Tennessee - School-Community and Interagency Partnerships: Partnerships

Policy Type: 
regulation; statute

State laws encourages districts to establish school-community partnerships to address student needs.

Rules of the Tennessee Department of Education 0520-01-03.03 ADMINISTRATION OF SCHOOLS.

(b) District and School Improvement Plan. Each local board of education shall have each school under its jurisdiction develop, maintain, and implement a school improvement plan. The plan shall be updated every two (2) years and include areas such as curriculum, instruction, professional development, and community partnerships, and address the long-range strategic plan of the local board of education.

2017 Tennessee Code Annotated 49-6-2405. Board and department to support and encourage LEAs in creation of community schools -- Funding -- Qualifications for community school grant -- Duties of grant recipients.

(a) The state board of education and the department shall support and encourage LEAs in the creation of community schools. All policies, guidelines, and rules and regulations adopted by the state board pursuant to this part shall actively foster the formation, development and operation of community schools. Such policies, guidelines, or rules and regulations shall permit teachers to receive in-service credit for teaching classes for parents, such as parenting classes, at the community school outside of normal school hours.


  • (1) The department may seek funds from private donors and through grants to fund LEAs' efforts to create community schools and to support the schools.
  • (2) The department shall assist LEAs and schools in writing grants for funding of community schools by providing technical assistance directly or through a resource and referral directory established and maintained by the department.
    Tennessee State Courts

2017 Tennessee Code Annotated 49-6-2405. Board and department to support and encourage LEAs in creation of community schools -- Funding -- Qualifications for community school grant -- Duties of grant recipients.


  • (1) Subject to the availability of funding from private sources for creation and support of community schools, the department shall make community school grants available to fund community schools and to enhance programs at community schools. If funding is available for community school grants, then a request-for-proposal process shall be used in awarding the grants. Proposals may be submitted on behalf of a school, an LEA, or a consortium of two (2) or more schools or LEAs. Proposals shall be evaluated and scored on the basis of criteria consistent with this part and other factors developed and adopted by the state board.
  • (2) No funds shall be appropriated for the 2014-2015 fiscal year for the creation and support of community schools. However, nothing in this part shall prohibit the general assembly from appropriating funds in fiscal years subsequent to the 2014-2015 fiscal year for creation and support of community schools.

(d) In order to qualify for a community school grant under this section, a school shall have, at a minimum, the following components:

  • (1) Before and after-school programming each school day to meet the identified needs of students;
  • (2) Weekend programming;
  • (3) Four (4) weeks of summer programming, which may be conducted during consecutive or nonconsecutive weeks;
  • (4) A local advisory group comprised of school leadership, parents, and community stakeholders that establishes school-specific programming goals, assesses program needs, and oversees the process of implementing expanded programming;
  • (5) A program director or resource coordinator who is responsible for establishing the local advisory group, assessing the needs of students and community members, identifying programs to meet those needs, developing the before and after-school, weekend and summer programming and overseeing the implementation of programming to ensure high quality, robust participation;
  • (6) Programming that includes academic excellence aligned with the curriculum, life skills, healthy minds and bodies, parental support and community engagement and that promotes staying in school, nonviolent behavior and nonviolent conflict resolution;
  • (7) Maintenance of attendance records in all programming components;
  • (8) Maintenance of measurable data showing annual participation and the impact of programming on the participating children and adults;
  • (9) Documentation of true collaboration between the school and community stakeholders, including local governmental units, civic organizations, families, businesses, and social service providers; and
  • (10) A nondiscrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, o
    Tennessee State Courts

2017 Tennessee Code Annotated 49-6-6101. Improvement and coordination of services.

The state departments of education, mental health and substance abuse services, and intellectual and developmental disabilities shall take the following actions to improve and coordinate services for behavioral/emotionally disordered children. Any policy change required as a result of these actions will be presented to the state board of education for review and approval:

  • (1) Delineation of each state and local agency's responsibilities;
  • (2) Development of joint agency planning and training, especially between Tennessee's state and local agencies of mental health and substance abuse services, intellectual and developmental disabilities and education;
  • (3) Development of a systematic process for securing funding for a continuum of related service options;
  • (4) Development of a definition of the target population;
  • (5) Development of ongoing needs assessment process that addresses:
    • (A) The complex and diverse needs of the children and their families; and
    • (B) The resources of schools, mental health/intellectual and developmental disabilities providers, and public/private agencies;
  • (6) Prepare an inventory of a continuum of existing services and options, known private or public agencies and families;
  • (7) Development of an interagency agreement on the principles to be included in a plan of care as they relate to intervention or treatment goals. The plan of care shall have:
    • (A) Child involvement if developmentally appropriate;
    • (B) Measurable outcomes;
    • (C) Identification of agency or agencies that shall monitor the plan of care;
    • (D) Family involvement; and
    • (E) Sensitivity to unique cultural needs; and
  • (8) Development of interagency training plan in the area of truancy prevention.
    Tennessee State Courts
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