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. If you have not entered the SBDM verification data, please do so immediately.
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 (WAAPOC). In addition, CSI schools must enter the names of their Advisory Leadership Team (ALT) members.
SBDM 101 Review Participants (from left to right): Sandy Mefford (Fayette County), Shawna Stenton (Jefferson County), Robert Phillips (Rockcastle County), Lynne Keen (Kentucky Association of School Councils), Brent Deaves (Oldham County), Mia Morales (Kentucky Department of Education), Melanie Barrett (Christian County) and Amy Bradshaw (Kentucky Education Television). Photo Credit: Natasha Stein, Kentucky Department of Education
SBDM 101 Review Session
Last month, KDE’s SBDM programmatic staff met with several of Kentucky’s endorsed SBDM trainers at the Northeast Regional Library in Louisville to review the flagship and six-hour training for newly elected council members.
Participants engaged in an in-depth review and evaluation of the SBDM 101 training to offer potential revisions for the 2025-2026 training cycle. They engaged KDE staff by sharing their ideas on what should remain in the training module, what could be refined and what should be removed to better meet the needs of council members throughout the state.
Special thanks to each of these SBDM trainers who assisted KDE in evaluating the training:
- Sandy Mefford (Fayette County);
- Shawna Stenton (Jefferson County);
- Robert Phillips (Rockcastle County);
- Lynne Keen (Kentucky Association of School Councils);
- Brent Deaves (Oldham County);
- Melanie Barrett (Christian County); and
- Amy Bradshaw (Kentucky Education Television).
The participants were selected for having led the SBDM 101 training dozens of times for council members over the past several years and were able to provide invaluable insight into the SBDM 101 training module. Thank you to those that made the trip and attended!
Alternative Model Applications
Pursuant to 701 KAR 5:100, school councils can add additional voting members, such as students and classified staff, to their membership through an alternative SBDM application. Schools interested in adding voting student members are encouraged to consult their local board attorney prior to doing so.
Beginning Jan. 1 through Feb. 28, a school may submit an application for an alternative model for its school-based decision making council. An application is not required for schools that wish to add non-voting members or changes that maintain the parent, teacher and administrator voting membership ratio as established in KRS 160.345.
The application and KDE guidance can be found at the bottom of the SBDM Technical Documents webpage.
Phase Three of the Comprehensive School Improvement Plan
During phase three of the comprehensive improvement planning process, schools are required to complete and submit the Comprehensive School Improvement Plan (CSIP) diagnostic in the Cognia Continuous Improvement Platform.
A CSIP is a plan developed by the school council with the input of parents, faculty and staff based on a review of relevant data. The plan includes targets, strategies and activities, as well as a time schedule to support student achievement and student growth, and to eliminate achievement gaps among groups of students. You can download a CSIP template.
Phase three diagnostics encourage thoughtful reflection focused on priority needs, funding and closing achievement gaps between identified subgroups of students. Schools must address critical needs specified in the Needs Assessment and align strategies and activities to those needs. The deadline for submitting the diagnostic is Jan. 1.
The required goals for elementary and middle schools include state assessment results in reading and mathematics; state assessment results in science, social studies and writing; achievement gap, English learner progress, and quality of school climate and safety.
The required goals for high schools include state assessment results in reading and mathematics; state assessment results in science, social studies and writing; achievement gap, English learner progress, quality of school climate and safety, postsecondary readiness and graduation rate.
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