Required Committees

Campus Advisory Councils (CACs) are committees of parents, students, business and community representatives, teachers, principals, and other campus staff. The formation of CACs is required by state law (Texas Education Code, §11.251). Specific functions of CACs include providing reviews and comment on:

• Campus Educational Program

• Campus Performance

• Campus Improvement Plan

• Campus Staff Development Plan

• Campus-Level Waiver Requests to the State

• Campus Budget

Campus GT Decision-making Committee meets after all of the screening components have been collected, the Campus GT Decision-making Committee will meet and determine GT, Talent Explore, or insufficient evidence for identification. The parent/guardian will receive written communication regarding the outcome of the GT screening process.

Accelerated Learning Committee: In accordance with HB4545, starting Summer 2022, schools are expected to establish Accelerated Learning Committees (ALCs) for students who did not pass STAAR/STAAR Alt 2 grade 3, 5, or 8 math and/or reading tests. ALCs are also required for students who perform unsatisfactory on any assessment (any grade) in the same subject in the subsequent school year. Accelerated Learning Committees must hold a meeting to create individual student plans based on the latest 2022 STAAR results during the summer and before the start of the school year. All Accelerated Instruction Plans must be entered into eCST before the start of the school year. For more information regarding ALC Meetings, please refer to this document for guidance. 

Language Proficiency Assessment Committee (LPAC): The LPAC plays a pivotal role in the education of EL (English learner) students. The LPAC’s role extends beyond the responsibilities established under the Texas Administrative Code, 19 TAC Chapter 89, Subchapter BB, Commissioner’s Rules Concerning State Plan for Educating Limited Proficient Students. As an advocate for the EL student, the LPAC becomes the voice that initiates, articulates, deliberates, and determines the best instructional program for the student. It functions as a link between the home and school in making appropriate decisions regarding placement, instructional practices, assessment, and special programs impacting the EL student.