Guidelines address the creation of interagency agreements or school-community partnerships to address student and family needs.

a) In order to achieve the goals specified in Section 555.10 of this Part, each proposed project shall include objectives and activities related to:

• 1) Developing a protocol and structures for meeting the early intervention mental health needs of students, including identifying, referring, and following up on those who could benefit from early intervention, involving parents and other care-givers, and planning for and providing services from qualified mental health professionals, such as:
• A) assessment,
• B) individual and group counseling,
• C) family support, and
• D) school-wide mental health awareness activities;
• 2) Coordinating services with those offered by other community-based service systems and providers by:
• A) developing a framework for the integration of social and emotional learning and mental health-related initiatives based on a team approach that includes school staff, community-based providers, students, and their families to build upon existing mental health structures,
• B) implementing formal interagency working agreements, and
• C) providing services in "natural" settings such as schools, youth-serving agencies, or family homes; and
• 3) Reducing the mental health stigma within the school community by:
• A) conducting events for the school faculty, students, and family members to increase awareness regarding the impact of mental illness, the efficacy of mental health treatment, and the importance of early identification,
• B) addressing mental health stigmas that are specific to particular cultures or segments of the community, and
• C) promoting leadership among students and support for peers with regard to issues of mental health.

b) Each proposed project shall make services available to all students housed in any attendance center for which funding is provided under this Subpart A.

Tools address the creation of interagency agreements or school-community partnerships to address student and family needs.

(d) The school board, in consultation with the parent-teacher advisory committee and other community-based organizations, must include provisions in the student discipline policy to address students who have demonstrated behaviors that put them at risk for aggressive behavior, including without limitation bullying, as defined in the policy. These provisions must include procedures for notifying parents or legal guardians and early intervention procedures based upon available community-based and district resources.

(a) Each school board may appoint at least one employee to act as a liaison to facilitate the enrollment and transfer of records of students in the legal custody of the Department of Children and Family Services when enrolling in or changing schools. The school board may appoint any employee of the school district who is licensed under Article 21B of this Code [105 ILCS 5/21B-5 et seq.] to act as a liaison; however, employees who meet any of the following criteria must be prioritized for appointment:

• (1) Employees who have worked with mobile student populations or students in foster care.
• (2) Employees who are familiar with enrollment, record transfers, existing community services, and student support services.
• (3) Employees who serve as a high-level administrator.
• (4) Employees who are counselors or have experience with student counseling.
• (5) Employees who are knowledgeable on child welfare policies.
• (6) Employees who serve as a school social worker.

(b) Liaisons under this Section are encouraged to build capacity and infrastructure within their school district to support students in the legal custody of the Department of Children and Family Services.

(a) This Section applies beginning with the 2009-2010 school year. (b) The General Assembly finds all of the following: (1) All children are capable of success. (2) Schools are the centers of vibrant communities. (3) Strong families build strong educational communities. (4) Children succeed when adults work together to foster positive educational outcomes. (5) Schools work best when families take active roles in the education of children. (6) Schools today are limited in their ability to dedicate time and resources to provide a wide range of educational opportunities to students because of the focus on standardized test outcomes. (7) By providing learning opportunities outside of normal school hours, including programs on life skills and health, students are more successful academically, more engaged in their communities, safer, and better prepared to make a successful transition from school to adulthood. (8) A community school is a traditional school that actively partners with its community to leverage existing resources and identify new resources to support the transformation of the school to provide enrichment and additional life skill opportunities for students, parents, and community members at-large. Each community school is unique because its programming is designed by and for the school staff, in partnership with parents, community stakeholders, and students. (9) Community schools currently exist in this State in urban, rural, and suburban communities. (10) Research shows that community schools have a powerful positive impact on students, as demonstrated by increased academic success, a positive change in attitudes toward school and learning, and decreased behavioral problems. (11) After-school and evening programs offered by community schools provide academic enrichment consistent with the Illinois Learning Standard and general school curriculum; an opportunity for physical fitness activities for students, fine arts programs, structured learning “play” time, and other recreational opportunities; a safe haven for students; and work supports for working families. (12) Community schools are cost-effective because they leverage existing resources provided by local, State, federal, and private sources and bring programs to the schools, where the students are already congregated. Community schools have been shown to leverage between $5 to $8 in existing programming for every $1 spent on a community school. (c) Subject to an appropriation or the availability of funding for such purposes, the State Board of Education shall make grants available to fund community schools and to enhance programs at community schools. A request-for-proposal process must be used in awarding grants under this subsection (c). Proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Proposals must be evaluated and scored on the basis of criteria consistent with this Section and other factors developed and adopted by the State Board of Education. Technical assistance in grant writing must be made available to schools, school districts, or consortia of school districts through the State Board of Education directly or through a resource and referral directory established and maintained by the State Board of Education. (d) In order to qualify for a community school grant under this Section, a school must, at a minimum, have the following components: (1) Before and after-school programming each school day to meet the identified needs of students. (2) Weekend programming. (3) At least 4 weeks of summer programming. (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 a 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, efficiency, and robust participation. (6) Programming that includes academic excellence aligned with the Illinois Learning Standard, life skills, healthy minds and bodies, parental support, and community engagement and that promotes staying in school and non-violent behavior and non-violent 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. (10) A non-discrimination policy ensuring that the community school does not condition participation upon race, ethnic origin, religion, sex, or disability.

Each local school council shall have and exercise, consistent with the provisions of this Article and the powers and duties of the board of education, the following powers and duties: 1. (A) To annually evaluate the performance of the principal of the attendance center using a Board approved principal evaluation form, which shall include the evaluation of (i) student academic improvement, as defined by the school improvement plan, (ii) student absenteeism rates at the school, (iii) instructional leadership, (iv) the effective implementation of programs, policies, or strategies to improve student academic achievement, (v) school management, and (vi) any other factors deemed relevant by the local school council, including, without limitation, the principal’s communication skills and ability to create and maintain a student-centered learning environment, to develop opportunities for professional development, and to encourage parental involvement and community partnerships to achieve school improvement

(1) The program contains provisions and Standard conducive to the establishment of community, business, and education partnerships that give use to lasting relationships between school districts and partners that are mutually beneficial.

Community service education programs educate students about the value of civic involvement through actual school-sponsored involvement in their communities. Students, citizens, civic groups, businesses, and community organizations benefit from community service education programs by developing strong partnerships that enhance the value of schools and quality of life in communities. Community service education programs build stronger schools, stronger communities, and a positive environment. In many communities, the school district is the economic engine that provides jobs, economic stability, and prosperity. Community service education programs enable more school districts and communities to prosper economically while promoting good citizenship. School districts that offer community service education programs enjoy a significant return on their investment. Hence, the policy of the State of Illinois is to support such programs by providing incentives to encourage school districts to offer community service education programs.

Template addresses farm-to-school partnership efforts to meet local school wellness goals.