|
Dear Colleagues:
We are entering the final phase of the 2023 legislative session this week, with the last two days of session set for Wednesday and Thursday.
When the legislature reconvenes this week, they will have the opportunity to override the governor’s vetoes.
The following bills passed by the General Assembly and delivered to the governor contain emergency clauses impacting one or more sections of each bill:
-
SB 5, which requires local boards of education to adopt a complaint resolution policy to address parent complaints about materials used in the classroom (awaiting action by the governor);
-
SB 25, which includes achieving three hours of dual credit or qualifying for three hours of postsecondary articulated credit as a postsecondary readiness indicator (signed by the governor);
-
SB 49, which changes the provisional certification period from two to four years for Option 6 and Option 7 for a total of five years (signed by the governor);
-
SB 107, which would require the commissioner of education to be approved by the Senate and limit the commissioner to a four-year contract (vetoed);
-
SB 150, which concerns parental rights, transgender prohibitions related to children under 18, require school boards to adopt policies related to the use of restrooms, locker rooms or shower rooms (vetoed);
-
House Bill (HB) 32, which allows for the hiring of classified personnel without a high school diploma or equivalent if the district provides the employee the opportunity to obtain a high school equivalency diploma at no cost to the employee (signed by the governor);
-
HB 153, which creates a new section of KRS Chapter 237 to prohibit identified entities from enforcing federal firearm bans (awaiting action by the governor); and
-
HB 448, which relates to the budget (awaiting action by the governor).
An emergency clause means that part or all of each of these bills will become effective upon signature by the governor or a veto override by the General Assembly. We are currently drafting guidance to explain the immediate impacts of each of these bills that are enacted and will be sharing it with you in mid-April. We also will be discussing these bills, among others, during the next Superintendents Webcast, which is scheduled for 2-4 p.m. ET on April 18.
There are still a few education-related bills the General Assembly can consider when they reconvene on Wednesday, including:
-
HB 196, which would establish the Kentucky Mental Health Safety Center within the University of Louisville to be known as SafeKY and require SafeKY to create, implement and maintain a real-time electronic mental health application;
-
HB 288, which relates to teacher misconduct; and
-
HB 319, which deals with teacher shortages, including Kentucky’s participation in the Interstate Teacher Mobility Compact.
The legislature can consider these, as well as other pieces of legislation, but if the governor vetoes any bill sent to him this week, there will be no chance for the General Assembly to override the veto.
After the session is over, we’ll have about a month before the interim joint committees start meeting. And because next year will be a budget year, we expect the interim to be a busy one. We will keep you updated on any pieces of legislation or meetings that could have an implication on your district.
Kind regards,
Jason E. Glass, Ed.D.
Commissioner and Chief Learner
Public Comments Open for IDEA Part B Funds
Each year, the Kentucky Department of Education (KDE) must submit an application for federal funds under Part B of the Individuals with Disabilities Education Act (IDEA).
As part of this application process, KDE is required to make the application available for public comment for 30 days prior to its effective date of July 1. The draft application is located on the official form on FFY 2023 Kentucky's IDEA State Application.
Questions or comments may be submitted to Karla Miller in the KDE Office of Special Education and Early Learning before April 24.
Comprehensive District and School Improvement Planning: Phase Four Diagnostics
Phase Four of the continuous improvement planning process includes three district-level diagnostics and a school-level diagnostic that are each due May 1.
The Continuation of Learning Plan will support the district in designing and implementing a plan for a continuation of learning during times when nontraditional instruction may need to be implemented to prevent a loss of learning. This diagnostic will describe the plan for the following school year. For questions regarding the Continuation of Learning Plan, contact Steve Kissinger or David Cook.
The English Learner Plan for Districts (Lau Plan) diagnostic supports the district’s commitment to ensuring that English learner (EL) students can meaningfully participate in the district’s educational programs and services. It outlines the affirmative steps taken by the district to overcome educational barriers that impede equal participation by EL students in their instructional programs. For questions regarding this district-level diagnostic, contact Neil Watts.
The final diagnostic is the Professional Development Plan for both schools and districts. Each school and district must design a professional development plan that supports their efforts to meet the goals established in KRS 158.6451 and addresses the priorities identified in their local needs assessment. The 2022-2023 Professional Development Plan will be implemented in the 2023-2024 school year and incorporated into the improvement plan for that year. For questions regarding the Professional Development Plan, contact Renee Yates.
Progress Monitoring, Online Posting and Phase Four Diagnostics
The last phase of the comprehensive district/school improvement plan process also includes the vital process of progress monitoring. Districts and schools may choose a flexible and customized approach to monitoring and implementing the comprehensive improvement plan.
Districts/schools should be collecting both input and outcome data to reflect on the following questions regarding their plan:
- Are the planned strategies and activities being implemented as intended?
- Are our strategies and activities meeting the needs of learners?
- Will we adjust or stay the course?
Pursuant to 703 KAR 5:225, Comprehensive District Improvement Plans (CDIPs) and Comprehensive School Improvement Plans (CSIPs) must be posted online. CDIPs must be posted to the district’s website, while CSIPs must be posted to each school’s website.
With Phase Four diagnostics yet to be competed, it is important to follow local policy regarding the timeline for posting and remember to include any attachments referenced in a diagnostic. Please see below for additional information on what should be posted for each improvement plan:
District’s Improvement Plan:
- Continuous Improvement Diagnostic for Districts
- Executive Summary for Districts
- Needs Assessment Diagnostic for Districts
- District Assurances
- Comprehensive District Improvement Plan (including the Goal Building Template)
- Superintendent Gap Assurances
- Professional Development Plan for Districts
School’s Improvement Plan:
- Continuous Improvement Diagnostic for Schools
- Executive Summary for Schools
- Needs Assessment for Schools
- School Assurances
- Comprehensive School Improvement Plan (including the Goal Building Template)
- Professional Development Plan for Schools
|
