SCHOOL PERFORMANCE AND ACCOUNTABILITY

RSA tit. XV, ch. 193-H

in effect

RSA 193-H:1 Definitions.

193-H:1. Definitions. In this chapter: I. "Commissioner" means the commissioner of the department of education. II. "Competencies" means student learning targets that represent a level of mastery of key content-specific concepts, skills, and knowledge applied within or across content domains. Specific and required types of competencies include district competencies at grade level and course or program competencies required for graduation and graduation competencies. III. (a) "Comprehensive support and improvement school" means: (1) Any school that accepts federal funds from Title I, Part A of ESSA and is among the 5 percent lowest performing Title I schools in the state as defined by the New Hampshire consolidated state plan required for ESSA. (2) Any school that is among the lowest performing 5 percent of all schools in the state based on the same methodology used in subparagraph (1) regardless of Title I status. (3) Any high school with a graduation rate of less than 67 percent. (b) The department shall produce initial determinations of comprehensive support and improvement schools in the fall of 2018, using data from the 2017-2018 school year. Subsequent determinations shall be made based upon a schedule set forth in the New Hampshire consolidated state plan. The purpose of the consolidated state plan is to provide parents with quality, transparent information about how the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), will be implemented in New Hampshire as submitted by the state and approved by the federal Department of Education. (c) Those schools identified as comprehensive support and improvement schools, that also receive Title I, Part A funds through ESSA, may also receive federal Title I school improvement funds, if available, to assist in improvement activities. (d) Any school that demonstrates and meets criteria established as a comprehensive support and improvement school pursuant to subparagraph (a) shall be identified as a school in need of corrective and technical assistance and subject to RSA 193-E:3-e. IV. "Department" means the department of education. V. "ESSA" means the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act. VI. "Statewide assessment" means the New Hampshire education improvement and assessment program as established under RSA 193-C. VII. "Targeted support and improvement schools" means: (a)(1) Any school with at least one consistently low performing subgroup as defined by the state's methodology documented in the New Hampshire consolidated state plan required for ESSA. Additional targeted support and improvement schools are those schools with subgroups of students that, on their own, would fall below the thresholds used to identify all schools for comprehensive support and improvement. The department shall produce initial determinations of targeted support and improvement schools using data from the 2017-2018 school year. Subsequent determinations shall be made based upon a schedule set forth in the New Hampshire consolidated state plan. (2) Any school that demonstrates and meets criteria established as a targeted support and improvement school pursuant to subparagraph (a) shall be identified as a school in need of corrective and technical assistance and subject to RSA 193-E:3-e. (b) Those schools identified for targeted support and improvement schools, that also receive Title I, Part A funds through ESSA, may also receive federal Title I school improvement funds, if available, to assist in improvement activities. VIII. "Work-study practices" means those behaviors that enhance learning achievement and promote a positive work ethic such as, but not limited to, listening and following directions, accepting responsibility, staying on task, completing work accurately, managing time wisely, showing initiative, and being cooperative, and work-study skills that contribute to success in college, career, and life that include communication, creativity, collaboration, and self-direction. Source. 2003, 314:6. 2013, 263:2, eff. Sept. 22, 2013. 2018, 185:1, eff. Aug. 7, 2018. 2024, 350:6, 7, eff. Oct. 1, 2024.

RSA 193-H:1-a Purpose.

193-H:1-a. Purpose. I. The purpose of this chapter is to create an accountability model that will best support schools and educators as they work to enable all students to progress toward college and career readiness with clearly defined learning outcomes. II. New Hampshire's student assessment system should promote and measure knowledge and skills that lead students to graduate from high schools ready for college and career. III. Students best learn at their own pace as they master content and skills, allowing them to advance when they demonstrate the desired level of mastery rather than progressing based on a predetermined amount of seat time in a classroom will assure that students will reach college and career readiness. IV. New Hampshire's system of educator support should promote the capacity of educators to deeply engage students in learning rigorous and meaningful knowledge, skills, and work-study practices for success in college, career, and citizenship. V. Competency-based strategies provide flexibility in the way that credit can be earned and awarded and provide students with personalized learning, including those that are offered through on-line, blended, and community based opportunities. Source. 2013, 263:1, eff. Sept. 22, 2013.

RSA 193-H:2 Statewide Performance Targets.

193-H:2. Statewide Performance Targets. I. Schools shall meet performance based indicators under this chapter, and statewide performance targets as approved by the legislative oversight committee established in RSA 193-C and thereafter, as established in rules adopted by the state board of education pursuant to RSA 541-A. II. Notwithstanding RSA 541-A, the state board of education shall receive approval from the legislative oversight committee established in RSA 193-C prior to the submission of any rules to the joint legislative committee on administrative rules relative to statewide performance targets and performance based indicators required under this section. Source. 2003, 314:6. 2013, 263:3, eff. Sept. 22, 2013. 2018, 185:2, eff. Aug. 7, 2018. 2024, 350:8, eff. Oct. 1, 2024.

RSA 193-H:3 Identification and Public Disclosure of Targeted Support and Improvement Schools and Comprehensive Support and Improvement Schools.

193-H:3. Identification and Public Disclosure of Targeted Support and Improvement Schools and Comprehensive Support and Improvement Schools. I. The commissioner shall annually compile and disseminate to the governor and council, the president of the senate, the speaker of the house of representatives, local school boards, superintendents of schools, and the public, and shall make available on the department website, a list of targeted support and improvement schools and comprehensive support and improvement schools. II. A school or school district designated by the commissioner as a targeted support and improvement school or a comprehensive support and improvement school shall have 30 days from the date of the report to appeal such designation to the state board of education. Source. 2003, 314:6. 2013, 263:4, eff. Sept. 22, 2013. 2018, 185:2, eff. Aug. 7, 2018.

RSA 193-H:4 Local Education Improvement Plan; Strategic Responses.

193-H:4. Local Education Improvement Plan; Strategic Responses. I. (a) A school shall have one year from the date that a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school pursuant to RSA 193-H:3 to take action to remedy identified problems at the local level. The school shall create an initial plan that identifies actions that it intends implement to correct the areas of concern. The plan shall be submitted to the state board within 90 days of the date that the school or school district was designated as a targeted support and improvement school or a comprehensive support and improvement school. If the plan does not sufficiently address the areas of concern, the state board shall disapprove the plan within 30 days. If the state board disapproves the plan, the state board's designee shall work with the school district where the school is located to amend the plan so that it meets state board approval. One year following the designation, if the school or school district is not making satisfactory progress in implementing its plan, the commissioner shall issue a notice to the school district and shall initiate a process for providing assistance pursuant to this section. (b) If a school has been designated as a targeted support and improvement school or a comprehensive support and improvement school, the school district, on behalf of the school, may request assistance from the department. The department shall, if resources allow, provide technical assistance to those schools that request assistance under this section. (c) No later than one year after designation as a targeted support and improvement school or a comprehensive support and improvement school, the commissioner shall designate a progress review team to evaluate the implementation of the improvement plans and the progress toward state performance targets. The progress review team shall deliver a report to the state board. The report shall include evidence of satisfactory implementation and progress towards state performance targets or lack thereof and recommendations regarding future actions. II. [Repealed.] III. At a minimum, the corrective action plan filed by the commissioner shall: (a) Identify the area in which the school needs to meet the annual statewide performance targets established under RSA 193-H:2. (b) Identify and describe the strategy the school intends to implement to improve its performance. (c) Establish and explain a strategy designed to promote family and community involvement. (d) Detail how the school district budget reflects the goals of the local education improvement plan. IV. In addition to the provisions of paragraph III, each plan filed by the commissioner may include the following elements: (a) The school's curriculum including curricular priorities and instructional materials. (b) Instructional models that incorporate research-based practices that have been proven to be effective in improving student achievement. (c) Formal and informal opportunities to assess and monitor each child's progress. (d) Evidence of data-based decisions. (e) Structural reform strategies that may include schedule, organization, support mechanisms, and resources. (f) Shared leadership structure to support school improvement. (g) Professional development that is aligned with school improvement goals. (h) External support and resources based on their effectiveness and alignment with the school improvement plan. (i) Extended learning activities for students. Source. 2003, 314:6. 2013, 263:5, 6, eff. Sept. 22, 2013. 2018, 185:3, 4, eff. Aug. 7, 2018.

RSA 193-H:5 Powers of the Department of Education.

193-H:5. Powers of the Department of Education. Nothing in this chapter shall be construed to permit either the department of education or the state board of education to take control of the daily operations of any local public school. Source. 2003, 314:6, eff. July 22, 2003.

Source: New Hampshire General Court (gc.nh.gov)URL: https://gc.nh.gov/rsa/html/NHTOC/NHTOC-XV-193-H.htmFetched: 10/20/2026