Council Verification Data
Pursuant to KRS 160.345(6), the principal, through the superintendent, is required to forward to the Kentucky Department of Education (KDE) the names and training verification of all SBDM council members 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 application admin point of contact (WAAPOC).
In addition, Comprehensive Support and Improvement schools must enter the names of their Advisory Leadership Team members.
Superintendent's Annual Attendance Report Minority Document
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. When forming the ALT, 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 advisory leadership team, the principal must ensure that schools having 8% or more minority students enrolled, as determined by the enrollment on the preceding Oct. 1, also must have at least one minority member serving on the advisory leadership 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.
SBDM Implications for Schools Identified for Comprehensive and Targeted Support
Federal accountability resumed in fall 2022, 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 some additional information for consideration for identified schools and their councils.
Under KRS 160.346(15), a school that previously was identified as CSI but exits that status may have their council restored by the local board of education two years after the school exits CSI status.
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 subgroups of students. When implemented with fidelity, the comprehensive school improvement plan (CSIP) cultivates an environment that promotes student growth and achievement.
Please note that for schools operating a Title I Schoolwide Program, the CSIP 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.
You can find the timeline for comprehensive school improvement planning outlined in 703 KAR 5:225. Additional information regarding the 2024-2025 planning phases can be found on the Comprehensive Improvement Planning webpage.
Phase 1 diagnostics were due on Oct. 1, and we are currently in Phase 2 of the improvement planning process.
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