160.346 Definitions -- Targeted and comprehensive support and improvement --
1,636 words·~7 min read·
/ky/160-346A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
Revised plans -- Turnaround audit -- Review and report -- Intervention
process -- Professional learning requirement -- Adoption of evidence-based
curriculum and selection of high-quality instructional resources -- Exit criteria
-- Schools requiring rigorous support and action -- District with significant
number of targeted schools -- Evidence of violation -- Restoration of school's
right to establish council.
(1)For purposes of this section:
(a)"Department" means the Kentucky Department of Education;
(b)"ESSA" means the Every Student Succeeds Act of 2015, Pub. L. No. 114-95,
or its successor;
(c)"Level" means elementary, middle, or high school;
(d)"Turnaround" means a comprehensive transformation of a school to achieve
accelerated, meaningful, and sustainable increases in student achievement
through improved school leadership and school district support;
(e)"Turnaround plan" means a mandatory school plan that is designed to
improve student learning and performance with evidence-based interventions
as defined in ESSA and that is developed and implemented by the local
school district in partnership with stakeholders, including the principal, other
school leaders, teachers, and parents; and
(f)"Turnaround team" means the turnaround training and support team described
in subsection (8)(a) of this section.
(a)The department shall annually identify a school for targeted support and
improvement if the school has one
(1)or more of the same subgroups, as
defined by ESSA, whose performance in the state accountability system by
level is at or below that of all students in any of the lowest-performing five
percent (5%) of all schools for three
(3)consecutive years.
(b)Beginning with the 2021-2022 school year, and every three
(3)years
thereafter, the department shall identify a school for additional targeted
support and improvement if the school has one
(1)or more subgroups, as
defined by ESSA, whose performance in the state accountability system by
level is at or below the summative performance of all students in any of the
lowest-performing five percent (5%) of all schools identified under subsection
(3)(a) of this section and the school was identified in the immediately
preceding year for targeted support and improvement as described in
paragraph
(a)of this subsection.
(3)The department shall annually identify a school for comprehensive support and
improvement if the school is:
(a)In the lowest-performing five percent (5%) of all schools in its level based on
the school's performance in the state accountability system;
(b)A high school with a four
(4)year cohort graduation rate that is less than
eighty percent (80%); or
(c)Identified by the department for additional targeted support and improvement
under subsection (2)(b) of this section and fails to exit additional targeted
support and improvement status based on criteria established under subsection
(11)of this section.
(a)When a school is identified for targeted support and improvement under
subsection (2)(a) of this section, the local school personnel, working with
stakeholders, including the principal, other school leaders, teachers, and
parents, shall revise its school improvement plan, which shall be subject to
review and approval by the local board of education.
(b)Each revised plan shall be informed by all available indicators, including
student performance compared to long-term goals, and shall include:
1. Components of turnaround leadership development and support;
2. Identification of critical resource inequities;
3. Evidence-based interventions; and
4. Additional actions that address the causes of consistently
underperforming subgroups of students.
(c)If adequate performance progress, as defined by the department, is not made,
the local school district shall take additional action to assist and support the
school in reaching performance goals.
(5)When a school is identified for additional targeted support and improvement under
subsection (2)(b) of this section, the local school district shall take more rigorous
district-determined action to assist and support the school in reaching performance
goals.
(a)When a school is identified for comprehensive support and improvement, an
audit shall be performed by the department to diagnose the causes of the
school's low performance.
(b)The audit conducted under this subsection shall be the only comprehensive
audit required for a school unless the school fails to exit comprehensive
support and improvement status as described in subsection
(11)of this section
or exits comprehensive support and improvement status but subsequently
repeats as a school identified for comprehensive support and improvement.
(a)The audit conducted by the department under subsection
(6)of this section
shall include:
1. A diagnosis of the causes of the school's low performance, with an
emphasis on underperforming subgroups of students and corresponding
critical resource inequities;
2. An assessment and recommendation to the superintendent regarding the
best strategies to address the school's specific needs;
3. An assessment of the interaction and relationship among the
superintendent, central office personnel, and the school principal;
4. A recommendation of the steps the school may implement to launch and
sustain a turnaround process;
5. A recommendation to the local board of education of the turnaround
principles and strategies necessary for the superintendent to assist the
school with turnaround; and
6. An assessment and recommendation to the superintendent regarding the
principal's capacity to lead the turnaround effort in the school.
(b)The report of an audit conducted under this subsection shall be provided to the
superintendent, local board of education, school principal, commissioner of
education, and the Kentucky Board of Education.
(8)After completion of the audit described in subsection
(7)of this section, each school
identified for comprehensive support and improvement shall engage in the
following turnaround intervention process:
(a)The superintendent and principal shall collaborate with the department to
create a turnaround training and support team for the school identified for
comprehensive support and improvement. The local board of education shall
approve the turnaround team;
(b)The authority of the school council granted under KRS 160.345 shall be
transferred to the superintendent;
(c)The superintendent shall select a principal for the school if a principal
vacancy occurs. The superintendent shall consult with the turnaround team,
parents, certified staff, and classified staff before appointing a principal
replacement;
(d)Upon recommendation of the principal, the superintendent may reassign
certified staff members to a comparable position in the school district;
(e)The superintendent shall collaborate with the turnaround team to design
ongoing turnaround training and support for the principal and a corresponding
monitoring system of effectiveness and student achievement results;
(f)The principal shall collaborate with the turnaround team to establish an
advisory leadership team representing school stakeholders including other
school leaders, teachers, and parents;
(g)1. In consultation with the department, the local school board shall
collaborate with the superintendent, principal, turnaround team, and the
advisory leadership team to propose a three
(3)year turnaround plan.
2. The turnaround plan shall include requests to the department for
exemptions from submitting documentation that are identified by the
principal, advisory leadership team, and turnaround team as inhibitors to
investing time in innovative instruction and accelerated student
achievement of diverse learners including ongoing staff instructional
plans, student interventions, formative assessment results, or staff
effectiveness processes.
3. The turnaround plan shall be reviewed for approval by the
superintendent and the local board of education and shall be subject to
review, approval, monitoring, and periodic review by the department as
described in KRS 158.782;
(h)The school district may request technical assistance from the department for
development and implementation of the turnaround plan, which may include
conducting needs assessments, selecting evidence-based interventions, and
reviewing and addressing resource inequities;
(i)The turnaround plan shall be fully implemented by the first full day of the
school year following the school year the school was identified for
comprehensive support and improvement; and
(j)The superintendent shall periodically report to the local school board, and at
least annually to the commissioner of education, on the implementation and
results of the turnaround plan.
(9)The department shall establish required professional learning for teachers of
students in schools identified for comprehensive support and improvement.
Required professional learning shall be related to evidence-based practices in
instruction, instructional materials implementation, and assessment for reading and
mathematics and aligned to Kentucky academic standards required by KRS
158.6453.
(10)Each superintendent or public charter school board of directors shall adopt
evidence-based curriculum and select high-quality instructional resources for
schools identified for comprehensive support and improvement. High-quality
instructional materials selected by the superintendent shall be determined by the
department to be reliable, valid, and aligned to Kentucky academic standards
required by KRS 158.6453 for reading and mathematics.
(11)The Kentucky Board of Education shall establish annual statewide exit criteria for
schools identified for targeted support and improvement, additional targeted support
and improvement, and comprehensive support and improvement.
(12)If a school enters comprehensive support and improvement status and does not
make any annual improvement, as determined by the department, for two
consecutive years, or if the school does not exit the status after three
(3)years, the
school shall enter a school intervention process chosen by the commissioner of
education that provides more rigorous support and action by the department to
improve the school's performance.
(13)For school districts that include a significant number of schools, as determined by
the department, identified for targeted support and improvement:
(a)The department shall periodically review a local board's resource allocations
to support school improvement and provide technical assistance to the local
school board; and
(b)The department may provide a recommended list of turnaround or school
intervention providers that have demonstrated success implementing
evidence-based strategies.
(14)If, in the course of a school audit, the audit team identifies information suggesting
that a violation of KRS 160.345(9)(a) may have occurred, the commissioner of
education shall forward the evidence to the Office of Education Accountability for
investigation.
(15)A school's right to establish a council granted under KRS 160.345 may be restored
by the local board of education two
(2)years after the school exits comprehensive
support and improvement status.