Outline of the state of New York
New York
Encouraged or Required

Early Identification and Referral

Early Identification and Referral

State law encourages or requires districts to implement identification and referral processes to link students and families with needed resources.

8 New York Codes, Rules and Regulations 100.19 Takeover and restructuring of failing and persistently failing schools.

(5) The receiver shall create the school intervention plan in accordance with Education Law section 211-f and any applicable collective bargaining agreement(s) and provision(s) of article 14 of the Civil Service Law. In creating the school intervention plan, the receiver shall ensure that the plan includes the following research-based components:

  • (i) strategies to address the tenets of the diagnostic tool for school and district effectiveness;
  • (ii) strategies to address social service, health and mental health needs of students in the school and their families in order to help students arrive and remain at school ready to learn; provided that this may include mental health and substance abuse screening;
  • (iii) strategies to improve or expand access to child welfare services and, as appropriate, services in the school community to promote a safe and secure learning environment;
  • (iv) as applicable, strategies to provide greater access to career and technical education and workforce development services provided to students in the school and their families in order to provide students and families with meaningful employment skills and opportunities;
  • (v) strategies to address achievement gaps for English language learners, students with disabilities and economically disadvantaged students, as applicable;
  • (vi) strategies to address school climate and positive behavior support, including mentoring and other youth development programs;
  • (vii) strategies to provide professional development and other supports to the staff of the school to ensure that they have the capacity to successfully implement the school intervention plan and to sustain the components of the plan after the period of the school receivership has ended;
  • (viii) a budget for the school intervention plan, including a description of how any funds provided through a persistently struggling schools transformation grant will not be used to fund, in whole or in part, existing programs and services including but not limited to staff salaries;
  • (ix) strategies to improve student achievement through development of collaborative partnerships with the local school community that are designed to develop and sustain the capacity of the local school community to implement such strategies to ensure continued improvement in student achievement after the period of the school receivership has ended; and
  • (x) strategies by which the independent receiver will apply for allocational and competitive grants and other resources for the school to the extent practicable.
Policy Type