This page addresses school-community partnerships

This page addresses school-community partnerhips

(A) Educational programs and experiences shall be designed and implemented to provide a general education of high quality for all students. Students shall be provided sufficient time and opportunity to achieve local school district performance requirements and objectives measured by required local, approved and state achievement assessments. Instruction shall be focused on the personalized and individualized needs of each student and include intervention that is designed to meet student needs. Instruction and instructional activities shall be: (1) Consistent with educational research and proven practices; (2) Appropriate to student ages, developmental needs, learning styles, abilities, and English proficiency; and (3) Designed to ease the transition of students from one educational environment to another. (4) Phonics shall be used as a technique to teach reading in kindergarten through third grade. (B) Stakeholder partnerships (1) The school district or school through its board of education, superintendent, and staff shall work with key stakeholders, including, but not limited to, the following: (a) Parents, in part through the adoption of a policy on parental involvement in the schools; (b) Business advisory councils; (c) Family and civic engagement teams; (d) School-parent or school-business partnerships; (e) Other schools, social services, and organizations that impact educational programs for students. (2) In addition to its regular budget process, the school district shall work with key stakeholders to review the school district’s allocation of educational resources. This evaluation shall be conducted at least once every three years to ensure that the school district’s resources are allocated in an effective and equitable manner. Allocation and expenditure of school district resources must be aligned with the school district’s strategic plan and reflect best practices in financial management.

(B) Policy and intent. — The purpose of the STEM public-private partnership pilot program is to encourage public-private partnerships between high schools, colleges, and the community to provide high school students the opportunity to receive education and training in a targeted industry, as defined by JobsOhio established under section 187.01 of the Revised Code, while simultaneously earning high school and college credit for the course. (C) General. — (1) Partnerships shall consist of one community college or state community college, one or more private companies, and one or more high schools, either public or private. (2) For purposes of the program, the partnering community college or state community college shall pursue one targeted industry during the pilot period. However, the college may partner with multiple private companies within that industry. (3) The chancellor shall develop an application and review process to select the five partnerships to receive grants under the program. The community college or state community college shall be responsible for submitting the application for the partnership to the chancellor. The application shall include a proposed budget for the program. Students that take courses offered under the program shall earn college credit for that class from the community or state community college. (4) Students, high schools, and colleges that participate in this program shall do so under the college credit plus program established under Chapter 3365. of the Revised Code. (5) The curriculum offered by the program shall be developed by and agreed upon by all members of the partnership. (6) The private company or companies that are part of the partnership shall provide full- or part-time facilities to be used as classroom space. (D) Application requirements. — The chancellor shall issue a request for proposal that will be posted on the chancellor’s website ohiohighered.org. The request for proposal will set forth the eligible costs and other requirements. The chancellor will then select the five partnerships for the program based on the following considerations: (1) Whether the partnership existed before the application was submitted; (2) Whether the program is oriented toward a targeted industry; (3) The likelihood of a student gaining employment upon graduating from high school or upon completing a two-year degree in the industry to which the program is oriented in relation to its geographic region; (4) The number of students projected to be served; (5) The program’s cost-per-student; (6) The sustainability of the program beyond the duration of the two-year pilot program; (7) The level of investment made by the private company partner or partners in the program, including use of facilities, equipment, and staff and financially. (8) Other criteria as determined by the chancellor.

The department of education shall encourage, seek out, and publicize to the general public and the school districts of this state, innovative and exemplary school-parent and school-business partnerships. The board of education of a district involved in such a partnership shall cooperate with the department by providing information about the partnership. As used in this section: (A) “School-parent partnership” means a program that actively involves parents of students in the decision-making process of the school district or individual schools within the district; (B) “School-business partnership” means a program in this state in which businesses, labor organizations, associations, foundations, or other persons, assist local schools in preparing children for employment or higher education, and may include programs involving work experience, mentoring, tutoring, incentive grants, or the use of corporate facilities and equipment.

(A)

• (1) As used in sections 3302.17 and 3302.18 of the Revised Code, “community learning center” means a school operated by a city, exempted village, or local school district or community school established under Chapter 3314. of the Revised Code that participates in a coordinated, community- based effort with community partners to provide comprehensive educational, developmental, family, and health services to students, families, and community members during school hours and hours in which school is not in session.
• (2) For purposes of this section and sections 3302.17 and 3302.18 of the Revised Code, “community partner” means a provider to students, families, or community members of health care services, on-site resource coordinators, and any other services or programs determined appropriate by a school action team created under section 3302.18 of the Revised Code.

(B) Prior to providing health services to a student, a community learning center shall obtain the written consent of the student’s parent, guardian, or custodian, if the student is less than eighteen years old, or the written consent of the student, if the student is at least eighteen years old.

(C) A community learning center and any employee, contractor, or volunteer of a community learning center shall, in accordance with all applicable state and federal laws, maintain the confidentiality of patient-identifying information obtained in the course of providing health services.

(A) Annually, beginning in the 2019-2020 school year, each school district shall report to the department of education, in the manner prescribed by the department, the types of prevention-focused programs, services, and supports used to assist students in developing the knowledge and skills to engage in healthy behaviors and decision-making and to increase their awareness of the dangers and consequences of risky behaviors, including substance abuse, suicide, bullying, and other harmful behaviors. The district shall report the following information regarding such programs, services, and supports for each building operated by the district and for each of grades kindergarten through twelve served by the building: ... (4) Partnerships with community coalitions and organizations to provide prevention services and resources to students and their families; (5) School efforts to engage parents and the community; (6) Activities designed to communicate with and learn from other schools or professionals with expertise in prevention education.

(B) In any fiscal year, a city, local, exempted village, or joint vocational school district, community school, or STEM school shall spend the student wellness and success funds it receives for any of the following initiatives or a combination of any of the following initiatives: (1) Mental health services; (2) Services for homeless youth; (3) Services for child welfare involved youth; (4) Community liaisons; (5) Physical health care services; (6) Mentoring programs; (7) Family engagement and support services; (8) City connects programming; (9) Professional development regarding the provision of trauma informed care; (10) Professional development regarding cultural competence; (11) Student services provided prior to or after the regularly scheduled school day or any time school is not in session. (C) Each city, local, exempted village, and joint vocational school district, community school, and STEM school that is subject to the requirements of this section shall develop a plan for utilizing the student wellness and success funds it receives in coordination with at least one of the following community partners: (1) A board of alcohol, drug, and mental health services established under Chapter 340. of the Revised Code; (2) An educational service center; (3) A county board of developmental disabilities; (4) A community-based mental health treatment provider; (5) A board of health of a city or general health district; (6) A county department of job and family services; (7) A nonprofit organization with experience serving children; (8) A public hospital agency. (D) After the end of each fiscal year, each city, local, exempted village, or joint vocational school district, community school, and STEM school shall submit a report to the department of education, in a manner prescribed by the department, describing the initiative or initiatives on which the district’s or school’s student wellness and success funds were spent during that fiscal year.