Section 22-35.6-104 - High school innovative learning pilot program - application - requirements - rules(1) To participate in the pilot program, a local education provider or a group of local education providers must apply to the department in accordance with the timelines and procedures established by rule of the state board. A school of a school district may participate in the pilot program as part of the school district or apply to participate in the pilot program independently. A district charter school may participate in the pilot program as part of its authorizing school district or apply to participate in the pilot program independently. A board of cooperative services may apply on behalf of its member school districts or to implement an innovative learning plan in a public high school operated by the board of cooperative services. An application must include: (a) The number of students enrolled in grades nine through twelve who were counted as full-time pupils and the number who were counted as part-time pupils in the preceding three budget years, expressed as numerals and as percentages;(b) The number of students enrolled in grades nine through twelve who participated in innovative learning opportunities in the preceding four budget years, expressed as numerals and as percentages;(c) The number of students who are expected to participate in the innovative learning opportunities and the participation capacity of the innovative learning opportunities proposed in the innovative learning plan;(d) A description of the innovative learning plan that the applicant expects to implement, including an explanation of how it aligns with at least two of the principles specified in subsection (2) of this section and why those principles were selected or an explanation of how it meets the research-based design principles described in subsection (3) of this section, and how the applicant's innovative learning plan disproportionately benefits underserved students.(e) Information that demonstrates that the applicant has capacity and willingness to implement the innovative learning plan with integrity;(f) An explanation of the goals of the innovative learning plan and how the applicant intends to measure attainment of the goals, the data that the applicant will collect to measure attainment of the goals, and the schedule and method for collecting data and assessing attainment of the goals;(g) If applicable to the innovative learning plan, the partnerships between community, business, or other organizations and the applicant that relate to the innovative learning opportunities included in the plan and that are in place at the time of application or that the applicant expects to enter into in implementing the plan; and(h) Any additional information required by rule of the state board.(2) In designing the innovative learning plan, a local education provider may design the plan to align with the principles for student learning and transition identified by the education leadership council, ensuring that the plan provides students with: (a) Intentionally inclusive and culturally responsive educational opportunities that prepare learners of all backgrounds to thrive at every critical transition from early childhood and through careers;(b) Multiple viable postsecondary pathways that are explored and valued by all;(c) The opportunity, supported by adults, to direct their own learning experiences to develop essential skills; and(d) Robust career and workforce readiness opportunities, in and out of school, including during the summer break, that are informed by industry and community to ensure alignment for transition beyond high school.(3) A local education provider may base the design of its innovative learning plan on the following research-based design principles, ensuring that the plan:(a) Impacts a large percentage of the students enrolled by the local education provider in grades nine through twelve and significantly improves student outcomes;(b) Builds public trust through transparency, local partnerships, and shared learning, as evidenced by: (I) The number and variety of community partnerships that exist at the time of application and the demonstrated expectation and capacity to create additional partnerships;(II) The continuing role that community partners, including institutions of higher education and business, industry, and agricultural enterprises, will play in developing the innovative learning opportunities;(III) The mechanisms that the local education provider uses and will use to solicit and share input from teachers, students, parents, and other community members; and(IV) The mechanisms that the local education provider uses and will use to share learning with community members;(c) Identifies a strong theory of change that justifies why and explains how the proposed innovative learning plan is likely to result in a greater number of students participating in effective, meaningful innovative learning opportunities;(d) Describes thoroughly and clearly the plan for collecting the evidence that the local education provider will use to evaluate the effectiveness of the theory of change; and(e) Creates a schedule and mechanism for evaluating the collected evidence and committing to adapt in response to trends in the evidence to improve the innovative learning plan.(4) In selecting applicants to participate in the pilot program, the department and state board shall consider whether the innovative learning plan includes opportunities for students to participate in registered or unregistered apprenticeships, internships, technical training or skills programs through an industry provider, teacher training opportunities, concurrent enrollment, and programs leading to industry-recognized certificates.Amended by 2021 Ch. 486,§3, eff. 7/7/2021.Added by 2019 Ch. 150,§1, eff. 5/10/2019.L. 2019: Entire article added, (SB 19-216), ch. 1778, p. 1778, § 1, effective May 10. L. 2021: (1)(d) amended and (4) added, (SB 21-106), ch. 3476, p. 3476, § 3, effective July 7.