This document addresses strategies to encourage school-community partnership

This document addresses strategies to encourage school-community partnership

(1) As used in this section, school leader means a school principal or assistant principal. (2) There is created the School Leadership Development Program to increase the number of highly effective school leaders capable of:

• (a) initiating, achieving, and sustaining school improvement efforts; and
• (b) forming and sustaining community partnerships as described in Section 53F-5-402. (3) The state board shall identify one or more providers, through a request for proposals process, to develop or provide leadership development training for school leaders that:
• (a) may provide in-depth training in proven strategies to turn around low performing schools;
• (b) may emphasize hands-on and job-embedded learning;
• (c) aligns with the state's leadership Standard established by state board rule;
• (d) reflects the needs of a school district or charter school where a school leader serves;
• (e) may include training on using student achievement data to drive decisions;
• (f) may develop skills in implementing and evaluating evidence-based instructional practices;
• (g) may develop skills in leading collaborative school improvement structures, including professional learning communities; and
• (h) includes instruction on forming and sustaining community partnerships as described in Section 53F-5-402.

(1) As used in this section, "school leader" means a school principal or assistant principal.

(2) There is created the School Leadership Development Program to increase the number of highly effective school leaders capable of:

• (a) initiating, achieving, and sustaining school improvement efforts; and
• (b) forming and sustaining community partnerships as described in Section 53F-5-402.

(3) The board shall identify one or more providers, through a request for proposals process, to develop or provide leadership development training for school leaders that:

• (a) may provide in-depth training in proven strategies to turn around low performing schools;
• (b) may emphasize hands-on and job-embedded learning;
• (c) aligns with the state's leadership Standard established by board rule;
• (d) reflects the needs of a school district or charter school where a school leader serves;
• (e) may include training on using student achievement data to drive decisions;
• (f) may develop skills in implementing and evaluating evidence-based instructional practices;
• (g) may develop skills in leading collaborative school improvement structures, including professional learning communities; and
• (h) includes instruction on forming and sustaining community partnerships as described in Section 53F-5-402.

(1) As used in this section, “qualifying personnel” means a school counselor or other counselor, school psychologist or other psychologist, school social worker or other social worker, or school nurse who:

• (a) is licensed; and
• (b) collaborates with educators and a student’s parent on:
• (i) early identification and intervention of the student’s academic and mental health needs; and
• (ii) removing barriers to learning and developing skills and behaviors critical for the student’s academic achievement.

(2)

• (a) Subject to legislative appropriations, and in accordance with Subsection (2)(b), the state board shall distribute money appropriated under this section to LEAs to provide in a school targeted school-based mental health support, including clinical services and trauma-informed care, through employing or entering into contracts for services provided by qualifying personnel.

(1) There is created the Partnerships for Student Success Grant Program to improve educational outcomes for low income students through the formation of cross sector partnerships that use data to align and improve efforts focused on student success.

(2) Subject to legislative appropriations, the state board shall award grants to eligible partnerships that enter into a memorandum of understanding between the members of the eligible partnership to plan or implement a partnership that:

• (a) establishes shared goals, outcomes, and measurement practices based on unique community needs and interests that:
• (i) are aligned with the recommendations of the five- and ten-year plan to address intergenerational poverty described in Section 35A-9-303; and
• (ii) address, for students attending a school within an eligible school feeder pattern:
• (A) kindergarten readiness
• (B) grade 3 mathematics and reading proficiency;
• (C) grade 8 mathematics and reading proficiency;
• (D) high school graduation; 
• (E) postsecondary education attainment; 
• (F) physical and mental health; and
• (G) development of career skills and readiness;
• (b) coordinates and aligns services to:
• (i) students attending schools within an eligible school feeder pattern; and
• (ii) the families and communities of the students within an eligible school feeder pattern;
  • (c) implements a system for:
• (i) sharing data to monitor and evaluate shared goals and outcomes, in accordance with state and federal law; and
• (ii) accountability for shared goals and outcomes; and
• (d) commits to providing matching funds as described in 53F-5-403.

(3) In making grant award determinations, the state board shall prioritize funding for an eligible partnership that:

• (a) includes a low performing school as determined by the state board; or
• (b) addresses parent and community engagement.

(4) In awarding grants under this part, the state board:

• (a) shall distribute funds to the lead applicant designated by the eligible partnership as described in Section 53F-5-401; and
• (b) may not award more than $ 500,000 per fiscal year to an eligible partnership.

(23) A local school board may establish or partner with a certified youth court program, in accordance with Section 78A-6-1203, or establish or partner with a comparable restorative justice program, in coordination with schools in that district. A school may refer a student to youth court or a comparable restorative justice program in accordance with Section 53G-8-211.

1) (a) The principal of a school shall develop the school’s teacher and student success plan:

• (i) in accordance with the LEA governing board student success framework for the school’s LEA;
• (ii) by integrating school-specific goals and criteria for improving the school’s performance within the state accountability system; and
• (iii) if the school has a school turnaround plan as defined in Section 53E-5-301, in accordance with the school’s school turnaround plan.

(b) A principal shall solicit input on developing a success plan from:

• (i) for a district school or charter school:
• (A) the school community council, as defined in Section 53G-7-1202; or
• (B) the charter trust land council, as described in Section 53G-7-1205;
• (ii) school-level educators;
• (iii) parents of students at the school; and
• (iv) school-level administrators.