District of Innovation

Santa Fe ISD District of Innovation Initial Timeline

• SFISD will be designated as a DOI for the term specified in the plan but not longer than five calendar years.
• Shall begin operation in accordance with the plan.
• Will be exempt from state requirements identified under TEC, §12A.003(b)(2)

• Agenda Item Posted: Renewal of DOI

• A public meeting of the District Education Improvement Committee meets to review plan for 5-year renewal
• Plan must pass by majority vote by DEIC

• First notification email sent to commissioner of Board's intent to review DOI plan before adoption
• Day one of public posting of District's renewal DOI plan on District's website for 30 calendar days (Feb 25- March 26th, 2022)

• On March 28, 2022, the SFISD Board of Trustees must adopt the proposed renewal plan by an affirmative vote of two-thirds of the membership of the Board in order to become a renewal DOI

• SFISD will be designated as a DOI for the term specified in the plan but not longer than five calendar years
• Shall begin operation in accordance with the plan
• Will be exempt from state requirements identified under TEC, §12A.003(b)(2)

• The district shall notify the commissioner of approval of the plan along with a list of approved TEC exemptions by completing the agency from provided in the figure in this subsection (no later than 15 days of renewal)

Determine School Day Interruptions

Rationale: The Texas Education Code §25.083 requires school districts to adopt and strictly enforce policies that limit interruptions to instructional time during the school day. Specifically, the statute mandates that nonacademic interruptions—such as announcements or activities—be minimized, including limiting announcements to no more than once per day. It also restricts the removal of students from class for purposes such as remedial tutoring or test preparation if such removal would cause the student to miss more than ten percent of instructional time in that course, unless parental consent is obtained.

Under the current statute, the limitation on removing students from class for intervention services may restrict the District’s ability to provide timely and targeted academic support. In practice, students who require intensive intervention, accelerated instruction, or specialized programming may benefit from temporary removal from certain classes in order to address learning gaps, particularly in foundational subject areas. The statutory cap on time removed from a class can limit the District’s ability to deliver these interventions in a manner that is both responsive and effective, especially when attempting to accelerate students to grade level or prepare them for high-stakes assessments.

Additionally, the requirement to strictly limit interruptions such as announcements does not fully account for the operational realities of modern school systems. Campuses often need flexibility to communicate important information related to student safety, academic programming, extracurricular participation, and campus operations in a timely manner. A rigid, one-size-fits-all limitation on interruptions may hinder effective communication and reduce a campus’s ability to respond to immediate needs.

Innovation: Under this innovation, the District will exercise the flexibility afforded through its District of Innovation designation to implement local policies governing interruptions to the instructional day and the removal of students from class for academic support services.

Through this flexibility, the District will establish locally determined guidelines that prioritize the protection of instructional time while also permitting strategic and purposeful interruptions when necessary to support student learning and campus operations. Campus leadership will have the discretion to structure communication practices, including announcements and other nonacademic activities, in a manner that ensures timely dissemination of important information while minimizing disruption to instruction.

In addition, the District will implement a more flexible framework for student interventions and supports. This will allow educators to make data-driven decisions regarding the temporary removal of students from scheduled classes for targeted instruction, acceleration, or remediation based on individual student needs. Rather than being constrained by a fixed statutory limitation, campuses will balance the need for uninterrupted core instruction with the need to provide intensive support in critical content areas, particularly for students requiring accelerated learning to meet grade-level expectations.

The District will ensure that all decisions related to instructional interruptions and student scheduling remain focused on maximizing academic outcomes and supporting the whole child. Local procedures will be developed to guide campuses in the appropriate use of instructional time, safeguard essential learning opportunities, and ensure that parents remain informed of significant changes to their child’s instructional schedule when applicable.

Student/Teacher Ratios; Class Size

Rationale: The Texas Education Code §§25.111, 25.112, and 25.113 establish state-mandated class size limits for kindergarten through fourth grade, generally requiring that classes not exceed a specified student-to teacher ratio and requiring districts to seek a formal waiver when those limits are exceeded. These statutes also impose procedural requirements, including notification to parents and reporting obligations when class sizes exceed the allowable threshold.

While these provisions are intended to support favorable student-to-teacher ratios, they also create operational constraints that may inhibit the District’s ability to make timely, strategic staffing and scheduling decisions based on local needs. The District seeks exemption from these requirements through its District of Innovation plan in order to provide greater flexibility in managing class sizes in a manner that supports both instructional quality and operational efficiency.

In practice, fluctuations in student enrollment, particularly at the campus or grade level, can result in temporary or unforeseen increases in class sizes beyond the statutory limits. Under current law, districts are required to either rapidly reassign staff or seek formal waivers, which can be time consuming and may not align with the immediate needs of students or available staffing resources. These constraints can lead to inefficiencies in staffing, disruption to instructional continuity, and challenges in maintaining stable classroom environments.

Exemption from §§25.111, 25.112, and 25.113 would allow the District to respond more effectively to enrollment changes by making locally informed decisions regarding class size and staffing. Rather than relying on a waiver process, the District would have the ability to evaluate classroom conditions holistically, considering factors such as teacher effectiveness, available instructional support, student needs, and campus resources when determining appropriate class configurations.

Additionally, this flexibility supports the District’s ability to allocate resources in a manner that maximizes overall student benefit. In some cases, slightly larger class sizes may allow the District to preserve specialized programs, maintain smaller class sizes in critical content areas, or provide targeted support such as intervention teachers, instructional aides, or co-teaching models. The rigid application of class size caps can limit the District’s ability to deploy these resources strategically.

The District remains committed to maintaining high-quality instructional environments and will continue to monitor class sizes closely to ensure that students receive effective instruction and appropriate support. Local guidelines and administrative oversight will be used to ensure that class size decisions are made in the best interest of students and aligned with the District’s academic goals.

Innovation: Under this innovation, the District will exercise the flexibility provided through its District of Innovation designation to establish local class size expectations and management practices in lieu of the requirements outlined in Texas Education Code §§25.111, 25.112, and 25.113. These statutes generally require districts to maintain class sizes at or below state-mandated limits and to seek waivers and provide notifications when those limits are exceeded. Through this exemption, the District will no longer be subject to the statutory cap or waiver process and will instead implement locally determined guidelines for class size management.

The District will utilize this flexibility to respond more effectively to fluctuations in student enrollment, staffing availability, and programmatic needs at both the campus and grade level. Campus and district leadership will have the authority to make data-informed decisions regarding class size, taking into consideration factors such as student academic needs, teacher effectiveness, available support personnel, and the overall instructional environment. This approach allows the District to maintain stability in classroom assignments and avoid frequent schedule changes that can disrupt continuity of instruction. Additionally, the District will use this flexibility to allocate resources in a manner that maximizes overall student benefit. In situations where enrollment shifts create temporary increases in class size, the District may determine that maintaining existing classroom structures—while providing additional support such as instructional aides, co-teaching arrangements, or targeted interventions—better serves students than reassigning staff or creating new sections mid-year. This innovation supports a more comprehensive and strategic use of personnel and instructional resources. The District remains committed to providing high-quality instructional environments and will establish local procedures to ensure that class size decisions are made in alignment with student learning needs and district performance goals. Campus administrators will continue to monitor class sizes and instructional conditions, and the District will maintain transparency with stakeholders as appropriate regarding class size and staffing decisions.

Campus and District Planning and Decision Making

Rationale: The Texas Education Code §§11.251, 11.252, and 11.253 establish prescriptive requirements for district- and campus-level planning, including the composition and operation of site-based decision-making. committees, as well as the development, review, and approval of district and campus improvement plans. Specifically, §11.251 requires districts to implement formal planning and decision-making. process that includes defined committee structures with representation from professional staff, parents, business representatives, and community members. Section 11.252 further requires the development of a comprehensive district improvement plan on an annual basis with detailed components, including needs assessments, measurable objectives, and specific strategies for student performance. Section 11.253 extends these requirements to the campus level, mandating campus improvement plans with specific elements, timelines, and evaluation measures developed through campus-level committees.

Under the current statutory framework, the required committee composition, meeting structures, and procedural requirements may limit the District’s ability to utilize more efficient, streamlined, and responsive planning processes. The mandated structure does not always allow for flexibility in how stakeholder input is gathered, nor does it account for evolving district practices related to strategic planning, performance management, and continuous improvement cycles. In practice, this can result in compliance-driven processes that emphasize documentation and procedural adherence rather than meaningful engagement or timely decision-making.

Innovation: Under this innovation, the District will exercise the flexibility provided through its District of Innovation designation to develop and implement a locally designed planning and decision-making framework in place of the prescriptive requirements outlined in Texas Education Code §§11.251, 11.252, and 11.253. While these statutes establish specific structures for district- and campus-level committees and require detailed processes for the development of improvement plans, this innovation allows the District to streamline and align its planning processes with its strategic priorities and continuous improvement model.

The District will continue to ensure meaningful stakeholder engagement as a critical component of the planning process. Professional staff, parents, community members, and business representatives will remain actively involved in the development, review, and monitoring of district and campus improvement efforts. While the District will not be bound to the statutorily prescribed committee structure, it will continue to provide opportunities for stakeholder input through advisory committees, focus groups, surveys, and other engagement strategies designed to ensure broad representation and meaningful participation.

This innovation will allow the District to reduce duplication across multiple planning documents, streamline administrative processes, and ensure that planning efforts are directly tied to measurable outcomes for students. The District will prioritize data-driven decision-making, strategic resource allocation, and alignment of instructional practices with identified needs across all student groups.

Through this locally designed planning framework, the District will enhance organizational effectiveness, strengthen stakeholder engagement, and ensure that all planning and decision making processes remain focused on improving student achievement while reflecting the unique needs of the District and its community.

Probationary Contracts

Rationale: Texas Education Code §21.102 establishes statutory limitations on the length of probationary contracts for teachers, generally restricting the probationary period based on whether the educator has prior experience as a teacher in public education. These provisions limit a district’s ability to uniformly apply a longer probationary period to all newly hired teachers, particularly those with prior teaching experience in other districts.

While intended to provide employment protections for educators, these statutory limitations may inhibit the District’s ability to ensure consistent evaluation, support, and alignment of all new instructional staff with district expectations, instructional frameworks, and organizational culture. The District seeks exemption from TEC §21.102 through its District of Innovation plan to allow for a locally determined probationary period of up to three years for all teachers new to the District, regardless of prior experience.

Under the current statute, teachers with prior experience may be eligible for shorter probationary periods, which can limit the District’s opportunity to fully assess instructional effectiveness, professional performance, and alignment with district standards before awarding a term contract. This constraint may result in insufficient time to evaluate teacher impact on student achievement, particularly within the context of the District’s instructional model, data driven practices, and performance expectations.

Innovation: Through this flexibility, the District will utilize a three-year probationary contract period as a structured timeframe to support, develop, and evaluate all new teachers in alignment with the District’s instructional expectations, performance standards, and organizational practices. This approach ensures that all educators, regardless of prior experience, have sufficient time to demonstrate effectiveness within the specific context of the District, including alignment to curriculum, instructional frameworks, assessment systems, and student performance expectations.

During the probationary period, teachers will receive ongoing support through targeted professional development, instructional coaching, mentoring, and regular performance feedback. Campus and district leadership will use this extended timeframe to conduct comprehensive evaluations of instructional effectiveness, classroom management, student growth, and contribution to campus and district goals. This process will be grounded in data-driven decision-making and aligned to the District’s performance expectations and strategic priorities.

The District will establish and maintain local procedures to ensure that all probationary employees are provided with clear expectations, consistent evaluation practices, and meaningful opportunities for growth and development. Decisions regarding contract status, including movement from probationary to term contracts or nonrenewal, will be based on documented performance and aligned to the District’s commitment to high-quality instruction and student outcomes. This innovation will allow the District to strengthen the quality and consistency of its teaching workforce by ensuring that all new educators are fully prepared to meet the needs of students prior to receiving longer-term contractual protections. Additionally, it supports the District’s ability to retain high-performing teachers while addressing performance concerns in a timely and appropriate manner.

Mentor Teacher Requirements

Rationale: The Texas Education Code §21.458 establishes requirements for the assignment of mentor teachers to novice educators, including expectations regarding mentor qualifications, years of experience, and required training. Specifically, the statute requires that mentor teachers possess at least three years of teaching experience and complete prescribed training programs, and that districts assign mentors to new teachers for defined time periods.

While these provisions are intended to ensure quality support for early-career teachers, they can limit a district’s ability to provide flexible, timely, and context-specific mentorship structures that better align with local staffing realities and instructional needs.

Innovation: Santa Fe Independent School District will utilize the flexibility provided through exemption from Texas Education Code §21.458 to design and implement a locally responsive, data-driven mentoring and teacher support system that better aligns with district priorities, staffing realities, and instructional goals.

Rather than adhering strictly to prescriptive statutory requirements regarding mentor eligibility and assignment, SFISD will establish a locally developed mentoring framework that prioritizes instructional effectiveness, subject-matter expertise, and demonstrated leadership capacity. Under this innovation, mentor teachers may be selected based on multiple measures, including appraisal data, student performance outcomes, Teacher Incentive Allotment (TIA) designations, and principal recommendations, rather than years of teaching experience alone.

SFISD will intentionally match mentor teachers with novice or developing educators based on job alike assignments, including grade level, content area, and specialized program needs (e.g., bilingual/ESL, special education, and Career and Technical Education). This approach ensures that mentorship is practical, relevant, and directly aligned to classroom instruction, particularly in a district setting where the number of available mentors in specific subject areas may be limited. The district will embed mentoring within a broader teacher induction and support system, aligned to SFISD priorities such as MTSS implementation, instructional best practices, and TIA performance pathways. Mentoring will not function as a stand-alone compliance activity but as an integrated component of a comprehensive support structure that includes instructional coaching, professional learning communities, targeted professional development, and ongoing performance feedback.

Through this flexibility, SFISD will also differentiate the intensity, duration, and type of mentoring support provided to teachers. While all novice teachers will receive structured support, the district will use local data (e.g., T-TESS appraisal results, walkthrough feedback, and student achievement data) to determine individualized levels of support. This may include extending mentorship beyond two years when needed or providing more intensive coaching in high-need instructional areas.

State Certification Requirements for Teachers and Other Educators 

Rationale: Texas Education Code §21.003 requires that a school district may not employ a teacher or other instructional staff member unless the individual holds an appropriate certificate or permit issued by the State Board for Educator Certification. Additionally, the Texas Education Code §21.053 requires that an educator presents a valid certificate prior to employment and prohibits payment for services rendered before a valid certificate is issued.

While these provisions are intended to ensure that educators meet state certification standards, they can limit a district’s ability to respond flexibly to staffing needs, particularly in specialized, hard-to-fill, or rapidly evolving instructional areas.

Innovation: Santa Fe Independent School District will utilize the flexibility provided by exemption from the Texas Education Code §§21.003 and 21.053 to implement a strategic, locally managed staffing model that ensures all students have access to qualified instruction while maintaining continuity of services in critical and hard-to-fill teaching areas.

Under this innovation, SFISD will continue to prioritize the hiring of fully certified educators; however, when certified candidates are not available, the district will exercise flexibility to employ individuals who possess relevant academic preparation, industry experience, or subject-matter expertise aligned to the assignment. This approach allows the district to address staffing shortages while maintaining instructional quality.

All teachers employed under this exemption will receive targeted instructional support, including mentoring, instructional coaching, and professional development aligned to district curriculum and expectations. Campus administrators will monitor teacher effectiveness through appraisal systems, classroom observations, and student performance data.

Finally, SFISD acknowledges recent legislative changes impacting certification exemptions and will ensure that implementation of this innovation remains aligned with state requirements, including limitations on certification exemptions for foundation curriculum courses. The district will utilize this flexibility primarily in allowable areas and, where applicable, will develop and implement transition plans to support teachers in obtaining full certification within required timelines.

Inter-District Transfer Students 

Rationale: TEC §25.036: Currently, a district may choose to accept, as transfers, students who are not entitled to enroll in the district. The State interprets the statute to require the transfer period to be one school year. Eanes ISD maintains a transfer policy requiring non-resident students wishing to transfer into the district must file a transfer application each school year. In approving transfer requests, SFISD considers the following: (1) Timely application; (2) A transfer shall not violate existing statutes; (3) A transfer shall not be approved that would limit the educational opportunities of resident students; (4) Applications for transfers shall be considered on an annual basis; (5) To the extent permitted by law, attendance, academic performance, including grades and results of the state-mandated assessment system, and the disciplinary history. (See FDA (Local).

Innovation: The district seeks exemption from the one-year commitment in accepting transfer applicants by allowing the district to rescind a transfer at any time during the school year (i.e. from the first day of class to the last day of class). While accepting transfer students can add value to a school district’s finances and culture, there may be exceptional situations not foreseen at the time of application (e.g., attendance, academic performance or disciplinary issues) when a transfer student’s enrollment could inhibit the educational opportunities of resident students. As public school budgets become tighter, the district has a vested interested in the application of its resources going to resident student’s educational opportunities. Therefore, the superintendent is authorized to accept or reject any transfer requests, provided such action is without regard to race, religion, color, sex, disability, national origin, or ancestral language.

A resident student who becomes a non-resident during a semester may, at the discretion of the Superintendent or designee, be permitted to continue in attendance as a transfer student for the remainder of the semester.

A non-resident student wishing to transfer into the district shall file an application for transfer each school year with the Superintendent or designee. In approving transfers, the Superintendent or designee shall review available space, instructional service needs and staffing, the student’s disciplinary history, threat assessment, grades, assessment results, attendance records, and special considerations. A transfer student shall be notified in the written transfer agreement that he/she must follow all rules and regulations of the district. In extenuating circumstances without satisfactory resolution, the district may rescind a transfer student at any time during the school year and is not required to fulfill a one-year commitment. Therefore, violation of the terms of the agreement may result in revocation of the transfer agreement during the school year and/or may result in a transfer request not being approved the following school year.