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DISTRICT AND CAMPUS IMPROVEMENT PLANS

DISTRICT AND CAMPUS IMPROVEMENT PLANS

Authorities: Texas Education Code
 
 
 
  FEDERAL AND STATE REQUIREMENTS
 
DISTRICT IMPROVEMENT PLAN
Each local educational agency (LEA) must have an improvement plan that is developed, evaluated, and revised annually, in accordance with the LEA policy, by the superintendent with the assistance of the district-level planning and decision-making committee.
The purpose of the district improvement plan is to guide the LEA and campus staff in the improvement of student performance for all student groups in order to attain state standards with respect to the achievement indicators.
The district improvement plan must include provisions for:
  • A comprehensive needs assessment addressing the LEA's student performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the LEA, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs; 
  • Measurable LEA performance objectives for all appropriate achievement measures for all student populations, including students in special education programs, and other measures of student performance that may be identified through the comprehensive needs assessment;
  • Strategies for improvement of performance that include:
    • Instructional methods for addressing the needs of student groups not achieving their full potential;
    • Evidence-based practices that address the needs of students for special programs, including suicide prevention programs, conflict resolution programs, violence prevention programs, and dyslexia treatment programs;
    • Dropout reduction;
    • Integration of technology in instructional and administrative programs;
    • Positive behavior interventions and support, including interventions and support that integrate best practices on grief-informed and trauma-informed care;
    • Staff development for professional staff of the LEA;
    • Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities; 
    • Accelerated education; and
    • Implementation of a comprehensive school counseling program.
  • Strategies for providing to elementary school, middle school, junior high school, and high school students, teachers and school counselors, and parents information about:
    • Higher education admissions and financial aid opportunities, including state financial aid opportunities such as the Toward Excellence Access and Success 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; and
    • 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 performance; 
  • The policy addressing sexual abuse and other maltreatment of students; and
  • The trauma-informed care policy.
At least every two years, each LEA must evaluate the effectiveness of 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.
Each district-level committee must hold at least one public meeting per year after receipt of the annual LEA performance report from the Texas Education Agency (TEA) for the purpose of discussing the performance of the LEA and its performance objectives.
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.
A superintendent must regularly consult the district-level committee in the planning, operation, supervision, and evaluation of the LEA educational program.
 
CAMPUS IMPROVEMENT PLAN
Each LEA must maintain current policies and procedures to ensure that effective planning and site-based decision-making occur at each campus to direct and support the improvement of performance for all students.
Each LEA's policy and procedures must establish campus-level planning and decision-making committees.
Each school year, the principal of each school campus, with the assistance of the campus-level committee, must 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, with respect to the achievement indicators and any other appropriate performance measures for special needs populations.
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;
  • 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 timelines for reaching the goals;
  • Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement;
  • Include goals and methods for violence prevention and intervention on campus; 
  • Provide for a program to encourage parental involvement at the campus; and
  • Set goals and objectives for the coordinated health program.
In accordance with the LEA's administrative procedures, the campus-level committee must be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.
The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.
Each campus-level committee must hold at least one public meeting per year after receipt of the annual campus rating from the TEA to discuss the performance of the campus and the campus performance objectives.
LEA policy and campus 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 campus-level committees.
A principal must regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.
  Last Updated : Thu, Jan 16, 2020