Maryland § 9.9-101

§ 9.9-101.

    (a)    In this title the following words have the meanings indicated.

    (b)    “Community school” means a public school that establishes a set of strategic partnerships between the school and other community resources that leverage shared accountability, collaborative leadership, capacity building, and authentic family and community engagement, using a student–centered framework to promote inclusive student achievement, positive learning conditions, and the well–being of students, families, educators, and the community through a variety of engaging practices including the provision of wraparound services.

    (c)    “School–community partnership” means a partnership between a local school system or an existing public school and a community–based organization or agency for the purpose of planning and implementing a community school.

    (d)    “Trauma–informed intervention” means a method for understanding and responding to an individual with symptoms of chronic interpersonal trauma or traumatic stress.

    (e)    “Wraparound services” means:

        (1)    Extended learning time, including before and after school, weekends, summer school, and an extended school year;

        (2)    Safe transportation to and from school and off–site learning opportunities, including apprenticeship programs;

        (3)    Vision, hearing, and dental care services;

        (4)    Establishing or expanding school–based health center services;

        (5)    Additional social workers, mentors, counselors, therapists, psychologists, and restorative practice coaches;

        (6)    Enhancing physical wellness, including providing healthy food for in–school and out–of–school time and linkages to community providers;

        (7)    Enhancing behavioral health services, including access to mental health practitioners and providing professional development to school staff to provide trauma–informed interventions;

        (8)    Providing family and community engagement and supports, including informing parents of academic course offerings, language classes, workforce development training, opportunities for children, and available social services as well as educating families on how to monitor a child’s learning;

        (9)    Establishing and enhancing linkages to Judy Centers and other early education programs that feed into the school;

        (10)    Enhancing student enrichment experiences, including educational field trips, partnerships, and programs with museums, arts organizations, and cultural institutions;

        (11)    Offering evidence–based in–school and in–person tutoring, provided during the school day;

        (12)    Improving student attendance and chronic absenteeism;

        (13)    Improving the learning environment at the school; and

        (14)    Any professional development for teachers and school staff to quickly identify students who are in need of these resources.