(A) To ensure that student and other stakeholder needs are understood and addressed, the school district or school shall: (1) Establish and communicate clear, high expectations for academic performance, attendance and conduct for all students regardless of gender, race, ethnicity, English proficiency or disability; (2) Diagnose and assess the needs of students and other stakeholders and use assessment results and the value-added progress dimension to make informed decisions about curriculum, instruction, assessment, and goals; (3) Monitor and analyze its performance index score, educational offerings, facilities, services and instructional materials to determine their effectiveness in helping students meet performance objectives; (4) Continually improve programs and policies to better meet student needs by: (a) Considering input from stakeholders; (b) Monitoring and considering the changing needs and expectations of stakeholders; (c) Regularly conducting stakeholder satisfaction evaluations using objective, reliable methods; and (d) Comparing the results of stakeholder evaluations to those of benchmark school districts or schools. (5) Communicate information about student attendance, conduct, academic performance and progress to parents on a regular basis. (B) The school district or school shall implement a curriculum and instructional program that is characterized by systematic planning, articulation, and evaluation. The school district’s curriculum shall be developed with input from and dialogue with parents, community members, and other stakeholders.

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;

(A) The advisory council of each region of the educational regional service system shall establish the following specialized subcommittees of the council: (1) A school improvement subcommittee, which shall include one classroom teacher appointed jointly by the Ohio education association and the Ohio federation of teachers and representatives of community schools and education personnel with expertise in the area of school improvement; (2) An education technology subcommittee, which shall include classroom teachers or curriculum coordinators, parents, elementary and secondary school principals, representatives of chartered nonpublic schools, representatives of information technology centers, representatives of business, and representatives of two-year and four-year institutions of higher education; ... (B) The advisory council shall appoint persons who reside or practice their occupations in the region to serve on the subcommittees established under divisions (A)(1) to (3) of this section. If the advisory council is unable to appoint such a person to a subcommittee, the council shall appoint a similarly situated person from an adjacent region. (C) An advisory council may establish additional subcommittees as needed to address topics of interest to the council. Members of any additional subcommittee shall be appointed by the advisory council and shall include a diverse range of classroom teachers and other education personnel with expertise in the topic addressed by the subcommittee and representatives of individuals or groups with an interest in the topic. (D) Any member of an advisory council may participate in the deliberations of any subcommittee established by the council.