(a) (1) The state board of education, in consultation with the commissioner of education, shall establish appropriate performance goals and measures for schools and local education agencies (LEAs). The performance goals and measures shall include, at a minimum, student achievement, student growth, and other appropriate indicators of performance.(2) Each year, the department of education shall recommend and the state board shall approve performance designations for LEAs based on the established performance goals and measures. If an LEA receives the highest performance determination in the accountability model as approved by the state board, it shall:(A) Be identified by the department on a public list of LEAs earning the highest accountability determination; and(B) When permissible by law, rule or regulation, be granted increased latitude in funding flexibility by the department.(3) If an LEA receives the lowest performance determination in the accountability model as approved by the state board, the LEA shall be subject to the following:(A) Placement on a public list of LEAs earning the lowest accountability determination; and(B) Creation of an aggressive plan for corrective action that includes a detailed analysis of its student achievement results, and submission of such plan to the commissioner for approval.(4) Notwithstanding any provision of this part to the contrary, student performance and student growth data from the TNReady assessments administered in the 2017-2018 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.(5) Notwithstanding any provision of this part to the contrary, student performance and student growth data from Tennessee comprehensive assessment program (TCAP) tests, which include, but are not limited to, TNReady assessments, English learner assessments, alternate TCAP assessments, and end-of-course examinations, administered in the 2019-2020 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.(6) (A) If eighty percent (80%) or more of an LEA's or public charter school's students enrolled in grades three through twelve (3-12) participate in the Tennessee comprehensive assessment program (TCAP) tests administered in the 2020-2021 school year, then, notwithstanding any provision of this part to the contrary, student performance and student growth data from TCAP tests administered in the 2020-2021 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.(B) The commissioner of education may, at the commissioner's discretion, grant an LEA or public charter school a waiver from the eighty-percent-participation requirement in subdivision (a)(6)(A).(C) This subdivision (a)(6) does not prohibit the use of student performance and student growth data from TCAP tests administered in the 2020-2021 school year from being used to determine priority exit status for schools identified as priority schools pursuant to subsection (b).
(1) The state board of education, in consultation with the commissioner of education, shall establish appropriate performance goals and measures for schools and local education agencies (LEAs). The performance goals and measures shall include, at a minimum, student achievement, student growth, and other appropriate indicators of performance.
(2) Each year, the department of education shall recommend and the state board shall approve performance designations for LEAs based on the established performance goals and measures. If an LEA receives the highest performance determination in the accountability model as approved by the state board, it shall:(A) Be identified by the department on a public list of LEAs earning the highest accountability determination; and(B) When permissible by law, rule or regulation, be granted increased latitude in funding flexibility by the department.
(A) Be identified by the department on a public list of LEAs earning the highest accountability determination; and
(B) When permissible by law, rule or regulation, be granted increased latitude in funding flexibility by the department.
(3) If an LEA receives the lowest performance determination in the accountability model as approved by the state board, the LEA shall be subject to the following:(A) Placement on a public list of LEAs earning the lowest accountability determination; and(B) Creation of an aggressive plan for corrective action that includes a detailed analysis of its student achievement results, and submission of such plan to the commissioner for approval.
(A) Placement on a public list of LEAs earning the lowest accountability determination; and
(B) Creation of an aggressive plan for corrective action that includes a detailed analysis of its student achievement results, and submission of such plan to the commissioner for approval.
(4) Notwithstanding any provision of this part to the contrary, student performance and student growth data from the TNReady assessments administered in the 2017-2018 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.
(5) Notwithstanding any provision of this part to the contrary, student performance and student growth data from Tennessee comprehensive assessment program (TCAP) tests, which include, but are not limited to, TNReady assessments, English learner assessments, alternate TCAP assessments, and end-of-course examinations, administered in the 2019-2020 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.
(6) (A) If eighty percent (80%) or more of an LEA's or public charter school's students enrolled in grades three through twelve (3-12) participate in the Tennessee comprehensive assessment program (TCAP) tests administered in the 2020-2021 school year, then, notwithstanding any provision of this part to the contrary, student performance and student growth data from TCAP tests administered in the 2020-2021 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.(B) The commissioner of education may, at the commissioner's discretion, grant an LEA or public charter school a waiver from the eighty-percent-participation requirement in subdivision (a)(6)(A).(C) This subdivision (a)(6) does not prohibit the use of student performance and student growth data from TCAP tests administered in the 2020-2021 school year from being used to determine priority exit status for schools identified as priority schools pursuant to subsection (b).
(A) If eighty percent (80%) or more of an LEA's or public charter school's students enrolled in grades three through twelve (3-12) participate in the Tennessee comprehensive assessment program (TCAP) tests administered in the 2020-2021 school year, then, notwithstanding any provision of this part to the contrary, student performance and student growth data from TCAP tests administered in the 2020-2021 school year shall not be used to identify a school as a priority school or to assign a school to the achievement school district.
(B) The commissioner of education may, at the commissioner's discretion, grant an LEA or public charter school a waiver from the eighty-percent-participation requirement in subdivision (a)(6)(A).
(C) This subdivision (a)(6) does not prohibit the use of student performance and student growth data from TCAP tests administered in the 2020-2021 school year from being used to determine priority exit status for schools identified as priority schools pursuant to subsection (b).
(b) (1) By September 1, 2012, and at a minimum every three (3) years thereafter, based on an evaluation of all schools' performance data, the commissioner of education shall recommend for approval to the state board a listing of all schools to be placed in priority, focus or reward status pursuant to the rules, regulations and performance standards of the state board. Once approved by the state board, priority, focus and reward schools shall be publicly identified by the commissioner.(2) (A) Schools identified as priority schools must include the bottom five percent (5%) of schools in performance, all public high schools failing to graduate one-third (⅓) or more of their students, and schools with chronically low-performing subgroups that have not improved after receiving additional targeted support, pursuant to applicable laws, rules, and regulations.(B) By October 1 of the year prior to the public identification of priority schools pursuant to subdivision (b)(1), the commissioner shall notify a school and its LEA if the school is among the bottom ten percent (10%) of schools in overall achievement as determined by the performance standards and other criteria set by the state board.(C) Beginning with the list of priority schools generated in the 2025-2026 school year, the LEA shall develop and implement a comprehensive support and improvement plan for each school in the LEA identified as a priority school to improve student outcomes. A comprehensive support and improvement plan must, at a minimum:(i) Be based on a school-level needs assessment;(ii) Identify the evidence-based intervention option being implemented by the LEA pursuant to subdivision (b)(2)(D) at the priority school;(iii) Include a plan for notifying the parents of students enrolled in the school of the school's priority status and a plan for stakeholder engagement;(iv) Include a review of LEA and school-level resources;(v) Be developed by the priority school and the LEA and approved by the department; and(vi) Be monitored and evaluated annually by the department.(D) Schools identified as priority schools are subject to a progressive tiered intervention system operated in compliance with rules promulgated by the department in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The progressive tiered intervention system must include the following three (3) tiers of intervention, with tier three (3) containing the state's most intensive school interventions:(i) Tier one (1) includes the following intervention options:(a) The LEA implements an LEA-led, evidence-based, school turnaround intervention approved by the department;(b) The LEA contracts with an independent school turnaround expert approved by the department; or(c) The LEA implements one (1) of the intervention options from tier two (2) or tier three (3) approved by the department;(ii) Tier two (2) includes the following intervention options:(a) The LEA implements at the priority school an intervention program approved by the department and includes, at a minimum:(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;(b) The LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as identified by the LEA as part of a turnaround strategy approved by the department;(c) The LEA transfers the operation of the priority school to a public institution of higher education approved by the department pursuant to a contract between the LEA and the public institution of higher education approved by the department;(d) The LEA converts the priority school to a public charter school pursuant to § 49-13-106(j) to be operated by an entity authorized to operate a public charter school in chapter 13 of this title that has documented success in improving student outcomes and that is selected and authorized by the LEA and approved by the department; or(e) The LEA implements one (1) of the intervention options in tier three (3) approved by the department; and(iii) Tier three (3) includes the following intervention options:(a) The LEA closes the priority school and develops a plan approved by the department to reassign all students enrolled in the priority school to a higher performing school; or(b) In communities for which school closure is not feasible, the LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as determined by the department in consultation with the LEA.(E) Notwithstanding subdivision (b)(2)(D), an LEA shall comply with § 49-13-122 for any public charter school authorized by the LEA that is identified as a priority school.(F) A school identified as a priority school for the first time must be assigned by the department to tier one (1) of the progressive tiered intervention system.(G) A school that has appeared on multiple priority school lists may be assigned by the department to tier two (2) or tier three (3) of the progressive tiered intervention system.(H) After the department assigns a priority school to tier one (1) or tier two (2) of the progressive tiered intervention system, the LEA shall choose which intervention option within the assigned tier to implement in accordance with subdivision (b)(2)(D).(I) A priority school assigned to tier two (2) of the progressive tiered intervention system shall report data concerning the progress and efficacy of the intervention option being implemented at the school to the department monthly.(J) The department shall select the intervention option for a priority school assigned to tier three (3) of the progressive tiered intervention system and such priority school shall implement the intervention option selected by the department.(K) Within thirty (30) days of the department assigning a priority school to a tier of the progressive tiered intervention system, the priority school's LEA shall develop a written implementation procedure. The implementation procedure must be approved by the department and must include a process for the LEA to solicit stakeholder feedback for consideration in selecting the intervention option, a timeline for the selected intervention option to be implemented, and any revisions to the priority school's comprehensive support and improvement plan required in subdivision (b)(2)(C). The department may provide a sample implementation procedure template for LEAs.(L) The department shall annually review the performance of each priority school in the progressive intervention system to evaluate and determine the impact of the intervention option being implemented at the priority school for its assigned tier and shall direct each priority school's LEA to take one (1) of the following actions for the school:(i) The priority school must continue to implement the current intervention option for its assigned tier with specific revisions, if necessary, to the school's comprehensive support and improvement plan required in subdivision (b)(2)(C);(ii) The priority school must implement a different intervention option for its assigned tier, as determined by the department;(iii) The priority school must progress to the next, more intensive tier of the progressive tiered intervention system and submit a new written implementation procedure in accordance with subdivision (b)(2)(K); or(iv) The school is no longer a priority school and may exit the progressive tiered intervention system.(M) The department, when publishing the list of priority schools, shall:(i) List all public schools in the state in order of success rate, from the highest performing to the lowest performing; and(ii) List all public schools in each county and in each LEA in order of success rate, from the highest performing to the lowest performing.(N) LEAs may use federal funds, as appropriate, to implement this section.(3) [Deleted by 2025 amendment.](4) An LEA with a school or schools identified as focus schools shall submit a plan to the commissioner, subject to the commissioner's approval, outlining how the LEA shall address the factors leading the school or schools to be placed in focus status.(5) Reward schools shall be recognized by the department for outstanding achievement or progress and provided opportunities to serve as strategic partners with the department to raise student achievement levels throughout the state by analyzing and sharing best practices.(6) [Deleted by 2025 amendment.]
(1) By September 1, 2012, and at a minimum every three (3) years thereafter, based on an evaluation of all schools' performance data, the commissioner of education shall recommend for approval to the state board a listing of all schools to be placed in priority, focus or reward status pursuant to the rules, regulations and performance standards of the state board. Once approved by the state board, priority, focus and reward schools shall be publicly identified by the commissioner.
(2) (A) Schools identified as priority schools must include the bottom five percent (5%) of schools in performance, all public high schools failing to graduate one-third (⅓) or more of their students, and schools with chronically low-performing subgroups that have not improved after receiving additional targeted support, pursuant to applicable laws, rules, and regulations.(B) By October 1 of the year prior to the public identification of priority schools pursuant to subdivision (b)(1), the commissioner shall notify a school and its LEA if the school is among the bottom ten percent (10%) of schools in overall achievement as determined by the performance standards and other criteria set by the state board.(C) Beginning with the list of priority schools generated in the 2025-2026 school year, the LEA shall develop and implement a comprehensive support and improvement plan for each school in the LEA identified as a priority school to improve student outcomes. A comprehensive support and improvement plan must, at a minimum:(i) Be based on a school-level needs assessment;(ii) Identify the evidence-based intervention option being implemented by the LEA pursuant to subdivision (b)(2)(D) at the priority school;(iii) Include a plan for notifying the parents of students enrolled in the school of the school's priority status and a plan for stakeholder engagement;(iv) Include a review of LEA and school-level resources;(v) Be developed by the priority school and the LEA and approved by the department; and(vi) Be monitored and evaluated annually by the department.(D) Schools identified as priority schools are subject to a progressive tiered intervention system operated in compliance with rules promulgated by the department in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The progressive tiered intervention system must include the following three (3) tiers of intervention, with tier three (3) containing the state's most intensive school interventions:(i) Tier one (1) includes the following intervention options:(a) The LEA implements an LEA-led, evidence-based, school turnaround intervention approved by the department;(b) The LEA contracts with an independent school turnaround expert approved by the department; or(c) The LEA implements one (1) of the intervention options from tier two (2) or tier three (3) approved by the department;(ii) Tier two (2) includes the following intervention options:(a) The LEA implements at the priority school an intervention program approved by the department and includes, at a minimum:(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;(b) The LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as identified by the LEA as part of a turnaround strategy approved by the department;(c) The LEA transfers the operation of the priority school to a public institution of higher education approved by the department pursuant to a contract between the LEA and the public institution of higher education approved by the department;(d) The LEA converts the priority school to a public charter school pursuant to § 49-13-106(j) to be operated by an entity authorized to operate a public charter school in chapter 13 of this title that has documented success in improving student outcomes and that is selected and authorized by the LEA and approved by the department; or(e) The LEA implements one (1) of the intervention options in tier three (3) approved by the department; and(iii) Tier three (3) includes the following intervention options:(a) The LEA closes the priority school and develops a plan approved by the department to reassign all students enrolled in the priority school to a higher performing school; or(b) In communities for which school closure is not feasible, the LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as determined by the department in consultation with the LEA.(E) Notwithstanding subdivision (b)(2)(D), an LEA shall comply with § 49-13-122 for any public charter school authorized by the LEA that is identified as a priority school.(F) A school identified as a priority school for the first time must be assigned by the department to tier one (1) of the progressive tiered intervention system.(G) A school that has appeared on multiple priority school lists may be assigned by the department to tier two (2) or tier three (3) of the progressive tiered intervention system.(H) After the department assigns a priority school to tier one (1) or tier two (2) of the progressive tiered intervention system, the LEA shall choose which intervention option within the assigned tier to implement in accordance with subdivision (b)(2)(D).(I) A priority school assigned to tier two (2) of the progressive tiered intervention system shall report data concerning the progress and efficacy of the intervention option being implemented at the school to the department monthly.(J) The department shall select the intervention option for a priority school assigned to tier three (3) of the progressive tiered intervention system and such priority school shall implement the intervention option selected by the department.(K) Within thirty (30) days of the department assigning a priority school to a tier of the progressive tiered intervention system, the priority school's LEA shall develop a written implementation procedure. The implementation procedure must be approved by the department and must include a process for the LEA to solicit stakeholder feedback for consideration in selecting the intervention option, a timeline for the selected intervention option to be implemented, and any revisions to the priority school's comprehensive support and improvement plan required in subdivision (b)(2)(C). The department may provide a sample implementation procedure template for LEAs.(L) The department shall annually review the performance of each priority school in the progressive intervention system to evaluate and determine the impact of the intervention option being implemented at the priority school for its assigned tier and shall direct each priority school's LEA to take one (1) of the following actions for the school:(i) The priority school must continue to implement the current intervention option for its assigned tier with specific revisions, if necessary, to the school's comprehensive support and improvement plan required in subdivision (b)(2)(C);(ii) The priority school must implement a different intervention option for its assigned tier, as determined by the department;(iii) The priority school must progress to the next, more intensive tier of the progressive tiered intervention system and submit a new written implementation procedure in accordance with subdivision (b)(2)(K); or(iv) The school is no longer a priority school and may exit the progressive tiered intervention system.(M) The department, when publishing the list of priority schools, shall:(i) List all public schools in the state in order of success rate, from the highest performing to the lowest performing; and(ii) List all public schools in each county and in each LEA in order of success rate, from the highest performing to the lowest performing.(N) LEAs may use federal funds, as appropriate, to implement this section.
(A) Schools identified as priority schools must include the bottom five percent (5%) of schools in performance, all public high schools failing to graduate one-third (⅓) or more of their students, and schools with chronically low-performing subgroups that have not improved after receiving additional targeted support, pursuant to applicable laws, rules, and regulations.
(B) By October 1 of the year prior to the public identification of priority schools pursuant to subdivision (b)(1), the commissioner shall notify a school and its LEA if the school is among the bottom ten percent (10%) of schools in overall achievement as determined by the performance standards and other criteria set by the state board.
(C) Beginning with the list of priority schools generated in the 2025-2026 school year, the LEA shall develop and implement a comprehensive support and improvement plan for each school in the LEA identified as a priority school to improve student outcomes. A comprehensive support and improvement plan must, at a minimum:(i) Be based on a school-level needs assessment;(ii) Identify the evidence-based intervention option being implemented by the LEA pursuant to subdivision (b)(2)(D) at the priority school;(iii) Include a plan for notifying the parents of students enrolled in the school of the school's priority status and a plan for stakeholder engagement;(iv) Include a review of LEA and school-level resources;(v) Be developed by the priority school and the LEA and approved by the department; and(vi) Be monitored and evaluated annually by the department.
(i) Be based on a school-level needs assessment;
(ii) Identify the evidence-based intervention option being implemented by the LEA pursuant to subdivision (b)(2)(D) at the priority school;
(iii) Include a plan for notifying the parents of students enrolled in the school of the school's priority status and a plan for stakeholder engagement;
(iv) Include a review of LEA and school-level resources;
(v) Be developed by the priority school and the LEA and approved by the department; and
(vi) Be monitored and evaluated annually by the department.
(D) Schools identified as priority schools are subject to a progressive tiered intervention system operated in compliance with rules promulgated by the department in accordance with the Uniform Administrative Procedures Act, compiled in title 4, chapter 5. The progressive tiered intervention system must include the following three (3) tiers of intervention, with tier three (3) containing the state's most intensive school interventions:(i) Tier one (1) includes the following intervention options:(a) The LEA implements an LEA-led, evidence-based, school turnaround intervention approved by the department;(b) The LEA contracts with an independent school turnaround expert approved by the department; or(c) The LEA implements one (1) of the intervention options from tier two (2) or tier three (3) approved by the department;(ii) Tier two (2) includes the following intervention options:(a) The LEA implements at the priority school an intervention program approved by the department and includes, at a minimum:(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;(b) The LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as identified by the LEA as part of a turnaround strategy approved by the department;(c) The LEA transfers the operation of the priority school to a public institution of higher education approved by the department pursuant to a contract between the LEA and the public institution of higher education approved by the department;(d) The LEA converts the priority school to a public charter school pursuant to § 49-13-106(j) to be operated by an entity authorized to operate a public charter school in chapter 13 of this title that has documented success in improving student outcomes and that is selected and authorized by the LEA and approved by the department; or(e) The LEA implements one (1) of the intervention options in tier three (3) approved by the department; and(iii) Tier three (3) includes the following intervention options:(a) The LEA closes the priority school and develops a plan approved by the department to reassign all students enrolled in the priority school to a higher performing school; or(b) In communities for which school closure is not feasible, the LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as determined by the department in consultation with the LEA.
(i) Tier one (1) includes the following intervention options:(a) The LEA implements an LEA-led, evidence-based, school turnaround intervention approved by the department;(b) The LEA contracts with an independent school turnaround expert approved by the department; or(c) The LEA implements one (1) of the intervention options from tier two (2) or tier three (3) approved by the department;
(a) The LEA implements an LEA-led, evidence-based, school turnaround intervention approved by the department;
(b) The LEA contracts with an independent school turnaround expert approved by the department; or
(c) The LEA implements one (1) of the intervention options from tier two (2) or tier three (3) approved by the department;
(ii) Tier two (2) includes the following intervention options:(a) The LEA implements at the priority school an intervention program approved by the department and includes, at a minimum:(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;(b) The LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as identified by the LEA as part of a turnaround strategy approved by the department;(c) The LEA transfers the operation of the priority school to a public institution of higher education approved by the department pursuant to a contract between the LEA and the public institution of higher education approved by the department;(d) The LEA converts the priority school to a public charter school pursuant to § 49-13-106(j) to be operated by an entity authorized to operate a public charter school in chapter 13 of this title that has documented success in improving student outcomes and that is selected and authorized by the LEA and approved by the department; or(e) The LEA implements one (1) of the intervention options in tier three (3) approved by the department; and
(a) The LEA implements at the priority school an intervention program approved by the department and includes, at a minimum:(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;
(1) An intervention committee for the priority school that is made up of school board members, school employees, and parents of students attending the school;
(2) A contract between the local board of education and an independent school turnaround expert, approved by the department; and
(3) A written intervention plan developed by the independent school turnaround expert with which the local board is contracting pursuant to subdivision (b)(2)(D)(ii)(a)(2), in collaboration with the intervention committee appointed pursuant to subdivision (b)(2)(D)(ii)(a)(1), that is approved by the department prior to its implementation;
(b) The LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as identified by the LEA as part of a turnaround strategy approved by the department;
(c) The LEA transfers the operation of the priority school to a public institution of higher education approved by the department pursuant to a contract between the LEA and the public institution of higher education approved by the department;
(d) The LEA converts the priority school to a public charter school pursuant to § 49-13-106(j) to be operated by an entity authorized to operate a public charter school in chapter 13 of this title that has documented success in improving student outcomes and that is selected and authorized by the LEA and approved by the department; or
(e) The LEA implements one (1) of the intervention options in tier three (3) approved by the department; and
(iii) Tier three (3) includes the following intervention options:(a) The LEA closes the priority school and develops a plan approved by the department to reassign all students enrolled in the priority school to a higher performing school; or(b) In communities for which school closure is not feasible, the LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as determined by the department in consultation with the LEA.
(a) The LEA closes the priority school and develops a plan approved by the department to reassign all students enrolled in the priority school to a higher performing school; or
(b) In communities for which school closure is not feasible, the LEA rebuilds the priority school's support structure by replacing some or all of the school's leadership and by replacing specific instructional staff as determined by the department in consultation with the LEA.
(E) Notwithstanding subdivision (b)(2)(D), an LEA shall comply with § 49-13-122 for any public charter school authorized by the LEA that is identified as a priority school.
(F) A school identified as a priority school for the first time must be assigned by the department to tier one (1) of the progressive tiered intervention system.
(G) A school that has appeared on multiple priority school lists may be assigned by the department to tier two (2) or tier three (3) of the progressive tiered intervention system.
(H) After the department assigns a priority school to tier one (1) or tier two (2) of the progressive tiered intervention system, the LEA shall choose which intervention option within the assigned tier to implement in accordance with subdivision (b)(2)(D).
(I) A priority school assigned to tier two (2) of the progressive tiered intervention system shall report data concerning the progress and efficacy of the intervention option being implemented at the school to the department monthly.
(J) The department shall select the intervention option for a priority school assigned to tier three (3) of the progressive tiered intervention system and such priority school shall implement the intervention option selected by the department.
(K) Within thirty (30) days of the department assigning a priority school to a tier of the progressive tiered intervention system, the priority school's LEA shall develop a written implementation procedure. The implementation procedure must be approved by the department and must include a process for the LEA to solicit stakeholder feedback for consideration in selecting the intervention option, a timeline for the selected intervention option to be implemented, and any revisions to the priority school's comprehensive support and improvement plan required in subdivision (b)(2)(C). The department may provide a sample implementation procedure template for LEAs.
(L) The department shall annually review the performance of each priority school in the progressive intervention system to evaluate and determine the impact of the intervention option being implemented at the priority school for its assigned tier and shall direct each priority school's LEA to take one (1) of the following actions for the school:(i) The priority school must continue to implement the current intervention option for its assigned tier with specific revisions, if necessary, to the school's comprehensive support and improvement plan required in subdivision (b)(2)(C);(ii) The priority school must implement a different intervention option for its assigned tier, as determined by the department;(iii) The priority school must progress to the next, more intensive tier of the progressive tiered intervention system and submit a new written implementation procedure in accordance with subdivision (b)(2)(K); or(iv) The school is no longer a priority school and may exit the progressive tiered intervention system.
(i) The priority school must continue to implement the current intervention option for its assigned tier with specific revisions, if necessary, to the school's comprehensive support and improvement plan required in subdivision (b)(2)(C);
(ii) The priority school must implement a different intervention option for its assigned tier, as determined by the department;
(iii) The priority school must progress to the next, more intensive tier of the progressive tiered intervention system and submit a new written implementation procedure in accordance with subdivision (b)(2)(K); or
(iv) The school is no longer a priority school and may exit the progressive tiered intervention system.
(M) The department, when publishing the list of priority schools, shall:(i) List all public schools in the state in order of success rate, from the highest performing to the lowest performing; and(ii) List all public schools in each county and in each LEA in order of success rate, from the highest performing to the lowest performing.
(i) List all public schools in the state in order of success rate, from the highest performing to the lowest performing; and
(ii) List all public schools in each county and in each LEA in order of success rate, from the highest performing to the lowest performing.
(N) LEAs may use federal funds, as appropriate, to implement this section.
(3) [Deleted by 2025 amendment.]
(4) An LEA with a school or schools identified as focus schools shall submit a plan to the commissioner, subject to the commissioner's approval, outlining how the LEA shall address the factors leading the school or schools to be placed in focus status.
(5) Reward schools shall be recognized by the department for outstanding achievement or progress and provided opportunities to serve as strategic partners with the department to raise student achievement levels throughout the state by analyzing and sharing best practices.
(6) [Deleted by 2025 amendment.]
(c) [Deleted by 2025 amendment.]
(d) [Deleted by 2025 amendment.]
(e) Notwithstanding subdivision (a)(6) or § 49-1-228(g) to the contrary, the results from TCAP tests administered to students in the 2020-2021 school year may be used in the TVAAS and to set the annual measurable objectives for schools and LEAs for the 2021-2022 school year. TVAAS data and annual measurable objectives using the results from TCAP tests administered to students in the 2020-2021 school year may be used to assign letter grades to schools pursuant to § 49-1-228.
(f) Notwithstanding another law to the contrary, the state board of education shall not include in the performance goals and measures for a public school or LEA, the student achievement, student growth, or any other student data that serves as an indicator of performance for a student who enrolls in, or transfers to, the public school or LEA for less than fifty percent (50%) of the school year. The data described in this subsection (f) may be included in the performance goals and measures for the public school or LEA in which the student was enrolled for fifty percent (50%) or more of the respective school year, if applicable.
(g) (1) Notwithstanding another law to the contrary, the state board shall not include in the performance goals and measures for a public school or LEA, the number of students enrolled in the public school or LEA who have been identified by the public school, LEA, or department of education as chronically absent due to the student's receipt of medical treatment for a chronic illness or other health-related issue. The LEA's director of schools or the director of the public charter school shall notify the department in writing of each student enrolled in the LEA or public charter school who is chronically absent due to the student's receipt of medical treatment for a chronic illness or other health-related issue.(2) Subdivision (g)(1) does not prohibit the department from collecting data on students who are chronically absent from a public school or LEA in this state, or from reporting such data on the state report card or as otherwise required by the Every Student Succeeds Act (20 U.S.C. § 6301 et seq.).(3) (A) Each LEA and public charter school shall develop, adopt, and implement an intervention policy for students who are chronically absent and submit the policy to the department for approval. An intervention policy adopted pursuant to this subdivision (g)(3) must describe:(i) How chronically absent students will be identified;(ii) What documentation the LEA or public charter school will require from parents, guardians, or students to determine whether an absence from school is excused or unexcused;(iii) How the academic progress of chronically absent students will be monitored by the LEA or public charter school;(iv) How the LEA or public charter school will regularly communicate with parents and guardians of chronically absent students, which must include, at a minimum, conducting meetings or conferences at established intervals with a parent or guardian of a chronically absent student and recording the attendance of each school official and parent or guardian at each meeting; and(v) Other intervention methods, including any available community resources, identified by the LEA or public charter school to assist parents and guardians of chronically absent students in addressing the factors that may be causing or contributing to the student's absence from school.(B) The department shall not require an LEA or public charter school to submit its intervention policy to the department more than once every three (3) years.(4) For purposes of this subsection (g), “chronically absent” means that a student has been absent from school for eighteen (18) or more school days of the respective school year.
(1) Notwithstanding another law to the contrary, the state board shall not include in the performance goals and measures for a public school or LEA, the number of students enrolled in the public school or LEA who have been identified by the public school, LEA, or department of education as chronically absent due to the student's receipt of medical treatment for a chronic illness or other health-related issue. The LEA's director of schools or the director of the public charter school shall notify the department in writing of each student enrolled in the LEA or public charter school who is chronically absent due to the student's receipt of medical treatment for a chronic illness or other health-related issue.
(2) Subdivision (g)(1) does not prohibit the department from collecting data on students who are chronically absent from a public school or LEA in this state, or from reporting such data on the state report card or as otherwise required by the Every Student Succeeds Act (20 U.S.C. § 6301 et seq.).
(3) (A) Each LEA and public charter school shall develop, adopt, and implement an intervention policy for students who are chronically absent and submit the policy to the department for approval. An intervention policy adopted pursuant to this subdivision (g)(3) must describe:(i) How chronically absent students will be identified;(ii) What documentation the LEA or public charter school will require from parents, guardians, or students to determine whether an absence from school is excused or unexcused;(iii) How the academic progress of chronically absent students will be monitored by the LEA or public charter school;(iv) How the LEA or public charter school will regularly communicate with parents and guardians of chronically absent students, which must include, at a minimum, conducting meetings or conferences at established intervals with a parent or guardian of a chronically absent student and recording the attendance of each school official and parent or guardian at each meeting; and(v) Other intervention methods, including any available community resources, identified by the LEA or public charter school to assist parents and guardians of chronically absent students in addressing the factors that may be causing or contributing to the student's absence from school.(B) The department shall not require an LEA or public charter school to submit its intervention policy to the department more than once every three (3) years.
(A) Each LEA and public charter school shall develop, adopt, and implement an intervention policy for students who are chronically absent and submit the policy to the department for approval. An intervention policy adopted pursuant to this subdivision (g)(3) must describe:(i) How chronically absent students will be identified;(ii) What documentation the LEA or public charter school will require from parents, guardians, or students to determine whether an absence from school is excused or unexcused;(iii) How the academic progress of chronically absent students will be monitored by the LEA or public charter school;(iv) How the LEA or public charter school will regularly communicate with parents and guardians of chronically absent students, which must include, at a minimum, conducting meetings or conferences at established intervals with a parent or guardian of a chronically absent student and recording the attendance of each school official and parent or guardian at each meeting; and(v) Other intervention methods, including any available community resources, identified by the LEA or public charter school to assist parents and guardians of chronically absent students in addressing the factors that may be causing or contributing to the student's absence from school.
(i) How chronically absent students will be identified;
(ii) What documentation the LEA or public charter school will require from parents, guardians, or students to determine whether an absence from school is excused or unexcused;
(iii) How the academic progress of chronically absent students will be monitored by the LEA or public charter school;
(iv) How the LEA or public charter school will regularly communicate with parents and guardians of chronically absent students, which must include, at a minimum, conducting meetings or conferences at established intervals with a parent or guardian of a chronically absent student and recording the attendance of each school official and parent or guardian at each meeting; and
(v) Other intervention methods, including any available community resources, identified by the LEA or public charter school to assist parents and guardians of chronically absent students in addressing the factors that may be causing or contributing to the student's absence from school.
(B) The department shall not require an LEA or public charter school to submit its intervention policy to the department more than once every three (3) years.
(4) For purposes of this subsection (g), “chronically absent” means that a student has been absent from school for eighteen (18) or more school days of the respective school year.