(1) On or before October 15 of each year, each school district designating a maximum poverty allowance greater than zero dollars shall submit a poverty plan for the next school fiscal year to the department and to the learning community coordinating council of any learning community of which the school district is a member. On or before the immediately following December 1, (a) the department shall approve or disapprove such plan for school districts that are not members of a learning community based on the inclusion of the elements required pursuant to this section and (b) the learning community coordinating council and, as to the applicable portions thereof, each achievement subcouncil, shall approve or disapprove such plan for school districts that are members of such learning community based on the inclusion of such elements. On or before the immediately following December 5, each learning community coordinating council shall certify to the department the approval or disapproval of the poverty plan for each member school district.
(2) In order to be approved pursuant to this section, a poverty plan shall include an explanation of how the school district will address the following issues for such school fiscal year:
(a) Attendance, including absence followup and transportation for students qualifying for free or reduced-price lunches, regardless of the method of qualification, who reside more than one mile from the attendance center;
(b) Student mobility, including transportation to allow a student to continue attendance at the same school if the student moves to another attendance area within the same school district or within the same learning community;
(c) Parental involvement at the school-building level with a focus on the involvement of parents in poverty and from other diverse backgrounds;
(d) Parental involvement at the school-district level with a focus on the involvement of parents in poverty and from other diverse backgrounds;
(e) Class size reduction or maintenance of small class sizes in elementary grades;
(f) Scheduled teaching time on a weekly basis that will be free from interruptions;
(g) Access to early childhood education programs for children in poverty;
(h) Student access to social workers;
(i) Access to summer school, extended-school-day programs, or extended-school-year programs;
(j) Mentoring for new and newly reassigned teachers;
(k) Professional development for teachers and administrators, focused on addressing the educational needs of students in poverty and students from other diverse backgrounds;
(l) Coordination with elementary learning centers if the school district is a member of a learning community; and
(m) An evaluation to determine the effectiveness of the elements of the poverty plan.
(3) The state board shall establish a procedure for appeal of decisions of the department and of learning community coordinating councils to the state board for a final determination.