Tex.
Educ. Code Section 11.252
District-level Planning and Decision-making
(a)
Each school 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 established under Section 11.251 (Planning and Decision-making Process). 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 adopted under Section 39.053 (Performance Indicators: Achievement)(c). The district improvement plan must include provisions for:(1)
a comprehensive needs assessment addressing district student performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the district, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs under Subchapter A (Statewide Plan), Chapter 29 (Educational Programs);(2)
measurable district performance objectives for all appropriate achievement indicators for all student populations, including students in special education programs under Subchapter A (Statewide Plan), Chapter 29 (Educational Programs), and other measures of student performance that may be identified through the comprehensive needs assessment;(3)
strategies for improvement of student performance that include:(A)
instructional methods for addressing the needs of student groups not achieving their full potential;(B)
evidence-based practices that address the needs of students for special programs, including:(i)
suicide prevention programs, in accordance with Subchapter G (Mental Health Promotion and Intervention, Substance Abuse Prevention and Intervention, and Suicide Prevention), Chapter 38 (Health and Safety), which include a parental or guardian notification procedure;(ii)
conflict resolution programs;(iii)
violence prevention programs; and(iv)
dyslexia treatment programs;(C)
dropout reduction;(D)
integration of technology in instructional and administrative programs;(E)
positive behavior interventions and support, including interventions and support that integrate best practices on grief-informed and trauma-informed care;(F)
staff development for professional staff of the district;(G)
career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities;(H)
accelerated education; and(I)
implementation of a comprehensive school counseling program under Section 33.005 (Comprehensive School Counseling Programs);(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:(A)
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 established under Chapter 56 (Student Financial Assistance);(B)
the need for students to make informed curriculum choices to be prepared for success beyond high school; and(C)
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 Section 38.0041 (Policies Addressing Sexual Abuse and Other Maltreatment of Children) addressing sexual abuse and other maltreatment of children; and(10)
the trauma-informed care policy required under Section 38.036 (Trauma-informed Care Policy).(b)
A district’s plan for the improvement of student performance is not filed with the agency, but the district must make the plan available to the agency on request.(c)
In a district that has only one campus, the district- and campus-level committees may be one committee and the district and campus plans may be one plan.(d)
At least every two years, each 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.(e)
The district-level committee established under Section 11.251 (Planning and Decision-making Process) shall hold at least one public meeting per year. The required meeting shall be held after receipt of the annual district performance report from the agency for the purpose of discussing the performance of the district and the district performance objectives. District policy and procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input and to provide information to those persons regarding the recommendations of the district-level committee. This section does not create a new cause of action or require collective bargaining.(f)
A superintendent shall regularly consult the district-level committee in the planning, operation, supervision, and evaluation of the district educational program.
Source:
Section 11.252 — District-level Planning and Decision-making, https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.252 (accessed Apr. 20, 2024).
