EXHIBIT T TRADITIONAL SCHOOL OPTION One primary consideration in the establishment of traditional schools is the racial ratio required by the court: 12% ~ 40% black students at the elementary school level and 124% - 35% black students at the secondary level. | Pre-registration figures have been up-dated from the count of March 2, and are listed on the attachment by present grade level. ‘hese will cover the 1-8 organizational pattern proposed for the 1976+77 school year. ‘Three options are possible: 1. Open these schools according to the ratios created by present pre-registration. Special permission would be necessary, since the schools would be outside the court's guide- lines. However, Newburg Middle School and the Brown School were given special permission to deviate from the guidelines for the 1975-76 school year. Open traditional schools with present ratios and recruit additional black students to meet the ratios required by the end of the first year of operation. Base total enrollment on the number of black students pre-registered, adding white students in the proper ratio to meet the court's guide- lines. PRE-REGISTRATION SUMMARY B w TOTAL eB 1-8 184 1887 2071 8.88 9-11 44 360 404 10.89PRE REGISTRATION SUMMARY TRADITIONAL SCHOOLS Elementary Schools by Grade Levels VEL white, Black Total tevel 1 250 28 278 Grade 1 259 u 276 Grade 2 193 1 zi Grace 3 199 1s 207 Grade 4 24 a 245 Grade 5 239 20 259 Grade 6 2s 23 275 Grade 7 203 28 2 SUB TOTAL 1,799 184 1,993 Private Schools by Grade Levels Grade 1 16 ° 16 Grade 2 wv o wv Grade 3 7 ° 7 Grade 4 4 ° 4 Grade 5 8 ° 8 Grade 6 a6 ° 16 Grade 7 _20 _o _20 sua Tomar, 88 ° 88 ‘TOTAL 1,887 1e4 2,071[TRADITTORAL scnoots Level Grade Grade Grade Grade Grade Grade Grade = 1 l 2 3 4 3 6 = - = = : - 2 3 2 2 3 3 1 1 2 2 i . Beseeeesd 2. “4 3 1 ? 2 : * 2 4 Blue Licks see Recvesecds Bowen 3 5 Brandete - a 3 4 we 3 3 3 1B; 28 1B; 3H 1B; we = 3B a! BB, 3B 1B vee exsngnBoeeaersDrooeane . 5 Cochrane 5 2 é Coleridge-Taylor «18 2B Coral Ridges sevessseseleveee io 3 no EdgonhoversseeeeeeeeeJeseseesdee Englehara we Fetrdale 1 1 Pern Creek 8 7 Teele Senses Filson 1 3 Foster mS Franklin, 3 2 Praysersssseseseseseeel 3. Glinore Lane 2 1 Goldsmith 1B; 3W 1B awe Greathouse 2 2 Greenwood. « seelaeee Guthermoeh Hartatern Kewthorne Hazelwood Hite Indian Trait Jacob JefFersontoun. +4. ohnaontown Johnston ‘one: Kennedy, Alex, Kennedy, J.P. Leukhut Layne Lineotn, Lowe Lowel Lune MeFerran....2 = Teadittonel Schools: Level Grade Grade Grade Grade Grade Grade Grade Schoot 1 1 2 3 4 5 6 7 Medors 2 1 1 - - < 1 2 Middletown Bw ob 3 By uw 10 8 é M11 Creek, - - 1 1 1s enw . Minors Lane, : Norton igi} 300" ia ars Okotone 1 - - Parkland Perry. Portland Prestonta Price. Rangeland, Roosevelt a Rutherford 1 : Se, Matthews 2 ? Senders. 5. Schagfner * = Seaple 3 5 6 1 Be aw 2 1 a 5 2 B39 1B yaH i 3 4 3B; IW. Shacklette Shavaee: Shelby Shryock Slaughter Snyzns South Park Stivers Stonestreet, Troonelt Valley Walter. Watson Une Watterson Wellington Wheatley. Sheeler wilder WLlkeraon Wleseeeres Young Beth Haven Collegiate Country Dey DePaul... Evangel Faith Teaple Farley (Paducah, Ky) Farndale, seers Good Shepherd 2 1 1 1 2 1 1 1 1 Velleeley Mother of Good Counsel PV de heed . St Albert the Great... 8t Francis St Jona 2 1 1 Rolling HiLle St, Bartholones Sts Vincent de Paul Holy Teintey z 1 1 1Exhibit I: TRADITIONAL ScHooL: gn alternative to the regular school program in Jefferson County fchools. One committe, the Parent Advisory Committee, cise included members of the staff and board. tho Stasi Planning Committee worked closely with this group in research and develop- ment of a final report which is included in this oxhibit, Pre-registration began in February. Information developed by the committees was presented at a series of xegional meetings fe the eoey interested parents. Sy March 2, indications of interest aaa ne sor" Of pre-registrations had been réceived from 2412 students. sac vtional applications have been received since that tine, The following summary indicates the distribution of applications received by March 2: Grade Level Black White Total 5 69 1157 1226 6-8 52 735 787 9-12 37 362 399 TOTALS 158 2254 2412 Final reports of the Parent Advisory Committee and the Staff Planning Committee are attached. also attached sce detailed breakdowns of the schools from which pupils would he transferred if the traditional school option is aporoved. fhe Jefferson County Board of Education is aware that Facial ratio guidelines originally set forth by the Couct must be met in assignment of students to traditional schools.OPTIONAL TRADITIONAL SCHOOLS FINAL REPORT PARENT ADVISORY COMMITTEE STAFF PLANNING COMMITTEE Grayson, Superintendent Martin A “wedultevehe Chairman,Staff Planning Conmittee Jefferson County, Kentucky Public Schools VanHoose Education Center 3332 Newburg Road Louisville, Kentucky 40218 February 1976JEFFERSON COUNTY PUBLIC SCHOOLS Board Members Mr. Orville R. Miller, Jr., Chairman Mr. Fred Pfannenschmidt, dr. Mrs. Jean Ruffra, Vice-Chairman Rev. Don M. Randolph Dr. John P, Bell Mr. Thomas Ray Shultz Mr. Scott C. Detrick Mr. William E. Summers, III Mrs. Carol Ann Haddad Mrs. Roberta B. Tully Mr. Carl R. Hines Mr. C. B. Young, Jr. Mrs. Carolyn G. Hutto Mr. E. C. Grayson, Superintendent Traditional School Parent Advisory Committee Traditional School Parent Advisory Committee Mr. £. C. Grayson, Chairman Mrs. Massie Gilbert Or. Martin A. McCullough Mrs. Carol Ann Haddad Mrs. Rebecca Blakemore Mrs. Marlene Helfrich Mr. Frank E. Christ Mrs. Roberta B. Tully Mrs. Martha Weaver Preliminary Planning Committee (Elementary) September-December 1975 Dr. Martin A. McCullough, Area Superintendent for Instruction Mr. W. R. Beams, Associate Superintendent, Elementary and Secondary Education Nr. Gene Schrader, Senior Director, Elementary and Secondary Education Mrs. Carrie Evans, Director of Elementary & Early Childhood Education Mrs. Joan Shepler, Director of Elementary Education Mrs. Phyllis Crowell, Assistant Director, Elementary Counseling Mrs. Betty Lowe, Elementary Supervisor Mrs. Carole Daniels, Elementary Supervisor Mrs. Thelma Cook, Resource Person, Curriculum Mrs. Nartha Ellison, Principal, Brown School Nr. Billy Lacey, Principal for Instruction Mr. Roger Conwell, Principal, Fern Creek Elementary Schoo} Mr. Clyde Copley, Principal, Bruce Niddle School Mr. Frank Christ, PTA Representative Mrs. Rebecca Blakemore, Parent Traditional School staff Planning Committee Or. Martin A. McCullough, Chairman Principals to be Appointed Mr. W. R. Beams March 1976TABLE OF CONTENTS Introductton--. Purpose-~ Basic Philosophy- Basic Goals--. eo ernie Organization of School --- (Graded Structure, Classroom Organization, Staffing, ‘School Day and Year) Transportation--. Curriculum and Instruction---. Scope and Sequence--. Standards and Student Expectations-- Individualization and Enrichment- Homework: Discipline: Policy and Procedures-. Reporting Student Progress-~ ee oY Nan ew Role of Teachers- Role of Parents: Screening and Selection of Students-- Screening and Selection of Staff-: Appendix A, Responsibilities of the Home-~ Appendix B, Beliefs, Traditional Schools--. Appendix C, Statement of Goals, Traditional Schools----Introduction A primary function of the Jefferson County Board of Education is to pro- vide programs sufficiently diverse to accommodate all pupils in the school district. Whenever existing programs seem inadequate for certain students, alternative programs: have been established. Thus, since many children need or desire more imposed direction and control than is currently apparent, the Proposed alternatives are schools emphasizing academic, moral, and physical -achfevement. Such schools would promote established educational goals, would develop curriculum and incorporate materials traditional to the attainment of such goals, and would maintain a staff psychologically dedi- cated to rigorous academic, moral, and’physical expectations.Purpose The traditional school will provide a structured and time-tested educational climate for those students who seemingly perform best within such an environment. Within this framework, the basic school will stress: 1. Mastery of skills in reading, penmanship, mathematics, composition, and spelling. 2. Acquisition of knowledge in history, government, geography, literature, economics, science, foreign languages, and the fine arts. 3. Extension of logical reasoning and inquiry within these academic experiences. 4. Physical development in personal health, physical fitness, and recreational and competitive sports. 5. Traditional concepts of patriotism, courtesy, moral values, respect. of property rights, and rights of others, with the understanding that loyalty to America is to be developed and practiced. 6. Clearly established codes of conduct and dress and rules of operation. Basic Philosophy Intellectual, moral, and physical developments of the individual are the main responsibilities of the traditional school. The basic philosophy will assume that its students best achieve self-discipline and self-direction when teacher/school expectations and directions are obviously established. Thus, the school will antici- pate that the home atmospheres of its students will support this philosophy and will supplement the specific school program with motivation and recognition. The school will provide a consistency of philosophy and methods in basic academic instruction with a continual building of skills and knowledge from grade to grade.Basic Goals The basic goals for students in the traditional schools are t 1. develop the highest possible competence in basic academic skills for continued learning. 2. establish good study habits in a quiet and orderly classroom atmosphere. 3. achieve predetermined and uniform standards through a specified sequence of subject matter, grade by grade, with quantitive measure of student progress through testing and grades. 4. build responsibility, pride, and confidence. 5. acquire the tools for mastering systematic, factual, and disciplined subject matter. 6. provide discipline of mind and character through systematic instruction and ‘training in concepts of facts, truth, justice, and virtue and develop understanding and appreciation of these values. 7. prepare for intelligent responsible citizenship. 8. assume increasing responsibility for personal behavior. 9. learn values of teamwork and cooperation. 10. develop a spirit of individual achievement and competition. 11. view the present and anticipate the future within a historical framework. 12. develop the skills to think and proceed logically. 13. appreciate neatness and accuracy for quality production and performance. 14. develop abilities for effective expression of ideas. 18. develop intellectual curiosity. Organization of School Graded Structure. The schools will have a graded organizational plan, grades 1-5 in elementary schools, grades 6-8 in middle schools, and grades 9-12 in the high schools.Classroom Organization. Each class will be self-contained in the elementary schools. In the middle schools a modified self-contained organization will prevail and the high school will be departmentalized strictly along track and program lines. Staffing. The schools will be staffed on the same allocation as regular schools. Allocations for non-teaching staff including administrators will be the same as the regular program; however, the use of non-teaching slots may vary from the regular program. School Day and School fear. The beginning and closing hours of the school will be the same as that of the regular program. At the elementary level, the daily schedule will reflect the instructional priorities of the school with appropriate time blocks allocated for each subject area. The middle and high school schedules will have a six or seven period day. The school year; i.e., pupil days, inservice days, etc., will be the same as for the rest of the system. Transportation Transportation will be provided by the school district to the degree feasible. At the present time, the school district makes no commitment to provide transporta- tion for all students attending the traditional schools. Every effort will be made to do so but a final decision must wait until student registration is com- Pleted and the home addresses of students studied. It is possible that neighbor- hcod runs for traditional schools will not be practical but certain schools in each section of the county may be identified as pick-up points for transportation to each traditional school. Curriculum and Instruction Emphasis will be placed on basic or essential education. By definition this includes language arts (especially reading) and math. Also, emphasis on the ~4-basics include more concentration on a broad cultural education; i.e., learning which is essential to the educated person. There will be fewer electives avail- able to students in all content areas. Scope and Sequence - Elementary Scope and sequence for elementary traditional schools substantively will be the same as that of the regular program. All content areas now covered in the regular program will be included in the elementary traditional school. The following modifications will be made for the traditional program. -More concentration on reading, spelling, and composition in the language arts program. -More attention given to mastery of computational arithmetic as part of the mathematics program. Nore emphasis on history, civics, and geography. Scope and Sequence - Middle Schools Scope and sequence for middle traditional schools substantively will be the same as that of the regular program. All content areas now covered in the regular program will be included in the middle traditional school. The following modifications will be made for the traditional program. English and social studies will be taught as separate courses. | | -Wore attention given to mastery of computational arithmetic as | part of the mathematics program. | ~More emphasis on reading, composition, and literature as part of . the language arts program. Scope and Sequence ~ High Schools Scope and sequence for the traditional high school will utilize existing course offerings; however, the use of electives will be greatly reduced 5+within content areas. The following modifications will be considered for the traditional program. ~The program will be divided into (1) arts and sciences and (2) career education.* ~The program of studies will be organized into majors and minors. By definition these are academic areas of concentration available to students. Each student must complete one major and two minors as part of the requirements for graduation. Areas in which majors and/or minors will be developed are as follows: (1) Arts and Sciences a. Composition and Literature b. Mathematics and Science c. Fine Arts (Visual art, music, drama, dance) d. Foreign Languages (Latin, Spanish, German, French) e. Social Sciences (history, economics, sociology, government) (2) Career Education a. Health Occupations b. Commercial and Business c. Other Standards and Student Expectatior Students will be informed of what is expected of them in ordef to fulfill their responsibilities. The standards identifying the quality and quantity of learning will be established in grades and subjects. These will not vary but are established for all students. All tests and homework will be graded and become a part of the *Each program is designed to have its own faculty, instructional area,etc. under the general direction of the principal and his administrative staff. Each program will also have its own set of goals, objectives, requirements for graduation, etc. ~6-final course grade. Students are expected to complete all work and participate in all classroom activities. Students who make appropriate progress during the School year will be promoted at the end of that year. If insufficient progress is made, a conference will be held to determine if retention is needed. The traditional school does not believe in social promotion. Students who are ‘inmature or do not apply themselves should be retained. Academic standards will be based on the amount of content and its difficulty for each grade and course. These standards are obtainable for all students willing to apply themselves. The academic standards developed for the traditional schools do not reflect an accelerated program nor are they for bright students alone. The standards reflect the legitimate divisions of content into courses appropriate for each grade. Indiyidualization and Enrichment Individualization of instruction and enrichment will be geared toward the development of interest and strength of. students. Enrichment will concentrate on the development of content within the prescribed course of study. Many of the teaching techniques and procedures used in individualization and enrichment will be found in traditional schools. Small group activities, independent study, classroom grouping policies, etc. will continue to be utilized as in the regular program. Also, supplementary instructional materials and library materials will be put to maximum use. Reading, composition, and other study: assignments will be individualized. Homework Homework will be assigned on a regular basis to encourage independent work and good study habits. Homework will be graded. Homework is essential to ensure rate of learning needed to complete courses, to provide opportunities for students to practice or use learned skil1s and/or knowledge, and to ensure individual ization of learning. Homework grades will be a part of the course grades.Discipline - Policies and Procedures Discussions held by the varfous committees up to this point reflect a great deal of interest in a well-stated description of discipline in the traditional schools. Discussions have revolved around three points: 1. Definition of discipline in a positive sense as it relates to the traditional philosophy as well as to student behavior. 2. Code of Conduct for Students. 3. Dress Code for Students. It is understood that the discipline policies and procedures adopted by the Board of Education will be the basis for the traditional schools. It is necessary that parents accept and support the discipline policies of the traditional schools. Reporting Student Progress Reporting to parents will follow the same schedule as exist for the regular program. Grades will be reported as letter grades based on tests scores, home- work, and class participation. All students will be graded on the following scale: A ~ 93-100 B - 86-92 C - 79-85 D - 70-78 F - 69 and below Work below grade expectation and enrichment activities will be brought to the attention of parents as well as noted on the report card. There will also be some type of grade for Effort and Conduct as part of the report card. If the teacher observes a decline in a child's work, the parents will be notified. Role of Teacher The staff will be selected from applicants who support the goals and programs of the school. The authority figure in the classroom is the teacher. A teachermay be flexible in the use of classroom procedures but is always accountable for the type of learning activities used, The teacher's major responsibility is to direct the student in his efforts to master subject matter. Role of Parents Parents are expected to support all programs and activities of the school. They must subscribe to and reinforce the disciplinary code. This would also include student expectations as it related to the instructional program. Study at home should be encouraged by providing a quiet place for this activity. Attendance and promptness at school are responsibilities assumed by the parents. Interested parents should study carefully Appendix A, "Responsibilities of the Home," to determine their relationship with the philosophy of the traditional school. Screening and Selection of Students Screening and selection of students should be broken into two parts: 1. Procedures for selecting students. 2. Screening to ensure that various criteria established by the school district are met. Selection of Students 1. Parents and students must volunteer for the traditional schools. 2, All students currently enrolled in the regular program are eligible. 3. First consideration will be given to students whose pre-registration form has been received prior to Narch 2 and based on the criteria identified in the section below, "Screening of Students." 4, There will be no specific criteria of earned student grades or student achievement as part of the screening procedure; however, the staff retains the right to counseling students whose achievement or grades are so low as to raise real question as to the appropriateness of the traditionalschool experience. The same holds true for students with deep and persistent behavioral problems. 5. Elementary students will be assigned to a grade based on converting the level completed at the end of the 1975-76 school year. Screening of Students 1. Students will be selected in such a way as to ensure a balanced enroll- ment by grade. 2. Attention shall be paid to achieving the proper balance of boys and girls. 3. Students shall be selected in such a way that the racial composition by grade and school will fit into the desegregation guidelines. 4. No regular school will suffer unduly from the transfer of students to traditional schools. 5. Students assigned to the traditional school will remain there for a minimum of one year unless action is taken by the school principal after consultation with the parents. Screening and Selection of Staff Central office staff, the local school principal, and members of the Advisory Committee will screen and recommend teachers, taking into consideration all Personnel policies. Teachers will be selected from applicants who support the goals and program of the traditional schools. Close attention will be given to the ability to introduce and explain content and competencies to implement a consistent and traditional program in the classroom. -10-APPENDIX A RESPONSIBILITIES OF THE HOME The traditional school accepts the fact that the specific value system that a student learns is the responsibility of the parents and home. The family is primarily responsible for developing the traits of motivation, ambition, and appreciation for effort as a necessary ingredient to the development of talent. The family is responsible for supporting and reinforcing the school's codes of conduct and dress, homework requirements, and other expectations such as regular attendance and promptness. The family should subscribe to the belief that productive work, whether physical or intellectual, is a meaningful and natural activity. The family should strive to encourage the development of positive attitudes toward work. The opportunities for self-improvement, the development of personal interest hobbies, and the importance of participation must be a part of the home environment as well as of the school program. Teaching is the responsibility of the professional staff. Within the frame- work of the traditional concept, opinions of parents and others will be welcome. This would include voluntary participation in the activities of the school under the direction of the principal. : The family and home should be the place where standards, expectations, and the gools for learning are present and respected. Learning should be a part of every day life in the home. The family and home should encourage the development of the proper use of language in all its forms. There should be access to ample and diverse reading material (books, newspaper, magazines) and the home should be a place where expression of opinions and conversations between parents and children are encouraged. -1l-9. The family needs to work hand-in-hand with the professional educator in 10. determining ways and means for implementing the philosophy as a whole into an educational program. This type of advisory capacity is essential in order that consistency will be developed within the program and between the school and the hone. The family is a part of a larger society and the schools should be one Place where people from different backgrounds meet and live together. The home just as the school should provide an enviftpiment which encourages the understanding of diversity. “12 APPENDIX B BELIEFS ~ TRADITIONAL SCHOOLS We believe that the individual can become a more productive contributor to his society and that education is the catalyst and essential ingredient for providing the necessary values, understandings, and knowledge to move forward. We believe that the individual is molded primarily by his environment and that the key elements in the environment are the home, the church, the school, and the community. We believe that the child's innate capabilities are the foundation for growth which may vary considerably in terms of fulfillment and direction. We further believe that desirable faculties and traits should be cultivated through exercise and by reinforcement. We believe that the needs and desires of the individual must be developed within the context of the values of the mature society. This involvement is developmental. Maturation in the schools begins with orderly behavior in the kindergarten, moves to mastery of the fundamentals in the elementary schools and culminates in the development of the self-discipline needed to master a particular course of studies taken in the secondary schools. We believe that the process of growth can take place when there is maximum participation of the learner in the program of the traditional schools and can only be achieved through careful regulation of the following: +Order/structure and freedom -Prescription and election -External motivation and internal motivation We believe education is necessary to fulfilling a person's aspirations. We believe that freedom is secure only as free people have the knowledge to make intelligent decisions. However, society cannot rely on intelligence alone but must ultimately rest on the morality of its citizens. “1h8. We believe that schools should be tied to principles and controls that have withstood the test of time. The stability of society depends to a large degree on the education of its population.APPENDIX C STATEMENT OF GOALS - TRADITIONAL SCHOOLS 1, The traditional schools will emphasize a sense of moral values. The foundation of this teaching will be: -respect for authority srespect for rights of others -respect for property and environment -respect for importance of spiritual values, own and others ~courtesy as the prerequisite for social interaction -respect for and allegiance to our nation 2, The traditional school will encourage the learning of the following traits necessary for good citizenship: ~allegiance to democracy as a system of government in a pluralistic society -love for country ~respect for symbols of country Personal allegiance to America is the cornerstone of this country and is learned through the family, community, and school. The traditional school has the specific responsibility for teaching (a) the history and philosophy of American democracy, (b) the organization and structure of our government, and (c) the importance of an educated citizenry in a democracy. 3. The traditional school requires the learning of those traits and competencies heeded to prepare students for the many economic and social opportunities available in a dynamic society. It encourages the belief that growth and upward mobility are a part of the American way of life and must be sup~ Ported by a sound economic base. It also believes that upward mobility is a cultural and social as well as an economic phenomenon. “1st5. 10. The traditional school encourages the development of talent and leadership in all areas of learning. The traditional school accepts the fact that all learners are talented and that the development of individual excellence is a first priority. It will strive to identify and encourage these talents. The traditional school will encourage the learning of the meaning of order and self-discipline and its importance in life. This is based on the belief that these are essential to the use of logic and rationality which are necessary characteristics of an educated person and a productive society. The traditional school is conmitted to the belief that the educated person should respect the value of all kinds of work, physical as well as intel- lectual. The program of the school will stress the early development of work competencies whether skill-oriented or attitudinal. The traditional school is committed to the development of skills and conpeten- cies related to personal self-improvement and the development of leisure time skills. This involves an appreciation of the arts in the broadest sense and the development of physiological and intellectual competencies to participate as an adult in all areas of recreation. The traditional school is committed to a Proven approach to education (pedagogy) that is consonant with the best in our tradition and appropriate to contemporary needs. Move velianes oun pve The traditional school is committed to the belief that education is a con tinuing process and that no acquired body of knowledge is sufficient for a lifetime. The program will attempt to develop attitudes and learning skills that will renain viable. The primary function of the traditional school will be that of teaching basic skills, with emphasis on language and mathematics. This emphasis on skills will be a fundamental part of teaching in all content areas.11. The traditional school is open to students from all classes, creeds, races, and ethnic groups who have a conmitment to a particular value system and educational program.JEFFERSON COUNTY, KENTUCKY, OPTIONAL TRADITIONAL SCHOOLS GENERAL INFORMATION AND PRE-REGISTRATION FORM PURPOSE The traditional schools will stress: Basic skills in all subjects, especially language development and mathematics. Development of logical reasoning and inquiry. Concepts of patriotism, courtesy, and traditional moral values. Clearly established codes of conduct and dress and rules of operation. BASIC PHILOSOPHY Peper Intellectual, moral, and physical developments of the individual are the main responsibilities of the traditional school. The basic philosophy will assume that its students best achieve self- discipline and self-direction when teacher/school disciplines and directions are clearly established. Thus, the school will anticipate that the home atmospheres of its students will support this philosophy and will supplement the specific school program with motivation and recognition. The school will provide a consistency of philosophy and methods in basic academic ‘instruction with a continual building of skills and knowledge from grade to grade. BASIC GOALS The basic goals for students in the traditional schools are to: . develop the highest possible competence in basic academic skills for continued learning. '. establish good study habits in a quiet and orderly classroom atmosphere. + achieve predetermined and uniform standards through a specified sequence of subject matter, grade by grade, with quantitive measure of student progress through testing and grades. + build responsibility, pride, and confidence. + acquire the tools for mastering systematic,factual, and disciplined subject matter. - provide discipline of mind and character through systematic instruction and training in concepts of facts, truth, justice, and virtue and develop understanding and appreciation for these values. 7. prepare for intelligent responsible citizenship. 8. assume increasing responsibility for personal behavior. 9. learn values of teamwork and cooperation. 10. develop a spirit of individual achievement and competition. 11. view the present and anticipate the future within a historical framework. 12. develop the skills to think and proceed logically. 13. appreciate neatness and accuracy for quality production and performance. 14. develop abilities for effective expression of ideas. 15. develop intellectual curiosity. ORGANIZATION OF SCHOOL ene oon Graded Structure - Elementary 1-5, Middle School 6-8, High School 9-12 Classroom Organization - Elementary, Self-Contained; Middle School, Modified Self-Contained; High School, Departmentalized Staffing - Same allocation as regular schools. ‘School Day and School Year - Will be the same as that of the regular program. TRANSPORTATION Transportation will be provided by the school district to the degree feasible. 18CURRICULUM AND INSTRUCTION Emphasis will be placed on basic or essential education, It is anticipated that the following modifications will be made for the traditional program: Elementary - More concentration on reading, spelling, and composition and the Schools, language arts program. ~ Wore attention given to mastery of computational arithmetic as part of the mathematics program. ~ More emphasis on civics, history, and geography. Middle = English and social studies will be taught as separate courses. ~ More attention given to mastery of computational arithnetic as part of the mathematics program. ~ ‘More emphasis on reading, composition, and literature as part of the language arts program. Use of electives will be reduced within content areas. The program wil] be divided into (1) arts and science and (2) career education. ~ The program of studies will be organized into majors and minors. (These are academic areas of concentration.) Each student must complete one major and two minors as part of the requirements for graduation. Areas in which majors and/or minors will be developed are as follows: Hig School (1) Arts and Science (2) Career Education a. Composition & Literature a. Health Occupations b. Mathematics and Science b. Conmercial and Business c. Fine Arts c. Other d. Foreign Languages e, Social Sciences (history,economics,sociology government) STANDARDS AND STUDENT EXPECTATIONS Students will be informed of what is expected of them in order to fulfi11 their responsibili- Hes. The standards identifying the quality and quantity of learning will be established in grades and subjects. These will not vary but are established for all students. All tests and based on the amount of content and its difficulty for each grade and course” These standards are obtainable for all students willing to apply themselves. Students who make appropriate Progress during the school year will be promoted at the end of that year. If insurfiofent progress 1s made, a conference will be held to determine if retention is needed the toni tional school does not believe in social promotion. INDIVIDUALIZATION AND ENRICHMENT Enrichment will concentrate on the development of content within the prescribed course of study. Individualization will be developed through the use of small group activities, indepen- dent study, classroom grouping policies, etc. Also, reading, composition, and other study assignments will be individualized. HOMEWORK Homework will be assigned on a regular basis to encourage independent work and good study habits. Homework will be graded and becone a part of the course grades. Homewore te essential fe ensure rate of learning needed to complete courses, to provide opportunities for students, = Practice or use learned skills and/or knowledge, and to ensure individualizstion of earning. 19DISCIPLINE Discipline in the traditional schools will be based on the need for orderliness and an atmo- sphere conducive to serious study. The ultimate goal is self-discipline; {.e.,the ability to Concentrate one's efforts over a period of time to achieve a predetermined goal. Acceptable student behavior will be defined in a school wide Code of Conduct. Discipline policies and Procedures adopted by the Board of Education will be the basis for the traditional schools. This will include such rules and regulations as are needed to maintain a quiet atmosphere, reduce the time spent on discipline problems,and ensure that the individual student will not be unduly disrupted. The foundation of such a discipline code will be the common expectations of respect and courtesy. REPORTING STUDENT PROGRESS All students will be graded on the following scale: A~ 93-100 B - 86-92 C- 79-85 D-~70-78 F - 69 and below Some type of grade for effort and conduct will be a part of the report card. ROLE OF TEACHER The teacher must support the goals and programs of the school. The teacher is the authority figure in the classroom and may be flexible in the use of classroom procedures but is always accountable for the type of learning activities used. The teacher's major responsibility is to direct the student in his efforts to master subject matter. ROLE OF PARENTS Parents are expected to support all programs and activities of the school. They mist subscribe to and reinforce the disciplinary code. This would also include student expectations as it relates to the instructional program. Study at home should be encouraged by providing a quiet place for this activity. Attendance and promptness at school are responsibilities assume by the parents. SCREENING AND SELECTION OF STUDENTS Selection of Students 1. Parents and students must volunteer for the traditional schools. 2. All students currently enrolled in the regular program are eligible. 3. First consideration will be given to students whose pre-registration form has been neceived prior to March 2 and based on the criteria identified in the section below, “Screening of Students. 4. There will be no specific criteria of earned student grades or student achievement as part of the screening procedure; however, the staff retains the right to counseling students whose achievement or grades are so low as to raise real question as to the appropriateness of the traditional school expertence. The same holds true for students with deep and persistent behavioral problems. 5. Elementary students will be assigned to a grade based on converting the level completed at the end of the 1975-76 school year. Screening of Students + Students will be selected in such a way as to ensure a balanced enrollment by grade. Attention shall be paid to achieving the proper balance of boys and girls. Students shall be selected in such a way that the racial composition by grade and school will fit into the desegregation guidelines. No regular school will suffer unduly from the transfer of students to traditional schools. Students assigned to the traditional school will remain there for a minimum of one year unless action is taken by the school principal after consultation with the parents. OF one danuary 1976 20FOR-OFFICTAL_USE-ONLY Grade: (Circle) Reg. Form, Assigned €0, 1 6 ou 2 7 2B 3 8 Other. 4 9 5 10 PRE-REGISTRATION FORM - OPTIONAL TRADITIONAL SCHOOLS Jefferson County, Kentucky School District Division of Instruction Completion of this form indicates a serious intent to enroll your child in an optional traditional school. The final decision will be made upon completion of a formal registration form which will be available this spring. Please look for additional information from your local schools and the media. Jenn ane acai 1. I would like to.enroll my child in the following optional traditional school: Elementary School (1-5) Middle School (6-8) [=] High School (9-12) 2. Student presently attends School. Chee! If away school was checked, Tdentity hoie school 3. Circle grade or level of your child as of February, 1976. Circle level "1" if child is entering first grade. Home School __Away School level: 1 2 3 4/5 6 7 / 8 9 10 /11 12 13/ 14 15 16/17 18 19 Grade: 7 8 9 10 U1 12 PLEASE PRINT. 4, Name of student. _ 5. Sex: M F (Last) (First) (Middle Initial) (CireTe One] 6. Date of birth. 7. Age. 8. Ethnic Origi Black White — — rele One 9. Name of parent or guardian, 10. Address. _ — (street) (city) (Hip Codey 11. Telephone: — Home. Business. 12. It is possible that grades 6, 7 and 8 will be part of the elementary traditional schools rather than a middle school organization. Would you want your child enrolled in a 1-8 organization? Yes No 13, Is your child eligible for transportation to neighborhood school? .___Yes No 2.14. If you are pre-registering a student for grades 9-12, indicate the following: 15. [71 arts and Science Program Career Education Program Major In: Major In: Composition & Literature (English) Health Occupations “Science & Mathematics Commercial & Business & octal studies ‘Uiher. Foreign Lancuages “Fine Arts (visual art, music, drama, dance) A final decision concerning high school programs and majors will be made on the ba: pre-registration data. Completion of this form indicates that I understand and support the traditional set philosophy and program. Signature of Parent or Guardian Date Please fill out one application for each student. Return promptly to: Principal of your child's. home school or away school oR Traditional Schools VanHoose Education Center, Room 316 3332 Newburg Road Louisville, Ky. 40218 22 ducation sis of hool