2019 -- H 5524

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LC001818

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     STATE OF RHODE ISLAND

IN GENERAL ASSEMBLY

JANUARY SESSION, A.D. 2019

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A N   A C T

RELATING TO EDUCATION - THE EDUCATION EQUALITY AND PROPERTY TAX

RELIEF ACT

     

     Introduced By: Representative Jean Phillipe Barros

     Date Introduced: February 25, 2019

     Referred To: House Finance

     It is enacted by the General Assembly as follows:

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     SECTION 1. Section 16-7.2-6 of the General Laws in Chapter 16-7.2 entitled "The

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Education Equity and Property Tax Relief Act" is hereby amended to read as follows:

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     16-7.2-6. Categorical programs, state funded expenses.

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     In addition to the foundation education aid provided pursuant to § 16-7.2-3, the

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permanent foundation education-aid program shall provide direct state funding for:

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     (a) Excess costs associated with special education students. Excess costs are defined

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when an individual special education student's cost shall be deemed to be "extraordinary".

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Extraordinary costs are those educational costs that exceed the state-approved threshold based on

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an amount above five times the core foundation amount (total of core-instruction amount plus

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student success amount). The department of elementary and secondary education shall prorate the

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funds available for distribution among those eligible school districts if the total approved costs for

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which school districts are seeking reimbursement exceed the amount of funding appropriated in

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any fiscal year; and the department of elementary and secondary education shall also collect data

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on those educational costs that exceed the state-approved threshold based on an amount above

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two (2), three (3), and four (4) times the core-foundation amount;

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     (b) Career and technical education costs to help meet initial investment requirements

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needed to transform existing, or create new, comprehensive, career and technical education

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programs and career pathways in critical and emerging industries and to help offset the higher-

 

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than-average costs associated with facilities, equipment maintenance and repair, and supplies

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necessary for maintaining the quality of highly specialized programs that are a priority for the

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state. The department shall develop criteria for the purpose of allocating any and all career and

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technical education funds as may be determined by the general assembly on an annual basis. The

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department of elementary and secondary education shall prorate the funds available for

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distribution among those eligible school districts if the total approved costs for which school

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districts are seeking reimbursement exceed the amount of funding available in any fiscal year;

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     (c) Programs to increase access to voluntary, free, high-quality pre-kindergarten

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programs. The department shall recommend criteria for the purpose of allocating any and all early

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childhood program funds as may be determined by the general assembly;

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     (d) Central Falls, Davies, and the Met Center Stabilization Fund is established to ensure

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that appropriate funding is available to support their students. Additional support for Central Falls

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is needed due to concerns regarding the city's capacity to meet the local share of education costs.

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This fund requires that education aid calculated pursuant to § 16-7.2-3 and funding for costs

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outside the permanent foundation education-aid formula, including, but not limited to,

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transportation, facility maintenance, and retiree health benefits shall be shared between the state

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and the city of Central Falls. The fund shall be annually reviewed to determine the amount of the

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state and city appropriation. The state's share of this fund may be supported through a reallocation

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of current state appropriations to the Central Falls school district. At the end of the transition

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period defined in § 16-7.2-7, the municipality will continue its contribution pursuant to § 16-7-24.

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Additional support for the Davies and the Met Center is needed due to the costs associated with

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running a stand-alone high school offering both academic and career and technical coursework.

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The department shall recommend criteria for the purpose of allocating any and all stabilization

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funds as may be determined by the general assembly;

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     (e) Excess costs associated with transporting students to out-of-district non-public

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schools. This fund will provide state funding for the costs associated with transporting students to

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out-of-district non-public schools, pursuant to chapter 21.1 of this title. The state will assume the

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costs of non-public out-of-district transportation for those districts participating in the statewide

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system. The department of elementary and secondary education shall prorate the funds available

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for distribution among those eligible school districts if the total approved costs for which school

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districts are seeking reimbursement exceed the amount of funding available in any fiscal year;

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     (f) Excess costs associated with transporting students within regional school districts.

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This fund will provide direct state funding for the excess costs associated with transporting

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students within regional school districts, established pursuant to chapter 3 of this title. This fund

 

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requires that the state and regional school district share equally the student transportation costs

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net any federal sources of revenue for these expenditures. The department of elementary and

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secondary education shall prorate the funds available for distribution among those eligible school

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districts if the total approved costs for which school districts are seeking reimbursement exceed

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the amount of funding available in any fiscal year;

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     (g) Public school districts that are regionalized shall be eligible for a regionalization

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bonus as set forth below:

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     (1) As used herein, the term "regionalized" shall be deemed to refer to a regional school

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district established under the provisions of chapter 3 of this title, including the Chariho Regional

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School district;

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     (2) For those districts that are regionalized as of July 1, 2010, the regionalization bonus

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shall commence in FY 2012. For those districts that regionalize after July 1, 2010, the

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regionalization bonus shall commence in the first fiscal year following the establishment of a

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regionalized school district as set forth in chapter 3 of this title, including the Chariho Regional

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School District;

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     (3) The regionalization bonus in the first fiscal year shall be two percent (2.0%) of the

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state's share of the foundation education aid for the regionalized district as calculated pursuant to

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§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;

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     (4) The regionalization bonus in the second fiscal year shall be one percent (1.0%) of the

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state's share of the foundation education aid for the regionalized district as calculated pursuant to

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§§ 16-7.2-3 and 16-7.2-4 in that fiscal year;

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     (5) The regionalization bonus shall cease in the third fiscal year;

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     (6) The regionalization bonus for the Chariho regional school district shall be applied to

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the state share of the permanent foundation education aid for the member towns; and

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     (7) The department of elementary and secondary education shall prorate the funds

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available for distribution among those eligible regionalized school districts if the total, approved

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costs for which regionalized school districts are seeking a regionalization bonus exceed the

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amount of funding appropriated in any fiscal year;

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     (h) Additional state support for English learners (EL). The amount to support EL students

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shall be determined by multiplying an EL factor of ten percent (10%) by the core-instruction per-

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pupil amount defined in § 16-7.2-3(a)(1) and applying that amount of additional state support to

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EL students identified using widely adopted, independent standards and assessments identified by

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the commissioner. All categorical funds distributed pursuant to this subsection must be used to

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provide high-quality, research-based services to EL students and managed in accordance with

 

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requirements set forth by the commissioner of elementary and secondary education. The

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department of elementary and secondary education shall collect performance reports from

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districts and approve the use of funds prior to expenditure. The department of elementary and

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secondary education shall ensure the funds are aligned to activities that are innovative and

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expansive and not utilized for activities the district is currently funding. The department of

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elementary and secondary education shall prorate the funds available for distribution among

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eligible recipients if the total calculated costs exceed the amount of funding available in any fiscal

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year;

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     (i) State support for school resource officers. For purposes of this subsection, a school

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resource officer (SRO) shall be defined as a career law enforcement officer with sworn authority

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who is deployed by an employing police department or agency in a community-oriented policing

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assignment to work in collaboration with one or more schools. School resource officers should

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have completed at least forty (40) hours of specialized training in school policing, administered

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by an accredited agency, before being assigned. Beginning in FY 2019, for a period of three (3)

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years, school districts or municipalities that choose to employ school resource officers shall

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receive direct state support for costs associated with employing such officers at public middle and

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high schools. Districts or municipalities shall be reimbursed an amount equal to one-half (1/2) of

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the cost of salaries and benefits for the qualifying positions. Funding will be provided for school

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resource officer positions established on or after July 1, 2018, provided that:

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     (1) Each school resource officer shall be assigned to one school:

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     (i) Schools with enrollments below one thousand twelve hundred (1,200) students shall

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require one school resource officer;

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     (ii) Schools with enrollments of one thousand twelve hundred (1,200) or more students

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shall require two school resource officers;

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     (2) School resource officers hired in excess of the requirement noted above shall not be

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eligible for reimbursement; and

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     (3) Schools that eliminate existing school resource officer positions and create new

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positions under this provision shall not be eligible for reimbursement; and

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     (j)(1) Community schools expansion. In FY 2020, the Rhode Island department of

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education shall distribute up to four (4) grants to school districts to hire a community schools

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coordinator. The foundation education aid shall compensate school districts up to seventy-five

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thousand dollars ($75,000) each fiscal year for a portion of any reasonable and necessary costs

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associated with hiring a community schools coordinator. A community school coordinator funded

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by this provision may be hired to provide services to the entire school district or a school or

 

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schools within the public school district. These funds shall not be used to supplant funds already

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allocated for a community schools coordinator or a child opportunity zone established pursuant to

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chapter 73 of this title that are in operation on the effective date of this section.

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     (2) The amount for FY 2021 shall be three hundred thousand dollars ($300,000). The

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amount for FY 2022 shall be six hundred thousand dollars ($600,000). The department of

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education shall distribute these funds for the expansion of community schools programs

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established pursuant to chapter 110 of this title. The funds shall be contingent on a school district

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providing matching resources through budgetary or in-kind contributions for the planning and

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implementation of a community schools program.

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     (j)(k) Categorical programs defined in (a) through (g) shall be funded pursuant to the

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transition plan in § 16-7.2-7.

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     SECTION 2. Title 16 of the General Laws entitled "EDUCATION" is hereby amended

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by adding thereto the following chapter:

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CHAPTER 110

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COMMUNITY SCHOOLS ACT

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     16-110-1. Short title.

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     This chapter shall be known and may be cited as the "Community Schools Act."

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     16-110-2. Findings and purpose.

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     (a) The general assembly finds that:

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     (1) Every child should be able to grow up and have the opportunity to achieve his or her

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dreams and contribute to the well-being of society. Every neighborhood deserves a public school

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that fully delivers on that promise.

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     (2) According to the most recent data, more than half of the nation's schoolchildren live

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in low-income households resulting in their qualification for free or reduced-price lunch, the

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highest proportion since this statistic began being documented over sixty (60) years ago. As a

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result, some schoolchildren face more challenges than others in succeeding in school and in life.

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     (3) Community schools provide comprehensive programs and services that are carefully

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selected to meet the unique needs of students and families including, but not limited to, lack of

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stable housing, inadequate medical and dental care, hunger, trauma, and exposure to violence in

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an effort to allow students to do their best.

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     (4) According to a report from the Learning Policy Institute, the four (4) key pillars of the

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community school approach (integrated student supports, expanded and enriched learning time

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and opportunities, active family and community engagement, and collaborative leadership and

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practices) promote conditions and practices found in high-quality schools, as well as address out-

 

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of-school barriers to learning.

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     (5) Research shows that community school interventions can result in improvements in a

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variety of student outcomes, including attendance, academic achievement (including reducing

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racial and economic achievement gaps), and high school graduation rates, and meet the Every

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Student Succeeds Act standard of "evidence-based" approaches to support schools identified for

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comprehensive and targeted support and intervention.

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     (6) Research further shows that these programs offer a strong return on investment of up

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to fifteen dollars ($15.00) for every dollar invested in community schools.

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     (7) This chapter seeks to support the successful planning and implementation of effective

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community schools that provide all students with equitable access to a high-quality education.

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     16-110-3. Definitions.

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     For the purposes of this chapter:

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     (1) "Community school" means a public elementary or secondary school that includes all

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four (4) of the following:

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     (i) Integrated student supports, which address out-of-school barriers to learning through

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partnerships with social and health service agencies and providers, coordinated by a community

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school director, which may include, but are not limited to: medical, dental, vision care, and

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mental health services, or counselors to assist with housing, transportation, nutrition,

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immigration, or criminal justice issues;

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     (ii) Expanded and enriched learning time and opportunities, including before-school,

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afterschool, weekend and summer programs, which provide additional academic instruction,

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individualized academic support, enrichment activities, and learning opportunities that emphasize

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real-world learning and community problem solving and which may include, but are not limited

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to: art, music, drama, creative writing, hands-on experience with engineering or science, tutoring

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and homework help, and recreational programs that enhance, extend and are consistent with the

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school's curriculum;

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     (iii) Active family and community engagement, which brings students' families and the

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community into the school as partners in children's education and makes the school a

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neighborhood hub, providing adults with educational opportunities they want, including, but not

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limited to, English as a second language classes, computer skills, art, or other programs that bring

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community members into the building for meetings or events; and

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     (iv) Collaborative leadership and practices, which build a culture of professional learning,

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collective trust, and shared responsibility using strategies which shall, at a minimum, include a

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school-based leadership team, a community school director, and a community-wide leadership

 

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team and may include, but are not limited to, other leadership/governance teams, teacher learning

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communities, and other staff to manage the multiple, complex joint work of school and

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community organizations.

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     (2) "Community School Coordinator" means a person who:

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     (i) Is responsible for the identification, implementation, and coordination of integrated

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student supports, expanded and enriched learning time and opportunities, family and community

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engagement, and collaborative leadership and practices;

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     (ii) Serves as the lead for the needs and assets assessment and community school plan

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described in § 16-110-5; and

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     (iii) Leads the needs and assessment and stakeholder-driven approach to problem-solving

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and continuous improvement.

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     (3) "Community-wide leadership team" means a team at the local education agency

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(LEA) level that is responsible for guiding the vision, policy, resource alignment,

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implementation, oversight, and goal-setting for community school programs within an LEA. This

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team shall include representatives from the LEA, teachers, school leaders, students, and family

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members from the eligible schools, community members, system-level partners that include

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representatives from government agencies, relevant unions, nonprofit and other community-based

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partners, and if applicable, the community school initiative director.

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     16-110-4. Informational and technical assistance.

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     The department of education shall provide the following forms of technical assistance to

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LEAs:

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     (1) Materials that describe the elements and advantages of community schools, including

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references to governmental and nonprofit reports;

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     (2) Assistance to any school district in forming a taskforce to study the creation and

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administration of community schools;

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     (3) Information to LEAs of the availability of grants authorized by § 16-7.2-6, and

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provide technical assistance to eligible applicants in applying for such grants;

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     (4) Information to school districts of other sources of funding for community schools,

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including the federal Every Student Succeeds Act, and assisting school district efforts to secure

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such funding; and

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     (5) Facilitating effective coordination among state agencies in the deployment of

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resources and services such as health, nutrition, and other supports.

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     16-110-5. Community school plan.

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     School districts seeking categorical funding for community schools shall submit a plan

 

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that includes:

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     (1) A needs and assets assessment that includes:

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     (i) Where available, and where applicable, student demographic, academic achievement,

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and school climate data, disaggregated by major demographic groups, including, but not limited

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to, race, ethnicity, English language proficiency, students with individualized education plans,

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and students eligible for free or reduced-price lunch status;

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     (ii) Access to and need for integrated student supports;

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     (iii) Access to and need for expanded and enriched learning time and opportunities;

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     (iv) Active family and community engagement information, including:

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     (A) Family and community needs based on surveys, information from public meetings, or

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information gathered by other means;

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     (B) Measures of family and community engagement in the eligible school, including

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volunteering in schools, attendance at back-to-school nights, and parent-teacher conferences;

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     (C) Efforts to provide culturally and linguistically relevant communication between

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schools and families; and

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     (D) Access to and need for family and community engagement activities as detailed in §§

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16-110-3(1)(iii) and (2)(i).

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     (v) Opportunities for partnerships with nonprofit organizations, faith-and-community-

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based institutions, institutions of higher education, including teacher preparation institutions,

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hospitals, museums, businesses, and other community entities that can partner with the eligible

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school;

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     (vi) Community climate indicators, including housing instability, unemployment,

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poverty, jobs that offer a living wage, health indicators, youth employment, access to parks,

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environmental hazards, crime, and gang activity; and

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     (vii) Level of faculty, administrator and staff support.

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     (2) A community school plan that includes a description of the following:

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     (i) How the community school coordinator will be expected to fulfill their responsibilities

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as described in § 16-110-3;

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     (ii) Collaborative leadership and practices structures and strategies;

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     (iii) Integrated student supports, expanded and enriched learning time and opportunities,

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and active family and community engagement activities that will be tailored to the needs and

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assets assessment under subsection (1) of this section and provided in accordance with the

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activities specified in § 16-110-3;

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     (iv) How the eligible school will provide culturally and linguistically relevant

 

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communication between schools and families;

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     (v) How the eligible school will establish and maintain partnerships with nonprofit

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organizations, faith-and-community-based institutions, institutions of higher education, including

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teacher preparation institutions, hospitals, museums, businesses, and other community entities

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that will help implement and sustain the community school plan;

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     (vi) How activities chosen will reinforce, and not be duplicative of, existing programs

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and activities at the eligible school; and

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     (vii) If applicable, a description of the federal, state, local, and private funds that will be

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accessed.

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     16-110-6. Evaluation.

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     (a) At the end of the initial two (2) year grant period of an implementation award and

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every third year in which a renewal grant ends, each eligible school shall undergo an evaluation

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designed by the department of education. The evaluation shall include, at a minimum,

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information in §§ 16-110-3(2) and 16-110-5(1), 16-110-5(2), including the impact on academic

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achievement and opportunities, student attendance, school climate information, integrated student

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supports, expanded and enriched learning time and opportunities, active family and community

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engagement strategies, the collaborative leadership and practices in place, and changes in school

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spending information.

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     (b) By December 1, 2021, the department of education shall report to the general

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assembly and the governor on the impact of this chapter and the grant program established in §

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16-7.2-6. The report shall be made publicly available via the agency's website. The department of

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education shall provide data gathered (in the aggregate and disaggregate) pursuant to § 16-110-3

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for each eligible school, and present the data in such a manner that allows it to be easily

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searchable. The department shall make recommendations to the general assembly, governor, and

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public concerning possible revisions to the state's funding formula, particularly for the highest-

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poverty LEAs in the state.

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     SECTION 3. This act shall take effect upon passage.

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EXPLANATION

BY THE LEGISLATIVE COUNCIL

OF

A N   A C T

RELATING TO EDUCATION - THE EDUCATION EQUALITY AND PROPERTY TAX

RELIEF ACT

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     This act would furnish financial support for the planning and implementation of effective

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community schools that would provide students with equitable access to a high-quality education.

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     This act would take effect upon passage.

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