Current through Register Vol. 50, No. 9, March 1, 2024
RELATES TO: KRS 158.6453, 158.6455, 158.782, 160.346, 20 U.S.C. 6301
NECESSITY, FUNCTION, AND CONFORMITY: KRS 156.029(7) requires
the Kentucky Board of Education (KBE) to adopt policies and administrative
regulations that shall govern the Kentucky Department of Education (department)
in planning and operating programs within its jurisdiction. KRS 156.070(5)
requires the KBE, upon the recommendation of the Commissioner of Education
(commissioner), to establish policy or act on all programs, services, and other
matters that are within the administrative responsibility of the department.
KRS 158.6453(3)(a) requires the KBE to create an assessment system that
measures achievement of the state learning goals, ensures compliance with Title
I of the federal Elementary and Secondary Education Act of 1965 (ESEA), 20 U.S.C. sec. 6301, et seq., as amended by the Every Student Succeeds Act (2015)
or its successor, and ensures school accountability. KRS 158.6455 requires the
KBE to create an accountability system to classify schools and LEAs, and to
establish appropriate consequences for schools failing to meet accountability
measures. KRS 158.782 requires the KBE to promulgate administrative regulations
establishing the process for monitoring and periodic review of schools'
turnaround efforts for schools identified for comprehensive support and
improvement pursuant to KRS 160.346. KRS 160.346 establishes the process for
the required audit and turnaround efforts for schools identified for
comprehensive support and improvement. Additionally, KRS 160.346 requires the
KBE to create state-wide exit criteria for identified schools, additional
action to support schools continuously failing to meet improvement goals, and
additional support for LEAs with a significant number of schools identified for
comprehensive and targeted support and improvement. Section 1111(c) of Title I
of the Elementary and Secondary Education Act of 1965, as amended by the Every
Student Succeeds Act, 20 U.S.C. 6311(c) and (d), requires the KBE to identify
the state's lowest achieving schools as schools identified for comprehensive
support and improvement and for those schools to follow the requirements of 20 U.S.C. 6311(c) and (d) regarding school improvement. This administrative
regulation establishes the process and procedures for school improvement
efforts.
Section 1. Definitions.
(1) "Additional Targeted Support and
Improvement" means the process for schools identified pursuant to KRS 160.346(2)(b).
(2) "Advisory
leadership team" means the team established pursuant to KRS 160.346(8)(f) and
Section 7 of this administration regulation.
(3) "Annual improvement" means a school
reaching annual goals, established by the department, in the areas identified
for comprehensive support and improvement.
(4) "Audit" means the process established in
KRS 160.346(6)-(7).
(5) "Audit
team" means the department, which completes the audit pursuant to KRS 160.346(6)-(7).
(6) "Charter
school" means a "public charter school" as defined in KRS 160.1590(12).
(7) "Charter school
board of directors" or "governing board" means charter school board of
directors as defined in KRS 160.1590(6).
(8) "Comprehensive Support and Improvement"
means the process for schools identified pursuant to KRS 160.346(3).
(9) "District" or "school district" means the
local school district governed by a local board of education.
(10) "District audit" means an audit that:
(a) Reviews the functioning of the district
and the district's ability to manage an intervention in a school identified for
comprehensive support and improvement; and
(b) Meets the requirements of Section 4 of
this administrative regulation.
(11) "Evidence based interventions" is
defined in the Elementary and Secondary Education Act, as reauthorized by the
Every Student Succeeds Act (2015), 20 U.S.C.A. Section 7801.
(12) "Local education agency" or "LEA" means
a local school district as established in KRS 160.010 and KRS 160.020 or a
charter school board of directors as established in KRS 160.1590.
(13) "Minority" is defined in KRS 160.345(1)(a).
(14) "School audit"
means an audit that:
(a) Reviews the
functioning of a school;
(b)
Assesses principal capacity for leadership of school turnaround; and
(c) Meets the requirements of KRS 160.346(6)-(7).
(15)
"School improvement assistance" means a program designed by the department to
support improved teaching and learning.
(16) "School improvement plan" means the plan
created by schools identified for targeted support and improvement or
additional targeted support and improvement pursuant to KRS 160.346(4)-(5) and
embedded in the comprehensive school improvement plan required pursuant to 703 KAR 5:225.
(17) "Targeted Support
and Improvement" means the process for schools identified pursuant to KRS 160.346(2)(a).
(18) "Turnaround
plan" means the plan created pursuant to KRS 160.346(8)(g) and embedded in the
comprehensive school improvement plan required pursuant to 703 KAR 5:225.
(19) "Turnaround team" means
the team selected pursuant to KRS 160.346(8)(a).
Section 2. Audit Team Membership.
(1) Pursuant to KRS 160.346(6)(a), a school,
including a charter school, identified for comprehensive support and
improvement shall undergo an audit conducted by the department.
(2) Members of the audit team shall be
selected from qualified applicants by the department, and approved by the
commissioner or his designee;
(3)
Members shall complete department-provided or department-approved training in
any areas needed to effectively perform their duties;
(4) Members shall hold appropriate
certification or qualifications for the position being represented;
(5) The team shall not include any members
currently employed by or otherwise affiliated with the LEA or school under
review;
(6) The team shall include
the following representation:
(a) The
chairperson, who shall be designated by the department or its designee, and
shall be:
1. A certified administrator
approved by the department to provide school improvement assistance;
2. A certified administrator member of the
review team; or
3. A similarly
qualified professional approved by the department;
(b) An individual approved by the department
to provide school improvement assistance;
(c) A teacher who is actively teaching or has
taught within the last three (3) years;
(d) A principal who is currently serving or
has served as a principal within the last three (3) years;
(e) An LEA administrator who is currently
serving or has served in an LEA administrative position within the last three
(3) years;
(f) A parent or legal
guardian who has or has had a school-aged child; and
(g) A university representative who is
currently serving or has served in that capacity within the last three (3)
years;
(7) The chair may
serve in addition to the six (6) members outlined in subsection (6) of this
section, or may be selected from those six (6) members who also meet the
qualifications of this section.
Section 3. School Audit.
(1) A school audit shall be scheduled within
forty-five (45) days of a school's identification for comprehensive support and
improvement.
(2) In addition to the
requirements established in KRS 160.346(7), a school audit shall consist of and
incorporate into the audit process and report the following criteria:
(a) Analysis of state and local education
data;
(b) At the discretion of the
audit team, analysis and recommendation regarding the principal's capacity to
lead turnaround in a school identified for comprehensive support and
improvement;
(c) Review of
comprehensive school improvement plans and other planning documents;
(d) Interviews with students, parents, all
school council members, if applicable, school and LEA personnel, and community
members;
(e) Direct
observation;
(f) Administration of
teacher and principal working conditions surveys and student satisfaction
surveys;
(g) Review of school
council minutes and agendas, if applicable; and
(h) Other information deemed necessary by the
commissioner or his designee.
(3) The recommendation of the principal's
ability to lead the intervention in the school, as required by (2)(b) of this
section, shall be based upon an assessment consistent with the Professional
Standards for Educational Leaders approved by the National Policy Board for
Educational Administration and incorporated by reference in 16 KAR 3:090,
Certifications for advanced educational leaders.
(4) Charter schools shall be subject to a
school audit that shall include an addendum providing a determination regarding
the governing board's capacity to provide support for turnaround. Each addendum
shall include:
(a) Analysis of state and local
education data;
(b) A review of the
governing board's level of functioning and recommendation to the commissioner
as to whether the governing board has the capacity to manage the intervention
in the charter school;
(c)
Interviews with governing board members, students, parents, school personnel,
authorizer, and community members;
(d) Direct observations;
(e) Administration of teacher and principal
working conditions surveys and student satisfaction surveys;
(f) Review of charter school governing board
minutes and agendas; and
(g) Other
information deemed necessary by the commissioner, or his designee, to assess
the functionality of the governing board to support school
improvement.
Section
4. District Audit.
(1) A district
shall be subject to a district audit upon identification of a school within the
district for comprehensive support and improvement.
(2) Within forty-five (45) days of
identification by the department of a district containing a school identified
for comprehensive support and improvement, an audit shall be scheduled to
review the functioning of the district's administration and its specific
leadership capacity related to each school identified for comprehensive support
and improvement.
(3) Each district
audit shall include:
(a) Analysis of state and
local education data;
(b) A review
of the district's level of functioning and recommendation to the commissioner
as to whether the district has the capacity to manage the intervention in each
identified school;
(c) Review of
comprehensive district improvement plan and other planning documents;
(d) Interviews with local board members,
students, parents, school and district personnel, and community
members;
(e) Direct
observation;
(f) Administration of
teacher and principal working conditions surveys and student satisfaction
surveys;
(g) Review of school board
minutes and agendas; and
(h) Other
information deemed necessary by the commissioner, or his designee, to assess
the functionality of the district to support school improvement.
(4) The determination of the
district's level of functioning and ability to manage the intervention in the
school identified for comprehensive support and improvement shall be based upon
an assessment of capacity in the following areas:
(a) The district demonstrates maintenance and
communication of a visionary purpose and direction committed to high
expectations for learning as well as shared values and beliefs about teaching
and learning;
(b) The district
leads and operates under a governance and leadership style that promotes and
supports student performance and system effectiveness;
(c) The district establishes a data-driven
system for curriculum, instructional design, and delivery, ensuring both
teacher effectiveness and student achievement;
(d) The district ensures that systems are in
place for accurate collection and use of data;
(e) The district ensures that systems are in
place to allocate human and fiscal resources to support improvement and ensure
success for all students; and
(f)
The district ensures that a comprehensive assessment system, which generates a
range of data about student learning and system effectiveness and uses the
results to guide continuous improvement, is implemented.
(5) There shall be only one (1) district
audit per district, per year, regardless of the number of schools identified
for comprehensive support and improvement located in the district.
Section 5. Notification to Schools
and LEAs of Audit Findings.
(1) Following any
school audit, the audit team shall submit all findings and the principal
capacity recommendation to the commissioner.
(2) Following any charter school or district
audit, the district or governing board audit findings and capacity
recommendations shall be submitted to the commissioner who shall then make a
determination regarding the district or governing board's level of functioning
and whether the district or governing board has the capacity to manage the
intervention in each identified school.
(3) After completion of the initial school or
district audits and within thirty (30) days of receiving the audit findings,
the commissioner shall notify in writing the school, district or governing
board, and the charter authorizer of the audit findings and recommendation
regarding principal or school leader's leadership capacity and authority and a
determination regarding district or governing board's leadership capacity and
authority. The superintendent shall then make any necessary determination
regarding the principal or other certified staff pursuant to KRS 160.346(8)(c)-(d).
(4)
(a) A school, including a charter school, or
district that believes the recommendation regarding the principal or school
leader's leadership capacity and authority or the district or governing board's
leadership capacity and authority is grossly unfair may appeal such
recommendation within fifteen (15) days after the commissioner notifies the
school, district or governing board, and the charter authorizer of the audit
findings, as described in subsection (3);
(b) The written request for an appeal shall
be submitted by mail to the department at the address supplied in Section 16 of
this administrative regulation and shall identify:
1. The reason(s) and supporting evidence that
the recommendation regarding the principal or school leader's leadership
capacity and authority or the district or governing board's leadership capacity
and authority is believed to be grossly unfair; and
2. The requested adjustment to be made to the
recommendation regarding the principal or school leader's leadership capacity
and authority or the district or governing board's leadership capacity and
authority; and
(c) The
request for an appeal shall be signed by the superintendent of the district or
comparable leader of the charter school upon approval of the local board of
education or governing board.
(5)
(a) Upon
receipt of the request for an appeal filed under subsection (4), the
commissioner, or his designee, shall review such appeal against the standards
set forth in either Section 3(3), if the appeal relates to the recommendation
regarding the principal or school leader's leadership capacity and authority,
or Section 4(4), if the appeal relates to the district or governing board's
leadership capacity and authority, to determine whether to dispute the
appeal;
(b) Within thirty (30) days
of the request for an appeal filed under subsection (4), the commissioner shall
determine whether to:
1. Adopt the requested
adjustment to the recommendation regarding the principal or school leader's
leadership capacity, and authority or the district or governing board's
leadership capacity and authority, set forth in the request for an appeal as
required by subsection (4)(b)2.; or
2. Dispute the requested adjustment to the
recommendation regarding the principal or school leader's leadership capacity
and authority, or the district or governing board's leadership capacity and
authority, set forth in the request for an appeal as required by subsection
(4)(b)2.;
(c) If the
request for an appeal is disputed by the commissioner, an appeal shall be
submitted to the hearing officer for the Kentucky Board of Education;
and
(d) The hearing officer
appointed shall conduct a hearing in accordance with KRS Chapter 13B and submit
a written recommended order to the Kentucky Board of Education for the board's
consideration in rendering its final order, in accordance with KRS Chapter
13B.
Section
6. Turnaround Team and Development of Turnaround Plan for School
Identified for Comprehensive Support and Improvement.
(1) Within fifteen (15) days after the
commissioner notifies the school, district or charter governing board, and the
charter authorizer of the audit findings, as described in Section 5(3) of this
administrative regulation, an LEA shall declare its intent to either utilize
the department for the turnaround team or another vendor from the approved
turnaround vendor list published pursuant to KRS 160.346(1)(a) and (8)(a) as
well as Section 15 of this administrative regulation and, if the LEA declares
its intent to use any option other than the department for the turnaround team,
the LEA shall use the "Notification of Non-Department Turnaround Team
Form."
(2) If the LEA utilizes the
department to serve as the turnaround team, the turnaround team shall be
comprised of team members selected and approved by the commissioner, or his
designee, to provide school improvement assistance.
(3) A school, including a charter school,
identified for comprehensive support and improvement shall be eligible to apply
for funding under 20 U.S.C. 6303. Any funds awarded to a school pursuant to 20 U.S.C. 6303 shall be utilized to pay for turnaround activities, which may
include assisting with funding an LEA's utilization of a non-department vendor
from the approved turnaround vendor list published pursuant to KRS 160.346(1)(a) and (8)(a) as well as Section 15 of this administrative
regulation.
(4) Within forty-five
(45) days after the commissioner notifies the school, district or governing
board, and the charter authorizer of the audit findings, as described in
Section 5(3) of this administrative regulation, the turnaround team shall
develop a turnaround plan pursuant to KRS 160.346(8)(g).
(5) In addition to the requirements
established in KRS 160.346(8)(g), the turnaround plan shall be embedded in the
comprehensive school improvement plan required pursuant to 703 KAR 5:225 and
shall include:
(a) Evidence-based
interventions to be utilized to increase student performance and address the
critical needs identified in the school audit;
(b) A comprehensive list of persons and
entities involved in the turnaround efforts and the specific roles each shall
play in the school's turnaround; and
(c) A review of resource inequities that
shall include an analysis of school level budgeting to ensure resources are
adequately channeled towards school improvement.
(6) The turnaround plan shall be approved by
the superintendent and local board of education, as required by KRS 160.346(8)(g), who shall provide the necessary support and resources for the
turnaround plan and submit the turnaround plan to the commissioner for final
approval.
(7)
(a) Following receipt of the turnaround plan
specified in subsection (6) of this section and before the beginning of the
school year following the audit, the commissioner, in consultation with the
advisory leadership team, superintendent, and local board of education, shall
determine the sufficiency of the school's turnaround plan to meet the needs of
the school's turnaround effort.
(b)
If the commissioner finds that the plan is not sufficient to meet the needs of
the school turnaround effort for a school identified for comprehensive support
and improvement, the department shall provide feedback detailing the
deficiencies and advise the LEA and school to make changes to the
plan.
Section
7. Advisory Leadership Team.
(1)
The principal or charter school leader of a school identified for comprehensive
support and improvement shall provide to the department, in a format acceptable
to the department, the names and addresses of advisory leadership team members
appointed pursuant to KRS 160.346(8)(f).
(2) The department shall maintain a database
of all advisory leadership team members appointed pursuant to KRS 160.346(8)(f).
(3) In establishing
the advisory leadership team, the principal or charter school leader shall
ensure that schools having eight (8) percent or more minority students
enrolled, as determined by the enrollment on the preceding October 1, shall
have at least one (1) minority member serving on the advisory leadership
team.
(4) Meetings of the advisory
leadership team shall be open to the public.
(5) Duties of the advisory leadership team
shall include:
(a) Providing support for
systems that seek to build capacity in school leadership;
(b) Promoting positive school climate and
culture; and
(c) Supporting the
continual use of data-driven decision-making to support school
improvement.
Section
8. Monitoring and Periodic Review of Plan Implementation.
(1) Pursuant to the Elementary and Secondary
Education Act, as amended by the Every Student Succeeds Act, 20 U.S.C.A. Section 6301, all schools identified for comprehensive support and improvement
shall be subject to monitoring and periodic review by the department.
(2) Monitoring shall include:
(a) Onsite support by department staff if the
department is chosen by the LEA to serve as the turnaround team pursuant to KRS 160.346(8)(a) or if more rigorous intervention by the department is warranted
as established in Section 9 of this administrative regulation;
(b) Annual review of school and LEA state
accountability data;
(c) Review of
indicators of school quality; and
(d) Other measures deemed necessary by the
department to ensure compliance with the Every Student Succeeds Act, or its
successor.
(3) Periodic
review of the turnaround plan shall include:
(a) Periodic site visits;
(b) Direct observation; and
(c) Interviews with students, parents, all
school council members, if applicable, school and LEA personnel, and community
members.
Section
9. More Rigorous Intervention.
(1) Schools identified for comprehensive
support and improvement that do not exit that status after three (3) years
shall be subject to intervention by the department including but not limited
to:
(a) A school audit conducted by the
department;
(b) Onsite assistance
by department staff; and
(c)
Evaluation and modification of the school turnaround plan.
(2) Schools identified for comprehensive
support and improvement that do not exit after three (3) years shall be subject
to an audit by the department every two (2) years, or as deemed necessary by
the commissioner.
(3) Schools
identified for comprehensive support and improvement that do not make annual
improvement for two (2) consecutive years shall be subject to intervention by
the department, as established in subsections (1) and (2) of this section,
after the second year;
(4)
Districts serving any number of schools identified for comprehensive support
and improvement that do not exit after three (3) years, or two (2) years as
established in subsection (3) of this section, shall be subject to a district
audit. Additional district audits for districts serving schools identified for
comprehensive support and improvement that do not exit that status shall occur
every two (2) years, or as deemed necessary by the commissioner. No district,
regardless of the number of schools identified for comprehensive support and
improvement that fail to exit that status, shall have more than one (1)
district audit every two (2) years.
Section 10. Targeted Support and Improvement
and Additional Targeted Support and Improvement.
(1) Upon identification as a school for
targeted support and improvement or additional targeted support and
improvement, the identified school shall comply with the requirements of KRS 160.346(4)-(5). The school improvement plan shall be embedded in the
comprehensive school improvement plan required pursuant to 703 KAR 5:225.
(2) LEAs with a school
identified for targeted support and improvement or additional targeted support
and improvement shall monitor and provide support to the school to ensure the
successful implementation of the school improvement plan.
Section 11. Significant Number of Schools.
(1) In addition to providing notification to
LEAs as to the identification of schools for comprehensive support and
improvement, additional targeted support and improvement, or targeted support
and improvement, the department shall notify LEAs as to whether they shall be
considered an LEA supporting a significant number of schools identified for
comprehensive support and improvement or targeted support and improvement,
including additional targeted support and improvement.
(2) To determine whether an LEA meets this
designation, the department shall calculate, based on the total number of A1
schools, as defined in 703 KAR 5:240, in the LEA, the LEA's percentage of
schools identified for comprehensive support and improvement or targeted
support and improvement, including additional targeted support and improvement.
Any LEA containing two (2) or more schools identified for comprehensive support
and improvement or targeted support and improvement, including additional
targeted support and improvement, and whose percentage of identified schools
exceeds ten (10) percent of all schools within the district shall be designated
an LEA supporting a significant number of schools identified for comprehensive
support and improvement or targeted support and improvement, including
additional targeted support and improvement.
Section 12. Technical Assistance for LEAs
Supporting a Significant Number of Schools Identified for Comprehensive Support
and Improvement.
(1) LEAs supporting a
significant number of schools identified for comprehensive support and
improvement shall receive the following technical assistance:
(a) A district audit, or school audit if a
charter school, conducted by the department; and
(b) Onsite support from department
staff.
(2) The district
audit, or school audit if a charter school, completed by the department
pursuant to subsection (1)(a) of this section shall take the place of any
district or school audit conducted under Sections 3 and 4 of this
administrative regulation.
(3)
Department staff shall:
(a) Coordinate with
the LEA to ensure direct support of schools identified for comprehensive
support and improvement;
(b)
Review, via the district or school audit, if a charter school, resources and
allocations to determine if they are being used effectively for school
improvement;
(c) Work with the LEA
to address any identified resource inequities that negatively impact schools
and students; and
(d) Work with the
LEA to develop sustainable systems to support school improvement.
Section 13. Technical
Assistance for LEAs Supporting a Significant Number of Schools Identified for
Targeted Support and Improvement.
(1) LEAs
supporting a significant number of schools identified for targeted support and
improvement, including additional targeted support and improvement, shall
receive the following technical assistance:
(a) Periodic site visits; and
(b) Onsite support by department
staff.
(2) Department
staff shall:
(a) Review LEA resources and
allocations to determine if they are being used effectively for school
improvement;
(b) Provide technical
assistance to the LEA regarding resource allocation to support school
improvement; and
(c) Connect LEAs
with professional development opportunities to build capacity for school
improvement efforts.
Section
14. Exit Criteria.
(1) A school
identified for comprehensive support and improvement pursuant to KRS 160.346(3)(a) or (c) shall exit that status if:
(a) It no longer meets the criteria for
identification; and
(b) It
demonstrates progress on the data that served as the basis for
identification.
(2)
Schools identified for comprehensive support and improvement pursuant to KRS 160.346(3)(b) shall exit that status if they no longer meet the criteria for
identification.
(3) Schools
identified for comprehensive support and improvement as a result of more than
one (1) criteria shall exit if all relevant exit criteria are met.
(4) Schools identified for targeted support
and improvement pursuant to KRS 160.346(2)(a) or additional targeted support
and improvement pursuant to KRS 160.346(2)(b) shall exit that status if they:
(a) No longer meet the criteria for
identification; and
(b) Demonstrate
progress on the data that served as the basis for identification.
(5) Schools identified for
additional targeted support and improvement pursuant to KRS 160.346(2)(b) that
do not exit that status within three (3) years shall be identified for
comprehensive support and improvement pursuant to KRS 160.346(3)(c).
Section 15. Approved Turnaround
Vendor List.
(1) On or after July 1 and prior
to August 15 of each calendar year, an entity may request to be a KBE-approved
turnaround vendor by submitting to the Chair of the KBE and the commissioner
the "Turnaround Vendor Application" outlining evidence of the entity's
documented success at turnaround diagnosis, training, improved performance of
organizations, and expertise in using evidence-based strategies to improve
student achievement, instruction, and schools.
(2) Within forty-five (45) days from receipt
of a completed "Turnaround Vendor Application," the commissioner, or his
designee, shall review and recommend the KBE approve or deny the "Turnaround
Vendor Application."
(3) At the
next regularly scheduled meeting of the KBE following the receipt of the
recommendation from the commissioner, or his designee, pursuant to subsection
(4) of this section, the KBE shall approve or deny a completed "Turnaround
Vendor Application."
(4) Any entity
with a "Turnaround Vendor Application" that has been approved by the KBE shall
be placed on the approved turnaround vendor list that the KBE is required to
maintain pursuant to KRS 160.346(1)(a) and, thereafter, may be selected, in
accordance with KRS 160.346(8)(a), by an LEA to provide turnaround training and
support to a school identified for comprehensive support and
improvement.
(5) An entity placed
on the KBE's approved turnaround vendor list shall annually by October 15
submit the following to the department:
(a)
The name and address of each school, including charter school, identified for
comprehensive support and improvement wherein the entity provided turnaround
training and support during the immediately prior school year;
(b) The accountability system performance of
each school, including charter school, identified for comprehensive support and
improvement wherein the entity provided turnaround training and support during
the immediately prior school year;
(c) An accounting of the funds the entity
received during the immediately prior school year from an LEA in consideration
for the entity providing turnaround training and support to a school, including
charter school, identified for comprehensive support; and
(d) Any other information the department
deems necessary to evaluating the performance of the turnaround vendor and
reporting thereon to the KBE and the Interim Joint Committee on Education, as
required by KRS 160.346(10).
(6) The KBE may revoke approval of an
entity's "Turnaround Vendor Application" as a result of evidence collected
pursuant to subsection (5) or through any other means and remove the entity
from the approved turnaround vendor list that the KBE is required to maintain
pursuant to KRS 160.346(1)(a).
(7)
Any entity that has had approval of its "Turnaround Vendor Application" revoked
by the KBE shall be disqualified from submitting a new "Turnaround Vendor
Application" or being placed on the KBE approved turnaround vendor list for a
period of two (2) years from the date of revocation.
(8) An entity may, by letter to the Chair of
the KBE and the commissioner, withdraw its approved "Turnaround Vendor
Application" and be removed from the approved turnaround vendor list that the
KBE is required to maintain pursuant to KRS 160.346(1)(a). An entity
voluntarily removed from the approved turnaround vendor list that the KBE is
required to maintain pursuant to KRS 160.346(1)(a) shall be eligible to reapply
using the "Turnaround Vendor Application" at any time.
(9) An entity with a "Turnaround Vendor
Application" that has been denied by the KBE or one that has been voluntarily
or involuntarily removed from the approved turnaround vendor list that the KBE
is required to maintain pursuant to KRS 160.346(1)(a) shall be ineligible to be
selected, in accordance with KRS 160.346(8)(a), by an LEA to provide turnaround
training and support to a school, including charter school, identified for
comprehensive support and improvement.
Section 16. Incorporation by Reference.
(1) The following material is incorporated by
reference:
(a) "Notification of Non-Department
Turnaround Team Form," December 2020;
(b) "Turnaround Vendor Application," December
2020.
(2) This material
may be inspected, copied, or obtained, subject to applicable copyright law, at
the Kentucky Department of Education, Office of Continuous Improvement and
Support, 300 Sower Boulevard, 5th Floor, Frankfort, Kentucky 40601, Monday
through Friday, 8 a.m. to 4:30 p.m.
This is to certify that the chief state school officer has
reviewed and recommended this administrative regulation prior to its adoption
by the Kentucky Board of Education, as required by KRS 156.070(5).
STATUTORY AUTHORITY: KRS 156.029(7), 156.070(5), 158.6453,
158.6455, 160.346, 20 U.S.C. 6301