TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 30 EDUCATIONAL STANDARDS – GENERAL
REQUIREMENTS
PART 15 COMMUNITY SCHOOLS
6.30.15.1 ISSUING AGENCY: Public Education Department hereinafter
referred to as the department.
[6.30.15.1
NMAC – N, 8/10/2021]
6.30.15.2 SCOPE: All public schools, regional education
cooperatives, and educational programs conducted in state institutions.
[6.30.15.2
NMAC – N, 8/10/2021]
6.30.15.3 STATUTORY AUTHORITY: Sections 9-24-8, 22-2-1, 22-2-2, and 22-32-1
et seq. NMSA 1978.
[6.30.15.3
NMAC – N, 8/10/2021]
6.30.15.4 DURATION: Permanent.
[6.30.15.4
NMAC – N, 8/10/2021]
6.30.15.5 EFFECTIVE DATE: August 10, 2021, unless a later date is cited
at the end of a section.
[6.30.15.5
NMAC – N, 8/10/2021]
6.30.15.6 OBJECTIVE: This rule provides criteria for the
development and implementation of the community schools act. Development and
implementation includes establishing a set of research- and evidence-based
strategies and best practices that support students and their families by
making schools centers of the community that reflect local needs, assets, and
priorities.
[6.30.15.6
NMAC – N, 8/10/2021]
6.30.15.7 DEFINITIONS:
A. “Active family and
community engagement” means encouraging partnerships with families and
community members from diverse backgrounds, including disability experience, to
develop and promote a vision for student success, and establishing systems,
structures, and supports to engage families and community members from in the
decision-making processes regarding students’ education through shared
leadership.
B. “Annual evaluation”
means a written review conducted by the community school coordinator and
informed by the site-based leadership team to evaluate the implementation of
the community school strategy.
C. “Asset mapping” or
“needs and assets assessment” means an assessment of the community’s
strengths and resources, including organizations, people, partnerships,
facilities, funding, and policies.
D. “Collaborative
leadership and practices” means building trust with, and leveraging the
collective expertise of a community school’s stakeholders, including the
site-based leadership team and community school coordinator, to develop a
shared vision and goals and create participatory practices for distributing
responsibilities.
E. “Community-based
organization” means a public or private nonprofit organization that
provides educational or related services to individuals in the community.
F. “Community school
director or manager” means a person who oversees more than three community
schools and coordinates implementation of the community school framework across
all school sites.
G. “Community school
plan” means a written plan that describes how a school will implement a
community schools initiative.
H. “Community-wide leadership team” means
a formal group that is inclusive and reflective of the community and has
cross-sector representation that may include individuals or organizations
representing school staff, students or youth, including students or youth with
disabilities and their family, family members, business leaders, community
members, and representatives from the local school board or governing council,
the school district or charter school, teacher unions, nonprofit organizations,
special education experts, and local and tribal governments. This group is not
based on an individual school and focuses on developing, building, and
sustaining a strategic direction for the system of community schools within a
single county, municipality, or Tribal jurisdiction.
I. “Culturally and
linguistically responsive” means validating and affirming an individual’s
home culture and language to create connections with other cultures and
languages in various social contexts.
J. “Eligible
applicant” means a single school, school district, or consortium of schools
that has formed a partnership with at least one community-based organization
with approval from the governing entity responsible for the local education
agency.
K. “Eligible public
school” means a public elementary or secondary school that has a student
body where at least forty percent of students are eligible for free or
reduced-fee lunch pursuant to the Richard B. Russell National School Lunch Act,
or has been identified as needing comprehensive or targeted support and
improvement under the Elementary and Secondary Education Act of 1965, or
otherwise identified by the state as in need of additional support.
L. “Evidence-based
interventions” means a strategy, practice, or program that has been proved
effective through formal studies and research in producing positive results and
improving outcomes for students.
M. “Expanded and
enriched learning time and opportunities” means opportunities that include before-school,
after-school, weekend, summer and year-round programs that include and
accommodate students with disabilities, and that provide additional academic
support, enrichment activities and other programs that may be offered in
partnership with community-based organizations to enhance academic learning,
social skills, emotional skills, and life skills, and are aligned with the
school’s curriculum.
N. “Four pillars of
community schools” means the four research- and evidence-based strategies
and best practices, as provided in Section 22-32-2 NMSA 1978, that support students,
families, and communities in ensuring student success, and are required to be
part of each community school framework:
integrated student supports, expanded and enriched learning time and
opportunities, active family and community engagement, and collaborative
leadership and practices..
O. “Integrated student
supports” means actions or programs implemented to address non-academic and
out-of-school barriers to learning through partnerships with social and health
service agencies and providers, which
may include school-wide positive behavioral supports and interventions,
positive discipline practices, restorative practices, school-based or
school-linked health care, Medicaid waiver and other case management services,
and family stability supports.
P. “Lead partner
agency” means the agency that employs the community school coordinator and
works collaboratively with the community school coordinator, the school
principal, and the site-based leadership team to asses, plan, and carry out the
community school framework.
Q. “Site-based
leadership team” means an interdisciplinary, school-based leadership team
that includes the school principal, the community school coordinator, teachers,
other school employees, families, community partners, tribal partners,
nonprofit organizations, unions and neighboring community residents that guides
collaborative planning, implementation, and oversight.
[6.30.15.7
NMAC – N, 8/10/2021]
6.30.15.8 COMMUNITY SCHOOLS INITIATIVE AND
COMMUNITY SCHOOL FRAMEWORK:
A. The community
schools initiative shall include:
(1) a
lead partner agency;
(2) an
annual asset mapping process conducted by the community school coordinator and
informed by the site-based leadership team; and
(3) a
community school framework.
B. The community
school framework shall:
(1) ensure
the use of evidence-based strategies and best practices that support students,
families, and communities in ensuring student success;
(2) include
the four pillars of community schools;
C. The community
school framework may:
(1) allow
broader use of public school facilities, including neighborhood events,
community activities, school and community advocacy, and civic life;
(2) include
community-based curriculum centered on local knowledge, service learning, and
problem-solving regarding community initiatives and issues;
(3) provide
public pre-kindergarten and other state- and federally funded early childhood
services that:
(a) support
working families and help ensure children enter kindergarten ready to learn;
(b) provide
students, including students with disabilities, and working parents or
caregivers full-day and after-school childcare;
(c) provide
high-quality pre-kindergarten programs aligned with the department’s early
childhood learning standards;
(d) provide
health, vision, dental, and other supports and services to children before
school age;
(e) include
strong partnership and alignment with early learning centers and early
childhood providers; and
(f) provide
transportation, including transportation that is accessible for students with
disabilities.
[6.30.15.8
NMAC – N, 8/10/2021]
6.30.15.9 COMMUNITY SCHOOL PERSONNEL:
A. The duties of a
community school coordinator, at a minimum, shall include:
(1) implementing
the community school framework;
(2) leading
the asset mapping process;
(3) facilitating
communication between partners through a stakeholder and community-driven
approach to problem solving;
(4) guiding
data-informed continuous improvement;
(5) managing
data collection for the community school;
(6) aligning,
leveraging, and coordinating resources for student and family success; and
(7) collaborating
with school site leadership and staff.
B. The lead partner
agency of more than three community schools shall provide a full-time position that
supports the community school coordinators at those public schools.
C. If a grantee
receives funding under the community schools initiative grants program to
implement the community schools initiative at three or more public school
sites, the school district shall employ a community school director or manager.
The community school director or manager shall:
(1) oversee
and coordinate the implementation of the community schools initiative at each
community school;
(2) support
and guide community schools with the implementation of the community school
strategy;
(3) support
and guide community schools with the asset mapping process and data collection;
and
(4) ensure
the lead partner agency employs a community school coordinator at each
community school.
[6.30.15.9
NMAC – N, 8/10/2021]
6.30.15.10 COMMUNITY SCHOOLS INITIATIVES GRANT
PROGRAM:
A. Eligible
applicants may apply for funding to implement the community schools initiative.
B. A school
district is responsible for any indirect costs associated with the
establishment and implementation of a community school within the school
district.
C. An eligible
applicant that receives funds to transform a public school into a community
school shall:
(1) use
a rigorous, transparent, equitable, and evidence-based evaluation system to
measure the effectiveness of the implementation of the community schools
initiative;
(2) provide
ongoing, high-quality professional development for staff that:
(a) aligns
with the community school’s core instructional program;
(b) facilitates
and supports effective teaching and learning; and
(c) supports
the implementation of school reform strategies and evidence-based
interventions, programs, and practices;
(3) give
the community school sufficient operational flexibility in evidence-based
programming, curriculum, staffing, budgeting, and
scheduling to implement a comprehensive community school framework focused on
improving:
(a) community
school culture and climate;
(b) student
academic achievement;
(c) student
attendance;
(d) student
behavior, including through the provision of positive discipline practices,
restorative practices, and other positive behavioral supports and interventions
for students;
(e) quality
family engagement; and
(f) for
high schools, graduation rates and readiness for college or career;
[6.30.15.10 NMAC – N, 8/10/2021]
6.30.15.11 GRANT APPLICATION REQUIREMENTS AND
PROCEDURES:
A. The department
is authorized to provide planning, implementation, and renewal grants to
eligible applicants for the creation of a community schools initiative. The department shall prioritize awards for
schools identified as needing comprehensive support and improvement and
targeted support and improvement under the Every Student Succeeds Act.
B. Planning grants are a one-year,
one-time award of up to $50,000 for each eligible public school, which shall
use the grant to:
(1) conduct
an initial school and community asset map;
(2) identify
community supports and services through asset mapping; and
(3) establish
a site-based leadership team.
C. To be considered
for a planning grant, eligible applicants shall submit an application to the
department and shall include a description of:
(1) the
initial site-based leadership team and community-wide leadership team or the
process that will be put in place to establish the teams;
(2) the
process and timeline for conducting an asset map and community school plan for
each eligible school; and
(3) if
applicable, plans for hiring additional staff, providing additional
compensation to existing staff, or the contracting of a nonprofit entity or
entities that will help the eligible applicant apply for an implementation
grant or grants.
D. Implementation grants
are awards of $150,000 each year for a period of three years for each eligible
school to be used for the implementation of the community schools initiative.
E. To demonstrate
intent and to be considered for an implementation grant, within six months of
receiving a planning grant, eligible applicants shall submit an application with
the following documentation:
(1) evidence
of an ongoing or completed needs and assets assessment for each eligible public
school that includes:
(a) student
demographic information and academic data disaggregated by subgroups of
students as designated by the Every Student Succeeds Act;
(b) access
to and need for integrated student supports;
(c) access
to and need for expanded and enriched learning time and opportunities;
(d) active family
and community engagement information;
(e) existing
collaborative leadership and practices;
(f) opportunities
for partnerships with nonprofit organizations, faith- and community-based
organizations, institutions of higher education, healthcare institutions, businesses,
advocacy organizations, and other community entities;
(2) community
school funding information, including leveraging of federal, state, local, and
private education funding and per-pupil spending;
(3) community
climate indicators, including housing instability, food instability, unemployment,
poverty, health indicators, and environmental hazards; and
(4) evidence
of an established community-wide leadership team and site-based leadership team
for each eligible public school.
F. Renewal grants are
one-year awards in an amount determined by the department for which eligible
applicants may submit an application to the department at the conclusion of the
initial three-year implementation grant period.
G. A school
district or public school may use Title I Part A funds to support the community
school framework.
[6.30.15.11
NMAC – N, 8/10/2021]
6.30.15.12 DATA COLLECTION AND SUBMISSION:
A. Within 30
calendar days after the state fiscal year ends, awardees of an implementation
grant shall submit data to the department in the format required by the
department.
B. Uniform data
collections measures and instruments are required to meet department guidelines.
C. Awardees are
required to collect and submit data to the department in the following focus
areas:
(1) community
school culture and climate;
(2) student
academic achievement;
(3) student
attendance;
(4) student
behavior;
(5) quality
family engagement; and
(6) for
high schools, graduation rates and readiness for college or career.
D. Awardees are
required to conduct an annual evaluation in the format required by the
department and submit the evaluation to the coalition for community schools no
later than July 31. Awardees will be provided with information regarding the
format for the annual evaluation at least one month (30 days) prior to the
deadline for submission, or the July 31 deadline will be extended.
[6.30.15.12
NMAC – N, 8/10/2021]
6.30.15.13 COALITION FOR COMMUNITY SCHOOLS:
A. The department
shall appoint a coalition for community schools that is a statewide coalition
of community school stakeholders, which shall include:
(1) local
community school content experts representing the northern, central and
southern regions of the state;
(2) culturally
and linguistically responsive content experts;
(3) tribal
leaders representing the nations and pueblos of New Mexico;
B. The department
may appoint:
(1) individuals
with data analysis or research expertise and experience with the effective
implementation of the community school framework;
(2) representatives
from the behavioral health field with experience managing wrap-around services
or school-based health centers;
(3) community
school coordinators representing the northern, central, and southern regions of
the state;
(4) educators
representing the northern, central, and southern regions of the state;
(5) representatives
from teacher unions;
(6) parents;
(7) school
or district administrators representing the northern, central, and southern
regions of the state;
(8) representatives
from higher education institutions representing the northern, central, and
southern regions of the state;
(9) a
representative from a community-based organization;
(10) a
representative from the business community;
(11) an
out-of-school-time and afterschool content expert;
(12) special
education and disability experts;
(13) individuals
with expertise in transition services vocational rehabilitation for students
with disabilities;
(14) a
representative from an organization addressing housing instability;
(15) a
representative from an organization addressing food instability; and
(16) others
the department may deem appropriate.
C. In collaboration
with the department, the coalition may appoint a chair and vice-chair from
amongst its membership and establish term limits for coalition members.
D. The coalition
shall notify the department if there is a vacancy in the coalition. The
department shall appoint a replacement within 90 days of the notification.
E. Responsibilities
of the coalition include:
(1) working
with the department to develop a competitive grant procedure;
(2) assisting
the department in reviewing applications for grants and making recommendations
for awards;
(3) analyzing
the annual evaluation on the effectiveness of implementation grant awardees and
determine:
(a) eligibility
for continued funding;
(b) need
for capacity-building at the community school to be provided by the coalition
for community schools; and
(c) need
for technical assistance to be provided by the coalition for community schools.
(3) providing
advocacy, capacity building, and technical assistance to ensure equitable
distribution of resources to all school districts in New Mexico; and
(4) working
with the department to develop coalition priorities, activities, meeting
schedules, and agendas.
[6.30.15.13
NMAC – N, 8/10/2021]
HISTORY OF 6.30.15
NMAC: [RESERVED]