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.
Council Verification Data
Pursuant to KRS 160.345(6), the principal, through the superintendent, is required to forward the names and training verification of all SBDM council members to the Kentucky Department of Education (KDE) by Nov. 1.
This information is entered into the SBDM verification database that is housed in the KDE Web Applications. If you need access to it, please contact your district’s web applications administrator point of contact.
In addition, Comprehensive Support and Improvement schools must enter the names of their Advisory Leadership Team members.
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 Kentucky Department of Education's SBDM Technical Documents webpage.
Schools also may reference their own Infinite Campus 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 chapter seven of the SBDM Handbook.
SBDM Implications for School Identified for Comprehensive and Targeted Support
Federal accountability resumed last fall with the identification of schools for Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI).
While SBDM councils will continue to operate in schools that are identified for TSI, school council authority in schools identified for CSI are suspended and transferred to the superintendent following the release of audit findings. The SBDM Implications for CSI and TSI document provides additional information for consideration for identified schools and their councils.
Under KRS 160.346(15), a school that previously was identified for CSI but exits that status may have its council restored by the local board of education two years after the school exits CSI status.
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