District and campuses are governed by both LEGAL and LOCAL policies. Local policies have more detailed requirements than state policies.

You must know both!

• BQ Legal & Local
• BQA Legal & Local
• BQB Legal & Local

LEGAL

BQA (District Level) and BQB (Campus Level) LEGAL states the committee shall be composed of members who shall represent district- and campus-based professional staff, parents, businesses, and the community.

Required representation includes:

• 2/3 of the elected members must be teachers (one being a teacher of students with disabilities, TEC 11.251)
• parents
• community representatives
• business representatives
• district-level representative

*SELECTION PROCESS* The selection process for the district- and campus-level committees must be conducted in a manner that provides for appropriate representation of the community's diversity (TEC 11.252(e), TEC 11.253(g)).

Sec. 11.253. CAMPUS PLANNING AND SITE-BASED DECISION-MAKING.

(a) Each school district shall 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 student performance for all students.

(b) Each district's policy and procedures shall establish campus-level planning and decision-making committees as provided for through the procedures provided by Sections 11.251(b)-(e).

(c) 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 Subchapter A, Chapter 29, with respect to the achievement indicators adopted under Sections 39.053(c)(1)-(4) and any other appropriate performance measures for special needs populations.

Identify both strengths and needs of the campus (or district). Use data to describe the needs as challenge statements.

For example:

There is a gap of 24% in reading between the Total ESL student group (29%) and the District average (53%) in All Grades ELA/Reading at Approaches Grade Level or Above.

Describe the process or method used to prioritize the needs of the campus or district. Some examples are:

• recommendations from lead teachers/department heads,
• survey responses,
• largest gaps in data,
• continuation of priorities from the previous year,
• linked to district priorities, and
• other methods...

At a minimum, payroll costs attributed to state compensatory education must be shown at the summary level (total number of FTEs) in the district and/or campus improvement plan or charter instructional plan, as appropriate.

In addition, personnel paid with SCE funds must have payroll documentation, such as a class schedule (should include number of students and number of minutes), job description, or time and effort to support charges.

Auditable documentation must also be maintained to substantiate the cost of all SCE funded FTEs, supplemental contracts and extra-duty pay. (Refer to the Financial Accountability System Resource Guide, Section 6.2.6.1 )

TEC 11.253 lists the following.

(d) Each campus improvement plan must:

(1) assess the academic achievement for each student in the school using the achievement indicator system as described by Section 39.053;

(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 Subchapter A, Chapter 29;

(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; and

(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:

(A) 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;

(B) student academic performance data;

(C) student attendance rates;

(D) the percentage of students who are educationally disadvantaged;

(E) the use and success of any method to ensure that students participate in moderate to vigorous physical activity as required by Section 28.002(l); and

(F) any other indicator recommended by the local school health advisory council.

(e) In accordance with the administrative procedures established under Section 11.251(b), the campus-level committee shall 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.

(f) This section does not create a new cause of action or require collective bargaining.

(g) Each campus-level committee shall hold at least one public meeting per year. The required meeting shall be held after receipt of the annual campus rating from the agency to discuss the performance of the campus and the campus performance objectives. District 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.

(h) A principal shall regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.