New Hampshire Revised Statutes 193-H:4 – Local Education Improvement Plan; Strategic Responses
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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 N.H. Rev. Stat. § 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 [Repealed.]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 N.H. Rev. Stat. § 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.
(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.
Terms Used In New Hampshire Revised Statutes 193-H:4
- Evidence: Information presented in testimony or in documents that is used to persuade the fact finder (judge or jury) to decide the case for one side or the other.
- following: when used by way of reference to any section of these laws, shall mean the section next preceding or following that in which such reference is made, unless some other is expressly designated. See New Hampshire Revised Statutes 21:13
- state: when applied to different parts of the United States, may extend to and include the District of Columbia and the several territories, so called; and the words "United States" shall include said district and territories. See New Hampshire Revised Statutes 21:4
(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 N.H. Rev. Stat. § 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.