses;

(KRS 160.348)

(1) … (b) Each [secondary ]school-based decision making council… shall offer a core curriculum of AP, IB, dual enrollment, dual credit courses, or other advanced coursework using either or both on-site instruction or online alternatives. In addition, each school-based decision making council shall comply with any additional requirements for AP, IB, dual enrollment, dual credit, and advanced coursework courses …

c) When practicable, the school-based decision making council… shall offer advanced coursework… in mathematics, reading, science, and English language arts for students in grades four through twelve.

(2) Every [Each secondary] school-based decision making council… shall establish a policy that is consistent with any district plan adopted by a local board of education…on the recruitment and assignment of students to advanced coursework options… that recognizes that all students have the right to participate in a rigorous and academically challenging curriculum. The policy shall require that the school notifies all students, parents, and guardians of the:

(a) Long-term benefits of student participation in advanced coursework; and (b) Advanced coursework opportunities available at the school.

SBDM Law (KRS 160.345)

2(g) The local superintendent shall determine which curriculum, textbooks, instructional materials, and student support services shall be provided in the school after consulting with the local board of education, the school principal, and the school council and after a reasonable review and response period for stakeholders in accordance with local board of education policy. Subject to available resources, the local board shall allocate an appropriation to each school that is adequate to meet the school's needs related to instructional materials and school -based student support services, as determined by the school principal after consultation with the school council. The school council shall consult with the scho ol media librarian on the maintenance of the school library media center, including the purchase of instructional materials, information technology, and equipment.

(KRS 158.6453)

Section 21 of this law details requirements for the local board of education to adopt a district plan establishing clear policies on the promotion of advanced coursework or accelerated learning in language arts, mathematics, social studies, and science by grade level for students in grades four to twelve.

The plan MUST include specifics like:

§ Strategies and approach to advanced coursework or accelerated learning options

§ Service delivery options for students

§ Be publicly accessible on the district website

The plan MAY include specifics like eligibility requirements, enrollment, and withdrawal.

Text in bold, italics, and underline shows changes made during the 2025 Kentucky General Assembly.

ALIGNMENT WITH STATE STANDARDS POLICY

ALIGNMENT NEEDS ASSESSMENT

Our yearly school improvement planning process will be consistent with board policy and include:

— An analysis of our state testing data and other school data as necessary to discover the extent to which our students are meeting state standards and our programs are aligned with state standards. Analysis will include performance levels of each demographic group in the school.

— Systematic work to discover and correct the causes of and barriers to high performance by all students and the movement of students toward our goals.

— A revision of our school improvement plan based on our needs assessment data for that year. Our plan will set goals and address any indicated alignment issues to help move our students to state standards.

We will implement this process to address our alignment with state standards, and the resulting improvement plan will be monitored regularly

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

…10. Procedures, consistent with local school board policy, for determining alignment with state standards …

2)(j) Each school council shall annually review data as shown on state and local student assessments ... … information on performance levels of all students tested, and … performance of students disaggregated by race, gender, disability, and participation in the federal free and reduced price lunch program.

FYI the SBDM law gives the local school board the following assessment responsibility: (SBDM Law KRS 160.345)

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

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

PURPOSE OF COMMITTEES

School-based decision-making works best with active, effective committees. The council makes final decisions, but the council alone cannot possibly understand all the major issues in depth The council needs many other people involved in learning about best practices, gathering community input, and developing proposals that will work well for your particular school.

STANDING COMMITTEE COMPOSITION AND MEMBERSHIP SELECTION

At the beginning of the school year, the principal (or designee) will ensure that all shareholders and interested persons, including but not limited to classified employees and parents, are extended the opportunity to become engaged in the shared-decision making process of our school through membership in school council standing committees. The following steps should be taken to set up committees each year:

1. On an ongoing basis, parents will be invited to sign up for committees via multiple forms of communication (i.e., newsletters, social media, website).

2. Faculty and staff will be given an opportunity to sign up for committees via various forms of communication.

3. Students will be encouraged to serve on committees.

4. At each committee’s first meeting, the committee will:

— Elect a chair, vice-chair, and recorder.

— Receive information about the council timeline for regular committee reports.

— Set up a meeting schedule for the rest of the year.

— If necessary, discuss the additional recruitment of parents, families, students, staff, and/or community members to serve on the committee.

— Review this committee policy.

— Discuss ongoing and any new charges from the council and develop a plan of action that includes a timeline.

Every effort will be made for each standing committee to include appropriate representation and numbers to accomplish their work. An extensive effort will be made to include at least one parent and one student on every standing committee and to provide representation of the ethnic and cultural diversity of our school community.

AD HOC COMMITTEES

As needed, the council may create an ad hoc committee to accomplish a specific goal/task that isn’t the right fit for a standing committee.

For these ad hoc committees, the council will identify the specific topic to be addressed in a written charge. The principal (or designee) will invite persons to serve on the ad hoc committee and will also designate a committee member to convene the first meeting. Ad hoc committees automatically dissolve at the completion of the assigned task.

OPERATING RULES FOR ALL COMMITTEES

All committees established by the SBDM council are public agencies subject to Kentucky’s Open Meetings Law. To comply with that law, each committee will:

1. Establish a regular meeting schedule at its first meeting of each school year and make that schedule available to the public by posting it in a place convenient to the public.

2. Hold meetings that are not on the regular schedule only after following these special meeting procedures:

a. The committee chair or a majority of members decide the date, time, place, and agenda.

b. Those who make the decision to have the meeting will put the date, time, place, and agenda in a written notice, which they will post in a place convenient to the public at least 24 hours before the meeting.

c. Notice of a special meeting will be hand-delivered, faxed, *emailed, or sent by U.S. mail to all members of the committee early enough so that they will receive it at least 24 hours before the meeting.

d. If any media organization has asked for notice of special meetings, those calling the meeting will hand-deliver, fax, *email, or send by U.S. mail copies of the written notice to the agency requesting the notice.

*Those wishing to receive notification by email must have a request in writing on file at the school.

3. Take minutes of the actions and decisions made by the committee at every meeting.

4. Review the minutes of each meeting at the next meeting and, after making any needed corrections, approve those minutes.

5. Make committee minutes for each meeting available to the council and to any interested party after final approval.

6. Ensure that an official copy of the minutes is kept with school records as required by Kentucky’s Archive rules.

NAMES AND JURISDICTIONS OF STANDING COMMITTEES

[insert school name] will have [insert number] SBDM standing committees with the following jurisdictions:

[Committee Name]

[Put in jurisdiction/responsibilities]

The committees and the responsibilities (jurisdiction) below are examples only. The committee system for your school should meet your school needs.

ASSESSMENT OF STUDENTS AND PROGRAM(S) COMMITTEE

— Organize the testing data analysis for state testing results and school diagnostics, including reports to the council.

— Recommend classroom assessment, feedback, and monitoring systems based on research.

— Recommend a process for evaluating the quality of the programs in the school and assuring state standards and school expectations are met.

BUDGET COMMITTEE

— Develop, recommend, and monitor the annual budget and allocation of resources according to identified needs of the school, classrooms, and programs.

— Recommend budget adjustments to the council.

CULTURE, WELLNESS, & RESOURCES COMMITTEE

— Develop a set of “non-negotiable” school rules consistent with district policies.

— Recommend extracurricular program changes and ideas.

— Recommend parental involvement activities and strategies.

CURRICULUM, INSTRUCTION, AND TECHNOLOGY COMMITTEE

— Research and recommend instructional best practice ideas and innovations.

— Research homework best practices and recommend changes to policy (Homework is not a legally required policy).

— Recommend plans for the best use of technology based on needs assessments.

PLANNING AND PROFESSIONAL DEVELOPMENT/LEARNING (PD/L) COMMITTEE

— Coordinate the development and implementation of the school improvement plan in regard to the Professional Development/Learning Plan.

— Survey teachers to establish professional development/learning needs and use this data along with testing data, program analysis data, and any data from other committees to make PD/L recommendations to the council.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

DATES ADOPTED, REVIEWED, OR REVISED:

Jurisdiction that could be applicable to any committee

— Annually review and revise the SBDM policies assigned by the council and present suggested revisions to the council.

— Recommend other changes, ideas, and strategies to policies or programs based on needs assessments, opinion surveys, data, and research into best practice.

— Additional roles/charges as assigned by the council.

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Specific components must be included in the policy (see below).

§ Bold italics (above) show required components and/or language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

KRS 160.345 2(c)2

If a school council establishes committees, it shall adopt a policy to facilitate the participation of interested persons, including, but not limited to, classified employees and parents.The policy shall include the number of committees, their jurisdiction, composition, and the process for membership selection.

If a council has committees, then the committee policy must include these items: q the number of committees, q the jurisdiction of committees, q the composition of committees, q a process for membership selection, and q procedures for facilitating involvement of interested people, including but not limited to, classified employees and parents.

Examples The names and jurisdictions in this sample policy are included to assist the council with the legal responsibilities and provide some examples of actions needed to enhance student achievement. The number of committees and the jurisdiction of each varies greatly from school to school and changes as schools adapt and grow.

KRS 160.345 2(d)

The school council and each of its committees shall determine the frequency of and agenda for their meetings.

Connection to Council Bylaws The SBDM council bylaws will likely include information on committees as well. Committees are subject to the same meetings and records laws as the council.

KY OPEN MEETINGS LAW:

Kentucky’s Open Meetings Law (KRS 61.800) protects the right of the general public to know what public agencies are doing. It applies to councils and their committees.

CONSULTATION POLICY

INTERVIEW COMMITTEE

For each vacancy that occurs at our school (*except principal), the principal will decide which of the two types of committees in the chart below is best suited for the particular vacancy situation. Regardless of the type of interview committee used, consultation with the council must take place during a regular or special called meeting.

COUNCIL as the Interview Committee

• Council members plus at least one staff member who will work directly with the person to be hired (if not already on the council) will form the Interview Committee.

• The principal may add other staff to the Interview Committee who can contribute to the interviewing process.

• All interviews will take place in a regular or special called council meeting.

• Consultation will take place after the last interview for the vacant position.

APPOINTED

Interview Committee

• The principal will appoint an Interview Committee. The Interview Committee will include at least one staff member who will work directly with the person to be hired.

• All interviews will take place in a special called committee meeting.

• Consultation with the council will take place after the Interview Committee has finished the last interview for the vacant position. This consultation with the council must take place during a regular or special called council meeting.

*See the Principal Selection Consultation Policy for procedures for that vacancy.

TIMELINE, APPLICATIONS/REFERENCES, and CRITERIA/INTERVIEW QUESTIONS

The principal will:

1. Chair the Interview Committee and ensure that the Open Meetings Law is followed during all procedures for filling vacancies.

2. Establish a timeline for filling each vacancy.

3. Review and screen all applications and references

4. Decide on applicants to interview and check references.

5. Arrange all interviews including calling special meetings, if needed.

The Interview Committee will:

1. Develop a set of criteria for a strong candidate. These criteria will not discriminate based on gender, ethnicity/race, marriage or family status, religion, political affiliation, disability, age, or other illegal grounds.

2. Use the criteria they have developed to write standard interview questions that fit those criteria. These questions will be asked of all candidates in an in-person interview.

3. Determine if information in the written application or résumé points to any specialized questions that should be asked of a particular applicant and develop those questions if they are necessary.

INTERVIEWS

The following procedures will be followed during scheduled closed session interviews:

1. All the standardized questions will be asked of each candidate in the same order.

2. Following the standardized questions, specialized questions (if any) and follow-up questions (if any) will be asked.

3. Following each interview, committee members will discuss how well each candidate meets the criteria and any other input requested by the principal, which may include a prioritized list.

CONSULTATION WITH THE COUNCIL

After interviews are complete, in a closed session, the council will meet to discuss the findings (of the council interview committee or appointed interview committee) and offer comments on the contributions each applicant could make and provide any additional input requested by the principal.

If a quorum of the council fails to attend this meeting, the principal may either call another meeting or conduct the required consultation with the council members present so the hiring process can continue.

SELECTION OF THE PERSON TO BE HIRED

After considering the input from all the closed session meetings, the principal will make the final selection of the person he or she believes will contribute most to the success of the school’s students and notify the superintendent and council of his or her choice. The decision made by the principal is binding on the superintendent, who will complete the hiring process

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

NOTES ON USING THIS

POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language quoted from the law

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM law, KRS 160.345

(2)(h) 1. … the principal at the participating school shall select personnel to fill vacancies, after consultation with the school council…The superintendent may forward to the school principal the names of qualified applicants…

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

11. Procedures to assist the council with consultation in the selection of the … personnel by the principal, including but not limited to:

þ meetings,

þ timelines,

þ interviews,

þ review of written applications,

þ review of references, and

þ addressing when council members aren’t available for consultation.

(2)(h) 4. Personnel decisions made at the school level … shall be binding on the superintendent who completes the hiring process.

INTENT OF CONSULTATION

: Consultation is defined as a discussion between the council and the principal and must happen in a regular or special meeting. This process may involve advice, opinions, and even prioritizing but should not involve any decision making by the council.

CURRICULUM RESPONSIBILITIES POLICY

Green text in bold italics quote directly from legal requirements from the 2025 House Bill 190 and the impacted laws KRS 160.348 and KRS 158.6453

DEFINITIONS

Standards are what students need to know and be able to do to meet an expected level of performance. Standards are the target.

Curriculum identifies the specific content, skills, and learning experiences students need to master the standards.

The curriculum is the map for how to get to the standards/target.

Instructional Materials include the supplies, equipment, software, and texts to help students learn the curriculum and master the standards.

Instructional materials are what teachers and students use to enable students to reach the target.

Student Support Services are additional services provided to students that include, but are not limited to, counseling, FRYSC services and community support referrals

Student support services are given to students who need more support to reach the target.

KENTUCKY ACADEMIC STANDARDS — CURRICULUM AREAS

The curriculum is a roadmap for student mastery of the Kentucky Academic Standards. The standards define what students are expected to know and be able to do at each level in each subject area:

§ Reading and Writing

§ Math

§ Science

§ Social Studies

As well as:

§ Health and Physical Education

§ Visual and Performing Arts

§ Computer Science

§ Career Studies and Financial Literacy

§ World Language

§ Library Media

§ Technology

Those standards are adopted by the Kentucky Board of Education based on national and international models. The standards are reviewed and revised through a years-long process that invites participation from every part of the school community.

CURRICULUM SELECTION PROCESS

The SBDM law gives the superintendent the authority to determine the following for each school:

§ Curriculum

§ Instructional materials (which includes textbooks)

§ Student support services

Before making those selections, the superintendent will:

§ Consult with the local board of education

§ Offer a reasonable review and response period for stakeholders in accordance with local board policy

§ Consult with the principal and the school council

When consulting with the superintendent, the council will:

§ Ensure students, families, school staff, district leaders, and community members have opportunities to provide feedback on CURRICULUM strengths and areas of need.

§ Request INSTRUCTIONAL MATERIALS:

o Matched to the unique strengths and needs of the school

o Backed by research and evidence of success in a similar school setting. The curriculum document(s), [insert exact title of the document(s)] can be found on the school/district website or reviewed in the school office.

IMPLEMENTATION OF THE CURRICULUM

The SBDM Council will:

Use applicable areas of decision-making to ensure each student has:

§ a learning environment where educators and staff are supported and empowered to be successful with students

§ an equitable opportunity to master the state standards:

o grade-appropriate assignments aligned to the standards

o additional time and support to master the state standards.

All teachers will:

§ Disseminate the curriculum expectations to families and to students in age-appropriate ways.

§ Ensure students have an equitable opportunity to master the state standards with assignments congruent to the grade-level.

§ Contribute to discussions of needed changes in the curriculum and instructional materials.

The principal (or designee) will:

§ Ensure that the standards and curriculum for the school are available for student, family, and community review.

§ Meet with all teachers to review this policy and the sections of the curriculum that apply to each teacher’s assignment.

§ Report to the council at least once per semester on progress towards curriculum implementation, including ensuring 100% of students are doing assignments congruent to the grade-level standards (meaning the student work is at the same level of difficulty as the standard).

§ Coordinate resources and support that include, but not limited to, curriculum coaches, district instructional leaders, educators in other district schools, other educators with expertise, sources for evaluating the evidence of effectiveness, etc.

SPECIFIC REQUIREMENTS FROM THE LAW

K-5th HUMAN SEXUALITY CURRICULUM

In keeping with Kentucky state law, KRS 158.1415 students grade five and below will not receive instruction:

▪ on human sexuality or sexually transmitted diseases

▪ for the purpose of studying or exploring gender identity or expression or sexual orientation

KRS 158.1415 (4) clarifies that all grade levels may provide age-appropriate instruction on child sexual abuse through specific curriculum aligned with the Children’s Advocacy Centers of Kentucky standards if the superintendent chooses to do so

6th-12th HUMAN SEXUALITY CURRICULUM

In keeping with Kentucky state law, KRS 158.1415, students will not receive instruction for the purpose of studying or exploring gender identity or expression or sexual orientation. Written parental consent will be required before student instruction. Parents will receive notification at least two weeks prior to the instruction and be given the right to review the materials.

KRS 158.1415 (4) clarifies that all grade levels may provide age-appropriate instruction on child sexual abuse through specific curriculum aligned with the Children’s Advocacy Centers of Kentucky standards if the superintendent chooses to do so.

(optional) CHALLENGE TO SCHOOL MATERIALS/PROGRAMS

KASC note: There’s no requirement to have SBDM policy, but if you have policy language, it must:

§ be consistent with the district complaint resolution policy

§ allow the principal to make the school-level decision about the current and future use of materials/programs

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS

§ This policy is required by law.

§ Bold italics in the policy (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

SBDM LAW KRS

160.345

2(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

1. Curriculum responsibilities under KRS 158.6453(19);

KRS 158.6453 (19) The Kentucky Department of Education shall provide to all school districts guidelines for including an effective writing program within the curriculum.

2(g) The local superintendent shall determine which curriculum, textbooks, instructional materials, and student support services shall be provided in the school after consulting with the local board of education, the school principal, and the school council and after a reasonable review and response period for stakeholders in accordance with local board of education policy.

MORE ON INSTRUCTIONAL MATERIALS

The Kentucky Board of Education regulation uses the term Instructional Resources which “includes all the print, nonprint or electronic mediums designed to assist student learning.” -704 KAR 3:455

KDE defines High-Quality Instructional Resources as resources:

• Aligned with the Kentucky Academic Standards

• Research-based and/or externally validated;

• Comprehensive to include engaging texts (books, multimedia, etc.), problems and assessments;

• Culturally relevant, free from bias and

• Accessible for all students.

K-5th Human Sexuality Curriculum

KRS 158.1415, the council must have:

(d) A policy to respect parental rights by ensuring that:

RESOURCE

KDE’s Kentucky Model Curriculum Framework is a 299-page guide for schools and districts for the “alignment of the standards, curriculum, instructional resources, assessment and instructional practices within and across gradelevels… to help students meet grade-level expectations...”

1. Children in grade five (5) and below do not receive any instruction … on human sexuality or sexually transmitted diseases; or

2. Any child, regardless of grade level, … not receive any instruction or presentation that has a goal or purpose of students studying or exploring gender identity, gender expression, or sexual orientation; …

continued on next page

6th-12th Human Sexuality Curriculum

KRS 158.1415, the council must have:

(1)(d) A policy to respect parental rights by ensuring that:

… 2. Any child, regardless of grade level, enrolled in the district does not receive any instruction or presentation that has a goal or purpose of students studying or exploring gender identity, gender expression, or sexual orientation; and

(1)(e) A policy to notify a parent in advance and obtain the parent's written consent before the parent's child in grade six or above receives any instruction through curriculum or programs on human sexuality or sexually transmitted diseases authorized in this section. …

(3) A public school offering any course, curriculum, or program on the subject of human sexuality shall provide written notification to the parents of a student at least two weeks prior to the student's planned participation in the course, curriculum, or program. …

Applicable to K-12th Human Sexuality Curriculum

Amends KRS 158.1415 (4) to clarify that all grade levels may provide age-appropriate instruction on child sexual abuse through specific curriculum aligned with the standards set forth by the Children’s Advocacy Centers of Kentucky. The bottom line is that every grade level, K-12, may use the approved child sexual abuse instruction if the superintendent chooses to do so through the curriculum authority given in the SBDM Law, KRS 160.345.

(optional) K-12 Challenge to School Materials/Programs

There’s no requirement to have SBDM policy, but if you have policy, it can’t conflict with the new law

A new chapter of KRS 158.

(2) No later than July 1, 2023, each local board of education shall adopt a complaint resolution policy … to address complaints submitted by parents or guardians alleging that material, a program, or an event that is harmful to minors … (d) The school principal shall determine whether the material, program, or event … is harmful to minors; … shall remain, be restricted, or be removed; (f) … shall be eligible for future participation by students…;

Text in bold and underline shows changes made during the 2025 Kentucky General Assembly.

DISCIPLINE, CLASSROOM MANAGEMENT, AND SCHOOL SAFETY POLICY

IMPORTANT READ FIRST

Since this policy must cover many legal expectations, and it’s only fair for rules and consequences to be clear, it's easy for the wording to miss the bigger picture of creating a learning environment that allows students and adults to thrive while also learning how/why to meet behavior expectations. Many components are included to focus on the desired learning environment, while still being clear about legal expectations.

PURPOSE

This policy:

§ Provides the basic expectations and responsibilities for our school to be a safe, happy, productive learning environment.

§ Addresses the legally required components for the school council policy.

BELIEFS

§ Every individual in the school community has value and should be treated with dignity and respect.

§ The approach to discipline in our school is not to catch and punish students, but to help students learn from mistakes, solve problems, and handle disagreements in a way that is consistent with being a productive member of society.

§ To empower students and adults with the skills needed to be the best version of themselves contented, caring, responsible, thoughtful, successful learners, friends, family members, colleagues, community members, and citizens, our school will prioritize social and emotional learning throughout all we do.

DISCIPLINE AND CLASSROOM MANAGEMENT TECHNIQUES

In addition to the following the District Code of Conduct and our School Safety/Emergency Plan, we have adopted the following program/guidelines/rules/strategies:

§ [insert what is applicable for your school]

RESPONSIBILITIES

Principals and assistant principals are responsible for:

1. Modeling and promoting a respectful, kind learning and work environment.

2. Disseminating and interpreting the behavioral and discipline standards and guidelines of the district and school.

3. Ensuring that all staff and students adhere to the District Code of Conduct.

4. Providing support and guidance to teachers in the implementation of the district and school behavioral and discipline standards and guidelines.

5. Working with parents and guardians when issues arise that involve behavior and/or discipline of a student.

Teachers are responsible for:

1. Modeling and promoting a respectful, kind learning and work environment.

2. Clearly establishing classroom standards of conduct that:

• include clearly defined consequences when standards are not met,

• are communicated to parents,

• are posted in plain view of the students in the classroom, and

• are reviewed with students during the first two weeks of school and taught and retaught throughout the year.

3. Ensuring that:

• Teacher-student interactions demonstrate general caring and respect.

• Interactions among students are generally polite and respectful.

• Disrespectful behavior among students is responded to successfully in a polite and respectful but impersonal way.

• Students are engaged during small-group work.

• Classroom routines work efficiently and function smoothly including smooth transitions between large and small–group activities.

• Students are held to the classroom standards and appropriate consequences are issued when the standards are not met.

4. Frequently monitoring student behavior including effective responses to student misbehavior as well as acknowledgment of good behavior.

5. Making sure the classroom is safe, that all students can see and hear, and that the room is arranged to support learning/instructional goals and activities.

Counselors are responsible for:

1. Modeling and promoting a respectful, kind learning and work environment.

2. Providing support and guidance to help students and parents understand, correctly interpret, accept, and follow the behavioral standards and guidelines of the district, school, and classrooms.

3. Providing support and guidance to teachers in the implementation of classroom management techniques and strategies.

Students are responsible for:

1. Exhibiting respect for school staff, students, families, visitors, and themselves

2. Interacting with peers in a polite and collaborative way.

3. Expending effort to complete work of high quality.

4. Accepting and following the behavioral standards of conduct expected by the district, school, and each classroom.

5. Asking for help when they do not understand the behavioral expectations or feel that they are unable to comply.

Parents and Guardians are asked to:

1. Contribute to a respectful, kind learning and work environment.

2. Become familiar with documents related to district and school standards of behavior and discipline and ask the school questions when they do not understand language or details in these documents.

3. Work with the school when issues arise involving their child’s behavior or consequences given to their child by the school or teacher.

BULLYING:

A. STUDENT BEHAVIOR

In order to prevent the disruption of the educational process and the ability of all students to take advantage of the educational opportunities offered at [name of school] the following student behaviors as defined by law will not be tolerated:

• Hazing

• Bullying

• Taunting

• Menacing

• Intimidating

• Threatening behavior

• Verbal or physical abuse of others

• Using lewd, profane, or vulgar language

This policy extends to any/all student language or behavior including, but not limited to, the use of electronic or online methods.

These provisions should not be interpreted to prohibit civil exchange of opinions or debate protected under the state or federal constitutions where the opinion expressed does not otherwise materially or substantially disrupt the education process or intrude upon the rights of others.

B. VIOLATIONS AND REPORTING

Students who violate this policy will be subject to appropriate disciplinary action as outlined in the District Code.

Students wishing to report a violation or who believe they are victims may report it to any staff member of [name of school] who will take appropriate action as defined by the Code. Staff will refer the report to the principal (or designee) for further action when the report involves an offense that may warrant suspension or expulsion of a student, any felony offense, or a report that may be required by law, including reports to law enforcement.

When a complaint is received that does not appear to be covered by this policy, the administrators will review other policies that may govern the allegations and take appropriate action.

C. RETALIATION

Other students and employees shall not retaliate against a student because he/she reports violation of the Code or assists or participates in any investigation, proceedings, or hearing regarding the violation. The Superintendent (or designee) shall take measures needed to protect students from such retaliation.

As provided in the Code, students who believe they are victims of these behaviors will be provided with a process to enable them to report such incidents to personnel for appropriate action.

DISTRICT CODE OF ACCEPTABLE BEHAVIOR AND DISCIPLINE

A. DISTRIBUTION TO STUDENTS

[name of school] will follow the [name of district] Code of Acceptable Behavior and Discipline (see Appendix ___ ).

During the first week of school, the principal (or principal’s designee) will:

1. Provide each student with a copy of the District Code of Conduct.

2. Require each student to return a signed Acknowledgement Form from his or her parent or guardian showing that the parent or guardian has seen and reviewed the Code.

3. Follow-up as needed with any student who has not returned the signed acceptance, or assign other staff members to do so.

The principal (or principal’s designee) will follow steps 1 – 3 above for all students new to the school during the year.

B. COMMUNICATION WITH SHAREHOLDERS

By the end of the first week of school, the [name of district] Code of Acceptable Behavior and Discipline will be posted at the school, referenced in our school handbook, and provided to all school employees, parents, and legal guardians, or other persons exercising custodial control or supervision of students including those students who enroll during the school year.

Before the beginning of each school year, the principal (or designee) will work with the district to develop a process to train employees, when necessary, in the use of the Code and/or to provide updated information to the staff, students, and parents concerning this Code.

SCHOOL SAFETY / EMERGENCY PLAN

Our school will maintain a School Safety/Emergency Plan as required by state law. Our school coordinates the ongoing development and annual review of that plan with the district office and local authorities

DRESS CODE (Optional)

All students at [name of school] will follow a dress code. Attire that is disruptive to the educational process will not be permitted. The details of this code may be found in the Student/Parent and Teachers’ Handbooks.

ELECTRONIC DEVICES (Optional)

Students may bring personal technology to school if used appropriately. The [name of district], its staff, or employees, are not liable for any device lost, stolen or damaged on school grounds. Specific rules and guidelines for appropriate use and consequences for inappropriate use can be found in [name of school] Acceptable Use Policy and Parent/Student and Teachers’ Handbooks.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Specific components must be included in the policy (see below).

§ Bold italics show required components and/or language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM law, KRS 160.345

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas: …

(7) Selection and implementation of discipline and classroom management techniques, as part of a comprehensive school safety plan, including the responsibilities of the:

student

parent

KRS 158.150

teacher

counselor

principal

The school-level additions to this law in 2023 are focused on the principal removing disruptive students from classrooms and the consequences for continuing disruption. KRS 158.150 (5)(b) mentions the school council specifically 7. Policies compliant with this paragraph shall be included in the code of behavior and discipline adopted by the board of education under KRS 158.148 and the policies adopted by the school council under KRS 160.345, so KASC is including a reminder that school discipline policies can’t limit the principal’s actions in this area.

BULLYING excerpts, KRS 158.148

(1) (a) "bullying" means any unwanted verbal, physical, or social behavior among students that involves a real or perceived power imbalance and is repeated or has the potential to be repeated:

1. That occurs on school premises, on school-sponsored transportation, or at a school-sponsored event; or 2. That disrupts the education process. …

(5) (a) Each local board of education shall be responsible for formulating a code of acceptable behavior and discipline to apply to the students in each school operated by the board. The code shall be updated no less frequently than every two (2) years

(b) The superintendent, or designee, shall be responsible for overall implementation and supervision, and each school principal shall be responsible for administration and implementation within each school. Each school council shall select and implement the appropriate discipline and classroom management techniques necessary to carry out the code. The board shall establish a process for a two-way communication system for teachers and other employees to notify a principal, supervisor, or other administrator of an existing emergency….

(f) The principal of each school shall apply the code of behavior and discipline uniformly and fairly to each student at the school without partiality or discrimination.

(g) A copy of the code of behavior and discipline adopted by the board of education shall be posted at each school. Guidance counselors shall be provided copies for discussion with students. The code shall be referenced in all school handbooks. All school employees and parents, legal guardians, or other persons exercising custodial control or supervision shall be provided copies of the code.

ELECTRONIC

DEVICES excerpts, KRS 156.675

(2) Each local school district and school shall utilize the latest available filtering technology to ensure that sexually explicit material is not made available to students.

(3) The Kentucky Department of Education shall make available to school districts and schools upon request and without cost, state-of-the-art software products that enable local districts and schools to prevent access to sexually explicit material. The department shall also notify all school districts and schools of the availability of the software.

(4) Each local school district shall establish a policy regarding student Internet access that shall include, but not be limited to, parental consent for student Internet use, teacher supervision of student computer use, and auditing procedures to determine whether education technology is being used for the purpose of accessing sexually explicit or other objectionable material.

RESOURCE: In September 2022, KDE updated the Student Discipline Guidelines and Model Policies

EXTRACURRICULAR PROGRAMS POLICY

green text in bold italics reflects a legal requirement from the 2025 General Assembly

SELECTION OF EXTRA-CURRICULAR PROGRAMS

The SBDM Council is responsible for the selection of extracurricular programs and should be open to any programs which meet the criteria below.

CRITERIA FOR PROGRAMS

For an extracurricular program to be continued or to institute new programs, the program must:

1. Contribute to one of the 1Kentucky Learning Goals included at the end of this policy.

2. Generate and maintain student interest, as well as attract students not currently involved in extracurricular or service projects.

3. Encourage, enhance, and maintain equity including but not limited to a wide range of opportunities for all students.

4. Have an adult sponsor who meets district requirements and have appropriate adult supervision at all times.

5. Abide by applicable district, state, and federal requirements.

PROGRAMS CURRENTLY OFFERED

Lists of the academic and non-academic extracurricular programs, activities, and clubs that are offered at [name of school] are in the Parent/Student Handbook.

STUDENT PARTICIPATION

Students will be eligible to participate in extracurricular activities if they:

1. Maintain passing grades in all subjects. (or receive teacher exception per extenuating circumstances)

2. Were in attendance on the day of the activity.

3. Comply with rules established by the adult coach or sponsor for the activity.

4. Meet requirements set by the appropriate sponsoring or governing organization.

COACHES AND SPONSORS

Each extracurricular activity will be led by an adult coach or sponsor who meets any applicable requirements set in law, designated in school board policy for non-faculty employees, and by the sponsoring or governing organizations. The coach, sponsor, or other approved personnel will be responsible for personally supervising or ensuring that all students are supervised by an adult while they are participating in an activity, including practice time and travel time where applicable.

Each district employee and volunteer who needs to communicate electronically with students will exclusively use the district-designated, traceable communication system.

PROGRAM EVALUATION

Our extracurricular program will be evaluated through our annual policy review process.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

STUDENT PARTICIPATION: This section should address ALL extracurricular activities and clubs. If coaches or sponsors want to hold the participants of their particular activity to a higher academic or attendance standard, that is up to them just so long as the participants and parents are aware of it, i.e., the specific requirements for that activity/sport are outlined in the Parent/Student Handbook and in the Teachers’ Handbook. KASC recommends that the school makes the requirements of outside organizations easily accessible through the Parent/Student Handbook.

LAW IN A BOX:

This sample policy is consistent with the SBDM law, KRS 160.345(2)(i)(8):

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

…8. Selection of extracurricular programs and determination of policies related to student participation based on academic qualifications and attendance requirements, program evaluation, supervision …

As of June 27, 2025 A new section of KRS 160 requires:

(2) Each local board of education shall designate a traceable communication system to be the exclusive means for a school district employee or volunteer to communicate electronically with students. The principal of each public school shall provide parents written or electronic notification within the first ten days of the school year of each electronic school notification and communication program designated within the traceable communication system. The notification shall include instructions for parents to access and review communications sent through each electronic school notification and communication program.

1It is NOT legally required for the purpose of the extracurricular activity to line up with ANY of the Kentucky Learner Goals KRS 158.6451(b):

Schools shall develop their students' ability to:

1) Use communication and mathematics skills for purposes and situations they will encounter throughout their lives;

2) Apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, civics, and practical living studies to situations they will encounter throughout their lives;

3) Become self-sufficient individuals of good character exhibiting the qualities of altruism, citizenship, courtesy, hard work, honesty, human worth, justice, knowledge, patriotism, respect, responsibility, and self discipline;

4) Become responsible members of a family, work group, or community, including demonstrating effectiveness in community service;

5) Think critically, creatively, and independently to solve problems in school situations and in a variety of situations they will encounter in life;

6) Connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources; and

7) Express their creative talents and interests in visual arts, music, dance and dramatic arts.

Text in bold, underline, italics shows changes made during the 2025 Kentucky General Assembly.

INSTRUCTIONAL AND NON-INSTRUCTIONAL STAFF TIME ASSIGNMENT POLICY

CRITERIA FOR ASSIGNMENT

The principal will assign staff members’ time in a manner that will:

1. Take into account specific student needs and interests, including both developmental and academic

2. Facilitate the implementation of our improvement plan and our student assignment policy.

3. Take into account different teachers’ strengths and in-depth knowledge of specific topics and assign highly effective staff in a fair and equitable manner based on student and school needs, assessment data, and local and state requirements.

4. Take into account staff members’ requests to vary their work.

5. Put a priority on a manageable class load for each teacher.

6. Include formal and informal assignment processes that support and assist all new personnel and provide mentoring for new instructional personnel.

7. Meet certification requirements and the parameters of district job classifications.

8. Remain consistent with applicable school board policies.

ASSIGNMENTS BASED ON CRITERIA

To complete assignments, in the spring, the principal will:

1. Invite all returning staff members to indicate their preference for continuing or changing assignments the next year, including classroom assignments, extra-duty assignments, and other responsibilities.

2. Meet with any individual staff members whose requests may be difficult to grant to discuss reasons for the staff member’s interest, factors making it difficult to grant the requests, and possible solutions.

3. Assign staff members based on the criteria in the first section of this policy. Notify all staff members of their assignments and notify the council, as an FYI, of those assignments.

4. Notify the council, as an FYI, of those assignments.

ALTERING ASSIGNMENTS

After making assignments, the principal may alter them:

1. When necessary to respond to unanticipated enrollment or staffing changes.

2. When the principal and the affected teachers agree that a change is needed.

3. When the council changes other policies or the school improvement plan and recognizes in the minutes that those changes may require staff time assignment changes that cannot be put off until the next school year.

SUPERVISION OF STUDENTS

While on school property, students at [name of school] will be under the supervision of a qualified adult who will treat students with respect and hold them accountable for their conduct.

A. DAILY SUPERVISION PLANS

Prior to the opening of each school year, the principal (or designee) will have in place a plan of daily student supervision for the area of concern, such as:

Ÿ Cafeteria

Ÿ Restrooms

Ÿ Playground

Ÿ Locker areas

Ÿ Halls and stairwells

Ÿ Before and after school areas

Ÿ Bus loading and unloading zones

B. SUPERVISION OF EVENTS AND ACTIVITIES

The Principal (or designee) will ensure that all school-sponsored events and activities are supervised and chaperoned with a suitable number of qualified adults who will treat students with respect and hold them to appropriate standards of conduct.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM Law KRS 160.345

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 2. Assignment of all instructional and non-instructional staff time …

SUPERVISION OF STUDENTS:

Be sure the supervision section aligns with the required district policies on bullying and any other district supervision requirements.

Revise this section to fit your particular school situation and level; for example, the list of places that need a supervision plan will vary by school.

INSTRUCTIONAL PRACTICES POLICY

GUIDING PRINCIPLES FOR INSTRUCTIONAL PRACTICES

Instructional Practices used in the classroom will be based on evidence, quality research, and address:

1. Positive Learning Culture

§ an environment of respect and rapport teacher-student and student-student

§ belief in the ability of every student to learn and achieve

§ dedication to the learning opportunities and support needed for each student to learn

2. Understanding of the Science of Learning

§ recognizing and responding to individual needs, interests, and cultural heritage

§ aligning activities, lessons, and assessments with the Kentucky Academic Standards

§ clarifying expectations for student learning

§ engaging students actively and intellectually in the learning process

§ using questioning and discussion techniques effectively with students

§ monitoring student learning with formative assessment and self-assessment

§ providing actionable feedback and multiple opportunities for students to improve and learn

3. Communication with Families

§ information about the instructional program and ways to be engaged

§ information about the child’s strengths and areas for growth

Characteristics are based on the Kentucky-adapted version of the Danielson Framework for Teaching

The three characteristics above, will be used in the following work:

a. council, administration, and team/department planning of specific expectations (See KASC’s example below. It’s important that the school decides the specific instructional practices expected in school.)

b. teacher/staff planning and implementation of instructional practices

c. discussions of issues regarding instructional practices

SPECIFIC CLASSROOM EXPECTATIONS FOR INSTRUCTIONAL PRACTICES

KASC strongly recommends the council works with all school shareholders to develop what everyone can expect in a classroom in your school. This serves many purposes, some of which include:

§ Makes it clear what the school values

§ Provides an agreed-upon list of the kind of instructional practices deemed to be most effective (this is especially important to address turnover and getting new staff up to speed)

§ Gives students and families a better understanding of the learning experiences

KASC has seen this done in various ways. Three optional examples are shown below The specifics need to match your school’s priorities.

Student Learning is Vibrant and Memorable Instruction Guarantee

Requires THINKING that leads to learning Students apply, evaluate, draw conclusions, and solve problems

Has MEANING for students

Students learning connects to interests, is relevant, and actively engages them

Empowers student OWNERSHIP

Students shape the classroom experiences, make learning choices, and take leadership in their learning

Some ideas… Student assignments will be grade appropriate Weekly

Learning experiences will be intellectually engaging

Students will have multiple opportunities to learn content

Student Learning Experiences

Some ideas…Students will receive actionable feedback; use technology in real-life ways; etc

Per nine weeks

Each semester

Some ideas…Students will present to an audience; publish a writing piece; incorporate the performing arts; etc.

Some ideas…Students will complete real-life projects; connect with real-world experts in person or digitally; etc.

In addition to being based on best practices research and reflecting our school values, the Specific Classroom Expectations for Instructional Practices will enable our students to meet the Kentucky Learning Goals and will not be in conflict with school board policies

Kentucky Learning Goals (KRS 158.6451)

(1) …Schools shall:

(a) expect a high level of achievement of all students.

(b) develop their students' ability to:

1. Use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives;

2. Apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, and practical living studies to situations they will encounter throughout their lives;

3. Become self-sufficient individuals of good character exhibiting the qualities of altruism, citizenship, courtesy, hard work, honesty, human worth, justice, knowledge, patriotism, respect, responsibility, and selfdiscipline;

4. Become responsible members of a family, work group, or community, including demonstrating effectiveness in community service;

5. Think and solve problems in school situations and in a variety of situations they will encounter in life;

6. Connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources; and

7. Express their creative talents and interests in visual arts, music, dance, and dramatic arts.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Reviewed or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law or addressing a legal requirement.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX

: SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 6. Planning and resolution of issues regarding instructional practices; …

PROGRAM APPRAISAL POLICY

SCHOOL IMPROVEMENT PLAN AND NEEDS ASSESSMENT

Annual School Improvement Plan process will include:

— An analysis of our state testing data and other school data as necessary to discover the extent to which our students are meeting state standards and our programs are proving effective.

— Systematic work to discover and correct the causes of and barriers to high performance by all students and the movement of students toward our goals.

— A revision of our school improvement plan based on needs assessment data.

The improvement plan will include goals, address causes, and dictate indicated changes to programs to help move our students to state standards The resulting plans for improvement will be monitored by the council.

OTHER PROGRAM APPRAISAL

Any program that is not included in the School Improvement Plan process, will be evaluated using:

— Evidence of program effectiveness (using multiple sources of data when possible)

— Comparison to research on effective practices

The improvement planning process and other program appraisal will be consistent with local board policy.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law or addressing a legal requirement.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 10. Procedures, consistent with local school board policy, for determining alignment with program appraisal; …

SCHOOL DAY AND WEEK SCHEDULE POLICY

green text in bold italics reflects a legal requirement from the 2025 General Assembly

CRITERIA FOR DEVELOPING THE MASTER SCHEDULE

Our schedule will:

1. Give all students access to all classes, avoiding conflicting schedules of specialized classes and preventing any exclusion related to cultural background, physical abilities, socio-economic status, and intellectual status.

2. Provide students with the learning time they need, including technology access to complete writing assignments and other learning activities.

3. Promote efficiency and effectiveness, including protecting instructional time.

4. Allow all teachers equitable planning and time to collaborate on a regular basis.

5. Provide equitable access to effective teachers for all students, including opportunities for teachers to switch assignments to capitalize on in-depth knowledge of specific subjects.

6. Facilitate teacher opportunities to adjust the length of class periods when needed.

7. Promote reasonable and appropriate enrollments for all classes and appropriate numbers of pupils each teacher works with in the course of a day.

8. Respect the beginning and ending times of the school day and school calendar year as established by the local board of education.

9. Include the legally-required moment of silence or reflection during the first class of the day. The moment must be at least one minute and not more than two minutes.

PROCESS FOR DEVELOPING THE MASTER SCHEDULE

Annually, the principal or designee will use input from faculty, staff, students, and families to develop a master schedule for the school day that includes any needed changes. The following procedures will be used:

1. Review student performance data, survey data (if available) from students, parents, and staff, and other input from staff on how well instructional time is being used and what changes (if any) are needed.

• Brainstorm current time barriers to implementing needed changes and meeting student needs and ways the schedule might be changed to remove those barriers.

• Discuss advantages and disadvantages of various changes, focusing on the criteria listed in the first section of this policy.

2. Consider pertinent data from programs outside the regular classroom arts, health, vocational studies, etc. to determine changes needed or extra time needed in these areas.

3. (Middle and High School) Student class requests will be given priority as possible.

TIMELINE

Based on the above work, those involved will consult with the principal and make recommendations concerning schedule changes for the coming school year no later than the end of February.

By the 1st of April, the principal (and/or designees) will prepare a schedule for the coming school year including changes (if any) and notify the staff.

No later than June 30th the principal will report as an FYI item to the council on the schedule for the coming year.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

NOTES ON USING THIS POLICY

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX

:

SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 4. Determination of the schedule of the school day and week, subject to the beginning and ending times of the school day and school calendar year as established by the local board …

Moment of Silence (KRS 158.175)

(5)(a) The board of education of each local school district shall establish a policy and develop procedures whereby, at the commencement of the first class of each day in all public schools, there shall be a moment of silence or reflection of at least one minute, but not to exceed two minutes

(b) The policy … shall ensure that all pupils remain seated and silent and make no distracting display so that each pupil may, in the exercise of his or her individual choice, meditate, pray, or engage in any other silent activity which does not interfere with, distract from, or impede other pupils' exercise of individual choice. The policy shall prohibit district personnel from providing instruction to any student regarding the nature of any reflection that a student may engage in during the moment of silence or reflection. The policy shall require notification be sent to parents or guardians providing information on the policy and encouraging parents and guardians to provide guidance to their pupils regarding the moment of silence or reflection.

—bold, italics, underlined text reflects changes in the 2025 Kentucky General Assembly

SCHOOL SPACE USE POLICY

CRITERIA FOR ASSIGNING SCHOOL SPACE

The principal will assign the use of school space during the school day in a manner that will:

1. Take each student’s developmental needs into account.

2. Facilitate the implementation of our school improvement plan.

3. Maximize staff opportunities for sharing resources, mentoring, and collaborating with teachers and students of similar grade levels, subject areas, or collaborative groups

4. Provide needed space to implement successful classes and programs.

5. Be related to improving classroom teaching and learning.

CLASSROOM SPACE ASSIGNMENTS

To assign classroom space, the principal will:

1. In March, invite all returning staff members to indicate their preference for continuing or changing classroom space assignments the next year.

2. In April, meet with any staff members whose requests may be difficult to grant to discuss reasons for the staff member’s interest, factors making it difficult to grant the requests, and possible solutions.

3. In May, assign classroom space based on the criteria in the first section of this policy and notify all staff members of their individual assignments and also notify the council of those assignments

ALTERING CLASSROOM SPACE ASSIGNMENTS

After assigning classroom space, the principal may alter those assignments:

1. When necessary to respond to unanticipated enrollment or staffing changes.

2. When the principal and affected teachers agree that a change is needed.

3. When the council changes other policies or the school improvement plan and recognizes in the minutes that those changes may require space use changes that cannot be put off until the next school year.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics (above) show language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM Responsibility (SBDM Law KRS 160.345) (2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas: … 5. Determination of use of school space during the school day related to improving classroom teaching and learning …

STUDENT ASSIGNMENT POLICY

CRITERIA FOR STUDENT ASSIGNMENT TO CLASSES AND PROGRAMS

The principal (or designee) will assign students to classes and programs in a manner that will:

1. Take each student’s developmental and academic needs into account.

2. Facilitate the implementation of our school improvement plan

3. (Elementary and Middle Schools) Prepare all students to be ready for college level work during their high school careers.

4. (High School) Prepare all students for success beyond their high school careers.

5. Support the goal of not exceeding the state class size cap except temporarily to accommodate a newly enrolled student or for the current school year with the approval of the SBDM Council.

PRIVACY RIGHTS

Information about students under the Rights to Privacy Act shall be held in confidence by the administration and staff during the student assignment process.

(OPTIONAL) PARENT REQUESTS

Parent/guardian requests should be submitted only if there are unusual academic, social, or emotional circumstances. In these cases, the request must be in writing and returned personally by the parent to the office no later than [date to be returned]. The requests will be considered on a case-by-case basis by the principal and counselor, and decisions will be final.

(ELEMENTARY) STUDENT ASSIGNMENT PROCEDURES EXAMPLE

Primary Example

In April, the primary teachers will meet together to develop recommended class groupings for the next year using classroom observations of current students and any available data on pre-registered new students. Each grouping will include students performing at a variety of levels. Individual students will be placed to help each one make continuous progress.

In May, the principal (or designee) will consider those recommendations before making final assignments of current students and notifying parents, with a target date of completion by the last day of school. The principal will assign students who enter the school after the recommendations and/or final assignments are complete.

Intermediate Example

In April, teachers in each grade will meet to recommend groups for their students for the next school year. The recommendations will fit the standards for student assignment listed in the first section of this policy and also ensure multi-ability classrooms.

In May, the principal (or designee) will consider those recommendations before making final assignments of current students and notifying parents, with a target date of completion by the last day of school. The decisions will meet the criteria for student assignment listed in the first section of this policy, provide multi-ability classrooms, and give thoughtful consideration to the recommendations made by the teachers. The principal (or designee) will assign students who enter the school after the recommendations and/or final assignments are complete.

(MIDDLE SCHOOL) GROUP/TEAM AND CLASSROOM ASSIGNMENT PROCEDURES EXAMPLE

Starting in March, the following procedures will be followed for assigning students to groups or teams and classes:

1. With teacher input as necessary, students will be randomly assigned to groups/teams by the principal(s)/counselor(s) (or designees).

2. Once students are assigned to groups/teams, the teachers may be asked for further input and adjustments may be made, if necessary. The groups/teams will be checked for a balance of gender, race, and ability.

3. Once students are assigned to groups/teams, the principals/counselors (or designees) and the group/team teachers will then assign students to specific content area classrooms after considering all relevant data including but not limited to test scores, grades, behavior, student class choices, ILPs, parent suggestions/requests, and teacher suggestions/requests.

4. The target date of completion of all students being scheduled into classes will be June 30th

5. Notify parents and students of schedules for the upcoming school year by [date of notification]

6. Changes in the student schedules will be handled on a case-by-case basis by the principals/counselors (or designees) with input from teachers and/or parents, if necessary.

(HIGH SCHOOL) HOMEROOM AND CLASS ASSIGNMENT PROCEDURES EXAMPLE

Beginning in March, the principal(s)/counselor(s) (or principal’s designee) will:

1. Assign students to homeroom or advisory periods in alphabetical order, with exceptions being made only when necessary to address unusual physical needs, interpersonal difficulties, or noticeable disproportions by race or gender.

2. Assign individual students to classes after considering all relevant data including but not limited to student class choices, test scores, ILPs, parent suggestions/requests, and teacher suggestions/requests.

3. The target date of completion of all students being scheduled into classes will be June 30th

4. Notify parents and students of schedules for the upcoming school year by [date of notification].

5. Changes in the student schedules will be handled on a case-by-case basis by the principals/counselors (or designees) with input from teachers and/or parents, if necessary.

As much as possible, participation in one course should not prevent students from having an opportunity to participate in arts, vocational, language courses, etc.

\ POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Date(s) Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX

:

SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 3. Assignment of students to classes and programs within the school …

TECHNOLOGY USE POLICY

CRITERIA AND GUIDELINES

In order to help prepare students for life in a digital world, students will:

• Be taught ethical practices, appropriate etiquette, and online safety

• Be taught to use critical evaluation of Internet sites used for research and study.

• Use technology for authentic purposes.

• Use real-world tools as often as possible.

• Master the Kentucky Academic Standards for Technology.

ELECTRONIC DEVICES

Students will adhere to all school and district rules and policies regarding the use of any and all electronic devices at school. Specific details about using electronic devices, as well as consequences for misuse, can be found in the Parent/Student and Teachers’ Handbooks.

ACCEPTABLE USE

Each year all students and parents will be required to sign and date an Acceptable Use Policy/Form in order to access school/district technology.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process.

Dates Adopted, Reviewed, or Revised:

NOTES ON USING THIS POLICY

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Bold italics show language directly from the law or addressing a legal requirement

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX:

SBDM Responsibility (SBDM Law KRS 160.345)

(2)(i) The school council shall adopt a policy that shall be consistent with local board policy and shall be implemented by the principal in the following additional areas:

… 10. Procedures, consistent with local school board policy, for determining alignment with…technology utilization

WELLNESS POLICY

KASC NOTE: Includes Kentucky legal requirements for K-5. For all schools with students participating in free/reduced lunch program, be sure this policy is aligned with the district wellness policy required by the federal law, Healthy, Hunger Free Kids Act

PHYSICAL ACTIVITY PLAN

All students will participate in moderate to vigorous physical activity each day, as follows:

1. Each student will engage in at least [put in number] minutes of planned moderate to vigorous physical activity each day. With input from the staff, the principal (or principal designee) will work out how this will be implemented. The arrangements must fit within the limits of our building and staffing and be compatible with our school improvement plan.

2. [adapt to your master schedule] Each student will participate in physical education class once a week.

3. (Elementary) Each student will have at least [put in number] minutes a day of supervised recess. Weather permitting, recess will occur outdoors as often as possible, and teachers will encourage the students verbally to engage in moderate-to-vigorous physical activity. The school will provide space and equipment to make that activity possible and appealing to students.

4. In keeping with brain-based research, teachers will make all reasonable efforts to avoid periods of more than 30 minutes when students are physically inactive. When possible, physical activity will be integrated into learning activities. When that is not possible, students will be given periodic breaks during which they are encouraged to stand and move in some form.

5. [adapt to your level] Students will not be deprived of recess or other physical activity as a consequence for behavior or academic performance.

6. Appropriate accommodations will be made for students with special needs, as required by law and sound professional judgment.

HEALTHY CHOICE PLAN

We will encourage healthy choices among students using the following methods:

1. Implementing the nutritional standards required by federal and state laws and regulations that apply to our food program and to other food and beverages available during the school day. (Note: There are very specific guidelines the district must follow; be sure your policy and actions are in line with district rules.)

2. Implementing a curriculum that addresses the standards for health education, physical education, and consumerism.

[OPTIONAL] GUIDELINES FOR FOOD OUTSIDE THE CAFETERIA

NOTE: To help promote healthy nutrition, consider adding guidelines/rules/procedures for food that may come into the school but is not connected to the federal food programs Check with the District Food Service Director to ensure these guidelines align with your District Wellness Policy.

ASSESSMENT TOOL

We will assess students’ level of physical activity and physical fitness at least once a year using the following procedures:

1. The principal (or designee), with collaboration from teachers and parents with wellness expertise, will select an assessment tool. Once the council has adopted a tool, it will remain in use unless the principal (or designee) recommends a change.

2. The principal (or designee) will develop a schedule for completing the assessment during the last month of school.

3. The principal will report the results of the wellness assessment data to the council annually.

4. The council in coordination with [insert committee name] will discuss the results of the report and decide if appropriate wellness goals are included in the school improvement plan or if they need to be added or revised.

POLICY IMPLEMENTATION

The provisions of this policy will be implemented to comply with provisions required by federal law, state law, and local board policy. If any specific requirement above does not fit with those rules, the principal will notify the council so that the policy can be amended to fit.

The principal may be asked to share the data collected according to this policy with the district office and/or the Kentucky Department of Education.

PROGRAM EVALUATION

A Coordinated School Health Committee [or insert committee name] will collect and analyze data to be used as a support and resource for collaboration and integration of practical living instruction throughout the school environment.

The council will evaluate the effectiveness of this policy based on the feedback from Coordinated School Health committee [or insert committee name] and through our annual school improvement planning process.

POLICY EVALUATION

We will evaluate this policy through our annual policy review process

Date(s) Adopted, Reviewed, or Revised:

LEGAL REQUIREMENTS:

§ This policy is required by law.

§ Specific components must be included in the policy (see below).

§ Bold italics show required components and/or language directly from the law.

§ Your policy can meet the requirements in ways that differ from KASC’s samples, but your policy language can’t contradict the law.

LAW IN A BOX

:

SBDM Responsibility (SBDM Law KRS 160.345)

(11) Each school council of a school containing grades K-5 or any combination … shall develop and implement a wellness policy that includes moderate to vigorous physical activity each day and encourages healthy choices among students. The policy may permit physical activity to be considered part of the instructional day, not to exceed 30 minutes per day, or one hundred and 150 minutes per week. Each school council… shall adopt an assessment tool to determine each child's level of physical activity on an annual basis. The council …may utilize an existing assessment program. The Kentucky Department of Education shall … report to the Legislative Research Commission no later than November 1 of each year on how the schools are providing physical activity under this subsection and on the types of physical activity being provided. The policy developed by the school council … shall comply with provisions required by federal law, state law, or local board policy.

The USA Healthy, Hunger Free Kids Act

Federal law requires the district to have a local Wellness Policy in place for each school under its jurisdiction. Check with your District Food Service Director to ensure your school Wellness Policy aligns with your District Wellness Policy. Middle schools (without 5th grade) and high schools are encouraged to have an SBDM wellness policy, but the federal requirement is that local board of educations have a policy covering middle and high school. Ensure district policies are followed.