{"data":{"id":"us-ky/krs-158.6453","jurisdiction":"us-ky","citation":"KRS 158.6453","heading":"Definitions for section -- Review of academic standards and assessments -","body":"- Revisions to academic standards -- Review committees -- Advisory panels --\nStandards and assessments process review committee -- Administrative\nregulations -- Information and training -- Statewide assessment program --\nAcademic components -- Student assessments -- College admissions\nexamination -- School report card -- Individual student report -- Writing\nprogram -- School profile report -- Advanced coursework or accelerat ed\nlearning district plan.\n(1) As used in this section:\n(a) \"Accelerated learning\" means an organized way of helping students meet\nindividual academic goals by providing direct instruction to eliminate student\nperformance deficien cies or enable students to move more quickly through\ncourse requirements and pursue higher level skill development;\n(b) \"Advanced coursework\" means educational programs or opportunities\ndesigned to challenge students with more rigorous content beyond the\nstandard curriculum, including but not limited to advanced placement,\nInternational Baccalaureate, and honors courses;\n(c) \"Constructed-response items\" or \"performance-based items\" means individual\ntest items that require the student to create an answer rat her than select a\nresponse and may include fill -in-the-blank, short -answer, extended -answer,\nopen-response, and writing-on-demand formats;\n(d) \"Criterion-referenced test\" means a test that is aligned with defined academic\ncontent standards and measures an individual student's level of performance\nagainst the standards;\n(e) \"Formative assessment\" means a process used by teachers and students during\ninstruction to adjust ongoing teaching and learning to improve students'\nachievement of intended instructional outcomes. Formative assessments may\ninclude the use of commercial assessments, curriculum -embedded\nassessments, classroom observations, teacher-designed assessments, and other\nprocesses and assignments to gain information about individual student\nlearning that reflects developmentally appropriate grade-level performance;\n(f) \"Interim assessments\" means assessments that are given periodically\nthroughout the year to provide diagnostic information and to show individual\nstudent performance against content standards;\n(g) \"Summative assessment\" means an assessment given at the end of the school\nyear, semester, or other period of time to evaluate students' performance\nagainst academic standards within a unit of instruction or a course; and\n(h) \"Writing\" means a pu rposeful act of thinking and expression that uses\nlanguage to explore ideas and communicate meaning to others. Writing is a\ncomplex, multifaceted act of communication and is distinct from basic\nhandwriting or penmanship.\n(2) (a) Every six (6) years, the Kentucky Department of Education shall implement a\nprocess for reviewing Kentucky's academic standards and the alignment of\ncorresponding assessments for possible revision or replacement to ensure\nalignment with transition readiness standards necessary for g lobal\ncompetitiveness, state career and technical education standards, and KRS\n158.196.\n(b) The revisions to the academic standards shall:\n1. Focus on critical knowledge, skills, and capacities needed for success in\nthe global economy;\n2. Result in fewer but more in -depth standards to facilitate mastery\nlearning;\n3. Communicate expectations more clearly and concisely to teachers,\nparents, students, and citizens;\n4. Be based on evidence-based research;\n5. Consider international benchmarks; and\n6. Ensure that the standards are aligned from elementary to high school to\npostsecondary education so that students can be successful at each\neducation level.\n(c) 1. The department  shall establish four (4) standards and assessments\nreview committees, with each committee composed of a minimum of six\n(6) Kentucky public school teachers and a minimum of two (2)\nrepresentatives from Kentucky institutions of higher education,\nincluding a t least one (1) representative from a public institution of\nhigher education. Each committee member shall teach in the subject\narea that his or her committee is assigned to review and have no prior or\ncurrent affiliation with a curriculum or assessment resources vendor.\n2. One (1) of the four (4) committees shall be assigned to focus on the\nreview of reading and writing academic standards and corresponding\nassessments in reading, one (1) on the review of mathematics academic\nstandards and assessments, one ( 1) on the review of science academic\nstandards and assessments, and one (1) on the review of social studies\nacademic standards and assessments.\n(d) 1. The department shall establish twelve (12) advisory panels to advise and\nassist each of the four (4) standards and assessments review committees.\n2. Three (3) advisory panels shall be assigned to each standards and\nassessments review committee. One (1) panel shall review the standards\nand assessments for kindergarten through grade five (5), one (1) shall\nreview the standards and assessments for grades six (6) through eight\n(8), and one (1) shall review the standards and assessments for grades\nnine (9) through twelve (12).\n3. Each advisory panel shall be composed of at least one (1) representative\nfrom a Kentuc ky institution of higher education and a minimum of six\n(6) Kentucky public school teachers who teach in the grade level and\nsubject reviewed by the advisory panel to which they are assigned and\nhave no prior or current affiliation with a curriculum or ass essment\nresources vendor.\n(e) The commissioner of education and the president of the Council on\nPostsecondary Education shall also provide consultants for the standards and\nassessments review committees and the advisory panels who are business and\nindustry professionals actively engaged in career fields that depend on the\nvarious content areas.\n(f) 1. The standards and assessments process review committee is hereby\nestablished and shall be composed of the commissioner of education or\ndesignee as a nonvoting  member and nine (9) voting representatives of\npublic schools, of whom at least two (2) shall be parents of public\nschool students, appointed by the Governor and confirmed by the Senate\nin accordance with KRS 11.160 as follows:\na. One (1) language arts teacher;\nb. One (1) math teacher;\nc. One (1) science teacher;\nd. One (1) social studies teacher;\ne. Two (2) school principals;\nf. Two (2) school superintendents; and\ng. One (1) school board member.\n2. On making appointments to the committee, the Governor shal l ensure\nbroad geographical urban and rural representation and representation of\nelementary, middle, and high school levels; ensure equal representation\nof the two (2) sexes, inasmuch as possible; and ensure that appointments\nreflect the minority racial composition of the Commonwealth.\n3. The review of the committee shall be limited to the procedural aspects\nof the review process undertaken prior to its consideration.\n4. Notwithstanding KRS 12.028, the committee shall not be subject to\nreorganization by the Governor.\n(g) 1. The review process implemented under this subsection shall be an open,\ntransparent p rocess that allows all Kentuckians an opportunity to\nparticipate. The department shall ensure the public's assistance in\nreviewing and suggesting changes to the standards and alignment\nadjustments to corresponding state assessments by establishing a\nwebsite dedicated to collecting comments by the public and educators.\nAn independent third party, which has no prior or current affiliation with\na curriculum or assessment resources vendor, shall be selected by the\ndepartment to collect and transmit the comments  to the department for\ndissemination to the appropriate advisory panel for review and\nconsideration.\n2. Each advisory panel shall review the standards and assessments for its\nassigned subject matter and grade level and the suggestions made by the\npublic and educators. After completing its review, each advisory panel\nshall make recommendations for changes to the standards and alignment\nadjustments for assessments to the appropriate standards and\nassessments review committee.\n3. Each standards and assessments  review committee shall review the\nfindings and make recommendations to revise or replace existing\nstandards and to adjust alignment of assessments.\n4. The recommendations shall be published on the website established in\nthis subsection for the purpose of gathering additional feedback from the\npublic. The commissioner shall subsequently present the\nrecommendations and the public feedback to the Interim Joint\nCommittee on Education.\n5. The commissioner shall subsequently provide a report to the standards\nand assessments process review committee summarizing the process\nconducted under this subsection and the resulting recommendations. The\nreport shall include but not be limited to the timeline of the review\nprocess, public feedback, and responses from the Inte rim Joint\nCommittee on Education.\n6. After receiving the commissioner's report, the standards and assessments\nprocess review committee shall either concur that stakeholders have had\nadequate opportunity to provide input on standards and the\ncorresponding alignment of state assessments or find the input process\ndeficient. If the process is found deficient, the recommendations may be\nreturned to the appropriate standards and assessments review committee\nfor review as described in subparagraph 3. of this parag raph. If the\nprocess is found sufficient, the recommendations shall be forwarded\nwithout amendment to the Kentucky Board of Education.\n(h) The Kentucky Board of Education shall promulgate administrative regulations\nin accordance with KRS Chapter 13A as may be needed for the administration\nof the review process, including staggering the timing and sequence of the\nreview process by subject area and remuneration of the review committees\nand advisory panels described in paragraphs (c) and (d) of this subsection.\n(i) 1. The Kentucky Board of Education shall consider for approval the\nrevisions to academic standards for a content area and the alignment of\nthe corresponding state assessment once recommendations are received\nfrom the standards and assessments process  review committee. Existing\nstate academic standards shall remain in place until the board approves\nnew standards.\n2. Any revision to, or replacement of, the academic standards and\nassessments as a result of the review process conducted under this\nsubsection shall be implemented in Kentucky public schools no later\nthan the second academic year following the review process. Existing\nacademic standards shall be used until new standards are implemented.\n3. The Department of Education shall disseminate the acad emic standards\nto the schools and teacher preparation programs.\n(j) The Department of Education shall provide or facilitate statewide training\nsessions for existing teachers and administrators on how to:\n1. Integrate the revised academic standards into classroom instruction;\n2. Better integrate performance assessment of students within their\ninstructional practices; and\n3. Help all students use higher-order thinking and communication skills.\n(k) The Education Professional Standards Board in cooperation with  the\nKentucky Board of Education and the Council on Postsecondary Education\nshall coordinate information and training sessions for faculty and staff in all of\nthe teacher preparation programs in the use of the revised academic standards.\nThe Education Prof essional Standards Board shall ensure that each teacher\npreparation program includes use of the academic standards in the pre -service\neducation programs and that all teacher interns will have experience planning\nclassroom instruction based on the revised standards.\n(l) The Council on Postsecondary Education in cooperation with the Kentucky\nDepartment of Education and the postsecondary education institutions in the\nstate shall coordinate information sessions regarding the academic standards\nfor faculty who teach in the various content areas.\n(m) The Education Professional Standards Board shall, as a condition of program\napproval, require teacher preparation programs to align curriculum with the\nexpectations set forth in the state's academic standards.\n(3) (a) The Kentucky Board of Education shall be responsible for creating and\nimplementing a balanced statewide assessment program that measures the\nstudents', schools', and districts' achievement of the goals set forth in KRS\n158.645 and 158.6451, to ensure comp liance with the federal Every Student\nSucceeds Act of 2015, Pub. L. No. 114 -95, or its successor, and to ensure\nschool accountability.\n(b) The board shall revise the annual statewide assessment program as needed in\naccordance with revised academic standard s and corresponding assessment\nalignment adjustments approved by the board under subsection (2) of this\nsection.\n(c) The statewide assessments shall not include any academic standards not\napproved by the board under subsection (2) of this section.\n(d) The board shall seek the advice of the Office of Education Accountability; the\nSchool Curriculum, Assessment, and Accountability Council; the Education\nAssessment and Accountability Review Subcommittee, and the department's\ntechnical advisory committee in the development of the assessment program.\nThe statewide assessment program shall not include measurement of a\nstudent's ability to become a self -sufficient individual or to become a\nresponsible member of a family, work group, or community.\n(4) (a) The academi c components of the statewide assessment program shall be\ncomposed of annual student summative tests, which may include a\ncombination of multiple competency -based assessment and performance\nmeasures approved by the Kentucky Board of Education.\n(b) The annual student summative tests shall:\n1. Measure individual student achievement in reading, mathematics,\nscience, and social studies at designated grades;\n2. Provide teachers and parents a valid and reliable comprehensive analysis\nof skills mastered by individual students;\n3. Provide diagnostic information that identifies strengths and academic\ndeficiencies of individual students in the content areas;\n4. Provide information to teachers that can enable them to improve\ninstruction for current and future students;\n5. Provide longitudinal profiles for students; and\n6. Ensure school and district accountability for student achievement of the\ngoals set forth in KRS 158.645 and 158.6451, except the statewide\nassessment program shall not include measurement of a student's ability\nto beco me a self -sufficient individual or to become a responsible\nmember of a family, work group, or community.\n(5) The state student assessments shall include the following components:\n(a) Elementary and middle grades requirements are:\n1. A criterion -referenced test each in mathematics and reading in grades\nthree (3) through eight (8) that is valid and reliable for an individual\nstudent and that measures the depth and breadth of the academic\nstandards; and\n2. A criterion-referenced test each in science and social studies that is valid\nand reliable for an individual student as necessary to measure the depth\nand breadth of the academic standards to be administered one (1) time\nwithin the elementary and middle grades, respectively;\n(b) High school requirements are:\n1. A criterion-referenced test in mathematics, reading, and science that is\nvalid and reliable for an individual student and that measures the depth\nand breadth of Kentucky's academic content standards to be\nadministered one (1) time within the high school grades;\n2. A criterion-referenced test in social studies that is valid and reliable for\nan individual student as necessary to measure the depth and breadth of\nthe academic standards to be administered one (1) time within the high\nschool grades; and\n3. A co llege admissions examination to assess English, reading,\nmathematics, and science in the spring of grade eleven (11);\n(c) The Kentucky Board of Education shall add any other component necessary\nto comply with the Every Student Succeeds Act of 2015, Pub. L.  No. 114-95,\nor its successor, as determined by the United States Department of Education;\n(d) The criterion -referenced components required in this subsection shall be\ncomposed of constructed response items and multiple choice items; and\n(e) The results of  the assessment program developed under this subsection shall\nbe used by schools and districts to determine appropriate instructional\nmodifications for all students in order for students to make continuous\nprogress, including that needed by advanced learners.\n(6) Each school district shall administer the statewide student assessment during the\nlast fourteen (14) days of school in the district's instructional calendar. The\nKentucky Board of Education may change the testing window to allow for\ninnovative asse ssment systems or other online test administration and shall\npromulgate administrative regulations that minimize the number of days of testing\nand outline the procedures to be used during the testing process to ensure test\nsecurity, including procedures fo r testing makeup days, and to comply with federal\nassessment requirements.\n(7) A student enrolled in a district -operated or district -contracted alternative program\nshall participate in the appropriate assessments required by this section.\n(8) A local schoo l district may select and use commercial interim or formative\nassessments or develop and use its own formative assessments to provide data on\nhow well its students are growing toward mastery of Kentucky academic standards,\nso long as the district's local s chool board develops a policy minimizing the\nreduction in instructional time related to the administration of the interim\nassessments. Nothing in this section precludes teachers from using ongoing teacher-\ndeveloped formative processes.\n(9) Each school that  enrolls primary students shall use diagnostic assessments and\nprompts that measure readiness in reading and mathematics for its primary students\nas determined by the school to be developmentally appropriate. The schools may\nuse commercial products, use pr oducts and procedures developed by the district, or\ndevelop their own diagnostic procedures. The results shall be used to inform the\nteachers and parents or guardians of each student's skill level.\n(10) The state board shall ensure that a technically sound  longitudinal comparison of the\nassessment results for the same students shall be made available.\n(11) The following provisions shall apply to the college admissions examination\ndescribed in subsection (5)(b)3. of this section:\n(a) The cost of the college admissions examination administered to students in\nhigh school shall be paid for by the Kentucky Department of Education. The\ncosts of additional college admissions examinations shall be the responsibility\nof the student;\n(b) If funds are available, the Ke ntucky Department of Education shall provide a\ncollege admissions examination preparation program to all public high school\njuniors. The department may contract for necessary services; and\n(c) Accommodations provided to a student with a disability taking t he college\nadmissions assessment under this subsection shall consist of:\n1. Accommodations provided in a manner allowed by the college\nadmissions assessment provider when results in test scores are\nreportable to a postsecondary institution for admissions a nd placement\npurposes, except as provided in subparagraph 2. of this paragraph; or\n2. Accommodations provided in a manner allowed by a student's\nindividualized education program as defined in KRS 158.281 for a\nstudent whose disability precludes valid asses sment of his or her\nacademic abilities using the accommodations provided under\nsubparagraph 1. of this paragraph when the student's scores are not\nreportable to a postsecondary institution for admissions and placement\npurposes.\n(12) Kentucky teachers shall  have a significant role in providing feedback about the\ndesign of the assessments, except for the college admissions exam described in\nsubsection (5)(b)3. of this section. The assessments shall be designed to:\n(a) Measure developmentally appropriate grade -level performance aligned to the\nacademic standards;\n(b) Provide valid and reliable scores for schools. If scores are reported for\nstudents individually, they shall be valid and reliable; and\n(c) Minimize the time spent by teachers and students on assessment.\n(13) The results from assessment under subsections (3) and (5) of this section shall be\nreported to the school districts and schools no later than seventy -five (75) days\nfollowing the last day the assessment ca n be administered. Assessment reports\nprovided to the school districts and schools shall include an electronic copy of an\noperational subset of test items from each assessment administered to their students\nand the results for each of those test items by student and by school.\n(14) The Department of Education shall gather information to establish the validity of\nthe assessment and accountability program. It shall develop a biennial plan for\nvalidation studies that shall include but not be limited to the con sistency of student\nresults across multiple measures, the congruence of school scores with documented\nimprovements in instructional practice and the school learning environment, and the\npotential for all scores to yield fair, consistent, and accurate stude nt performance\nlevel and school accountability decisions. Validation activities shall take place in a\ntimely manner and shall include a review of the accuracy of scores assigned to\nstudents and schools, as well as of the testing materials. The plan shall b e submitted\nto the Commission by July 1 of the first year of each biennium. A summary of the\nfindings shall be submitted to the Legislative Research Commission by September\n1 of the second year of the biennium.\n(15) The Department of Education and the stat e board shall offer optional assistance to\nlocal school districts and schools in developing and using continuous assessment\nstrategies needed to ensure student progress. The continuous assessment shall\nprovide diagnostic information to improve instruction to meet the needs of\nindividual students.\n(16) The Administration Code for Kentucky's Assessment Program shall include\nprohibitions of inappropriate test preparation activities by school district employees\ncharged with test administration and oversight, including but not limited to the issue\nof teachers being required to do test practice in lieu of regular classroom instruction\nand test practice outside the normal work day. The code shall include disciplinary\nsanctions that may be taken toward a school or individuals.\n(17) The Kentucky Board of Education, after the Department of Education has received\nadvice from the Office of Education Accountability; the School Curriculum,\nAssessment, and Accountability Council; and the department's technical advisory\ncommittee, shall promulgate an administrative regulation under KRS Chapter 13A\nto establish the components of a reporting structure for assessments administered\nunder this section. The reporting structure shall include the following components:\n(a) A school re port card that clearly communicates with parents and the public\nabout school performance. The school report card shall be sent to the parents\nof the students of the districts, and information on electronic access to a\nsummary of the results for the distric t shall be published in the newspaper\nwith the largest circulation in the county. It shall include but not be limited to\nthe following components reported by race, gender, and disability when\nappropriate:\n1. Student academic achievement, including the resu lts from each of the\nassessments administered under this section;\n2. For Advanced Placement, Cambridge Advanced International, and\nInternational Baccalaureate, the courses offered, the number of students\nenrolled, completing, and taking the examination for  each course, and\nthe percentage of examinees receiving a score of three (3) or better on\nAP examinations, a score of \"e\" or better on Cambridge Advanced\nInternational examinations, or a score of four (4) or better on IB\nexaminations. The data shall be dis aggregated by gender, race, students\nwith disabilities, and economic status;\n3. Nonacademic achievement, including the school's attendance, retention,\ngraduation rates, and student transition to postsecondary;\n4. School learning environment, including meas ures of parental\ninvolvement;\n5. Until June 30, 2030, targeted quality measures, which shall include a\nmeasure of the change from the prior school year on the following\nfactors:\na. The percentage of certified teachers within the school and district\nwho have attained:\ni. Rank II status or higher as determined by the Education\nProfessional Standards Board; or\nii. Certification from the National Board for Professional\nTeaching Standards;\nb. For schools and districts containing students in grade eight (8), the\npercentage of students earning at least one (1) high school credit\nupon the completion of the student's grade eight (8) school year;\nand\nc. For schools and districts containing students in grade twelve (12),\nthe percentage of graduating students who have:\ni. Completed the Free Application for Federal Student Aid by\nthe student's graduation date; or\nii. A parent or legal guardian that has submitted an appropriate\nform to the school or district to opt out of completion of the\nFree Application for Federal Stud ent Aid after completing a\ndistrict-approved presentation regarding the Free Application\nfor Federal Student Aid; and\n6. Any other school performance data required by the Every Student\nSucceeds Act of 2015, Pub. L. No. 114-95, or its successor;\n(b) An indi vidual student report to parents for each student in grades three (3)\nthrough eight (8) summarizing the student's skills in reading, science, social\nstudies, and mathematics. The school's staff shall develop a plan for\naccelerated learning for any student with identified deficiencies or strengths;\nand\n(c) A student's score on the college admissions assessment administered under\nsubsection (5)(b)3. of this section.\n(18) (a) Every six (6) years, the Kentucky Department of Education shall implement a\ncomprehensive process for reviewing and revising the academic standards in\nvisual and performing arts and practical living skills and career studies for all\nlevels and in world language for middle and high schools. The department\nshall develop review committees for  the standards for each of the content\nareas that include representation from certified specialist public school\nteachers and postsecondary teachers in those subject areas.\n(b) The academic standards in practical living skills for elementary, middle, and\nhigh school levels shall include a focus on drug abuse prevention, with an\nemphasis on the prescription drug epidemic and the connection between\nprescription opioid abuse and add iction to other drugs, such as heroin and\nsynthetic drugs.\n(c) The department shall provide to all schools guidelines for programs that\nincorporate the adopted academic standards in visual and performing arts and\npractical living and career studies. The department shall provide to middle and\nhigh schools guidelines for including a foreign language program. The\nguidelines shall address program length and time, courses offered, staffing,\nresources, and facilities.\n(d) The Kentucky Department of Education, in consultation with certified public\nschool teachers of visual and performing arts, may develop program standards\nfor the visual and performing arts.\n(19) (a) The Kentucky Department of Education shall develop and distribute to all\nschool districts guideline s for including an effective writing program across\nthe content areas aligned to the academic standards. The department shall\nprovide professional learning opportunities to support authentic and\ndisciplinary-specific writing across the curriculum for super intendents,\nschool-based decision making councils, principals, teachers, and teacher\npreparation programs.\n(b) Each superintendent of a local school district shall adopt policies that\ndetermine the writing program for the local school district and ensure t he\nwriting program policy is published on the district's website. The writing\nprogram shall include disciplinary -specific writing across the curriculum and\nincorporate a variety of language resources, technological tools, and multiple\nopportunities for stu dents to develop complex communication skills for a\nvariety of purposes.\n(20) (a) The Kentucky Department of Education, in consultation with the review\ncommittees described in subsection (18) of this section, shall develop a school\nprofile report to be used by all schools to document how they will address the\nadopted academic standards in their implementation of the programs as\ndescribed in subsection (18) of this section, which may include student\nopportunities and experiences in extracurricular activities . The department\nshall include the essential workplace ethics program on the school profile\nreport.\n(b) By October 1 of each year, each school principal shall complete the school\nprofile report, which shall be signed by the members of the school council, o r\nthe principal if no school council exists, and the superintendent. The report\nshall be electronically transmitted to the Kentucky Department of Education,\nand the original shall be maintained on file at the local board office and made\navailable to the pu blic upon request. The department shall include a link to\neach school's profile report on its website.\n(c) If a school staff member, student, or a student's parent has concerns regarding\ndeficiencies in a school's implementation of the programs described i n\nsubsection (18) of this section, he or she may submit a written inquiry to the\nschool council.\n(21) (a) No later than December 1, 2025, each local board of education shall adopt a\ndistrict plan establishing clear policies on the promotion of advanced\ncoursework or accelerated learning in language arts, mathematics, social\nstudies, and science by grade level for students in grades four (4) to twelve\n(12).\n(b) The district plan required by paragraph (a) of this subsection shall:\n1. Be published on a publicly accessible location on the district website;\n2. Describe the strategies and approach to advanced coursework or\naccelerated learning options by grade level for language arts,\nmathematics, social studies, and science; and\n3. Require that the service delivery options for students identified as gifted\nand talented in language arts, mathematics, social studies, and science\ninclude the following for each grade level and subject area:\na. i. Accelerated learning; or\nii. Advanced coursework; and\nb. At least one (1) of the following service delivery options:\ni. Collaborative teaching and consultation services;\nii. Special counseling services;\niii. Differentiated study experiences for individuals and cluster\ngroups in the regular classroom;\niv. Distance learning;\nv. Enrichment services that are not extracurricular during the\nschool day;\nvi. Independent study;\nvii. Mentorships;\nviii. Resource services delivered in a pull -out classroom or other\nappropriate instructional setting;\nix. Seminars;\nx. Travel study options; or\nxi. Special schools or self -contained classrooms for students in\ngrades four (4) through twelve (12) only.\n(c) The district plan required by paragraph (a) of this subsection may:\n1. Automatically enroll a student who scores distinguished in any subject\narea on the most recent statewide assessment for which scores are\navailable in available advanced coursework for that subject area and any\ncorresponding subject area designated by the local board of education;\n2. Include eligibility criteria  for qualification for available advanced\ncoursework for all other students;\n3. Require written consent from a parent or guardian of a student to\nwithdraw or exclude a student that is eligible for advanced coursework\naccording to the district plan from th at advanced coursework. If a\nstudent requests to withdraw from advanced coursework to pursue\nanother educational opportunity, a principal may withdraw the student\nwithout written consent from a parent or guardian only after a good-faith\nattempt to contact the parent or guardian is unsuccessful; and\n4. Permit a principal to withdraw a student from advanced coursework\nwithout written consent from his or her parent or guardian if the\nstudent's participation in advanced coursework would have an adverse\neducational impact on a student, including interference with his or her\ncareer pathway, access to career and technical education coursework, or\nanother educational opportunity.\n(22) The Kentucky Board of Education may promulgate administrative regulations\nin accor dance with KRS Chapter 13A to administer the provisions of\nsubsection (21) of this section.","path":["KRS Chapter 158"],"source_url":"https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=57837","current_through":"Includes enactments through the 2026 Regular Session","vintage":"09/05/2026","retrieved_at":"2026-09-05T20:51:05Z","sha256":"f2fecfc9dacd7058b8e6059bb9bad6e4516679570266c9aaa25fa0c493386774","source_id":"us-ky","stale":false,"prev":"us-ky/krs-158.6452","next":"us-ky/krs-158.6454"},"notice":"GroundRules: Original legal text. Not legal advice."}