Definitions for section -- Review of academic standards and assessments - - Revisions to academic standards -- Review committees -- Advisory panels -- Standards and assessments process review committee -- Administrative regulations -- Information and training -- Statewide assessment program -- Academic components -- Student assessments -- College admissions
KRS 158.6453
in effect158.6453. Definitions for section -- Review of academic standards and assessments - - Revisions to academic standards -- Review committees -- Advisory panels -- Standards and assessments process review committee -- Administrative regulations -- Information and training -- Statewide assessment program -- Academic components -- Student assessments -- College admissions
examination -- School report card -- Individual student report -- Writing program -- School profile report -- Advanced coursework or accelerat ed learning district plan.
(1) As used in this section:
(a) "Accelerated learning" means an organized way of helping students meet individual academic goals by providing direct instruction to eliminate student performance deficiencies or enable students to move more quickly through course requirements and pursue higher level skill development;
(b) "Advanced coursework" means educational programs or opportunities designed to challenge students with more rigorous content beyond the standard curriculum, including but not limited to advanced placement, International Baccalaureate, and honors courses;
(c) "Constructed-response items" or "performance -based items" means individual test items that require the student to create an answer rat her than select a response and may include fill -in-the-blank, short-answer, extended-answer, open-response, and writing-on-demand formats;
(d) "Criterion-referenced test" means a test that is aligned with defined academic content standards and measures an individual student's level of performance against the standards;
(e) "Formative assessment" means a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Formative assessments may include the use of commercial assessments, curriculum-embedded assessments, classroom observations, teacher-designed assessments, and other processes and assignments to gain information about individual student learning that reflects developmentally appropriate grade-level performance;
(f) "Interim assessments" means assessments that are given periodically throughout the year to provide diagnostic information and to show individual student performance against content standards;
(g) "Summative assessment" means an assessment given at the end of the school year, semester, or other period of time to evaluate students' performance against academic standards within a unit of instruction or a course; and
(h) "Writing" means a purposeful act of thinking and expression that uses language to explore ideas and communicate meaning to others. Writing is a complex, multifaceted act of communication and is distinct from basic handwriting or penmanship.
(2) (a) Every six (6) years, the Kentucky Department of Education shall implement a process for reviewing Kentucky's academic standards and the alignment of corresponding assessments for possible revision or replacement to ensure alignment with transition readiness standards necessary for global competitiveness, state career and technical education standards, and KRS 158.196.
(b) The revisions to the academic standards shall: 1. Focus on critical knowledge, skills, and capacities needed for success in the global economy; 2. Result in fewer but more in-depth standards to facilitate mastery learning; 3. Communicate expectations more clearly and concisely to teachers, parents, students, and citizens; 4. Be based on evidence-based research; 5. Consider international benchmarks; and 6. Ensure that the standards are aligned from elementary to high school to postsecondary education so that students can be successful at each education level.
(c) 1. The department shall establish four (4) standards and assessments review committees, with each committee composed of a minimum of six
(6) Kentucky public school teachers and a minimum of two (2) representatives from Kentucky institutions of higher education, including at least one (1) representative from a public institution of higher education. Each committee member shall teach in the subject area that his or her committee is assigned to review and have no prior or current affiliation with a curriculum or assessment resources vendor. 2. One (1) of the four (4) committees shall be assigned to focus on the review of reading and writing academic standards and corresponding assessments in reading, one (1) on the review of mathematics academic standards and assessments, one (1) on the review of science academic standards and assessments, and one (1) on the review of social studies academic standards and assessments.
(d) 1. The department shall establish twelve (12) advisory panels to advise and assist each of the four (4) standards and assessments review committees. 2. Three (3) advisory panels shall be assigned to each standards and assessments review committee. One (1) panel shall review the standards and assessments for kindergarten through grade five (5), one (1) shall review the standards and assessments for grades six (6) through eight (8), and one (1) shall review the standards and assessments for grades nine (9) through twelve (12). 3. Each advisory panel shall be composed of at least one (1) representative from a Kentucky institution of higher education and a minimum of six
(6) Kentucky public school teachers who teach in the grade level and subject reviewed by the advisory panel to which they are assigned and have no prior or current affiliation with a curriculum or assessment resources vendor.
(e) The commissioner of education and the president of the Council on Postsecondary Education shall also provide consultants for the standards and assessments review committees and the advisory panels who are business and industry professionals actively engaged in career fields that depend on the various content areas.
(f) 1. The standards and assessments process review committee is hereby established and shall be composed of the commissioner of education or designee as a nonvoting member and nine (9) voting representatives of public schools, of whom at least two (2) shall be parents of public school students, appointed by the Governor and confirmed by the Senate in accordance with KRS 11.160 as follows: a. One (1) language arts teacher; b. One (1) math teacher; c. One (1) science teacher; d. One (1) social studies teacher; e. Two (2) school principals; f. Two (2) school superintendents; and g. One (1) school board member. 2. On making appointments to the committee, the Governor shal l ensure broad geographical urban and rural representation and representation of elementary, middle, and high school levels; ensure equal representation of the two (2) sexes, inasmuch as possible; and ensure that appointments reflect the minority racial composition of the Commonwealth. 3. The review of the committee shall be limited to the procedural aspects of the review process undertaken prior to its consideration. 4. Notwithstanding KRS 12.028, the committee shall not be subject to reorganization by the Governor.
(g) 1. The review process implemented under this subsection shall be an open, transparent process that allows all Kentuckians an opportunity to participate. The department shall ensure the public's assistance in reviewing and suggesting changes to the standards and alignment adjustments to corresponding state assessments by establishing a website dedicated to collecting comments by the public and educators. An independent third party, which has no prior or current affiliation with a curriculum or assessment resources vendor, shall be selected by the department to collect and transmit the comments to the department for dissemination to the appropriate advisory panel for review and consideration. 2. Each advisory panel shall review the standards and assessments for its assigned subject matter and grade level and the suggestions made by the public and educators. After completing its review, each advisory panel shall make recommendations for changes to the standards and alignment adjustments for assessments to the appropriate standards and assessments review committee. 3. Each standards and assessments review committee shall review the findings and make recommendations to revise or replace existing standards and to adjust alignment of assessments. 4. The recommendations shall be published on the website established in this subsection for the purpose of gathering additional feedback from the public. The commissioner shall subsequently present the recommendations and the public feedback to the Interim Joint Committee on Education. 5. The commissioner shall subsequently provide a report to the standards and assessments process review committee summarizing the process conducted under this subsection and the resulting recommendations. The report shall include but not be limited to the timeline of the review process, public feedback, and responses from the Interim Joint Committee on Education. 6. After receiving the commissioner's report, the standards and assessments process review committee shall either concur that stakeholders have had adequate opportunity to provide input on standards and the corresponding alignment of state assessments or find the input process deficient. If the process is found deficient, the recommendations may be returned to the appropriate standards and assessments review committee for review as described in subparagraph 3. of this paragraph. If the process is found sufficient, the recommendations shall be forwarded without amendment to the Kentucky Board of Education.
(h) The Kentucky Board of Education shall promulgate administrative regulations in accordance with KRS Chapter 13A as may be needed for the administration of the review process, including staggering the timing and sequence of the review process by subject area and remuneration of the review committees and advisory panels described in paragraphs (c) and (d) of this subsection.
(i) 1. The Kentucky Board of Education shall consider for approval the revisions to academic standards for a content area and the alignment of the corresponding state assessment once recommendations are received from the standards and assessments process review committee. Existing state academic standards shall remain in place until the board approves new standards. 2. Any revision to, or replacement of, the academic standards and assessments as a result of the review process conducted under this subsection shall be implemented in Kentucky public schools no later than the second academic year following the review process. Existing academic standards shall be used until new standards are implemented. 3. The Department of Education shall disseminate the academic standards to the schools and teacher preparation programs.
(j) The Department of Education shall provide or facilitate statewide training sessions for existing teachers and administrators on how to: 1. Integrate the revised academic standards into classroom instruction; 2. Better integrate performance assessment of students within their instructional practices; and 3. Help all students use higher-order thinking and communication skills.
(k) The Education Professional Standards Board in cooperation with the Kentucky Board of Education and the Council on Postsecondary Education shall coordinate information and training sessions for faculty and staff in all of the teacher preparation programs in the use of the revised academic standards. The Education Professional Standards Board shall ensure that each teacher preparation program includes use of the academic standards in the pre-service education programs and that all teacher interns will have experience planning classroom instruction based on the revised standards.
(l) The Council on Postsecondary Education in cooperation with the Kentucky Department of Education and the postsecondary education institutions in the state shall coordinate information sessions regarding the academic standards for faculty who teach in the various content areas.
(m) The Education Professional Standards Board shall, as a condition of program approval, require teacher preparation programs to align curriculum with the expectations set forth in the state's academic standards.
(3) (a) The Kentucky Board of Education shall be responsible for creating and implementing a balanced statewide assessment program that measures the students', schools', and districts' achievement of the goals set forth in KRS 158.645 and 158.6451, to ensure compliance with the federal Every Student Succeeds Act of 2015, Pub. L. No. 114-95, or its successor, and to ensure school accountability.
(b) The board shall revise the annual statewide assessment program as needed in accordance with revised academic standards and corresponding assessment alignment adjustments approved by the board under subsection (2) of this section.
(c) The statewide assessments shall not include any academic standards not approved by the board under subsection (2) of this section.
(d) The board shall seek the advice of the Office of Education Accountability; the School Curriculum, Assessment, and Accountability Council; the Education Assessment and Accountability Review Subcommittee, and the department's technical advisory committee in the development of the assessment program. The statewide assessment program shall not include measurement of a student's ability to become a self-sufficient individual or to become a responsible member of a family, work group, or community.
(4) (a) The academic components of the statewide assessment program shall be composed of annual student summative tests, which may include a combination of multiple competency-based assessment and performance measures approved by the Kentucky Board of Education.
(b) The annual student summative tests shall: 1. Measure individual student achievement in reading, mathematics, science, and social studies at designated grades; 2. Provide teachers and parents a valid and reliable comprehensive analysis of skills mastered by individual students; 3. Provide diagnostic information that identifies strengths and academic deficiencies of individual students in the content areas; 4. Provide information to teachers that can enable them to improve instruction for current and future students; 5. Provide longitudinal profiles for students; and 6. Ensure school and district accountability for student achievement of the goals set forth in KRS 158.645 and 158.6451, except the statewide assessment program shall not include measurement of a student's ability to become a self-sufficient individual or to become a responsible member of a family, work group, or community.
(5) The state student assessments shall include the following components:
(a) Elementary and middle grades requirements are: 1. A criterion-referenced test each in mathematics and reading in grades three (3) through eight (8) that is valid and reliable for an individual student and that measures the depth and breadth of the academic standards; and 2. A criterion-referenced test each in science and social studies that is valid and reliable for an individual student as necessary to measure the depth and breadth of the academic standards to be administered one (1) time within the elementary and middle grades, respectively;
(b) High school requirements are: 1. A criterion-referenced test in mathematics, reading, and science that is valid and reliable for an individual student and that measures the depth and breadth of Kentucky's academic content standards to be administered one (1) time within the high school grades; 2. A criterion-referenced test in social studies that is valid and reliable for an individual student as necessary to measure the depth and breadth of the academic standards to be administered one (1) time within the high school grades; and 3. A college admissions examination to assess English, reading, mathematics, and science in the spring of grade eleven (11);
(c) The Kentucky Board of Education shall add any other component necessary to comply with the Every Student Succeeds Act of 2015, Pub. L. No. 114-95, or its successor, as determined by the United States Department of Education;
(d) The criterion-referenced components required in this subsection shall be composed of constructed response items and multiple choice items; and
(e) The results of the assessment program developed under this subsection shall be used by schools and districts to determine appropriate instructional modifications for all students in order for students to make continuous progress, including that needed by advanced learners.
(6) Each school district shall administer the statewide student assessment during the last fourteen (14) days of school in the district's instructional calendar. The Kentucky Board of Education may change the testing window to allow for innovative assessment systems or other online test administration and shall promulgate administrative regulations that minimize the number of days of testing and outline the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days, and to comply with federal assessment requirements.
(7) A student enrolled in a district-operated or district-contracted alternative program shall participate in the appropriate assessments required by this section.
(8) A local school district may select and use commercial interim or formative assessments or develop and use its own formative assessments to provide data on how well its students are growing toward mastery of Kentucky academic standards, so long as the district's local school board develops a policy minimizing the reduction in instructional time related to the administration of the interim assessments. Nothing in this section precludes teachers from using ongoing teacher- developed formative processes.
(9) Each school that enrolls primary students shall use diagnostic assessments and prompts that measure readiness in reading and mathematics for its primary students as determined by the school to be developmentally appropriate. The schools may use commercial products, use products and procedures developed by the district, or develop their own diagnostic procedures. The results shall be used to inform the teachers and parents or guardians of each student's skill level.
(10) The state board shall ensure that a technically sound longitudinal comparison of the assessment results for the same students shall be made available.
(11) The following provisions shall apply to the college admissions examination described in subsection (5)(b)3. of this section:
(a) The cost of the college admissions examination administered to students in high school shall be paid for by the Kentucky Department of Education. The costs of additional college admissions examinations shall be the responsibility of the student;
(b) If funds are available, the Kentucky Department of Education shall provide a college admissions examination preparation program to all public high school juniors. The department may contract for necessary services; and
(c) Accommodations provided to a student with a disability taking the college admissions assessment under this subsection shall consist of: 1. Accommodations provided in a manner allowed by the college admissions assessment provider when results in test scores are reportable to a postsecondary institution for admissions and placement purposes, except as provided in subparagraph 2. of this paragraph; or 2. Accommodations provided in a manner allowed by a student's individualized education program as defined in KRS 158.281 for a student whose disability precludes valid assessment of his or her academic abilities using the accommodations provided under subparagraph 1. of this paragraph when the student's scores are not reportable to a postsecondary institution for admissions and placement purposes.
(12) Kentucky teachers shall have a significant role in providing feedback about the design of the assessments, except for the college admissions exam described in subsection (5)(b)3. of this section. The assessments shall be designed to:
(a) Measure developmentally appropriate grade-level performance aligned to the academic standards;
(b) Provide valid and reliable scores for schools. If scores are reported for students individually, they shall be valid and reliable; and
(c) Minimize the time spent by teachers and students on assessment.
(13) The results from assessment under subsections (3) and (5) of this section shall be reported to the school districts and schools no later than seventy-five (75) days following the last day the assessment can be administered. Assessment reports provided to the school districts and schools shall include an electronic copy of an operational subset of test items from each assessment administered to their students and the results for each of those test items by student and by school.
(14) The Department of Education shall gather information to establish the validity of the assessment and accountability program. It shall develop a biennial plan for validation studies that shall include but not be limited to the consistency of student results across multiple measures, the congruence of school scores with documented improvements in instructional practice and the school learning environment, and the potential for all scores to yield fair, consistent, and accurate student performance level and school accountability decisions. Validation activities shall take place in a timely manner and shall include a review of the accuracy of scores assigned to students and schools, as well as of the testing materials. The plan shall be submitted to the Commission by July 1 of the first year of each biennium. A summary of the findings shall be submitted to the Legislative Research Commission by September 1 of the second year of the biennium.
(15) The Department of Education and the state board shall offer optional assistance to local school districts and schools in developing and using continuous assessment strategies needed to ensure student progress. The continuous assessment shall provide diagnostic information to improve instruction to meet the needs of individual students.
(16) The Administration Code for Kentucky's Assessment Program shall include prohibitions of inappropriate test preparation activities by school district employees charged with test administration and oversight, including but not limited to the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. The code shall include disciplinary sanctions that may be taken toward a school or individuals.
(17) The Kentucky Board of Education, after the Department of Education has received advice from the Office of Education Accountability; the School Curriculum, Assessment, and Accountability Council; and the department's technical advisory committee, shall promulgate an administrative regulation under KRS Chapter 13A to establish the components of a reporting structure for assessments administered under this section. The reporting structure shall include the following components:
(a) A school report card that clearly communicates with parents and the public about school performance. The school report card shall be sent to the parents of the students of the districts, and information on electronic access to a summary of the results for the district shall be published in the newspaper with the largest circulation in the county. It shall include but not be limited to the following components reported by race, gender, and disability when appropriate: 1. Student academic achievement, including the results from each of the assessments administered under this section; 2. For Advanced Placement, Cambridge Advanced International, and International Baccalaureate, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of examinees receiving a score of three (3) or better on AP examinations, a score of "e" or better on Cambridge Advanced International examinations, or a score of four (4) or better on IB examinations. The data shall be disaggregated by gender, race, students with disabilities, and economic status; 3. Nonacademic achievement, including the school's attendance, retention, graduation rates, and student transition to postsecondary; 4. School learning environment, including measures of parental involvement; 5. Until June 30, 2030, targeted quality measures, which shall include a measure of the change from the prior school year on the following factors: a. The percentage of certified teachers within the school and district who have attained: i. Rank II status or higher as determined by the Education Professional Standards Board; or ii. Certification from the National Board for Professional Teaching Standards; b. For schools and districts containing students in grade eight (8), the percentage of students earning at least one (1) high school credit upon the completion of the student's grade eight (8) school year; and c. For schools and districts containing students in grade twelve (12), the percentage of graduating students who have: i. Completed the Free Application for Federal Student Aid by the student's graduation date; or ii. A parent or legal guardian that has submitted an appropriate form to the school or district to opt out of completion of the Free Application for Federal Student Aid after completing a district-approved presentation regarding the Free Application for Federal Student Aid; and 6. Any other school performance data required by the Every Student Succeeds Act of 2015, Pub. L. No. 114-95, or its successor;
(b) An individual student report to parents for each student in grades three (3) through eight (8) summarizing the student's skills in reading, science, social studies, and mathematics. The school's staff shall develop a plan for accelerated learning for any student with identified deficiencies or strengths; and
(c) A student's score on the college admissions assessment administered under subsection (5)(b)3. of this section.
(18) (a) Every six (6) years, the Kentucky Department of Education shall implement a comprehensive process for reviewing and revising the academic standards in visual and performing arts and practical living skills and career studies for all levels and in world language for middle and high schools. The department shall develop review committees for the standards for each of the content areas that include representation from certified specialist public school teachers and postsecondary teachers in those subject areas.
(b) The academic standards in practical living skills for elementary, middle, and high school levels shall include a focus on drug abuse prevention, with an emphasis on the prescription drug epidemic and the connection between prescription opioid abuse and addiction to other drugs, such as heroin and synthetic drugs.
(c) The department shall provide to all schools guidelines for programs that incorporate the adopted academic standards in visual and performing arts and practical living and career studies. The department shall provide to middle and high schools guidelines for including a foreign language program. The guidelines shall address program length and time, courses offered, staffing, resources, and facilities.
(d) The Kentucky Department of Education, in consultation with certified public school teachers of visual and performing arts, may develop program standards for the visual and performing arts.
(19) (a) The Kentucky Department of Education shall develop and distribute to all school districts guidelines for including an effective writing program across the content areas aligned to the academic standards. The department shall provide professional learning opportunities to support authentic and disciplinary-specific writing across the curriculum for superintendents, school-based decision making councils, principals, teachers, and teacher preparation programs.
(b) Each superintendent of a local school district shall adopt policies that determine the writing program for the local school district and ensure the writing program policy is published on the district's website. The writing program shall include disciplinary-specific writing across the curriculum and incorporate a variety of language resources, technological tools, and multiple opportunities for students to develop complex communication skills for a variety of purposes.
(20) (a) The Kentucky Department of Education, in consultation with the review committees described in subsection (18) of this section, shall develop a school profile report to be used by all schools to document how they will address the adopted academic standards in their implementation of the programs as described in subsection (18) of this section, which may include student opportunities and experiences in extracurricular activities. The department shall include the essential workplace ethics program on the school profile report.
(b) By October 1 of each year, each school principal shall complete the school profile report, which shall be signed by the members of the school council, or the principal if no school council exists, and the superintendent. The report shall be electronically transmitted to the Kentucky Department of Education, and the original shall be maintained on file at the local board office and made available to the pu blic upon request. The department shall include a link to each school's profile report on its website.
(c) If a school staff member, student, or a student's parent has concerns regarding deficiencies in a school's implementation of the programs described i n subsection (18) of this section, he or she may submit a written inquiry to the school council.
(21) (a) No later than December 1, 2025, each local board of education shall adopt a district plan establishing clear policies on the promotion of advanced coursework or accelerated learning in language arts, mathematics, social studies, and science by grade level for students in grades four (4) to twelve (12).
(b) The district plan required by paragraph (a) of this subsection shall: 1. Be published on a public ly accessible location on the district website; 2. Describe the strategies and approach to advanced coursework or accelerated learning options by grade level for language arts, mathematics, social studies, and science; and 3. Require that the service deliv ery options for students identified as gifted and talented in language arts, mathematics, social studies, and science include the following for each grade level and subject area: a. i. Accelerated learning; or ii. Advanced coursework; and b. At least one (1) of the following service delivery options: i. Collaborative teaching and consultation services; ii. Special counseling services; iii. Differentiated study experiences for individuals and cluster groups in the regular classroom; iv. Distance learning; v. Enrichment services that are not extracurricular during the school day; vi. Independent study; vii. Mentorships; viii. Resource services delivered in a pull-out classroom or other appropriate instructional setting; ix. Seminars; x. Travel study options; or xi. Special schools or self-contained classrooms for students in grades four (4) through twelve (12) only.
(c) The district plan required by paragraph (a) of this subsection may: 1. Automatically enroll a student who scores distinguished in any subject area on the most recent statewide assessment for which scores are available in available advanced coursework for that subject area and any corresponding subject area designated by the local board of education; 2. Include eligibility criteria for qualification for available advanced coursework for all other students; 3. Require written consent from a parent or guardian of a student to withdraw or exclude a student that is eligible for advanced coursework according to the district plan from that advanced coursework. If a student requests to withdraw from advanced coursework to pursue another educational opportunity, a principal may withdraw the student without written consent from a parent or guardian only after a good-faith attempt to contact the parent or guardian is unsuccessful; and 4. Permit a principal to withdraw a student from advanced coursework without written consent from his or her parent or guardian if the student's participation in advanced coursework would have an adverse educational impact on a student, including interference with his or her career pathway, access to career and technical education coursework, or another educational opportunity.
(22) The Kentucky Board of Education may promulgate administrative regulations in accordance with KRS Chapter 13A to administer the provisions of subsection (21) of this section.
Effective: July 15, 2026
History: Amended 2026 Ky. Acts ch. 138, sec. 2, effective July 15, 2026. -- Amended 2025 Ky. Acts ch. 113, sec. 28, effective July 1, 2026; and ch. 148, sec. 1, effective June 27, 2025. -- Amended 2024 Ky. Acts ch. 203, sec. 2, effective July 15, 2024. -- Amended 2022 Ky. Acts ch. 137, sec. 1, effective July 14, 2022; and ch. 196, sec. 2, effective July 14, 2022. -- Amended 2021 Ky. Acts ch. 79, sec. 3, effective June 29, 2021. -- Amended 2020 Ky. Acts ch. 112, sec. 6, effective July 15, 2020. -- Amended 2019 Ky. Acts ch. 199, sec. 1, effective June 27, 2019. -- Amended 2018 Ky. Acts ch. 158, sec. 2, effective April 13, 2018. -- Amended 2017 Ky. Acts ch. 156, sec. 3, effective April 10, 2017. -- Amended 2016 Ky. Acts ch. 136, sec. 6, effective July 15, 2016. -- Amended 2009 Ky. Acts ch. 101, sec. 2, effective March 25, 2009. -- Amended 2008 Ky. Acts ch. 134, sec. 17, effective July 15, 2008. -- Amended 2006 Ky. Acts ch. 227, sec. 1, effective July 12, 2006. -- Amended 2002 Ky. Acts ch. 213, sec. 1, effective July 15, 2002. -- Amended 1998 Ky. Acts ch. 598, sec. 11, effective April 14, 1998. -- Amended 1996 Ky. Acts ch. 362, sec. 6, effective July 15, 1996. -- Amended 1994 Ky. Acts ch. 256, sec. 3, effective July 15, 1994; and ch. 408, sec. 2, effective July 15, 1994. -- Created 1990 Ky. Acts ch. 476, Pt. I, sec. 4, effective July 13, 1990. Legislative Research Commission Note (4/10/2017). 2017 Ky. Acts ch. 156, sec. 18 provided that, in adopting amendments made to this statute in Section 3 of that Act, the General Assembly intends, among other actions, to repeal the common core standards.
Legislative Research Commission Note (3/25/2009). In subsection (11) of this statute, a reference to subsection "(10)(a) of this section" has been changed to read "subsection
(5)(a) and (b) of this section." When this section was renumbered, the reference to "subsection (10)(a)" was not changed to conform. The Reviser of Statutes has made a conforming change under the authority of KRS 7.136.
Legislative Research Commission note (3/25/2009). In 2009 Ky. Acts ch. 101, sec. 16, a not-to-be-codified section, two references to "Section 2.(11)(c) of this Act" should have referred to "Section 2.(7)(c) of this Act." When Section 2 of the Act (KRS 158.6453) was renumbered, these references to subsection (7) in Section 16 of the Act were not changed.
Legislative Research Commission Note (7/12/2006). 2006 Ky. Acts ch. 211, sec. 171, instructs the Reviser of Statutes to correct statutory references to agencies and officers whose names have been changed in the Act, as it confirms the abolition of the Cabinet for Workforce Development and establishment of the Education Cabinet. Such a correction has been made in this section.
Source: Kentucky Legislative Research Commission (legislature.ky.gov)URL: https://apps.legislature.ky.gov/law/statutes/statute.aspx?id=57837Fetched: 10/20/2026