New Hampshire ESSA Plan addresses developing formal plans or policies to encourage community involvement in schools.

The department shall implement corrective and technical assistance to schools that do not demonstrate that they provide the opportunity for an adequate education under RSA 193-E:3-b, I or II as follows: I. In the first year of a school being unable to demonstrate that it provides the opportunity for an adequate education under either RSA 193-E:3-b, I or II, school officials shall submit an action plan to the commissioner. The plan shall detail the specific actions the school will take and the timeline to be followed to demonstrate that the school provides the opportunity for an adequate education. The plan shall: (a) Identify areas where the school failed to meet the requirements under paragraph RSA 193-E:3-b, I or II. (b) Identify and explain the strategy the school intends to implement to achieve compliance and improve performance. (c) Detail how the school budget reflects the goals of the action plan. II. After the second consecutive year of a school being unable to demonstrate that it provides the opportunity for an adequate education under either RSA 193-E:3-b, I or II, school officials shall submit an action plan to the commissioner. The plan shall: (a) Describe procedures for providing mentoring or coaching to school personnel. (b) Include ongoing technical assistance and a liaison from the department. (c) Provide an accounting of how education funds are being expended to provide opportunities for an adequate education as defined in RSA 193-E:2-a. (d) Establish and explain a strategy designed to promote family and community involvement. III. After the third consecutive year of a school being unable to demonstrate that it provides the opportunity for an adequate education under either RSA 193-E:3-b, I or II, the commissioner shall: (a) Assess how the school is expending its education funds and may order that adequacy funds be redirected to address those areas that are contributing to the failure of the school to provide the opportunity for an adequate education. (b) Assign a coach or mentor to the school until the school demonstrates sufficient progress toward providing the opportunity for an adequate education. (c) Require the school to provide an accounting of how education funds are being used to provide the opportunity for an adequate education under RSA 193-E:2-a. (d) Require or provide, to the extent necessary, one or more of the following: (1) Professional development that is aligned with school improvement goals. (2) External support and resources based on their effectiveness and alignment with school improvement goals. (3) Instructional models that incorporate research-based practices that have been proven to be effective in improving pupil achievement. (4) Formal and informal opportunities to assess and monitor each pupil’s progress. (5) Evidence of decisions supported by data. (6) Improvements to the school’s curriculum, including curricular priorities and instructional materials. (7) External support and resources based on their effectiveness and alignment with the school improvement plan. (8) Extended learning opportunities for pupils. (9) Structural reform strategies that may include changes in scheduling, organization, support mechanisms, and resources. (10) Structural changes to school leadership to support school improvement. (e) Meet quarterly with school officials in the affected school to assess the school’s progress. IV. The commissioner shall provide progress reports annually to the state board and the legislative oversight committee established in RSA 193-C:7 on the status and effectiveness of the corrective and technical assistance provided by the department in achieving the demonstration of adequacy by all schools.

I. (a) A school shall have one year from the date that a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school pursuant to RSA 193-H:3 to take action to remedy identified problems at the local level. The school shall create an initial plan that identifies actions that it intends implement to correct the areas of concern. The plan shall be submitted to the state board within 90 days of the date that the school or school district was designated as a targeted support and improvement school or a comprehensive support and improvement school. If the plan does not sufficiently address the areas of concern, the state board shall disapprove the plan within 30 days. If the state board disapproves the plan, the state board’s designee shall work with the school district where the school is located to amend the plan so that it meets state board approval. One year following the designation, if the school or school district is not making satisfactory progress in implementing its plan, the commissioner shall issue a notice to the school district and shall initiate a process for providing assistance pursuant to this section. (b) If a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school, the school district, on behalf of the school, may request assistance from the department. The department shall, if resources allow, provide technical assistance to those schools that request assistance under this section. (c) No later than one year after designation as a targeted support and improvement school or a comprehensive support and improvement school, the commissioner shall designate a progress review team to evaluate the implementation of the improvement plans and the progress toward state performance targets. The progress review team shall deliver a report to the state board. The report shall include evidence of satisfactory implementation and progress towards state performance targets or lack thereof and recommendations regarding future actions. II. [Repealed.] III. At a minimum, the corrective action plan filed by the commissioner shall: (a) Identify the area in which the school needs to meet the annual statewide performance targets established under RSA 193-H:2. (b) Identify and describe the strategy the school intends to implement to improve its performance. (c) Establish and explain a strategy designed to promote family and community involvement. (d) Detail how the school district budget reflects the goals of the local education improvement plan. IV. In addition to the provisions of paragraph III, each plan filed by the commissioner may include the following elements: (a) The school's curriculum including curricular priorities and instructional materials. (b) Instructional models that incorporate research-based practices that have been proven to be effective in improving student achievement. (c) Formal and informal opportunities to assess and monitor each child's progress. (d) Evidence of data-based decisions. (e) Structural reform strategies that may include schedule, organization, support mechanisms, and resources. (f) Shared leadership structure to support school improvement. (g) Professional development that is aligned with school improvement goals. (h) External support and resources based on their effectiveness and alignment with the school improvement plan. (i) Extended learning activities for students.