|
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 (CSI) schools must enter the names of their advisory leadership team (ALT) members.
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.
Phase One diagnostics were due on Oct. 1, and we are currently in Phase Two of the improvement planning process. Phase Two begins Oct. 1 and runs through Nov. 1. During this needs assessment phase, schools are asked to consider and describe:
-
The data reviewed and process used to develop the needs assessment;
-
A review of the previous plan and its implementation to inform development of the new plan;
- Data trends from the previous two academic years and which academic, cultural and behavioral measures remain significant areas for improvement;
- The school's current condition, using precise numbers and percentages as revealed by past, current and multiple sources of data; areas of weakness, using precise numbers and percentages;
- Perception data gathered from the administration of a valid and reliable measure of teaching and learning conditions;
-
The school’s strengths and leverages;
-
Areas in which the school will focus its resources and efforts in order to produce the desired changes; and
-
Any additional requirements made necessary by the receipt of federal funds authorized by the Elementary and Secondary Education Act (ESEA).
Curriculum Process Resource
SBDM Implications for Schools Identified for Comprehensive and Targeted Support
Due to House Bill 298 (2025), schools will be identified annually 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 Schools Identified for Improvement document provides additional information for consideration for identified schools and their councils.
Under KRS 160.346(15), a school that was previously identified as CSI but exits CSI status may have its council restored by the local board of education two years after the school exits CSI status.
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 Minority Report document. 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.
Schools identified for comprehensive support and improvement (the list can be found on the current SAAR document) 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, must also 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.
|
