In this chapter:
I. "Commissioner" means the commissioner of the department of education.
II. "Competencies" means student learning targets that represent a level of mastery of key content-specific concepts, skills, and knowledge applied within or across content domains. Specific and required types of competencies include district competencies at grade level and course or program competencies required for graduation and graduation competencies.
III.
(a)"Comprehensive support and improvement school" means:
(1)Any school that accepts federal funds from Title I, Part A of ESSA and is among the 5 percent lowest performing Title I schools in the state as defined by the New Hampshire consolidated state plan required for ESSA.
(2)Any school that is among the lowest performing 5 percent of all
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In this chapter:
I. "Commissioner" means the commissioner of the department of education.
II. "Competencies" means student learning targets that represent a level of mastery of key content-specific concepts, skills, and knowledge applied within or across content domains. Specific and required types of competencies include district competencies at grade level and course or program competencies required for graduation and graduation competencies.
III. (a) "Comprehensive support and improvement school" means:
(1) Any school that accepts federal funds from Title I, Part A of ESSA and is among the 5 percent lowest performing Title I schools in the state as defined by the New Hampshire consolidated state plan required for ESSA.
(2) Any school that is among the lowest performing 5 percent of all schools in the state based on the same methodology used in subparagraph (1) regardless of Title I status.
(3) Any high school with a graduation rate of less than 67 percent.
(b) The department shall produce initial determinations of comprehensive support and improvement schools in the fall of 2018, using data from the 2017-2018 school year. Subsequent determinations shall be made based upon a schedule set forth in the New Hampshire consolidated state plan. The purpose of the consolidated state plan is to provide parents with quality, transparent information about how the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), will be implemented in New Hampshire as submitted by the state and approved by the federal Department of Education.
(c) Those schools identified as comprehensive support and improvement schools, that also receive Title I, Part A funds through ESSA, may also receive federal Title I school improvement funds, if available, to assist in improvement activities.
(d) Any school that demonstrates and meets criteria established as a comprehensive support and improvement school pursuant to subparagraph (a) shall be identified as a school in need of corrective and technical assistance and subject to RSA 193-E:3-e.
IV. "Department" means the department of education.
V. "ESSA" means the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act.
VI. "Statewide assessment" means the New Hampshire education improvement and assessment program as established under RSA 193-C.
VII. "Targeted support and improvement schools" means:
(a)(1) Any school with at least one consistently low performing subgroup as defined by the state's methodology documented in the New Hampshire consolidated state plan required for ESSA. Additional targeted support and improvement schools are those schools with subgroups of students that, on their own, would fall below the thresholds used to identify all schools for comprehensive support and improvement. The department shall produce initial determinations of targeted support and improvement schools using data from the 2017-2018 school year. Subsequent determinations shall be made based upon a schedule set forth in the New Hampshire consolidated state plan.
(2) Any school that demonstrates and meets criteria established as a targeted support and improvement school pursuant to subparagraph (a) shall be identified as a school in need of corrective and technical assistance and subject to RSA 193-E:3-e.
(b) Those schools identified for targeted support and improvement schools, that also receive Title I, Part A funds through ESSA, may also receive federal Title I school improvement funds, if available, to assist in improvement activities.
VIII. "Work-study practices" means those behaviors that enhance learning achievement and promote a positive work ethic such as, but not limited to, listening and following directions, accepting responsibility, staying on task, completing work accurately, managing time wisely, showing initiative, and being cooperative, and work-study skills that contribute to success in college, career, and life that include communication, creativity, collaboration, and self-direction.