This text of New Hampshire § 193-H:4 (Local Education Improvement Plan; Strategic Responses) is published on Counsel Stack Legal Research, covering New Hampshire primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.
I.
(a)A school shall have one year from the date that a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school pursuant to RSA 193-H:3 to take action to remedy identified problems at the local level. The school shall create an initial plan that identifies actions that it intends implement to correct the areas of concern. The plan shall be submitted to the state board within 90 days of the date that the school or school district was designated as a targeted support and improvement school or a comprehensive support and improvement school. If the plan does not sufficiently address the areas of concern, the state board shall disapprove the plan within 30 days. If the state board disapproves the plan, the state board's designee
Free access — add to your briefcase to read the full text and ask questions with AI
I. (a) A school shall have one year from the date that a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school pursuant to RSA 193-H:3 to take action to remedy identified problems at the local level. The school shall create an initial plan that identifies actions that it intends implement to correct the areas of concern. The plan shall be submitted to the state board within 90 days of the date that the school or school district was designated as a targeted support and improvement school or a comprehensive support and improvement school. If the plan does not sufficiently address the areas of concern, the state board shall disapprove the plan within 30 days. If the state board disapproves the plan, the state board's designee shall work with the school district where the school is located to amend the plan so that it meets state board approval. One year following the designation, if the school or school district is not making satisfactory progress in implementing its plan, the commissioner shall issue a notice to the school district and shall initiate a process for providing assistance pursuant to this section.
(b) If a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school, the school district, on behalf of the school, may request assistance from the department. The department shall, if resources allow, provide technical assistance to those schools that request assistance under this section.
(c) No later than one year after designation as a targeted support and improvement school or a comprehensive support and improvement school, the commissioner shall designate a progress review team to evaluate the implementation of the improvement plans and the progress toward state performance targets. The progress review team shall deliver a report to the state board. The report shall include evidence of satisfactory implementation and progress towards state performance targets or lack thereof and recommendations regarding future actions.
II. [Repealed.]
III. At a minimum, the corrective action plan filed by the commissioner shall:
(a) Identify the area in which the school needs to meet the annual statewide performance targets established under RSA 193-H:2.
(b) Identify and describe the strategy the school intends to implement to improve its performance.
(c) Establish and explain a strategy designed to promote family and community involvement.
(d) Detail how the school district budget reflects the goals of the local education improvement plan.
IV. In addition to the provisions of paragraph III, each plan filed by the commissioner may include the following elements:
(a) The school's curriculum including curricular priorities and instructional materials.
(b) Instructional models that incorporate research-based practices that have been proven to be effective in improving student achievement.
(c) Formal and informal opportunities to assess and monitor each child's progress.
(d) Evidence of data-based decisions.
(e) Structural reform strategies that may include schedule, organization, support mechanisms, and resources.
(f) Shared leadership structure to support school improvement.
(g) Professional development that is aligned with school improvement goals.
(h) External support and resources based on their effectiveness and alignment with the school improvement plan.
(i) Extended learning activities for students.