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HOUSE BILL No. 2534
AN ACT concerning schools; relating to drug abuse education programs; requiring school
districts to provide fentanyl abuse education programs; mandating school districts to
maintain a supply of naloxone in all schools; relating to crisis drills; requiring the
department of education to establish guidelines for active shooter drills conducted by
public and accredited nonpublic elementary and secondary schools; regulating active
shooter simulations in such schools; relating to school district at-risk student
accountability plans; modifying the requirements for student cohorts and
achievement goals for such plans; amending K.S.A. 31-133 and K.S.A. 2025 Supp.
72-3574 and repealing the existing sections.
Be it enacted by the Legislature of the State of Kansas:
New Section 1. (a) The state board of education shall develop
guidance for age-appropriate instruction on the prevention of the abuse
of and addiction to fentanyl and other opioids. Such guidance shall be
distributed to each school district.
(b) The board of education of each school district shall develop
fentanyl abuse education programs based on the guidance provided by
the state board of education. Such programs shall be provided to all
students enrolled in grades nine through 12 and include instruction on
the prevention of the abuse of and addiction to fentanyl and other
opioids and the awareness of school and community resources
available to help with abuse and addiction issues.
(c) Fentanyl abuse education programs may be provided as a part
of any other drug abuse awareness and prevention program. A school
district may work in cooperation with public or private third-party
organizations, local health departments or law enforcement agencies to
deliver such programs.
New Sec. 2. (a) Each school operated by a school district shall
maintain a stock supply of naloxone.
(b) A stock supply of naloxone may consist of one or more
standard-dose prepackaged nasal spray devices. A school nurse or
designated school personnel may administer such naloxone in an
emergency situation to any individual who displays the signs and
symptoms of opioid overdose at school, on school property or at a
school-sponsored event if such school nurse or designated school
personnel reasonably believes that an individual is exhibiting the signs
and symptoms of an overdose.
(c) The board of education of each school district shall establish
policies and procedures relating to:
(1) Storage of naloxone that require that such medication is stored:
(A) In a safe location that is readily accessible to the school nurse
or designated school personnel; and
(B) in accordance with manufacturer temperature
recommendations;
(2) periodic monitoring of the inventory and expiration dates of
such medication; and
(3) administration of such medication by designated school
personnel.
(d) Each school district shall publish information related to
policies and procedures for the administration of naloxone.
(e) A school district may accept monetary gifts, grants and
donations to carry out the provisions of this section or may accept
naloxone nasal spray devices from a manufacturer or wholesaler.
(f) As used in this section:
(1) "Designated school personnel" means an employee, officer,
agent or volunteer of a school who is authorized by the board of
education of the school district to administer naloxone on a voluntary
basis outside of the scope of employment.
(2) "School nurse" means a registered nurse licensed by the board
of nursing to practice nursing in Kansas or a licensed practical nurse
working under a registered nurse who is employed by a school to
perform nursing services in a school setting.
(3) "Stock supply" means an appropriate quantity of naloxone as
recommended by a school nurse.
New Sec. 3. (a) Sections 3 through 5, and amendments thereto,
shall be known and may be cited as the students safe at school act.
HOUSE BILL No. 2534—page 2
(b) As used in the students safe at school act:
(1) (A) "Active shooter drill" means an emergency preparedness
drill designed to inform and instruct students, teachers, school
personnel and other school staff on how to respond in the event that an
armed intruder is on the school campus or an armed assailant is in the
immediate vicinity of the school.
(B) "Active shooter drill" includes:
(i) For grades kindergarten through five, instruction through
tabletop exercises and identification of appropriate places for students
to locate during an emergency; and
(ii) for grades six through 12, the information described in clause
(i) and the practice of active shooter drills.
(C) "Active shooter drill" does not include any sensory
components, activities or elements that mimic a real-life shooting.
"Active shooter drill" is not an active shooter simulation.
(2) "Active shooter simulation" means an emergency exercise,
including full-scale or functional exercises, designed to inform and
instruct adult teachers, school personnel and other school staff on how
to respond in the event of an armed intruder on the school campus or an
armed assailant in the immediate vicinity of the school. "Active shooter
simulation" includes activities or elements mimicking a real-life
shooting, including, but not limited to, simulation of tactical response
by law enforcement. "Active shooter simulation" does not include
active shooter drills.
(3) "Department" means the state department of education.
(4) "Evidenced-based" means a program or practice that
demonstrates:
(A) A statistically significant effect on relevant outcomes based
on:
(i) Strong evidence from not fewer than one well-designed and
well-implemented experimental study;
(ii) moderate evidence from not fewer than one well-designed and
well-implemented quasi-experimental study; or
(iii) promising evidence from not fewer than one well-designed
and well-implemented correlational study with statistical controls for
selective bias; or
(B) a rationale based on high-quality research findings or positive
evaluations that the program or practice is likely to improve relevant
outcomes and includes ongoing efforts to examine the effects of the
program or practice.
(5) "Parent" and "person acting as parent" mean the same as
defined in K.S.A. 72-3127, and amendments thereto.
(6) "School" means any elementary or secondary public school
maintained and operated by a school district and any accredited
nonpublic school that provides any of the grades kindergarten through
12.
(7) "Tabletop exercise" means an exercise designed to help
students better understand their individual or group roles and
responsibilities. "Tabletop exercises" may include constructive
problem-solving as it relates to an armed intruder on the school
property or an armed assailant in the immediate vicinity of the school
and may incorporate age-appropriate written or video scenarios for
students to follow.
(8) "Vendor" includes not-for-profit entities, for-profit entities and
public agencies.
New Sec. 4. (a) On or before October 1, 2026, the department
shall establish and publish best practice guidelines for conducting an
active shooter drill in school. Such guidelines shall include, but not be
limited to:
(1) Developmental, trauma-informed and age-appropriate design,
including appropriate safety vocabulary;
(2) accessibility and accommodations for students with mobility
restrictions, sensory needs, developmental or physical disabilities,
mental health needs and auditory or visual limitations;
HOUSE BILL No. 2534—page 3
(3) prior notification of parents or persons acting as parents,
including options to exempt a student from participation in any such
drill;
(4) prohibition of punitive or negative treatment for a student's
nonparticipation in any such drill;
(5) prior to commencing an active shooter drill, an announcement
that informs students that such drill is practice and that there is no
immediate danger;
(6) provision of debriefing time following any active shooter drill
before regular classroom activity resumes;
(7) alternative safety education for students who do not participate
in active shooter drills, including, but not limited to, essential safety
instruction and training that is appropriate for students with mobility
restrictions, sensory needs, developmental or physical disabilities,
mental health needs and auditory or visual limitations; and
(8) any other matters that the department determines appropriate
to minimize psychological harm to students while maintaining
preparedness.
(b) The department shall review and update the guidelines as
necessary and at least once every three years. Any such review shall
incorporate current peer-reviewed research, federal agency
recommendations and nationally recognized best practices regarding
school safety drills and the effects of such drills on student mental
health and behavior.
(c) (1) Each board of education or governing body shall adopt
polices for the conduct of active shooter drills that are consistent with
the guidelines published by the department pursuant to subsection (a).
(2) Once per year, each board of education and governing body
shall review the efficacy and effect of active shooter drills and any
impacts of such drills on the safety and mental health of students,
teachers and other school personnel and staff.
(d) The school shall notify each parent or person acting as parent
at least 24 hours prior to an active shooter drill, active shooter
simulation or tactical training exercise. The notice shall provide that
such parent or person acting as parent may opt such parent's or person
acting as parent's student out of participation in such drill or simulation.
Any student who is opted out of an active shooter drill or simulation
shall have the opportunity to participate in alternative safety education
and shall not receive any negative or punitive treatment for not
participating in such drill or simulation. If notice cannot be provided at
least 24 hours prior to an active shooter drill or simulation, notice shall
be provided within 24 hours of the conclusion of the active shooter drill
or simulation.
(e) Nothing in this section shall be deemed to:
(1) Supersede or limit the ability of a parent or person acting as
parent to opt such parent's or person acting as parent's student out of
participation in an active shooter drill or simulation; or
(2) require any school to conduct active shooter drills in a manner
that conflicts with the guidelines published by the department pursuant
to subsection (a).
New Sec. 5. (a) Except as provided in subsection (c), no school
shall conduct, sponsor or permit any active shooter simulation on
school property where students in grades kindergarten through eight
regularly attend school.
(b) The board of education or governing body of a school may
conduct, sponsor or permit active shooter simulations on school
property, if only students in grades 9 through 12 regularly attend school
on such school property.
(c) Nothing in this section shall prohibit law enforcement agencies
and adult school personnel from conducting or participating in tactical
training exercises on school property if:
(1) The exercises do not occur during regular school hours or any
time when students are present or expected to be present;
(2) no student participates in such exercises; and
HOUSE BILL No. 2534—page 4
(3) the board of education or governing body of the school has
provided prior written authorization for the use of school property for
such exercises.
Sec. 6. K.S.A. 31-133 is hereby amended to read as follows: 31-
133. (a) The state fire marshal shall adopt reasonable rules and
regulations, consistent with the provisions of this act, for the
safeguarding of life and property from fire, explosion and hazardous
materials. Such rules and regulations shall include, but not be limited
to, the following:
(1) The keeping, storage, use, sale, handling, transportation or
other disposition of highly flammable materials, including crude
petroleum or any of its products, natural gas for use in motor vehicles,
and of explosives, including gunpowder, dynamite, fireworks and
firecrackers. Any such rules and regulations may prescribe the
materials and construction of receptacles and buildings to be used for
any of such purposes;
(2) the transportation of liquid fuel over public highways in order
to provide for the public safety in connection therewith;
(3) the construction, maintenance and regulation of exits and fire
escapes from buildings and all other places in which people work, live
or congregate from time to time for any purpose, including apartment
houses, as defined by K.S.A. 31-132a, and amendments thereto. Such
rules and regulations shall not apply to buildings used wholly as
dwelling houses containing no more than two families;
(4) the installation and maintenance of equipment intended for fire
control, detection and extinguishment in all buildings and other places
in which persons work, live or congregate from time to time for any
purpose, including apartment houses as defined by K.S.A. 31-132a, and
amendments thereto. Such rules and regulations shall not apply to
buildings used wholly as dwelling houses containing no more than two
families;
(5) requiring administrators of public and private schools and
educational institutions, except community colleges, colleges and
universities, to conduct at least four fire drills each school year at some
time during school hours, aside from the regular dismissal at the close
of the day's session, and prescribing the manner in which such fire
drills are to be conducted;
(6) procedures for the reporting of fires and explosions occurring
within the state and for the investigation thereof;
(7) procedures for reporting by healthcare providers of treatment
of second and third degree burn wounds involving 20% or more of the
victim's body and requiring hospitalization of the victim , which. Such
reporting is hereby authorized notwithstanding any provision of K.S.A.
60-427, and amendments thereto, to the contrary;
(8) requiring administrators of public and private schools and
educational institutions, except community colleges, colleges and
universities, to establish tornado procedures. Such procedures shall:
(A) Provide for at least two tornado drills to be conducted each
school year, of which one shall be conducted in September and one
shall be conducted in March, at some time during school hours, aside
from the regular dismissal at the close of the day's session;
(B) describe the manner in which such tornado drills are to be
conducted; and
(C) shall be subject to approval by the state fire marshal;
(9) requiring administrators of community colleges, colleges and
universities to establish tornado procedures , which . Such procedures
shall be subject to approval by the director of the disaster agency of the
county;
(10) the development and implementation of a statewide system of
hazardous materials assessment and response;
(11) the use of pyrotechnics, pyrotechnic devices and pyrotechnic
materials;
(12) requiring administrators of public and private schools and
educational institutions, except community colleges, colleges and
HOUSE BILL No. 2534—page 5
universities, to conduct at least three crisis drills each school year at
some time during school hours, aside from the regular dismissal at the
close of the day's session. The manner in which such crisis drills are
conducted may be subject to approval by the safe and secure schools
unit of the Kansas department of education; and
(13) other safeguards, protective measures or means adapted to
render inherently safe from the hazards of fire or the loss of life by fire
any building or other place in which people work, live or congregate
from time to time for any purpose, except buildings used wholly as
dwelling houses containing no more than two families.
(b) Any rules and regulations of the state fire marshal adopted
pursuant to this section may incorporate by reference specific editions,
or portions thereof, of nationally recognized fire prevention codes.
(c) The rules and regulations adopted pursuant to this section shall
allow facilities in service prior to the effective date of such rules and
regulations, and not in strict conformity therewith, to continue in
service, so long as such facilities are not determined by the state fire
marshal to constitute a distinct hazard to life or property. Any such
determination shall be subject to the appeal provisions contained in
K.S.A. 31-140, and amendments thereto.
(d) The state fire marshal may grant an exemption pursuant to
K.S.A. 31-136, and amendments thereto, that authorizes a variance for
the number or manner of drills conducted pursuant to subsection (a)(5),
(8) or (12) for students receiving special education or related services.
(e) (1) As used in this section, "crisis drills" includes intruder
response drills, lockdown drills and active shooter drills, as defined in
section 3, and amendments thereto.
(2) Any public or private school that conducts an active shooter
drill shall conduct such drill in accordance with section 3 et seq., and
amendments thereto.
(3) No crisis drill conducted by any public or private school shall
include an active shooter simulation as defined in section 3, and
amendments thereto, or any element of an active shooter simulation.
Sec. 7. K.S.A. 2025 Supp. 72-3574 is hereby amended to read as
follows: 72-3574. (a) Each participating school district board of
education shall submit annually to the state board of education an at-
risk student accountability plan to attain at-risk student proficiency in
accordance with this section and to ensure the provision of programs
and services that are above and beyond regular education services to
students who are eligible for at-risk programs and services. Such plan
shall be submitted to the state board of education on a form and in the
manner required by the state board. The purpose of each school
district's at-risk student accountability plan is to:
(1) Demonstrate that the school district is using evidenced-based
instruction, as defined in K.S.A. 72-5153, and amendments thereto, for
the education of students who are identified as eligible to receive at-risk
programs and services;
(2) measure longitudinal academic improvement in a quantitative
manner;
(3) establish quantitative student academic improvement goals for
certain identified student cohort groups and strive to meet such goals
through the provision of evidence-based instruction that is provided to
such cohort groups above and beyond regular educational services;
(4) ensure that at-risk education fund moneys are expended in
accordance with the law by providing services above and beyond
regular education services; and
(5) continue the process of identifying certain student cohort
groups and providing evidence-based instruction above and beyond that
of a regular education to such identified student cohort groups until the
school district achieves the state board of education's goal to have 75%
of all students achieve proficiency by scoring at performance level 3 or
4 on the state assessments for English language arts and mathematics.
(b) Each at-risk student accountability plan shall identify not
fewer than one cohort group of students who are enrolled and attending
HOUSE BILL No. 2534—page 6
grade three four each school year that such cohort group is required to
be identified and not fewer than one cohort group of students enrolled
in and attending kindergarten or any of the grades one through eight
each school year that such cohort group is required to be identified.
Except as provided in this subsection, one of the student cohort groups
identified by the school district for either such grade level shall be the
students who are eligible for free meals pursuant to the national school
lunch program. for the other for each grade level, the school district
shall identify any other student cohort group that corresponds to one of
the subgroups identified for state assessment purposes or shall identify
a cohort group of students. If two such student cohort groups cannot be
identified, such school district shall identify a student cohort group
who are identified as eligible to receive at-risk educational programs
and services pursuant to the same at-risk identification criteria
established pursuant to K.S.A. 72-5153a, and amendments thereto. A
school district shall not identify a cohort group of students pursuant to
this subsection if such cohort group is comprised of 10 or fewer
students. If both cohort groups of students who are eligible for free
meals are comprised of 10 or fewer students no cohort group of
students comprising 11 or more students can be formed using any of
the subgroup descriptions provided in this subsection, the school
district shall identify another cohort group pursuant to this subsection
consult with the state department of education to determine
appropriate alternative student cohort groups that are comprised of 11
or more students.
(c) (1) Each participating school district board of education shall
establish a four-year quantitative academic improvement goal for each
identified student cohort group in accordance with this subsection and
shall repeat such process every four years as provided in this section.
The academic improvement goal established for a cohort group
pursuant to this section shall be related to the achievement of academic
proficiency in the areas of English language arts and or mathematics.
Once a school district establishes a four-year quantitative academic
improvement goal for a cohort group on the school district's at-risk
accountability plan, the school district shall not revise or revoke such
goal for such cohort group in order to meet or exceed such goal.
(2) To attain the four-year quantitative academic improvement
goal for each identified student cohort group, the school district board
of education shall identify and implement two through four targeted
supports or interventions for each identified student cohort group. Such
supports or interventions shall be selected from the state board of
education's list of approved at-risk educational programs established
pursuant to K.S.A. 72-5153, and amendments thereto. The purpose of
the targeted supports or interventions is to provide evidence-based
instruction above and beyond regular education services to the
identified student cohort group and evaluate whether such targeted
supports or interventions have a positive impact on academic
improvement. A school district board of education may select different
targeted supports or interventions for each identified student cohort
group and may change such targeted supports or interventions if the
chosen targeted supports or interventions are not having a positive
impact on academic improvement.
(d) (1) Each participating school district board of education shall
conduct a four-year or five-year longitudinal academic evaluation of
each student cohort group identified on the school district's at-risk
student accountability plan to evaluate whether such students improved
upon attainment of academic proficiency and met or exceeded the
quantitative academic improvement goal established by the school
district board of education.
(2) To evaluate whether the student cohort group that is first
identified in grade three four pursuant to this section is achieving at a
level that is sufficient to meet or exceed the quantitative academic
improvement goal established for such cohort group, the school district
shall select and specify in the school district's at-risk accountability
HOUSE BILL No. 2534—page 7
plan not more than two quantitative measures to evaluate the cohort
group's achievement. One of such quantitative measures used by the
school district shall be the English language arts and or mathematics
state assessments assessment that corresponds to the quantitative
academic improvement goal for the student cohort group . The school
district may choose one additional quantitative measure to evaluate
such cohort group's progress from the list of approved quantitative
measures in paragraph (4).
(3) To evaluate whether the other student cohort group that is first
identified in kindergarten or any of the grades one through eight
pursuant to this section is achieving at a level that is sufficient to meet
or exceed the quantitative academic improvement goal established for
such cohort group, the school district shall select and specify on the
school district's at-risk accountability plan not more than two
quantitative measures to evaluate such cohort group's achievement. If
such identified student cohort group will take the English language arts
and mathematics state assessments in a school year that such cohort
group is evaluated pursuant to this section, the school district shall use
such the appropriate state assessments assessment to evaluate the
cohort group's achievement and may choose one additional quantitative
measure to evaluate such cohort group's progress from the list of
approved quantitative measures in paragraph (4). If such identified
student cohort group will not take the English language arts and
mathematics state assessments in a school year that such cohort group
is evaluated, the school district shall use one or two quantitative
measures to evaluate such cohort group's progress from the list of
approved quantitative measures in paragraph (4).
(4) Subject to the requirements of paragraphs (2) and (3), the
quantitative measures that a school district may use to evaluate whether
an identified student cohort group is achieving at a level that is
sufficient to meet or exceed the quantitative academic improvement
goal established for such cohort group shall only include the following:
(A) The English language arts and or mathematics state
assessments assessment;
(B) a formative assessment approved by the state board of
education;
(C) a summative assessment approved by the state board of
education; or
(D) ACT or ACT workkeys assessments.
(e) If the identified student cohort group meets or exceeds the
quantitative academic improvement goal established for such cohort
group at the end of the four-year period, the school district board of
education shall repeat the process established pursuant to this section
by identifying another student cohort group, establishing a four-year
quantitative academic improvement goal for such cohort group and
conducting a four-year or five-year longitudinal academic evaluation of
such cohort group in accordance with this section.
(f) If the identified student cohort group does not meet or exceed
the quantitative academic improvement goal established for such cohort
group at the end of the four-year period:
(1) The state board of education shall deem such school district as
not meeting at-risk improvement requirements on the school district's
at-risk student achievement report published on the state board's
website pursuant to subsection (j) until such school district meets the
quantitative academic improvement goal established by the school
district board of education for the subsequent cohort group identified
pursuant to subsection (b) that replaces the cohort group that did not
meet or exceed the four-year longitudinal academic improvement goal;
(2) the school district board of education shall continue to evaluate
the longitudinal academic performance of such student cohort group for
one additional school year in accordance with this section; and
(3) the school district board of education shall repeat the process
established pursuant to this section by identifying another student
cohort group pursuant to subsection (b), establishing a four-year
HOUSE BILL No. 2534—page 8
quantitative academic improvement goal for such cohort group and
conducting a four-year or five-year longitudinal academic evaluation of
such cohort group in accordance with this section.
(g) (1) Commencing in school year 2030-2031, if an identified
student cohort group does not meet or exceed the quantitative academic
improvement goal established for such cohort group at the end of the
one additional school year that the school district is authorized to
evaluate such cohort group pursuant to subsection (f)(2),
notwithstanding the provisions of K.S.A. 72-5131 et seq., and
amendments thereto, the school district's at-risk student weighting and
high-density at-risk student weighting entitlements in the school year
following such one additional school year shall be determined and
adjusted by the state board as follows:
(A) If only one student cohort group identified on the school
district's at-risk accountability plan fails to meet or exceed the
quantitative academic improvement goal established by the school
district board of education at the end of the one additional school year
that the school district is authorized to evaluate such cohort group
pursuant to subsection (f)(2), the state board of education shall:
(i) Determine the BASE aid amount that was in effect in the final
year of the five-year evaluation period of such cohort group;
(ii) determine the difference between the BASE aid amount in the
current school year pursuant to K.S.A. 72-5132, and amendments
thereto, and the BASE aid amount determined pursuant to subsection
(g)(1)(A)(i);
(iii) multiply the amount determined pursuant to subsection (g)(1)
(A)(ii) by 0.50;
(iv) add the amount determined pursuant to subsection (g)(1)(A)(i)
to the amount determined pursuant to subsection (g)(1)(A)(iii); and
(v) multiply the sum determined pursuant to subsection (g)(1)(A)
(iv) by the school district's at-risk student weighting and high-density
at-risk student weighting determined pursuant to K.S.A. 72-5151, and
amendments thereto. The computed amount is the amount of state aid
attributable to the at-risk student weighting and high-density at-risk
weighting that the school district shall be entitled to receive in the
current school year; or
(B) if both student cohort groups identified on the school district's
at-risk accountability plan fail to meet or exceed the quantitative
academic improvement goals established by the school district board of
education at the end of the one additional school year that the school
district is authorized to evaluate such cohort groups pursuant to
subsection (f)(2), the state board of education shall:
(i) Determine the BASE aid amount that was in effect in the final
year of the five-year evaluation period of such cohort groups; and
(ii) multiply the amount determined pursuant to subsection (g)(1)
(B)(i) by the school district's at-risk student weighting and high-density
at-risk student weighting determined pursuant to K.S.A. 72-5151, and
amendments thereto. The computed amount is the amount of state aid
attributable to the at-risk student weighting and high-density at-risk
student weighting that the school district shall be entitled to receive in
the current school year; and
(2) commencing in school year 2030-2031, the state board of
education shall determine a school district's at-risk student weighting
and high-density at-risk student weighting entitlements pursuant to this
subsection for the school year following the one additional school year
that the school district is authorized to evaluate a cohort group pursuant
to subsection (f)(2) and in which the cohort group identified on the
school district's at-risk accountability plan fails to meet or exceed the
quantitative academic improvement goal established by the school
district board of education at the end of the five-year evaluation period
of such cohort group.
(h) Each participating school district board of education shall
continue to follow the school district's at-risk student accountability
plan and update the plan annually or as may be necessary to repeat the
HOUSE BILL No. 2534—page 9
process established pursuant to this section every four years by
identifying another student cohort group, establishing a four-year
quantitative academic improvement goal for such cohort group and
conducting a four-year or five-year longitudinal academic evaluation of
such cohort group in accordance with this section. Such process shall
continue until the school district achieves the state board of education's
goal to have 75% of all students who took the statewide assessments
during the preceding school year achieve academic proficiency by
scoring at performance level 3 or 4 on the statewide assessments in
both English language arts and mathematics.
(i) (1) For school years 2024-2025 and 2025-2026, the provisions
of subsections (a) through (h) shall be implemented as a pilot program
by 10 school districts selected by the state board of education for
participation in such pilot program. When selecting the 10 school
districts that will participate in such pilot program, the state board of
education shall select a diverse array of school districts with
consideration given to a school district's size, location, student
demographics and level of staff participation and prior training in the
science of reading.
(2) Commencing in school year 2026-2027, the provisions of
subsections (a) through (h) shall be implemented by all school districts,
including the school districts that participated in the pilot program
during the immediately two preceding school years . A school district
that participated in the pilot program may identify new student cohort
groups in such school year.
(j) (1) Each school district board of education shall submit
annually to the state board of education an at-risk student achievement
report on a form and in the manner established by the state board that
includes:
(A) Subject to the provisions of subsection (i), the school district's
at-risk student accountability plan to attain student proficiency
established in accordance with this section that includes the cohort
groups identified by the board of education of the school district and
the quantitative academic improvement goals established for such
cohort groups;
(B) subject to the provisions of subsection (i), the current progress
of the school district's plan to attain at-risk student proficiency and an
estimation of whether the school district expects to meet or exceed the
longitudinal academic improvement goals established by the school
district board of education pursuant to this section;
(C) the expenditures made from the school district's at-risk
education fund, which shall be submitted:
(i) In school years 2024-2025 and 2025-2026 by the school
districts that are participating in the pilot program established pursuant
to subsection (i); and
(ii) in school year 2026-2027 and each school year thereafter, by
all school districts;
(D) the at-risk educational programs, services and resources and
the provisional at-risk educational programs that the school district is
using to support student achievement for students identified as eligible
to receive at-risk program services and the targeted supports and
interventions from the state board of education's list of approved at-risk
educational programs that the school district is using to provide
evidence-based instruction above and beyond regular education
services to achieve the longitudinal academic improvement goals
established for each cohort group;
(E) the number of students identified as eligible to receive at-risk
or provisional at-risk educational programs and services who were
served or provided assistance under the school district's approved at-
risk program; and
(F) the data and research that the school district utilized to
determine what programs and services are needed to implement the
district's approved at-risk program.
(2) Each school district may provide a supplemental narrative to
HOUSE BILL No. 2534—page 10
accompany the school district's at-risk student achievement report to
provide information regarding annual progress reports or reasons why
the school district was able to meet or not meet the longitudinal
academic improvement goals established for each cohort group
identified on the school district's at-risk student accountability plan
pursuant to this section.
(3) To achieve uniform reporting of the number of students who
are provided at-risk programs and services above and beyond that of a
regular education, school districts shall report the information required
pursuant to this subsection in a uniform manner required by the state
board.
(k) Commencing in school year 2026-2027, the state board of
education shall publish the plans and reports submitted by all school
districts on the state board of education's website through the link on
the state department of education's website homepage titled
"accountability reports" with such reports published under a link titled
"school district at-risk student accountability plans and reports."
Commencing in school year 2026-2027, each school district board of
education shall publish the school district's report on the school
district's website and provide a link to the state department of
education's website where all such reports are displayed.
(l) On or before January 31 each year, the state department of
education shall prepare and present a summary of the reports submitted
pursuant to subsection (j) to the house of representatives standing
committee on K-12 education budget and the senate standing
committee on education or any successor committees.
(m) As used in this section, "longitudinal" means the repeated
examination and progress monitoring of the same individuals of a
particular cohort group of students over a period of time.
(n) The provisions of this section shall take effect and be in force
from and after July 1, 2024.
HOUSE BILL No. 2534—page 11
Sec. 8. K.S.A. 31-133 and K.S.A. 2025 Supp. 72-3574 are hereby
repealed.
Sec. 9. This act shall take effect and be in force from and after its
publication in the statute book.
I hereby certify that the above BILL originated in the HOUSE, and was
adopted by that body
HOUSE adopted
Conference Committee Report
Speaker of the House.
Chief Clerk of the House.
Passed the SENATE
as amended
SENATE adopted
Conference Committee Report
President of the Senate.
Secretary of the Senate.
APPROVED
Governor.