(1) (a) If the state
board, pursuant to section 22-11-210, directs a district public school to adopt a
priority improvement plan, the local school board, in accordance with time frames
specified in state board rules, shall adopt a school priority improvement plan, as
described in subsection (4) of this section, for the district public school. When a
district public school creates a pathway plan, the state board, by rule, may reduce
some of the obligations described in subsection (4) of this section.
(b) The school accountability committee for the district public school shall
hold a public meeting as required in section 22-32-142 (2) to receive input
concerning possible strategies to be included in the school priority improvement
plan, advise the local school board concerning preparation of the school priority
improvement plan, and make recommendations to the local school board
concerning the contents of the school priority improvement plan, taking into
account recommendations received at the public meeting. The local school board
shall create and adopt the school priority improvement plan, taking into account the
advice and recommendations of the school accountability committee. Before
adopting the school priority improvement plan, the local school board shall hold a
public hearing to review the written plan as required in section 22-32-142 (2). The
department may require a school district to provide proof of compliance with the
requirements of section 22-32-142 (2).
(c) The school district accountability committee shall include the adopted
school priority improvement plan in the compilation prepared pursuant to section
22-11-302 (1), and the local school board shall consider the adopted school priority
improvement plan in developing the budget required by section 22-44-108. The
local school board shall ensure that the school priority improvement plan is in
effect for the district public school within the time frames established in state
board rules.
(2) (a) If the state board, pursuant to section 22-11-210, directs an institute
charter school to adopt a priority improvement plan, the institute, in accordance
with time frames specified in state board rules, shall adopt a school priority
improvement plan, as described in subsection (4) of this section, for the institute
charter school. When an institute charter school creates a pathway plan, the state
board, by rule, may reduce some of the obligations described in subsection (4) of
this section.
(b) The school accountability committee for the institute charter school shall
hold a public meeting as required in section 22-30.5-520 (2) to receive input
concerning possible strategies to be included in the school priority improvement
plan, advise the institute concerning preparation of the school priority improvement
plan, and make recommendations to the institute concerning the contents of the
school priority improvement plan, taking into account recommendations received at
the public meeting. The institute shall create and adopt the school priority
improvement plan, taking into account the advice and recommendations of the
school accountability committee. Before adopting the school priority improvement
plan, the institute shall ensure that the institute charter school holds a public
hearing to review the written plan as required in section 22-30.5-520 (2). The
department may require the institute to provide proof of compliance with the
requirements of section 22-30.5-520 (2).
(c) The institute shall include the adopted school priority improvement plan
in the compilation prepared pursuant to section 22-11-303 (2)(b). The institute shall
ensure that the school priority improvement plan is in effect for the institute
charter school within the time frames established in state board rules.
(3) The commissioner, subject to available appropriations, may assign the
state review panel to critically evaluate a public school's priority improvement plan
and report to the commissioner any recommended modifications to the plan. The
commissioner may recommend to the local school board or the institute
modifications to the school priority improvement plan, taking into consideration any
recommendations of the state review panel.
(4) A school priority improvement plan must be designed to ensure that the
public school improves its performance to the extent that, following completion of
the public school's next annual performance review, the public school attains a
higher accreditation category. At a minimum, a school priority improvement plan
must:
(a) Set or revise, as appropriate, ambitious but attainable targets that the
public school shall attain on the performance indicators. The local school board or
the institute shall ensure that the targets are aligned with the statewide targets set
by the state board pursuant to section 22-11-201.
(a.5) If the public school serves students in kindergarten and first, second,
and third grades, identify the strategies to be used in addressing the needs of
students enrolled in kindergarten and first, second, and third grade who are
identified pursuant to section 22-7-1205 as having significant reading deficiencies
and set or revise, as appropriate, ambitious but attainable targets that the public
school shall attain in reducing the number of students who have significant reading
deficiencies and in ensuring that each student achieves grade level expectations in
reading;
(a.7) Identify strategies to address the needs of students who are below
grade level or struggling in mathematics and set or revise, as appropriate,
ambitious but attainable targets that the public school shall attain in reducing the
number of students who are below grade level or struggling in mathematics and to
increase the number of students who achieve grade-level expectations in
mathematics. Strategies may include tutoring, including peer tutoring; additional
educator training; personalized learning models, which may include a combination
of in-person instruction, online modules, and self-paced learning techniques; or
supplemental supports or curricula in mathematics, including digital mathematics
accelerator programs.
(b) Identify positive and negative trends in the levels of attainment by the
public school on the performance indicators;
(b.5) Identify budget allocations to support the needs of the public schools
and create a financial sustainability plan, which must include, but is not limited to,
salaries, facility costs, curriculum costs, and operational costs;
(c) Assess and prioritize the issues and needs at the public school that must
be addressed to raise the levels of attainment on the performance indicators by the
public school and to improve school readiness, if the public school serves students
in preschool or kindergarten. The needs assessment for a public school that enrolls
students in kindergarten or any of grades one through three shall include, but shall
not be limited to, the early childhood learning needs assessment described in
subsection (4.5) of this section.
(d) Identify specific, research-based strategies that are appropriate in scope,
intensity, and type to address the needs and issues identified pursuant to
paragraph (c) of this subsection (4);
(e) Identify the local, state, and federal resources that the public school will
use to implement the identified strategies with fidelity;
(e.5) Incorporate strategies to increase parent engagement in the public
school; and
(f) Address any other issues required by rule of the state board or raised by
the department through the performance review pursuant to section 22-11-210.
(4.5) An early childhood learning needs assessment must determine the
extent to which:
(a) There are quality early childhood programs existing within the
neighborhood of the public school; except that a public school must include this
information in the early childhood learning needs assessment only if the
information is readily available to the public school;
(b) Children are enrolled in publicly funded early learning and development
programs within the neighborhood of the public school or in private early learning
and development programs that participate in the school-readiness quality
improvement program created in section 26.5-5-102 and are located within the
neighborhood of the public school; except that a public school must include this
information in the early childhood learning needs assessment only if the
information is readily available to the public school;
(c) The public school works with an early childhood council established
pursuant to part 2 of article 2 of title 26.5 or early childhood community agencies
existing within the neighborhood of the public school;
(d) The public school collaborates with early childhood providers and
programs regarding students' transition from preschool to kindergarten;
(e) Teachers employed at or by the public school to teach kindergarten or
one of grades one through three have early childhood teaching credentials;
(f) Joint professional development opportunities, including opportunities for
educator collaboration, are available through the public school for early childhood
providers, teachers, and principals;
(g) The public school has a current parent engagement plan and provides
ample opportunities for parent and family engagement in preschool through third
grade; and
(h) Other early childhood resources, such as home visitation, early
intervention services, library programs for young children, and family resource
centers, are available to families who reside in the neighborhood of the public
school.
(5) The local school board, on behalf of a district public school, or the
institute, on behalf of an institute charter school, shall submit the school priority
improvement plan to the department for publication on the data portal. The public
school shall make copies of the school priority improvement plan available to
members of the public upon request.