An applicant receives points under this priority based on the extent to which it integrates public and private resources to augment the schools' core resources by providing additional student and family supports, such as addressing the social-emotional, behavioral, and other needs of the participating students (as defined in this document), giving highest priority to those students in high-needs schools. A reform proposal does not need to be comprehensive, but could address a subset of these needs.
In determining the extent to which the applicant meets this priority, the Department will consider
Whether the applicant has formed a coherent and sustainable partnership with public and private organizations, such as public health, after-school, and social service providers; businesses, philanthropies, civic groups, and other community-based organizations; early learning programs; and post-secondary institutions to support the plan described in Absolute Priority 1. The partnership must identify not more than 10 population-level desired results for students in the LEA or consortium of LEAs, which may span from cradle to career, that align with the applicant's proposal and reform strategy. The results must include both educational results and other education outcomes (e.g., children enter kindergarten prepared to succeed in school, children exit 3rd grade reading at grade level, and students graduate from high school college- and career-ready) and education and family and community results (e.g., students demonstrate social-emotional competencies, students are healthy, students feel safe at school and in their communities, students demonstrate career readiness skills through internship and summer job opportunities).
How the partnership would
- track the selected indicator(s) that measure each result at the aggregate level for all children within the LEA or consortium, and at the student-level data for the participating students (as defined in this document);
- use the data to target its resources to improve results for each participating student (as defined in this document), with special emphasis on students facing significant challenges, such as students with disabilities, English learners, and students affected by impacts of poverty or family instability;
- develop a strategy to scale the model beyond the participating students (as defined in this document) to at least other high-needs students (as defined in this document) and communities in the region over time; and
- improve results over time;
How the partnership will enable, within participating schools (as defined in this document), the integration of education and other services (e.g., services that address social-emotional, behavioral, and other special needs) for participating students (as defined in this document).
How the partnership will build the capacity of staff in participating schools (as defined in this document) by providing them with tools and supports to
- assess the needs and assets of participating students that are aligned with the goals for improving the education and family and community results identified by the partnership;
- identify and inventory the needs and assets of the school and community that are aligned with the goals for improving the education and family and community results identified by the partnership;
- create a decision-making process and infrastructure to select, implement, and evaluate solutions that address the individual needs of participating students (as defined in this document) and support improved results;
- engage parents and families of participating students in both decision-making about solutions and in addressing student, family, and school needs; and
- routinely assess the partnership's implementation progress and resolve challenges and problems.
The extent to which the applicant has established annual ambitious yet achievable goals and performance measures for the proposed population-level desired results for students.