Kentucky Core Academic Standards (KCAS) KDE

Kentucky Core Academic Standards (KCAS)
KDE

The Kentucky Core Academic Standards (PDF) were adopted by the Kentucky State Board of Education in June 2010. The KCAS contains content formerly in the Program of Studies (2006) for all content areas, except in English Language Arts and Mathematics. The ELA and Mathematics standards in KCAS are now the Common Core State Standards.

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Kentucky Core Academic Standards (KCAS) Purpose
The Kentucky Core Academic Standards (KCAS) Grades Primary-12 help ensure that all students across the commonwealth are focusing on a common set of core standards and have opportunities to learn at a high level.

This document provides administrators, teachers, parents, and other stakeholders in local districts with a basis for establishing and/or revising their curricula (for additional guidance, see Kentucky Model Curriculum Framework).

The instructional program should emphasize the development of students' abilities to acquire and apply knowledge and assure that appropriate accommodations are made for the diverse populations of students found within Kentucky schools.

The purpose of the KCAS is to outline the minimum content required for all students before graduating from Kentucky high schools.

This document specifies only the content for the required credits for high school graduation and primary, intermediate, and middle level programs leading up to these requirements. Schools and school districts are charged with identifying the content for elective courses and designing instructional programs for all areas.

Schools and school districts are also responsible for coordinating curricula across grade levels and among schools within districts.

Kentucky Teachers Support Core Academic Standards

KY Business Support for the Common Core

Preparing Children for College and Career (Kentucky Living, Sept. 2013)

Top 10 reasons to support the Common Core

Why administrators support the Common Core

Why teachers support the Common Core

What a parent can expect from the Common Core

Frequently Asked Questions about Kentucky's Unbridled Learning Assessment and Accountability System for Public Schools 

A Parent's Guide to Accountability
Text      Printable Brochure

A Parent's Guide to Testing
Text      Printable Brochure

K-PREP Sample Test Items

End-of-Course Sample Test Items

For school, district and statewide data, visit KDE's School Report Card.

For the most recent test scores and other data, visit KDE's Open House.

 

How Well Are We Preparing Students for the Journey to Adulthood?
The National Post-School Outcomes Center  

It has been said that success is a journey, not a destination. So how well are we preparing students with disabilities for the trip? It’s a question we need to ask young people with disabilities who have left school and are trying to make it in the adult world. We do that every year by using post-school outcomes surveys.

 

About a year after leaving school, young adults in selected school districts in Kentucky who had Individualized Education Programs (IEPs) will be contacted for a survey to see how well they are doing. Are they enrolled in college? Are they pursuing some kind of job training? Have they found competitive employment? These are all good questions.

Surveys are conducted between April and September every year in every state. Participation is voluntary, of course, but the input from former students who take a little time to offer feedback is invaluable. The information is used to improve how we prepare youth with disabilities to move from high school to adulthood – a big step for any student.

Locating former students can be a challenge, however. Young adults tend to be quite mobile so it’s likely that at a student’s final IEP meeting, schools will ask students for accurate telephone numbers and e-mail addresses for family members – and others who know the student well – before they leave school. That way, it will be much easier for them to reach former students and find out how they are doing in the future.

The data is collected in different ways by different states. In Minnesota, for example, a case manager or service person from the student’s former school conducts the phone interview.  To learn more about how Kentucky collects data visit Kentucky Post School Outcome Center (KYPSO).

States are required to collect this information under the Individuals with Disabilities Education Act (IDEA) in order to develop strategies to improve the number of former students with disabilities who are enrolled in higher education or are competitively employed. All answers are confidential and the responses are anonymously compiled into a representative sample of former students. The results are included in the Annual Performance Report each state submits to the U.S. Department every year in the section for “Indicator 14” (Post-school outcomes). Kentucky’s most recent progress report is available online at Kentucky Post School Outcome Center (KYPSO)  or at KDE Special Education Services. 

Everyone wants to see students with disabilities become successful adults. Research indicates that when parents, teachers, and students work together to map out a realistic plan for the future, the transition to adulthood goes more smoothly. The more we know about the journey former students are on today, the better we can help other youth with disabilities make their travel plans for tomorrow.

Early Childhood

 Early Childhood

Children are constantly learning and absorbing their surroundings.  For young children they are like a sponge ready to be filled with knowledge and mimic example we set for them.  Begin early with your infant reading to them.  You do not have to be the best reader in the world they do not care if we are perfect they just enjoy the story time with you. 

Sing shapes, colors, and numbers to them and have a picture of what it is you are singing.  It can be as simple as coloring index cards a variety of colors to hold up while you sing the color.  You can use everyday items and do not have to spend a lot of money. 

Use the time while you change your child’s diaper or give them a bath to sing about fingers, toes, hands, feet, etc. by pointing to them.  You can practice numbers with them by counting their fingers and toes.  Above all else make it fun and enjoy every minute with them, they grow up way to fast! 

Early Childhood Resources:

Birth to 3

-    First Steps is a statewide early intervention system that provides services to children with developmental disabilities from birth to age 3 and their families. First Steps is Kentucky's response to the federal Infant-Toddler Program. First Steps offers comprehensive services through a variety of community agencies and service disciplines and is administered by the Department for Public Health in the Cabinet for Health and Family Services.

-  First Steps Family Guide to Services This brochure is geared toward parents and provides a summary of the First Steps program and services. This is a downloadable form, prints front and back on 11x17 paper, landscape format.

-   Developmental Information Brochure, English
Developmental Information Brochure, Spanish
Brochure helps caregivers recognize important milestones in a child's development. This file is formatted to print landscape, double-sided on 14"x8.5" (legal size) paper.

-   Transition from First Steps into Preschool—FAST FACTS About the Journey by Kentucky Early ChildhoodTransition Project- Supporting Families and Professionals of KY

-   A Step-by-Step Family Guide For Transition into Preschool. This guide provides valuable information to families of children transitioning from First Steps to preschool. Step-by-Step Guide - English version  Step by Step Guide - Spanish version.

-   Parent Guides​​​: The Kentucky Early Childhood Standards – Parent Guides (Birth-Three and Three and Four Year Olds) provide an easy-to-understand version of The Kentucky Early Childhood Standards for parents of young children. The Guides are a tool to assist parents in understanding the developmental sequence that unfolds in the first four years of life. The Guides help parents to understand their role in supporting development and learning during the first four years. And very importantly, the Guides help the parents to understand the connection between the infant/toddler and preschool years and later academic success. Parent Guide - Birth to Three Tip Sheet & Parent Guide - Birth to Three

-   Learn more about your child's development using this Developmental Timeline ​

3-4 year olds

-    Transition from First Steps into Preschool—FAST FACTS About the Journey by Kentucky Early Childhood Transition Project- Supporting Families and Professionals of KY

-   A Step-by-Step Family Guide For Transition into Preschool. This guide provides valuable information to families of children transitioning from First Steps to preschool. Step-by-Step Guide - English version  Step by Step Guide - Spanish version.

-   Parent Guides​​​: The Kentucky Early Childhood Standards – Parent Guides (Birth-Three and Three and Four Year Olds) provide an easy-to-understand version of The Kentucky Early Childhood Standards for parents of young children. The Guides are a tool to assist parents in understanding the developmental sequence that unfolds in the first four years of life. The Guides help parents to understand their role in supporting development and learning during the first four years. And very importantly, the Guides help the parents to understand the connection between the infant/toddler and preschool years and later academic success. Parent Guide - Three and Four Tip Sheet & Parent Guide - Three and Four

-  99 Tips for School Readiness

Holiday Season got you Stressed?

Holiday Season got you Stressed?

The holiday season can bring with it a lot of stress for anyone, but when you have a child with a disability it can be rewarding and challenging at times.  Remember you are human and cannot do everything, although we like to think we can.  Take time to celebrate and enjoy the simple things, you deserve that! 

Through the holiday’s regular routines are thrown out the window replaced by the hustle and bustle of things to do. For many children with disabilities our daily routine provides much needed structure.  When you stick to some of the normal routine it helps prepare the children for activities of the season.  We also know in our lives things can change in a moment’s notice and we have become masters at changing gears.

We never seem to have enough hours in the day to complete all we have to do and typically put ourselves last on the list to take care of.  It is important for you to take time for yourself even if it is a few minutes, you deserve it!  The old saying “if you do not take care of yourself you cannot take care of anyone else” is true but hard to live by.  Know that you are appreciated!  We hope you have a wonderful, safe and fun holiday season!

 

“How to Get An Evaluation for Your Child Through School” (Ages 3-21 years of age)

If you feel your child has a disability or has been diagnosed with a disability you may want to request an evaluation through school for special education services. Check out our Information Sheet on “How to Get An Evaluation for Your Child Through School” (Ages 3-21 years of age). A sample letter requesting your child be evaluated can be found in NICHCY's Communicating with Your Child’s School Through Letter Writing on page 12.

NICHCY’s Helpful Resources:
10 Basic Steps in Special Education
Categories of Disability under IDEA

Your Child’s Evaluation
Developing Your Child’s IEP

Back To School

It is hard to believe the summer is already ending and new school year will start.  There are so many things to do and not enough time to get them done.  Here are something’s you may find helpful preparing for the new school year.

First make sure every teacher, teacher’s aide, and anyone working with your child knows that they have an Individualized Education Program (IEP) and that they have a copy of it.  It is important that everyone knows what your child’s IEP is so that he/she has a successful school year. 

Attend any school readyfest/orientation/open house your school has.  This will give you and your child the opportunity to introduce yourself and check-in teachers/classroom prior to first day of school.

Start at least a week prior to first day of school getting back on the school schedule.  Some children need help transitioning back into the school routine even if it is not a new school.  As many steps you can take to prepare your child back into school routine the more successful their experience will be.  An example a family shared with us is a week prior to the first day of school they took their child each morning to the school and practiced what steps to take from the front door of the school to entering their classroom. The steps you take to prepare for first day of school will look different for each child. 

Check to see if your school has or is served by a Family Resource and Youth Services Centers (FRYSC) they are a wonderful resource in Kentucky that offers a lot of assistance to families.  Also make sure your child is up-to-date on immunizations/screenings by checking Kentucky Department of Education’s (KDE) Basic School Health Requirements 2012.  Request a Free and Reduced lunch application from your school if you think your child may qualify.

We hope you have a wonderful start to an exciting new school year. 

Some helpful IEP Resources:

KDE: revised Guidance Document for Individual Education Program (IEP) Development

 NICHCY: Communicating with Your Child’s School Through Letter Writing

FAQ: Kentucky Specific Regulations as related to IDEA 2004 Part B (ages 3-21) Chart