CAC OVERVIEW

1. CAC OVERVIEW CAC Bylaws and Other Information Last Revised 12/19/2013 Campus and District Accountability

2. INTRODUCTION 2

3. CAC Webpage • The CAC webpage is located at: http://www.austinisd.org/advisory-bodies/cac • The CAC webpage includes a number of useful resources, such as:  CAC Bylaws  AISD Glossary  Effective Leadership & Parliamentary Procedure  Citizens Communications & Visitors Guidelines  CAC Agenda Template 3

4. Assistance • If you have a CAC question or problem, please call or email the DAC/CAC Coordinator: Joey Crumley, AICP, Planning Supervisor Campus and District Accountability 512- 414-9961 jcrumley@austinisd.org 4

5. DAC-CAC Relations • DAC/CAC Coordinator consults with DAC Executive Committee to develop and revise CAC bylaws • By policy, DAC must hold at least one of its regular meetings each year at a campus with CAC members invited • A CAC may request to place an item on the DAC agenda (item must be of a district-wide concern, or affect several campuses) – request form on CAC website 5

6. Law, Policy, and Bylaws • Campus and District Advisory Councils are required for all public school districts (Texas Education Code, Subchapter F) • This state law is reflected in district polices BQA(Legal) for the DAC, and BQB(Legal) for CACs • Additional requirements generated by AISD are included in district policies BQA(Local) for the DAC, and BQB(Local) for CACs • CAC and DAC bylaws combine state and district requirements, and also include other operational details 6

7. ROLE OF THE CAC 7

8. What Does the CAC Do? • By law, the CAC must approve an annual campus professional development (PD) plan • Other than this one approval requirement, the CAC is “exclusively advisory” by district policy • Although an advisory body, the CAC is very important – the CAC provides direct input to the principal, thus helping the principal in making informed decisions • Major functions of the CAC that recur annually include the “Campus Report Card,” Campus Improvement Plan (CIP), and campus budget process 8

9. Campus Report Card • The CAC is required by law to discuss annual campus performance data (“Campus Report Card”) provided by the Texas Education Agency (TEA) in a public meeting • This usually occurs in January • This could be done in a special meeting, but is usually done as part of a regular CAC meeting • The district also provides instructions to campuses on how to notify parents about accessing the TEA campus performance data 9

10. Campus Improvement Plan • One of the most important functions of the CAC is to provide input into development of the annual CIP (the level of CAC input is documented in the CIP) • The CIP must be based on a campus needs assessment – the CAC reviews state Academic Excellence Indicator System (AEIS) data and other information (such as results of parent, student, and staff surveys) and identifies the greatest needs of the campus • The district provides campuses with data, which should be shared with the CAC, including a comprehensive annual “Campus Data Profile” 10

11. Campus Improvement Plan • The CIP includes a detailed work plan to address campus-identified needs, as well as district priorities • Work plan components in the CIP must align to goals of the district Strategic Plan • Although the CAC does not approve the overall CIP, there are two exceptions:  The CIP includes the campus PD plan, and this particular piece requires CAC approval  The CIP includes a checklist of important steps, which the principal and co-chairs must confirm 11

12. CIP Schedule • Principal receives CIP template and instructions by end of February and shares with CAC (template ensures compliance with legal requirements) – this information also placed on CAC webpage • March - May, CAC reviews data, conducts needs assessment, and discusses possible strategies • CAC also provides input on general approach to target-setting (e.g., stay the course, or ramp it up) • Over summer, campus leadership develops draft CIP and sets targets based on CAC input and latest data 12

13. CIP Schedule • August-September, CAC reviews complete draft CIP and revisions are made as needed • This may seem like a lot of time for CIP development, but not really, given that CACs usually meet once a month for an hour or two at a time • Typically, a CIP would be developed with about 5-6 hours of CAC input (but this could be extended through use of a subcommittee) • After CIPs are completed, the CAC agenda should include regular or at least periodic updates on CIP implementation 13

14. CIP Review • CIPs must be submitted by end of September for review by applicable central office departments • Campuses may be required to make certain revisions • These revisions do not require review by the CAC, but the principal should share the revised CIP with the CAC • Once all revisions have been made, all completed CIPs are posted on the Campus and District Accountability website: http://www.austinisd.org/cda 14

15. Campus Budget Process • Board approves staffing formulas in November • District develops budget allocations – Basic Tables of Organization (BTOs) – in December for each campus • Largest component of BTO is staffing allocation, which is based on Board-approved formulas • There is also a non-staffing allocation, which is the “discretionary” funding available to the campus • Campus budgets also include eligible State Compensatory Education (SCE) and federal No Child Left Behind (NCLB) funding (Title I, Title II, Title III) 15

16. Campus Budget Process • In January, campuses accept budgets or request revisions, based on CAC input • Positions within the BTO may be exchanged, but within guidelines; additional FTEs may be purchased with non-staff allocation • CAC approval of budget not required, but principal must confirm that CAC had opportunity for input • CACs don’t have to wait until January to start thinking about the coming year budget – unless Board changes staffing formulas, FTEs only vary with changes in campus enrollment 16

17. What Else Does the CAC Do? • Provide input on campus-level waiver requests to TEA • Provide input on seeking and utilizing outside funding • Discuss news at the federal, state, and district levels • Provide input on various issues (e.g., safety, learning/ working environment, transportation/traffic, resource conservation, dress code, parental involvement/ communication, community/business partnerships) • Regular or periodic reports from principal, PTA, student council, school departments • Request presentations from and/or discussions with district-level representatives 17

18. CAC MEETINGS 18

19. CAC Meetings • At least 8 regular CAC meetings per year, with first meeting of year in May • Because many DAC members are also CAC members, CAC meetings can’t conflict with DAC meeting times • The CAC may form subcommittees, but they must be smaller than a quorum of the CAC – subcommittees report back to the CAC • If necessary, principal and co-chairs may cancel a meeting with good cause, but members must be given reason of cancellation and sufficient notice of any rescheduled meeting 19

20. Open Meetings • All regular and other plenary meetings of CAC must be open to public • Subcommittee meetings may or may not be open to public at discretion of co-chairs • Agendas for regular and other plenary meetings of CAC must be posted at least 72 hours in advance • At minimum, postings must be in a place viewable to public at all times (e.g., on glass door pane or window by main entrance) • In addition to posting, best practice would be wider announcement (e.g., newsletter, email, marquee) 20

21. Open Meetings • Items may be pulled from agenda, but not added – no significant discussion of items not on agenda • Main idea of posted agenda is to give reader enough information to decide whether to attend – do not use generic listings such as “Old Business” or “New Business” unless topical bullets are listed beneath • May have “CAC Business“ listed at end of agenda, but must be brief and no significant discussion (e.g., recaps, announcements, upcoming meetings/items), and must be asterisked with explanation on agenda (see agenda template on CAC website) 21

22. Open Meetings • Welcome and encourage visitors, but within boundaries – must follow “Citizen Communications and Visitor Guidelines” (on CAC webpage) • Visitors should sign in for attendance record, and receive the guidelines and asked to read them • Make meeting handouts available to visitors • As standing agenda item, have brief period at start of each meeting for citizen communications – written comments may also be provided (speaker/comment card on CAC webpage) 22

23. Open Meetings • During citizens communicationsthere is no discussion between the speakers and CAC members • The reason for this is because you never know what topics speakers may cover, and open meetings requirements don’t allow significant discussion of items not specified on the agenda • However, the speakers may be asked to repeat/clarify • After citizens communications, visitors may stay and observe, but may not participate in meeting – visitors should have designated seating 23

24. Open Meetings • It is possible to allow for discussion with visitors and still comply with open meetings requirements • One way is to specially invite a non-member to a meeting and place that person on the agenda under a certain item as a “resource person” or “guest presenter” for that item • Another way is to call a special meeting (e.g., “community conversation”) for the express purpose of discussion, but this should be on a specified topic so that people know whether they want to attend 24

25. DECISION-MAKING 25

26. Decision-Making • Except for approval of the campus PD plan, any decision of the CAC, as an advisory body, would relate to which recommendation to make • The preferred decision-making process is consensus, or “does anyone object to this” – consensus may sometimes be a matter of acceptance (“can we all live with this”) rather than total agreement • If consensus can’t be reached, then a vote must occur • Under parliamentary procedure, the presiding co-chair asks for a motion, a second, and whether there is any discussion 26

27. Decision-Making • If there is no discussion, then the vote is taken – if there is discussion, the vote is taken afterwards • This is usually the extent of parliamentary procedure in CAC meetings, but if a new (substitute or amended) motion is made and seconded, discussion may occur on that motion • With more than one motion, voting goes in order from last to first motion • A “friendly amendment” is one accepted by the maker and seconder of the original motion, and does not count as a new motion 27

28. Decision-Making • For any decision, whether by consensus or vote, a quorum is necessary • A quorum is the majority of the current CAC membership (not counting any vacancies) • Meetings may still take place without a quorum, but only for purposes of presentation and discussion • Members must be present at the meeting site to take part in a decision – participation in a decision (even approval of minutes) by proxy, absentee ballot, email, or other means of communication is not allowed 28

29. CAC RECORDS 29

30. Minutes • Minutes must be prepared by the CAC secretary for all regular and other plenary meetings • Minutes must include meeting location, times of call to order and adjournment, member and other attendance, record of any decisions, and a high-level summary of meeting proceedings (minutes are not intended to be lengthy accounts) • CAC must approve minutes • Minutes not normally required for subcommittee meetings, but co-chairs may direct otherwise (CAC approval not required for subcommittee minutes) 30

31. Records Maintenance • At minimum, hard copies of agendas and approved minutes must be maintained by the campus for two years (e.g., place agendas and minutes in binders and keep in school office or library) • These records must be made available for viewing by the public upon request (the principal should designate someone on campus as point of contact) • In addition to hard copies, best practice would be to maintain electronic archives of CAC records and, if possible, include them on a dedicated CAC webpage 31

32. CAC MEMBERSHIP 32

33. Membership Restrictions • Parent members must live within the district and be a custodial parent or guardian of student currently enrolled in the CAC’s school – parent members may not be employees of the district • Professional staff members must be assigned to the CAC’s school, and are not administrators – at least 2/3 of the professional staff members must be classroom teachers, and at least one must have expertise in Special Education • Classified staff members must be assigned to the CAC’s school 33

34. Membership Restrictions • Business members must be able to speak on behalf of a business – business members need not live or work within the district – businesses do not include public sector agencies, but may include non-profit agencies • Community members must live within the district, be at least 18, and are not parents or district employees • The same person may serve as a business member and a parent member, if meeting definition of parent • The same person may not serve as a business member and community member • No close relatives may serve on CAC at same time 34

35. Member Selection and Election • Principal selects professional staff member with Special Education expertise • Parent, community, and business members are selected by membership selection committee (consists of principal, co-chairs, secretary, and one other non-staff member) • Selection committee must develop and follow written selection criteria (sample on CAC webpage) • Selection criteria must be made available to public upon request 35

36. Member Selection and Election • Application process is preferred (application form on CAC webpage), but direct recruitment is allowable and may even be necessary if few or no applications received • Submittal of an application does not in itself guarantee a position on the CAC, but the selection committee must consider all applications received • However, not choosing an applicant to serve must be based on the written selection criteria 36

37. Member Selection and Election • Professional staff, classified staff, and students are elected by their peers – principal ensures that these persons are notified of available positions sufficiently in advance to let their interest be known • Ideally, there would be a lot of interest, but if there’s no competition an election is not required • If there is competition, principal ensures elections are conducted 37

38. Member Selection and Election • Why are some members selected and others elected? • State law requires the election of professional staff • State law does not require classified staff or students, but the district wants their representation, and election was the process chosen by the district • State law requires a selection process developed by the district for parents, community members, and business representatives • The CAC used to do the selection, but a selection committee is now used – this gives the CAC more time to focus on its charge 38

39. Membership Structure • The principal serves as a non-voting member, and one other administrator may also serve as a non-voting member • Non-voting members may not serve as CAC officers • Standard voting membership includes 6 parents, 6 professional staff, 1 classified staff, 1 community member, 1 business representative • High schools must also have 2 students (middle schools are encouraged but not required to have students) 39

40. Membership Structure • PTA president or president’s designee must be one of the voting members (this is usually one of the parents) • Membership selection committee may exceed standard voting membership, but must maintain balanced number of parents and professional staff, and classified staff may not exceed two (in order not to have an imbalance with the non-staff community and business members) 40

41. Customized Membership Structure • For example, membership structured so that all grade levels or all major subject areas are represented • May be allowable only if:  Minimum required membership is still met, including member balances  No one is excluded from being considered to serve (i.e., not offered opportunity to compete)  Other than principal and PTA president, no one serves automatically by virtue of position (e.g., department heads), unless there is no competition 41

42. Term of Service and Vacancies • Members serve two-year terms beginning the first CAC in May • Members may serve multiple terms, but renewed membership is not automatic (must go through same consideration process as everyone else) • In filling vacancies that may arise, members may serve partial terms (i.e., remainders of terms), with may as a reference point • If a member resigns or is dismissed, if a year or more remains in the term, it must be filled promptly; if less than a year remains, the position may be left open 42

43. Term of Service and Vacancies • If a member’s status changes (e.g., a parent or community member takes a job with the district, or the business representative takes a job with a public agency), if less than one year remains in the term, the member is allowed to serve out the term; if a year or more remains in the term, the member must step down and the position must be filled promptly • Irrespective of the membership category, the member selection committee fills partial terms (i.e., elections are not required to fill partial terms) 43

44. ROLE OF THE PRINCIPAL 44

45. Role of the Principal • Principal is key source of information and school leader, so will usually have significant role in meetings • However, principal does not preside over meetings (the co-chairs do), and does not dominate meetings • Principal ultimately makes decisions but, as a good leader, listens well and carefully considers the input of the CAC • If principal disagrees with CAC, reasoning should be explained 45

46. Training • The principal ensures that new CAC members receive training in one or more of the following ways:  Self-training through review of materials on the CAC website  Orientation session conducted by school or CAC Orientation conducted by DAC/CAC Coordinator District-wide orientation session • Training is documented in the CIP 46

47. MEMBERSHIP EXPECTATIONS 47

48. Attendance • Perfect attendance may not always be achievable, but reasonably regular attendance is expected • The co-chairs monitor attendance, and work with members to try and resolve any problems • More than three absences within a one-year period may result in dismissal by the co-chairs (the co-chairs must determine whether absences are excusable based on circumstance) 48

49. Conduct • Members must be courteous at all times to other members, visitors, and district staff • Members must be recognized before speaking, and respect the order maintained by the co-chairs • Members must not speak on behalf of the CAC unless authorized by the CAC, or speak on behalf of the district unless authorized by the district • Members, by their comments or actions, must not reflect badly on the CAC • Violation of this code of conduct may result in reprimand or dismissal by the co-chairs 49

50. Undue Advantage • Members must not use their position to gain or attempt to gain an undue advantage for themselves or anyone else (e.g., do not include being a CAC member in the reasoning for why your child should get a transfer or be admitted into a program) • But it’s okay to include CAC membership in a list of affiliations or resume • Undue advantage may result in reprimand or dismissal by the co-chairs 50