Comprehensive Improvement Planning for Schools
School improvement efforts are a collaborative process involving multiple stakeholders. Through the improvement planning process, leaders focus on priority needs, funding and closing achievement gaps among identified groups of students. When implemented with fidelity, the Comprehensive School Improvement Plan cultivates an environment that promotes student growth and achievement.
Please note that for schools operating a Title I Schoolwide Program, the Comprehensive School Improvement Plan meets the requirements of Section 1114 of the Every Student Succeeds Act, as well as state requirements under 703 KAR 5:225. No separate Schoolwide Program Plan is required.
The timeline for comprehensive school improvement planning is outlined in 703 KAR 5:225. Additional information regarding the 2023-2024 planning phases and the updated goal building template can be found on KDE's Comprehensive Improvement Planning for Schools and Districts webpage.
More information regarding the planning process for 2023-2024 will be shared at the 2023 Continuous Improvement Summit.
School Profile Report Requirements and Timeline
The review of the Secure School Report Card for 2022-2023 is now open for district/school review and approval. The Kentucky Department of Education (KDE) recommends you connect with your school principals to ensure the data is accurate and reported on time.
People in the role of principal have automatic access to this secure website. Please see below for the following action items:
- Community Data Collector Items must be entered by each A1 school. Reference the Community School Report Card Collection Items guidance document.
- Review School Based Decision-Making Council members on the school’s Preview Dashboard. Note: These are the members who served during the 2022-2023 reporting year.
- The School Profile Report requires SBDM review and approval.
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KRS 158.6453(20)(b) (Senate Bill 1, 2017) requires all principals to have a signed School Profile Report available in the local school board office by Oct. 1 each year. This report includes information on visual and performing arts, health education and physical education (practical living), career studies and world languages programs in schools.
- The School Report Card satisfies the requirement of KRS 158.6453(20)(b), which requires the Kentucky Department of Education (KDE) to include a link to each school’s profile report on its website. The link to each school’s profile can be found at the bottom of the organizational landing page of the School Report Card.
- Reference the School Profile Report Instructions for additional information.
Districts can grant additional users access to the secure site by referencing the Instructions Accessing the School Report Card Secure Site guidance document. KDE’s School Report Card Resources webpage has additional guidance and resources to facilitate the overall process.
Save the Date for the 2023 Kentucky Continuous Improvement Summit
The Kentucky Department of Education and Cognia™ will host the annual Continuous Improvement Summit, scheduled for Sept. 25-26 at the Central Bank Center in Lexington. Please join us for an opportunity to explore a variety of topics and engage in conversations that will enrich your understanding of continuous improvement.
Mike Rutherford, 2023 Continuous Improvement Summit keynote, will engage participants with conversation on high-performance teaching and learning, leadership development, creating and leading team-based organizations, and results-based organizational improvement.
During this two-day event, you will enhance your professional learning, make new connections and build upon existing relationships with peers across Kentucky, hear up-to-date information from KDE leaders and learn how Cognia can help you address your unique challenges in your journey of continuous improvement.
Effective Instructional Leadership Act (EILA) credit will be provided to participants. Additional registration details are coming soon!
To register, please visit the 2023 Kentucky Continuous Improvement Summit event webpage and select Register Now.
SAAR Minority Report
Schools having 8% or greater minority membership in their student population based on the Superintendent’s Annual Attendance Report (SAAR) are required to have minority membership on their school council (KRS 160.345(2)(b)(2)).
To determine whether a school must have at least one minority member on its council, consult the summary sheet in the current SAAR Report on the SBDM Technical Documents webpage. Schools also may reference their own Infinite Campus (IC) data from the preceding Oct. 1. If IC data is used, documentation must be archived on site for five years.
If the council does not have a minority member after the general election and is subsequently required to add a minority parent and a minority teacher member in a special election, the principal must work with parent and teacher organizations to select minority parent and teacher representatives. Traditional six-member council membership will increase to eight (one administrator, three parents and four teachers). For further guidance on the minority election process, reference the SBDM Handbook, Chapter 7.
Those schools identified for Comprehensive Support and Improvement (the list can be found on the current SAAR Report) are required by KRS 160.346 to create an advisory leadership team (ALT) after its audit has occurred. The principal must collaborate with the turnaround team to establish an advisory leadership team representing school stakeholders, including other school leaders, teachers and parents. When establishing the ALT, the principal must ensure that schools having 8% or more minority students enrolled, as determined by the enrollment on the preceding Oct. 1, must also have at least one minority member serving on the team.
The ALT has several statutory and regulatory responsibilities and must contribute to the three-year turnaround plan. Likewise, all meetings of the advisory leadership team must be open to the public.
The duties of the team must include:
- Providing support for systems that seek to build capacity in school leadership;
- Promoting positive school climate and culture; and
- Supporting the continual use of data-driven decision-making to support school improvement.
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