(a) The board of trustees of each school district shall adopt and post on the district’s Internet website early childhood literacy and mathematics proficiency plans that set specific annual goals for the following five school years to reach quantifiable goals for student performance in reading and mathematics at each campus.
(b) Each plan adopted under Subsection (a) must:
(1) identify annual goals for students in each group evaluated under the closing the gaps domain under § 39.053(c)(3);
(2) include annual goals for aggregate student growth on the third grade reading or mathematics assessment instrument, as applicable, administered under § 39.023 or on an alternative assessment instrument determined by the board of trustees;
(3) provide for targeted professional development for classroom teachers in kindergarten or first, second, or third grade who are assigned to campuses that the board of trustees identifies as not meeting the plan’s goals;
(4) assign at least one district-level administrator or employee of the regional education service center for the district’s region to:
(A) coordinate implementation of the plan; and
(B) submit an annual report to the board of trustees on the district’s progress toward the goals set under the plan; and
(5) be reviewed annually by the board of trustees at a public meeting.

(c) Each plan adopted under Subsection (a) may set separate goals for students in a bilingual education or special language program under Subchapter B, Chapter 29.
(d) The professional development provided to classroom teachers under Subsection (b)(3) must, as appropriate, consider the unique needs of students in a bilingual education or special language program under Subchapter B, Chapter 29.
(e) A school district shall post the annual report described by Subsection (b)(4)(B) on the district’s Internet website and on the Internet website, if any, of each campus in the district.