Planning and Decision-Making Process

  1. Prohibit a board from conducting meetings with teachers or groups of teachers other than the district-level committee meetings.
  2. 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.
  3. Limit or affect the power of a board to govern the public schools.
  4. Create a new cause of action or require collective bargaining.


Administrative Procedure

Federal Requirements

Required Plans

  1. Are mutually supportive to accomplish the identified objectives; and
  2. At a minimum, support the state goals and objectives under Education Code Chapter 4.

Shared Services Arrangement for DAEP Services

  1. 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;
  2. Attendance rates;
  3. Pre- and post-assessment results;
  4. Dropout rates;
  5. Graduation rates; and
  6. Recidivism rates.

District Improvement Plan

Availability to TEA

Required Provisions

  1. 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.
  2. 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.
  3. Strategies for improvement of student performance that include:
    1. Instructional methods for addressing the needs of student groups not achieving their full potential.
    2. Evidence-based practices that address the needs of students for special programs, including:
      1. Suicide prevention programs, in accordance with Education Code Chapter 38, Subchapter G, which include a parental or guardian notification procedure [see FFEB];
      2. Conflict resolution programs;
      3. Violence prevention programs; and
      4. Dyslexia treatment programs.
    3. Dropout reduction.
    4. Integration of technology in instructional and administrative programs.
    5. Positive behavior interventions and support, including interventions and support that integrate best practices on grief-informed and trauma-informed care.
    6. Staff development for professional staff of a district.
    7. Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities.
    8. Accelerated education.
    9. Implementation of a comprehensive school counseling program under Education Code 33.005. [See FFEA]
  4. Strategies for providing to elementary school, middle school, junior high school, and high school students, those students' teachers and school counselors, and those students' parents information about:
    1. Higher education admissions and financial aid opportunities, including state financial aid opportunities such as the TEXAS grant program and the Teach for Texas grant program.
    2. The need for students to make informed curriculum choices to be prepared for success beyond high school.
    3. Sources of information on higher education admissions and financial aid.
  5. Resources needed to implement identified strategies.
  6. Staff responsible for ensuring the accomplishment of each strategy.
  7. Timelines for ongoing monitoring of the implementation of each improvement strategy.
  8. Formative evaluation criteria for determining periodically whether strategies are resulting in intended improvement of student performance.
  9. The policy under Education Code 38.0041 addressing sexual abuse and other maltreatment of children. [See FFG]
  10. The trauma-informed care policy required under Education Code 38.036. [See FFBA]
Law Enforcement Duties
Discipline Management
Dating Violence
Mental Health, Substance Abuse, and Suicide

Campus-Level Plan

  1. Assess the academic achievement for each student in the school using the achievement indicator system.
  2. 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.
  3. Identify how the campus goals will be met for each student.
  4. Determine the resources needed to implement the plan.
  5. Identify staff needed to implement the plan.
  6. Set timelines for reaching the goals.
  7. Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement.
  8. Include goals and methods for violence prevention and intervention on campus.
  9. Provide for a program to encourage parental involvement at the campus.
  10. 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:
    1. 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;
    2. Student academic performance data;
    3. Student attendance rates;
    4. The percentage of students who are educationally disadvantaged;
    5. The use and success of any method to ensure that students participate in moderate to vigorous physical activity; and
    6. Any other indicator recommended by the local school health advisory council.

Education Code 11.253(d)

Chillicothe ISD



DATE ISSUED: 7/21/2020