Planning and Decision-Making Process
A board shall adopt a policy to establish a district- and campus-level planning and decision-making process that will involve the professional staff of a district, parents of students enrolled in a district, business representatives, and community members in establishing and reviewing the district's and campuses' educational plans, goals, performance objectives, and major classroom instructional programs. Education Code 11.251(b)
The planning and decision-making requirements do not:
Prohibit a board from conducting meetings with teachers or groups of teachers other than the district-level committee meetings.
Prohibit a board from establishing policies providing avenues for input from others, including students or paraprofessional staff, in district- or campus-level planning and decision making.
Limit or affect the power of a board to govern the public schools.
Create a new cause of action or require collective bargaining.
Education Code 11.251(g), .252(e), .253(f)
At least every two years, a district shall evaluate the effectiveness of the district's decision-making and planning policies, procedures, and staff development activities related to district- and campus-level decision making and planning to ensure that they are effectively structured to positively impact student performance. Education Code 11.252(d)
A board shall ensure that an administrative procedure is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, district-level committee members, and campus-level committee members in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.
A board shall ensure that the district-level planning and decision-making committee will be actively involved in establishing the administrative procedure that defines the respective roles and responsibilities pertaining to planning and decision making at the district and campus levels.
Education Code 11.251(d)
The district policy must provide that all pertinent federal planning requirements are addressed through the district- and campus-level planning process. Education Code 11.251(f)
A board shall ensure that a district improvement plan and improvement plans for each campus are developed, reviewed, and revised annually for the purpose of improving the performance of all students. A board shall annually approve district and campus performance objectives and shall ensure that the district and campus plans:
Are mutually supportive to accomplish the identified objectives; and
At a minimum, support the state goals and objectives under Education Code Chapter 4.
Education Code 11.251(a)
Shared Services Arrangement for DAEP Services
A district participating in a shared services arrangement for disciplinary alternative education program (DAEP) services shall ensure that the district improvement plan and each campus-level plan include the performance of the DAEP student group for the district. The identified objectives for the improvement plans shall include:
Student groups served, including overrepresentation of students from economically disadvantaged families, with ethnic and racial representations, and with a disability who receive special education and limited English proficiency services;
Pre- and post-assessment results;
Graduation rates; and
19 TAC 103.1201(b)
District Improvement Plan
A district shall have a district improvement plan that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee. The purpose of the district improvement plan is to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to the achievement indicators. Education Code 11.252(a) [See AIA]
The district improvement plan must include provisions for:
A comprehensive needs assessment addressing performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by a district, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs under Education Code Chapter 29, Subchapter A.
Measurable district performance objectives for all appropriate achievement indicators for all student populations, including students in special education programs under Education Code Chapter 29, Subchapter A, and other measures of student performance that may be identified through the comprehensive needs assessment.
Strategies for improvement of student performance that include:
Instructional methods for addressing the needs of student groups not achieving their full potential.
Methods for addressing the needs of students for special programs, including:
Suicide prevention programs, in accordance with Health and Safety Code Chapter 161, Subchapter O-1, which includes a parental or guardian notification procedure [see FFB];
Conflict resolution programs;
Violence prevention programs; and
Dyslexia treatment programs.
Integration of technology in instructional and administrative programs.
Staff development for professional staff of a district.
Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities.
Strategies for providing to middle school, junior high school, and high school students, those students' teachers and school counselors, and those students' parents information about:
Higher education admissions and financial aid opportunities.
The TEXAS grant program and the Teach for Texas grant program.
The need for students to make informed curriculum choices to be prepared for success beyond high school.
Sources of information on higher education admissions and financial aid.
Resources needed to implement identified strategies.
Staff responsible for ensuring the accomplishment of each strategy.
Timelines for ongoing monitoring of the implementation of each improvement strategy.
Formative evaluation criteria for determining periodically whether strategies are resulting in intended improvement of student performance.
Education Code 11.252(a)
A discipline management program providing for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying in schools, on school grounds, and in school vehicles. Education Code 37.083(a)
A dating violence policy that must:
Include a definition of dating violence that includes the intentional use of physical, sexual, verbal, or emotional abuse by a person to harm, threaten, intimidate, or control another person in a dating relationship, as defined by Family Code 71.0021; and
Address safety planning, enforcement of protective orders, school-based alternatives to protective orders, training for teachers and administrators, counseling for affected students, and awareness education for students and parents.
Education Code 37.0831 [See FFH]
A policy addressing sexual abuse and other maltreatment of children that must include:
Methods for increasing staff, student, and parent awareness of issues regarding sexual abuse and other maltreatment of children, including prevention techniques and knowledge of likely warning signs indicating that a child may be a victim of sexual abuse or other maltreatment, using resources developed by TEA. These methods must include the staff training described at Education Code 38.0041(c) [see DMA];
Actions that a child who is a victim of sexual abuse or other maltreatment should take to obtain assistance and intervention; and
Available counseling options for students affected by sexual abuse or other maltreatment.
The policy must be included in any informational handbook provided to students and parents.
Education Code 38.0041
A district's plan for the improvement of student performance is not filed with TEA, but the district must make the plan available to TEA on request. Education Code 11.252(b)
Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs under Education Code Chapter 29, Subchapter A, with respect to the student achievement indicators and any other appropriate performance measures for special needs populations. Education Code 11.253(c)
Each campus improvement plan must:
Assess the academic achievement for each student in the school using the achievement indicator system.
Set the campus performance objectives based on the achievement indicator system, including objectives for special needs populations, including students in special education programs under Education Code Chapter 29, Subchapter A.
Identify how the campus goals will be met for each student.
Determine the resources needed to implement the plan.
Identify staff needed to implement the plan.
Set time lines for reaching the goals.
Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement.
Provide for a program to encourage parental involvement at the campus.
Include goals and methods for violence prevention and intervention on campus.
If the campus is an elementary, middle, or junior high school, set goals and objectives for the coordinated health program at the campus based on:
Student fitness assessment data, including any data from research-based assessments such as the school health index assessment and planning tool created by the federal Centers for Disease Control and Prevention;
Student academic performance data;
Student attendance rates;
The percentage of students who are educationally disadvantaged;
The use and success of any method to ensure that students participate in moderate to vigorous physical activity; and
Any other indicator recommended by the local school health advisory council.
Education Code 11.253(d)