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Statutes > Kansas > Chapter72 > Article99 > Statutes_31345

72-9921

Chapter 72.--SCHOOLS Article 99.--AT-RISK EDUCATION

72-9921. Same; determination of child's skill-level;improvement plans.(a) Each school district shall determine each child'smathematicsand readingskill-level and whether each child is progressing adequately in acquiringmathematics and readingskills for the child's grade-level. Districts shall use the grade-levelstandards and respectiveindicators adopted by the state board in making such determinations. Districtsshall use stateassessments or diagnostic assessments that meet the standards determined by thestate board duringkindergarten and each of the grades one through three to determine a child'slevel of performanceand to target specialized instructional interventions, programs and strategies.A child's progressshall be assessed at least once each year. Annual diagnostic assessments shallmeet the diagnosticassessment requirements of the department.

(b) A district shall include in each participating school's improvement planresearch-basedintervention programs or strategies and interventions determined by thedistrict. District-determinedinterventions may include, but are not limited to, individualized instruction,alternative teachingmethods, a restructured school day, extended time strategies and any otherintervention the districtdeems necessary.

(c) If a child has been identified as needing assistance, the plan for theschool shall createa mechanism to track the child's interventions and progress. The school shalldetermine the methodsby which the child's progress is measured. When a child has achieved theappropriate skills for the child's grade-level, no further interventions shallbe necessary unless thechild falls behind inanother grade. If the child does not achieve the appropriate skills for thechild's grade-leveldespite intervention, the school shall take action to initiateadditional interventions forthe child to achieve such skills. When appropriate, districts areencouraged to utilizeskilled and trained community-based organizations and individuals to implementinterventionplans.

History: L. 2005, ch. 194, § 3; May 19.

State Codes and Statutes

Statutes > Kansas > Chapter72 > Article99 > Statutes_31345

72-9921

Chapter 72.--SCHOOLS Article 99.--AT-RISK EDUCATION

72-9921. Same; determination of child's skill-level;improvement plans.(a) Each school district shall determine each child'smathematicsand readingskill-level and whether each child is progressing adequately in acquiringmathematics and readingskills for the child's grade-level. Districts shall use the grade-levelstandards and respectiveindicators adopted by the state board in making such determinations. Districtsshall use stateassessments or diagnostic assessments that meet the standards determined by thestate board duringkindergarten and each of the grades one through three to determine a child'slevel of performanceand to target specialized instructional interventions, programs and strategies.A child's progressshall be assessed at least once each year. Annual diagnostic assessments shallmeet the diagnosticassessment requirements of the department.

(b) A district shall include in each participating school's improvement planresearch-basedintervention programs or strategies and interventions determined by thedistrict. District-determinedinterventions may include, but are not limited to, individualized instruction,alternative teachingmethods, a restructured school day, extended time strategies and any otherintervention the districtdeems necessary.

(c) If a child has been identified as needing assistance, the plan for theschool shall createa mechanism to track the child's interventions and progress. The school shalldetermine the methodsby which the child's progress is measured. When a child has achieved theappropriate skills for the child's grade-level, no further interventions shallbe necessary unless thechild falls behind inanother grade. If the child does not achieve the appropriate skills for thechild's grade-leveldespite intervention, the school shall take action to initiateadditional interventions forthe child to achieve such skills. When appropriate, districts areencouraged to utilizeskilled and trained community-based organizations and individuals to implementinterventionplans.

History: L. 2005, ch. 194, § 3; May 19.

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Statutes > Kansas > Chapter72 > Article99 > Statutes_31345

72-9921

Chapter 72.--SCHOOLS Article 99.--AT-RISK EDUCATION

72-9921. Same; determination of child's skill-level;improvement plans.(a) Each school district shall determine each child'smathematicsand readingskill-level and whether each child is progressing adequately in acquiringmathematics and readingskills for the child's grade-level. Districts shall use the grade-levelstandards and respectiveindicators adopted by the state board in making such determinations. Districtsshall use stateassessments or diagnostic assessments that meet the standards determined by thestate board duringkindergarten and each of the grades one through three to determine a child'slevel of performanceand to target specialized instructional interventions, programs and strategies.A child's progressshall be assessed at least once each year. Annual diagnostic assessments shallmeet the diagnosticassessment requirements of the department.

(b) A district shall include in each participating school's improvement planresearch-basedintervention programs or strategies and interventions determined by thedistrict. District-determinedinterventions may include, but are not limited to, individualized instruction,alternative teachingmethods, a restructured school day, extended time strategies and any otherintervention the districtdeems necessary.

(c) If a child has been identified as needing assistance, the plan for theschool shall createa mechanism to track the child's interventions and progress. The school shalldetermine the methodsby which the child's progress is measured. When a child has achieved theappropriate skills for the child's grade-level, no further interventions shallbe necessary unless thechild falls behind inanother grade. If the child does not achieve the appropriate skills for thechild's grade-leveldespite intervention, the school shall take action to initiateadditional interventions forthe child to achieve such skills. When appropriate, districts areencouraged to utilizeskilled and trained community-based organizations and individuals to implementinterventionplans.

History: L. 2005, ch. 194, § 3; May 19.