COLLECTIVE DISTRICT OF INNOVATION COMMITTEE STATEMENT 

As a collective group of community and district stakeholders, we enjoyed the opportunity to engage in this process and explore the designation of District of Innovation (“DOI”). By bringing together a wide range of perspectives in such a  collaborative environment, we were able to design a plan that we feel will help us reach the full potential of the Georgetown  ISD Learner Profile. 

From the beginning, we were given full authority to organically create a plan and engaged in open dialogue, disagreements,  deep discussion, consensus building, and voting for collective approval for the plan as presented. Although a multitude of exemptions are allowable under such a designation, the committee feels that the plan presented best encompasses exemptions that align with the District’s vision, mission and strategic plan. 

Opportunities for school districts to customize teaching, learning and operations are rare, and we felt like it was our moral imperative to pursue it. Signed by the District of Innovation Committee. 

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §25.0811 FIRST DAY OF INSTRUCTION 

CONNECTION TO STRATEGIC PLAN 

Georgetown ISD’s Strategic Plan includes the following Belief Statements that guide our actions and decisions related to  this recommended exemption: 

• Developing leaders is vital to our success. Leadership development at all levels drives our performance as a district,  and viability as a thriving community. 
• Instruction should be designed based on the needs of the learners. Learners require customized, well-designed educational experiences that develop their unique interests and talents to create a passion for learning. 
• It is our responsibility to prepare students for their future. A growth mindset, ongoing evaluation, and adaptation are critical in our evolving and growing society. 

RATIONALE 

Currently, the first day of school may not be held prior to the fourth Monday of August. 

Proposed Changes: Current statute prevents the District from designing calendars that best meet the needs of students.  Having the flexibility to set the start date allows the district to determine locally, on an annual basis, what best meets the needs of the students and our community. This empowers us to personalize and customize learning for all District learners,  including teachers and staff through professional development and allows us to balance the amount of instructional time per semester. In addition, by having flexibility in the start and end of the school year, students will be able to enroll in college courses that start in early June, thereby increasing college and career readiness. 

Removing the constraints of the current uniform start date will allow Georgetown ISD to implement a possible short first week, easing the transition for students entering kindergarten, middle school, and high school, ultimately allowing for more flexible professional development opportunities and preparation time for our staff.

PARAMETERS 

• The District, through the recommendation of the District Performance Council, shall determine locally, on an annual basis, the upcoming school year calendar. 
• The District will design and adopt a calendar with a school start date that begins on or after the second Wednesday of August and ends no later than the first week of June.

STATUTES RECOMMENDED FOR EXEMPTION 

TEC §11.252 DISTRICT-LEVEL PLANNING AND DECISION-MAKING  

TEC §11.253 CAMPUS PLANNING AND SITE-BASED DECISION-MAKING 

CONNECTION TO STRATEGIC PLAN 

Georgetown ISD’s Strategic Plan is explicit about the desire and expectation to “invite deeper participation and gather  input in decision-making through recurring engagement opportunities that connect students, parents, teachers/staff, and  community members.” The requirements in content and format of the district improvement plan have shifted an otherwise important planning process into a bureaucratic process that detracts from the importance of thoughtful planning and implementation. As a learning organization, Georgetown ISD is committed to deepening clarity and impact of strategic direction by collectively measuring progress, identifying future explorations, and cultivating collaboration and engagement. 

RATIONALE 

GISD has a strong history of involving teachers, administrators, parents, community members and students in the decision-making process. We are committed to maintaining that same level of engagement with our stakeholders. It is our intent to align our District Improvement Plan to the vision, mission, beliefs and goals that these same stakeholders have developed and embraced as the key drivers for our district planning and decision-making structure. The items listed in TEC §11.251  detailing the selection of representatives for the District Improvement Committee will continue to be implemented.  However, the items listed in TEC §11.252(a)-(e) and 11.253(a)-(h) of a compliance nature will no longer be implemented and will be replaced by relevant components of the Georgetown ISD Strategic Plan. 

PARAMETERS 

To assure both collaboration and collective ownership while accomplishing alignment between the Georgetown ISD  Strategic Plan and District Improvement Plan, we will take the following steps: 

• Review district performance data from a wide variety of sources, including but not limited to: state, district, campus  and classroom assessments that align to the Learner Profile and High Priority Learning Standards; data that informs the district about the physical, mental and emotional wellness of students; and multiple measures that reflect community engagement, value and perception about the progress of the district. 
• Identify strengths and weaknesses in student and programmatic performance. 
• Through local sources, including but not limited to the District/Campus Performance Committee, develop annual plans for improvement that align to the District’s Vision, Mission, Beliefs, Goals, and Learner Profile.
• Report to the Board of Trustees the status of the District's Strategic Plan and future action steps to continue our efforts in achieving the District’s Vision, Mission, and Beliefs. 
• Adapt teaching and programs driven by student needs based on an ongoing review of student performance data,  both academic and behavioral. 
• Provide regular reports to the community on the status of the school district and campuses through a Community  Based Accountability System.

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §25.092 MINIMUM ATTENDANCE FOR CLASS CREDIT OR FINAL GRADE 

CONNECTION TO STRATEGIC PLAN 

The GISD Strategic Plan emphasizes the importance of instruction designed based on the needs of the learners. One of the overarching goals in the Strategic Plan within the focus area of providing engaging and challenging learning is to implement tools, resources and training that support personalized learning for both students and teachers. GISD is committed to developing a future-ready learning experience that reflects student voice, choice and ownership. Strategies to achieve this goal include designing and activating personalized learning experiences focused on the Learner Profile and High Priority  Learning Standards. Having the flexibility to deliver instruction through a combination of time in class and time spent learning online, is one example where exemption from Section 25.092 will likely foster greater innovation to promote active learning and improve student outcomes. As a district, we will need to allocate resources, technology and collaborative spaces that reflect a student’s need for choice and also create opportunities to address physical, mental and emotional wellness. In addition, exemption from this requirement will allow the district not to penalize students who miss class due to legitimate school activities and will promote student engagement, as well as social and emotional development, by encouraging more students to participate in such activities. 

RATIONALE 

The Minimum Attendance for Class Credit or Final Grade requirement is also referred to as the “90% rule”. Currently, state law requires students to attend class 90% of the school days the class is offered in order to earn credit. The law requires the  District to award class credit to students based on "seat time" and traditional reporting methods, rather than based on mastery of the learning that students may demonstrate in ways that reflect choice, acceleration, and personalized pacing. The GISD  DOI Plan would maintain a minimum attendance percentage for traditional classes, while allowing for flexibility in students demonstrating mastery of content through an innovative system and at a more flexible pace. Relief from Section 25.092  does not in any way impact or alter existing compulsory attendance requirements or University Interscholastic League  (“UIL”) rules. Moreover, opting out of Section 29.092 in no way limits or modifies a teacher’s right to determine the finality of a grade in accordance with Texas Education Code § 28.0214, nor does it restrict or alter a teacher’s right to assign grades in accordance with Texas Education Code § 28.026. The district will continue to explore the evolving educational needs of our learners and systems in which students can demonstrate mastery, as well as research and examine current institutional constraints that may inhibit this innovation. 

PARAMETERS 

• Continue to utilize representative committees, such as the Curriculum Advisory Council, to develop specific systems for innovative approaches to earning course credits. 
• Examine different formats and instructional strategies, such as online coursework, blended coursework, dual enrollment, early college, performance tasks, community-based learning, independent study, mentorships, and credit recovery for optimum student engagement. 
• Examine non-traditional opportunities and assessment mechanisms for students to demonstrate mastery of High  Priority Learning Standards at all grade levels as practicable. 
• Design and activate personalized learning experiences focused on the Learner Profile and High Priority Learning  Standards. 
• Explore a Learning Management System that allows teachers to design and customize learning experiences for students. 
• Provide appropriate resources to monitor and facilitate appropriate subject-based acceleration and personalized learning, considering learning styles and preferences. 
• Deploy a professional learning system that is personalized and cultivates continuous learning. 
• Examine and implement multiple measures of assessment to monitor student growth and engagement in learning.

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §21.003 TEACHER CERTIFICATION 

CONNECTION TO STRATEGIC PLAN 

Georgetown ISD’s Strategic Plan includes the following Belief Statements that guide our actions and decisions related to  this recommended exemption: 

• Instruction should be designed based on the needs of the learners. Learners require customized, well-designed educational experiences that develop their unique interests and talents to create a passion for learning. 
• It is our responsibility to prepare students for their future. A growth mindset, ongoing evaluation, and adaptation are critical in our evolving and growing society. 

RATIONALE 

The district is committed to providing an excellent learning experience for students and validates the need for certified teachers. However, the district is experiencing difficulty in hiring educators to teach some courses. The district is pursuing this exemption to provide greater flexibility to fill positions other than core subject areas (English/Language Arts, Science,  Social Studies, Math), bilingual, and special education. 

The instructional plan and offerings for students can be impacted if a quality candidate cannot be found to teach a course due to a lack of certification. Flexibility in this area will assist the district in finding quality candidates to teach certain courses in order to avoid the disruption of an instructional path for students. The exemption from Texas Education Code 21.055 (d 1) will enable the district to establish local criteria for such courses when hiring quality personnel. In addition, this exemption will afford the District the opportunity to hire professionals in certain trades and vocations to teach the crafts of those traders and vocations (such as fine arts, etc.) in non-core courses. 

PARAMETERS 

The District will establish its own local qualification requirements for such courses in lieu of the requirements set forth in  Texas Education Code § 21.003. This exemption will only be exercised in a limited way in specific situations, adhering to the current policy of contract approval by the Board. 

Individuals hired under this exemption will be provided with district-identified or -developed training, resources and support. 

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §37.0012 DESIGNATION OF CAMPUS BEHAVIOR COORDINATOR 

CONNECTION TO STRATEGIC PLAN 

Georgetown ISD’s Strategic Plan includes the following Belief Statement that guides our actions and decisions related to  this recommended exemption: 

• Our actions should be student-centered. All children deserve positive relationships with caring adults who recognize  their potential and attend to the needs of the whole child. 

RATIONALE 

Implementation of TEC 37.0012 limits the ability of children to develop positive relationships with a variety of adults who have a vested interest in their mental and emotional development and wellness. Current law restricts the ability of campus administrators and educators to focus on each student’s needs through a collaborative disciplinary approach.

A collaborative disciplinary approach will be developed at the campus level and may include: educators, counselors, and administrators. The Assistant Principal/Administrator most closely related to the disciplinary situation will contact the responsible adult of the student(s) involved. Each campus will undergo a development plan process that collaboratively creates a chain of communication that best meets the needs of the campus. 

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §21.352 TEACHER APPRAISAL SYSTEM 

TEC §21.354 – APPRAISAL FOR ADMINISTRATORS OTHER THAN PRINCIPALS 

TEC §21.3541 – APPRAISAL AND PROFESSIONAL DEVELOPMENT SYSTEM FOR PRINCIPALS 

CONNECTION TO STRATEGIC PLAN 

Georgetown ISD’s Strategic Plan includes Strategies and the following Action Plan related to this recommended exemption: 

• Develop a teacher evaluation system connected to our mission, vision, beliefs and goals. 
• Explore/research leadership behaviors/practices; evaluation process for all district administration team. 

RATIONALE 

A committee of administrators and teachers will have the option to develop a system that includes focus on our local emphasis, such as tenants of the Learner Profile and goals of the Strategic Plan. In order to promote professional development that focuses on individual growth, the District needs to maintain local flexibility to continue its multiple observations, goal setting and tracking, and evaluation measures on teacher and administrator appraisals. This appraisal system would also prohibit the use of standardized test scores from being utilized to evaluate teacher and administrator performance; instead focusing on the overall portfolio of the person being appraised. Having our own appraisal system for all GISD staff will allow us to create individualized learning plans for all district employees. 

PARAMETERS 

• We will follow T-TESS and T-PESS until a new system is developed. 
• Should we include a student growth measure, it will be a district-developed method. 
• Georgetown ISD will implement a locally developed teacher and principal evaluation tool. 
• The GISD evaluation instrument will be developed collaboratively by district administration, campus administration, and teachers. It will employ staff input, T-TESS, T-PESS, goals from the Strategic Plan, Learner  Profile attributes, and other relevant best practices. 
• All campus teachers will continue to be formally evaluated within the timelines specified by a district-adopted appraisal cycle. Every teacher will receive a minimum of 6 informal walk-throughs per year. 
• Principals, Assistant Principals, Campus Administrators, other campus professional staff, and other members of the  District Leadership Team will continue to be evaluated on an annual basis through a locally developed instrument. 
• Locally developed evaluation instruments and processes should include continuous feedback that reflects individual strengths, growth opportunities, and the pursuit of campus and district goals.

STATUTE RECOMMENDED FOR EXEMPTION 

TEC §22.004 (i) GROUP HEALTH BENEFITS FOR SCHOOL EMPLOYEES 

CONNECTION TO STRATEGIC PLAN 

GISD Strategic plan emphasizes creating opportunities to address physical, mental, and emotional wellness. This exemption allows opportunities to address the wellness needs of school employees. 

RATIONALE 

Current Texas Education Code §22.004 (i) states that a school district may not make group health coverage available to its current employees pursuant to TEC 22.004 (b) after a date a District implements the program of coverage provided under  Chapter 1579 of the Texas Insurance Code. The current process allows no flexibility in the design of group health insurance benefits to fit the needs of all Georgetown ISD employees. The provision also inhibits the District from procuring group health insurance benefits that may provide better coverage for its employees and at a lower cost. This provision also impacts  GISD’s ability to be innovative in employee recruitment and retention. This provision is in direct contradiction to the wishes of the local Board of Trustees who represent community interests in this matter. 

Texas Education Code 22.004 is not included in the list of prohibited exemptions that cannot be included in a District’s local innovation plan contained in Texas Education Code 12A.004 or in the Texas Administrative Code Title 19, Chapter 102,  subchapter JJ, section 102.1309. 

PARAMETERS 

• GISD will continue to offer TRS ActiveCare health plans to employees as required. 
• GISD will explore and evaluate the feasibility of offering an alternate health benefit plan(s) option to employees only when no additional cost is incurred by the District by offering the alternate plan(s) and only if the alternate plan  (s) provides improved benefits coverage or costs to its employees.  
• GISD will continue to make a contribution to reduce the price of health care premiums for eligible employees,  whether the employee chooses to enroll in TRS ActiveCare plan(s) or an alternate health benefits option if available/offered.

STATUTE RECOMMENDED FOR EXEMPTION

TEC §25.087 (b)(2)  EXCUSED ABSENCES

CONNECTION TO THE STRATEGIC PLAN

Georgetown ISD’s Strategic Plan includes the following Belief Statements that guide our actions and decisions related to the recommended exemption: 

• Our actions should be student-centered.
• It is our responsibility to prepare students for their future. 
• Community engagement enhances the educational experience. 

In addition to these beliefs, Goal 1 states that we must develop a future-ready learning experience that reflects student voice, choice and ownership.  

RATIONALE

Currently, a school district may excuse a student from attending school to visit an institution of higher education accredited by a generally recognized accrediting organization during the student’s junior and senior years of high school for the purpose of determining the student’s interest in attending the institution of higher education, provided that:

1. The district may not excuse for this purpose more than two days during the student's junior year and two days during the student's senior year; and
2. the district adopts:
   1. a policy to determine when an absence will be excused for this purpose
   2. a procedure to verify the student's visit at the institution of higher education

Exempting this statute would allow GISD to develop a process and guidelines to allow students in grades 9 and 10 the same opportunity to explore future opportunities without accruing absences.  Students in grades 9 and 10 who wish to take advantage of this flexibility would follow the GISD established guidelines and procedures currently in place for grades 11 and 12 regarding visits to institutions of higher education.  In addition to collegiate visits, GISD can explore methods to allow for career exploration without penalty as well. 

PARAMETERS

• Current guidelines requiring documentation from an accredited institution would remain in place
• Guidelines for allowing career exploration would be created in accordance with the collegiate visits (i.e. prior verification with career entity, verification of attendance at career exhibit, etc…)
• The number of days allowed for visits would be limited to 2 days each year for grades 9 and 10 and limited to 4 days each year for grades 11 and 12. 
• Guidelines for allowing for aggregating days (i.e. using unused days in 9th grade for the 10th grade year) will be created in accordance with the total allowable days for a year not to exceed 4 days in 9th or 10th, and 8 days 11th or 12th.