United Independent School District District Improvement Plan 2014-2015

Transcription

United Independent School District
District Improvement Plan
2014-2015
BOARD OF TRUSTEES
JAVIER MONTEMAYOR JR., President, District 5
JUAN ROBERTO RAMIREZ, Vice President, District 6
RICARDO “RICK” RODRIGUEZ, Secretary, District 2
RICARDO MOLINA, SR., Parliamentarian, District 1
PAT CAMPOS, Member, District 3
RAMIRO VELIZ, III, Member, District 4
JUDD GILPIN, Member, District 7
SUPERINTENDENT
Mr. Roberto J. Santos
Mission Statement
United, we inspire all students to become responsible world citizens by
pursuing excellence through life-long learning.
Associate Superintendents
Mr. David H. Gonzalez, Curriculum and Instruction
Mr. Eduardo Zuniga, Support Services
Assistant Superintendents
Ms. Laida Benavides, Business & Finance
Mr. David Garcia, Human Resources
Mr. Enrique Rangel, Facilities/Construction/Student Services
Ms. Gloria Rendon, Administration
201 Lindenwood
Laredo, Tx. 78045
It is the policy of United I.S.D. not to discriminate on the basis of race, color, national origin, sex, or handicap in its programs,
services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education
Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
UNITED INDEPENDENT SCHOOL DISTRICT
Table of Contents
Tradition of Excellence Since 1961
Introduction…………………………………………………..………………….
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Curriculum and Instruction Department……………………..……………….
Elementary…………………………………………………………………..……
Middle………………………………………………………………….…………
High ………………………………………………………………………………
School Improvement……………………………………………………… ……...
Instructional Accountability…………………………………………………...….
Special Education …………………………………………………………....…..
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Federal and State Programs ……………………………………...…………..
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Technology Summary ……………………………………………….……..….
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Yearly Activities
Year In Review Sessions ......................................................................................
Campus Improvement Plans …………………………………………………….
Core Cabinet Leadership Summit ……………………………………………….
Start of School Year Leadership Summit ………………………………………..
Curriculum and Instruction Calendar of Professional Development
and Instructional Events Development ……………………………………………
Parent Festival ……………………………………………………………………
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Ongoing Activities …………………………………………………………..…..
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Comprehensive Needs Assessment ………………………………………..…….
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System Safeguards ................................................................................................
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Performance Index Framework District Summary Report ……………………
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Board Approved District Goals ………………………………………..…….....
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Board Approved District Improvement Plan Goals …..……………..…….....
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District Improvement Plan ……………………………………………..……….
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Appendices
Appendix A: District Policy…………………………….................................. .
Appendix B: Use of District Funding ………………………………….……
Appendix C: Migrant Priority for Service Action Plan …………….……….
Appendix D: Highly Qualified Teacher Criteria ………………...…………
Appendix E: STAAR 3 – 8 Comparison ……………………………………..
Appendix F: State Compensatory Education Use of Funds ………………..
Appendix G: District Policy on Freedom from Discrimination,
Harassment and Retaliation …………………………………..
Appendix H: District Policy on School Health Advisory Council … ………
Appendix I: Pregnancy Related Issues ……………………………………..
Appendix J: Advanced Academics/GT………….………………………….
Appendix K:Glossary of Terms ....................................................................
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United Independent School District
United Independent School District (United ISD) is the second largest public school district in Region
One and the 25th largest in the state of Texas. With over 43,000 students and growing, United ISD
encompasses approximately 2,448 square miles—an area the size of the state of Delaware. United ISD
serves portions of the city of Laredo, the cities of El Cenizo and Rio Bravo, and several unincorporated
areas in Webb County. The unincorporated areas include Botines, La Presa, Larga Vista, Ranchitos
Las Lomas, and Ranchos Peñitas West. The district was created in 1961 via the consolidation of the
former Cactus, Johnson, and Nye school districts. The “Big Three” involved in the establishment of
United ISD were rancher Joe B. Finley, Amparo Gutierrez, and John W. Arndt, all of whom have
schools named in their honor.
2014-2015 CAMPUSES AND ENROLLMENT
Academic
Early Childhood
ELEMENTARY
6TH CAMPUS
MIDDLE
9TH CAMPUS
HIGH
STEP/JJAEP
Total
# of Campuses
1
26
1
9
1
4
2
44
Number Enrollment
215
20,215
568
9,411
1,059
11,683
145
43,296
Compiled from IRIS as of 09/05/2014
2013-2014 STUDENTS BY ETHNICITY
Ethnicity Number of Students
Hispanic/Latino
42699
American Indian/Alaskan Native
Asian
Black African American
Pacific Islander/Native Hawaiian
White
Two or more races
1237
58
98
11
41095
200
Not Hispanic/Latino
597
11
137
60
2
370
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United ISD District Improvement Plan 2014 - 2015
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2013-2014 STUDENTS BY PROGRAM
Program Number of Students
Economically Disadvantaged
Title I
Migrant
LEP
M1 - First Year LEP Exits
M2 - Second Year LEP Exits
Bilingual
ESL
Special Education
Section 504 with Dyslexia
Dyslexia Only
Gifted/Talented
Advanced Placement
27,100
42,344
280
15,695
1,228
1,995
12,681
4,257
3,134
2,263
592
5,469
3,375
2012–2013 Attendance/Dropout/Completion Rate, College Readiness Data
Attendance
Dropout (7–8)
Dropout (9–12)
4–Year Completion Rate (9–12)
4–Year Graduation Rate without Exclusions
(9–12)
Advanced/Dual Credit
RHSP/DAP Graduates
AP Tested
AP Scores
College–Ready Graduates (Both Subjects)
95.6 %
0.3 %
1.3 %
93.7 %
93.7 %
37.0 %
89.2 %
713. %
n/a
44.0 %
District Improvement Alignment
The district improvement alignment creates a map and delineates pathways to the organization to
increase student performance and maintain the number of students who graduate ready to succeed in
the college or career of their choice. The comprehensive needs assessment process and the Region
XIII snapshot, conducted in the fall of 2012, revealed a need for transformation. Through careful
review of all data findings, a gap analysis reviewing the strengths and challenges of the district’s
current capacity identified specific indicators for each of the Foundations of the High-Performing
Districts.
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These foundations guide the development of a focused, viable action plan for continued development
of district practices supportive of campus level success.
Core System Concepts of High-Performing Districts
1. Clear Focus on High Performance
2. High Quality Learning/ Rigorous and Relevant Instruction
3. Highly Qualified Staffing: Effective Teacher in Every Classroom for Every Student;
Effective Principal in Every Campus
4. Data Management and Technology Systems; Data–Based Accountability
5. Family and Community
6. Communication Process and Operational Services
These Core System Concepts are directly aligned with the board adopted goals which identify the
annual performance objectives. In addition, the district has implemented three initiatives: conceptbased curriculum and instruction, Abydos – writing theory and pedagogy and curriculum-based
assessments (CBAs).
United ISD is poised to move the district forward by increasing student achievement through focus
monitoring systems clearly identifying rigor in teaching and learning. The district continues with a
strong commitment to serving the needs of all campuses with special provisions for the immediate
support of underperforming campuses/areas. Planning and decision-making at United ISD is dynamic,
and adjustments to plans, systems, and initiatives are made as needed as a result of evaluation and the
changing academic needs of students. The collaborative work of the central office and curriculum and
instruction department and campus leaders will take all students toward higher academic achievement
and to meet newly established state and federal accountability standards.
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CURRICULUM AND INSTRUCTION DEPARTMENT
Tradition of Excellence Since 1961
United ISD Department for Curriculum and Instruction is organized into six instructional branches:
Elementary Education, Middle School Education, High School Education, Special Education,
Instructional Accountability and School Improvement. Each branch is led by an Executive Director.
Together the instructional team guides and empowers all instructional directors, coordinators, and
support staff ensuring effective, efficient, instructional support to all UISD campuses. The Curriculum
and Instruction (C&I) Division is “keeping with a tradition of excellence in education” by providing
leadership in all academic programs in United ISD to ensure that all students receive a quality
educational program.
United ISD’s focus continues to be to ensure that the department carries on its established commitment
to the continuous improvement on the Texas Essential Knowledge and Skills (TEKS) based, learner
centered, aligned scope and sequence for all core areas. Our commitment to this effort assures that the
district’s educational objectives are aligned to the state framework and to instructional practices that
provide the highest standards of student achievement and instructional excellence. All teachers are
expected to adhere to the scope and sequence as a means of ensuring a comprehensive sequential
delivery of instruction throughout United ISD.
With the changes in the state accountability system, phase in standards and the implementation of the
State of Texas Assessments of Academic Readiness Skills (STAAR) and the End of Course (EOC),
revised goals, objectives, and priorities have been established to meet the targets and goals mandated
by the state. However, the department has a strong foundation and commitment on which to build.
Thus, the instructional team will continue to provide the curricular leadership that creates, implements,
maintains, and enhances excellence, creativity, and achievement, while concurrently providing
effective, efficient, instructional support to all forty United ISD campuses. This dedication extends to
our teachers, parents, and students to support quality teaching and learning in order to achieve
academic success for every student. Our 2014-2015 school year will again integrate a concept based
learning (anchored in Dr. Lynn Erickson’s research) community and thus continue to challenge our
students at United ISD. This continued responsibility is a UNITED effort for our successes and
opportunities. We are confident that through outstanding campus leadership and the delivery of quality
concept based instruction from all teachers, United ISD will maintain its history of academic
excellence.
David H. Gonzalez
Associate Superintendent for Curriculum and Instruction
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Professional Development
The United ISD Professional and Staff Development Department is passionate about adults that learn
so that students can learn. Our mission is to support and inspire those who impact students. For the
2014 – 2015 school year, the Professional and Staff Development Department is directly under the
Associate Superintendent for Instruction.
WE BELIEVE:
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People are our most valuable resource.
Life-long learning is essential to all.
Quality professional development positively impacts student achievement.
Quality professional development promotes and supports positive change for achieving
organizational purpose.
Our vision is student success through quality professional development that is planned, implemented
and evaluated in a way that consistently models: results-driven learning, student centered learning, and
,collaboration. For the 2014-2015 school year the district is continuing with concept based learning by
fostering professional learning communities throughout the district. Additionally, during summer
2013, the department began training the 4th, 7th and ELA teachers on Abydos and will continue through
the summer of 2016. Abydos is an intensive training in writing theory and pedagogy. The department
is also committed to building strong instructional leaders by initiating a New Principal and Assistant
Principal Academies and continuing the Aspiring Principal Academy. For the 2014 – 2015 school year,
the district is initiating the Aspiring Assistant Principal’s Academy and the Aspiring Counselor’s
Academy.
All professional development supports the attainment of the United ISD instructional goals and
addresses feedback obtained through the Annual Title I Federal Programs Survey. Topics include but
are not limited to gifted and talented yearly requirements, addressing the English language learners,
technology applications, and special education students. Additionally, professional development takes
place through Adobe Connect for various topics such as the curriculum updates done every six weeks.
The department allows United ISD teachers to have professional development transcripts through the
Electronic Registration On–line (ERO) system to staff development sessions.
Library Science
The mission of the United ISD Library Science program is to ensure that students, teachers,
administrators and staff are effective users of ideas and information. Working collaboratively, the
library media specialists at each campus provide stakeholders access to literary material in all formats
and instruction that fosters interest in reading, viewing and using information and ideas to meet the
learning needs of all students. Through the librarians’ leadership and the services and resources they
provide, students will gain the knowledge and skills needed to become accomplished readers,
independent learners, creative problem solvers, informed citizens and life-long learners.
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Elementary Education
The mission of the Elementary Instruction Department is to develop a Texas Essential Knowledge and
Skills (TEKS) based curriculum that is learner-centered and aligned to the scope and sequence in
grades PK-5. Coordinators work closely with a cadre of talented teachers from a cross section of the
district to develop this learner-centered instruction. This year, the Elementary Department initiated a
district-wide Reading Fair in order to encourage the integration of reading and writing. Our Academic
Coordinators will continue to provide Curriculum Updates where the latest information on our Scope
and Sequence and initiatives is provided. In addition to completing an aligned curriculum, the
coordinators assure that our Curriculum Based Assessments are aligned to our scope and sequence. A
selected cadre of teachers reviewed the District Scope and Sequence and Curriculum Based
Assessments.
The Curriculum Based Assessments or CBAs will be administered at the end of the 1st six weeks and at
the end of the 3rd six weeks for grade levels 1st thru 5th grades in designated content areas: Reading
and math will be tested in all grades, while writing will be tested in 3rd and 4th grade only and science
in 4th and 5th grade only. Social Studies will only be tested in 5th grade. These tests are curriculumbased and monitor student learning at the end of the tested six weeks. Students take the CBA test
instead of their normal weekly/unit test the last week of the tested six weeks. Two district benchmarks
shall be administered in the state tested content areas and grade levels. These benchmarks are
comprehensive in nature and aim to provide an exam for teachers to gauge students’ level of
preparation for the designated State Assessment of Academic Skills (STAAR) test. The aligned
curriculum, learner-centered instruction, and six weeks and benchmark assessments help ensure that
the highest expectations of our students are met. Every elementary student in grades 3rd, 4th and 5th
receive a Data Management for Assessment and Curriculum (DMAC) progress report indicating the
child’s scores on their District tests to gauge how the child would score on the STAAR assessment as
of the benchmark date. Parents are asked to review the results with their child, sign, and return the
form to the child’s teacher.
The Elementary Gifted and Talented Program aims to indentify qualifying gifted students and provide
them with student-centered learning experiences comprised of challenging curriculum with greater
depth and complexity. Participants of the Gifted and Talented (GT) Program will develop higher-level
thinking skills and optimize their identified talents. The GT Coordinator provides support, facilitates
transition, and ensures continued implementation of program objectives at the elementary and
secondary levels. In addition, the GT Coordinator implements procedures to ensure compliance with
the Texas State Plan for the Education of Gifted/Talented Students in the areas of student assessment,
service design, curriculum and instruction, professional development, and community and family
involvement. The elementary instructional coordinators work closely with the secondary coordinators,
Special Education Department, the Bilingual Department, and the Advanced Academics Department to
assure quality, aligned curriculum for all students.
The Elementary Education Department oversees the following content areas:
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Language arts
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Social Studies
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Mathematics
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Science
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Reading
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Early Childhood
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Elementary District-Wide activities include the following:
Math Bees: All grades participate at the campus level. District-Wide competitors/winners in grades
2nd, 3rd, 4th and 5th grades.
Science Fair: All grades participate at the campus level. District-Wide competitors/winners in k2nd category and 3rd-5thcategory. Campus winners will compete and present their science fair projects
at the district level.
Reading and Language Arts: Focus on spelling rule instruction and phonics across the grades.
Reading Fair for grades 1st through 5th.
Journal Writing across the Curriculum: Daily journal entries in the following content areas: math,
science, and social studies.
Standards Based Bulletin Boards: Standards based bulletin boards across the district to display
quality instruction that incorporates the TEKS while assuring learner-centered instruction.
The Elementary Department is ready for the challenges of the upcoming year. We take pride in our
district’s Tradition of Excellence since 1961.
Middle School Education
Our middle schools recognize the importance of preparing every child to meet the requirements and
the challenges of higher education. Our nine middle schools are welcoming learning communities
where principals, assistant principals, teachers, and administrative support staff encourage students to
achieve and reach their full potential.
Educating for success through inspirational learning and building citizenship is the mission of the
Department of Middle School Education. The primary goal is to provide rigorous, differentiated,
TEKS-aligned instruction to meet the needs of all learners and prepare students for success in high
school and beyond.
In the spring of 2013, the United ISD Board of Directors approved a change in the middle school class
schedule. In an effort to further positively impact academic achievement, the district opted to transition
from an A Day/B Day alternating block schedule of 70 minutes per day to a traditional middle school
schedule, where students attend seven classes, each for 55 minutes daily, in order to provide
instructional continuity.
United ISD continues to strive for academic excellence and remains steadfast on its mission to
maintain the highest level of instruction for all students. To better prepare our students for graduation
and post-secondary education, a college readiness course is now being offered for all 8th grade
students. This course is designed to prepare students to meet the challenges and academic
requirements upon graduation and beyond.
This department also oversees the Residential Facilities teachers who are assigned to instruct students
who are residents of Neglected and Delinquent Facilities. These teachers travel to the three sites on a
daily basis to provide instructions to the students.
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Instructional Technology
The purpose of Instructional Technology at United ISD is to prepare teachers, administrators and
support staff for the delivery of instruction in a digital environment. To this end, the district established
a District Technology Committee (DTC). Beginning with the 2014 -2015 academic school year an
Instructional Technology Department was established to guide the district’s efforts in becoming a
digital district and in so doing, preparing United ISD students for a global technology-driven society.
The District continues to make substantial investments in technology for instructional purposes,
including mobile learning devices, desktops, interactive technology and network infrastructure to
support teaching and learning.
United ISD will be moving forward with a systematic rollout of mobile learning devices and training
across the district as well as the introduction of Goggle Apps for Education and initiating a pilot for a
Bring Your Own Device (BYOD) for the 2014-2015 school year. The new Instructional Technology
Department staff is gearing up to provide support in these efforts that will culminate in decreasing the
student to technology ratio and making collaborative technology accessible to students anytime,
anywhere.
The Instructional Technology Department will be accountable for providing relevant and challenging
curriculum support through innovative technology programs and effective use of technology to:
• Develop technical skills of all students’ to enhance educational experiences
• Help raise levels of achievement through higher standards
• Contribute to the preparation of 21st Century Career Skills
• Build marketable student skills to successfully enter a competitive workforce
High School Education
The High School Education Department is committed to providing support to a dynamic staff that
challenges, excites, and inspires students to experience authentic learning and real world applications
for the 21st century. Teachers conscientiously strive to incorporate real-life learning opportunities and
numerous hands-on projects within their lessons. We understand that every classroom represents an
incredibly diverse group of learners, each of whom has a wide range of strengths and needs making the
instructional support a key element to student academic success. Consequently, we work continuously
with our high school educators to ensure that the Texas Essential Knowledge and Skills (TEKS)
standards and student expectations are seamless with our scope and sequence. Our goals continue to
focus on the successful preparation of curriculum for our diverse population to meet and exceed both
state and federal accountability standards.
The mission of the department is:
• To provide every member of a high school program with the current instructional, assessment,
and accountability trends.
• To construct, evaluate, and modify curriculum (scope & sequence) that best meets the needs of
state and national standards.
• To increase students’ college readiness expectations thru instructional based opportunities and
SAT/ACT preparation classes.
• To support classroom educators via targeted professional development opportunities.
• To guide educators how to best use technological mediums.
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To support and monitor classroom educators using differentiated instructional models for
diverse learners.
To partner up with Gear Up through Region One for Lyndon B. Johnson. United High School
United South High School, and Alexander High School partner with Texas A& M International
University.
To expose high school students to the new post-secondary state core curriculum: 21st Century
Competencies.
Advanced Academics
The department’s mission is to provide a comprehensive, developmentally appropriate differentiated
TEKS-based curriculum for our gifted/talented 6-12 population through appropriate professional
development of our GT and Advanced Academics teachers. This program provides student-centered
learning experiences with greater depth and complexity by encouraging students to develop higher
level thinking skills. By integrating the knowledge, influence, and perspectives of a wide array of
academic disciplines, students are inspired and motivated to new heights in learning. Teachers develop
partnerships with students, parents and the diverse community of professionals to ensure the success of
this endeavor.
Middle School – GT students are grouped homogenously with intellectual peers in the four foundation
curricular areas. Eighth grade students are offered Pre-AP Algebra I, and locally developed English
language arts and reading (ELAR), and English College Academic Readiness (ECAR). In addition, an
array of appropriately challenging learning experiences is provided to all middle school GT students
through the incorporation of the Texas Performance Standards Project (TPSP).
High School – High school students are served through Pre-AP and AP courses as well as other
specialized courses.
Pre-Advanced Placement – Pre-Advanced Placement (Pre-AP) courses are designed to prepare
students for higher intellectual engagement and success in Advanced Placement courses.
Advanced Placement – Advanced Placement (AP) courses allow students to participate in collegelevel course work and possibly earn college-level credit while still in high school. Students are strongly
encouraged to take exams for the AP course(s) in which they are enrolled. A score of 3, 4, or 5 is
considered to be a qualifying score. The amount of college credit granted depends upon the individual
college or university for which the student is applying.
Concurrent Enrollment – High school juniors and seniors meeting criteria (as set forth in district
policy) may enroll concurrently at the local university or community college.
Distance Learning – High school students may participate in distance learning for dual credit. The
GOLD (Garnering On-Line Dual Credit) program is presently available to any rising junior or senior in
the district who meets the provider’s entrance criteria. Lamar University provides an excellent on-line
opportunity for students to garner up to 12 college dual credit hours at no cost. Students who meet
district and college or university entrance criteria will qualify for one on-line course per semester.
Magnet School Enrollment - High school students may opt to enroll at one of the three district
magnet schools upon meeting eligibility criteria.
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Magnet Schools
• J.B. Alexander High School Magnet for Health and Science
• United South High School Academy of Global Business and Advanced Technology
• United High School Engineering and Technology Magnet
Credit by Exam - All students in grades K-12 have the opportunity to take credit by exam. Primary
students passing the exams according to the district specifications are advanced to the following grade
level while secondary students passing the exams earn credit.
Career and Technology
The mission of Career and Technical Education (CTE) is to enable students to gain entry-level
employment in a high-skill, high-wage job and/or to continue their education. CTE reflects the modern
workplace by preparing students for careers that require a postsecondary credential, while
incorporating rigorous academic and technical standards and focusing on critical workplace skills such
as teamwork, problem-solving and communication. CTE programs have the capacity and infrastructure
to prepare students to be successful in the ever-changing world marketplace.
Career and Technical Education at United ISD represents the enrichment curriculum for the district
and includes courses from 15 out of the 16 Federal career clusters. Additionally, United ISD was the
first public school district in the State of Texas to develop an innovative curriculum for three courses
in Oil and Gas Production Systems. These Oil and Gas courses fall under the Oil and Gas Production
cluster identified as a Target Industry for Texas’s economy. In addition to the district-developed
innovative courses, United ISD offers Oil and Gas Production dual credit courses through Laredo
Community College for interested seniors.
Currently over 16,000 United ISD secondary students participate in CTE. Approximately 47 courses
are articulated locally with post-secondary institutions including Laredo Community College and
Texas A&M International University. The District also has 100 teachers who are articulated through
the Advanced Technical Credit program. Articulated courses/ teachers serve as vehicles for students to
receive college credit for CTE courses they successfully complete in high school.
In addition to articulated courses, United ISD students are provided with opportunities to obtain
industry-standard certifications that include Adobe Photoshop, Adobe Illustrator, Dental Assistant,
Internet and Computing Core Certification (IC3), Certified Medical Assistant, Nurse Aide (Texas
Dept. of Aging and Disability Services), Volunteer Income Tax Assistant (VITA), Microsoft Office
Word, Excel and Powerpoint, Occupational Safety, Medical Administrative Assistant. For the 2014-15
school year, UISD will be introducing certification for Certified Logistics Assistant (CLA).
United ISD offers students opportunities for dual credit in technical programs. As previously
mentioned, interested high school senior-level students are participating in dual credit Oil and Gas
Production classes at Laredo Community College. The United ISD Technical Dual Credit program also
includes course offerings in Diesel Mechanics, Computer Office Systems and Nursing Assistant. This
program offers interested students opportunities to early enroll at the local community college in
workforce-based programs for industries that are targeted as “in demand” for our area.
One of our extremely important CTE activities is the “Teacher Externship” program. This program
was initiated by United ISD during the summer of 2007 with 13 LBJ teachers participating. The
purpose of the program is to place core curriculum teachers from the high schools at a work site for
one week during the summer. Teachers shadow employees from different departments in a particular
industry during the week. Following their work site experiences, teachers spend two days writing
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lesson activities that integrate their work place experiences into the curriculum, creating rigorous and
relevant lessons. The program was initially developed for LBJ high school but has proven so popular
that it was expanded to the four high schools and has grown to 40 participants yearly,
Fine Arts
The mission of the United ISD Fine Arts Department is to prepare students with an array of knowledge
and skills that allow them to create dances, musical performances, theatrical productions, and visual
artworks. In an effort to cultivate the whole child and achieve student success, this comprehensive arts
program establishes a lifetime of learning and growth through the arts.
This department supports all fine arts personnel and provides opportunities for students to participate
and perform in district wide art shows, one act play performances, cheer and dance events and a wide
variety of music events and competitions throughout the academic year. The specific areas in which
the fine arts department works in conjunction with fine arts personnel are as follows:
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Evaluation of fine arts programs
Curriculum development for fine arts programs
Promote student participation in visual and performing arts events: Fine Arts Fiesta, UIL One
Act Play contests (middle and high schools) UIL Band contests, Choir and Orchestra contests
(middle and high) Pre-UIL Marching Contest, Band and Orchestra Evaluations Pre-UIL,
Mariachi contest, and United ISD Cheer and Dance Festival
Conduct staff development for art, band, choir, orchestra, elementary music orchestra, theatre
arts and speech
Work with staff to ensure compliance with University Interscholastic League (UIL), Texas
Education Agency (TEA) , and Texas Music Educators Association(TMEA) guidelines, Texas
Dance Educators Association (TDEA), Texas Educational Theatre Association (TEDA), Texas
Art Education Association (TAEA) and Center for Educator Development in Fine Arts
(CEDFA)
Fiscal management of band, choir, and orchestra budgets, and
Musical instrument inventory: Coordinate with fixed assets department the annual inventory
check in May.
School Improvement
The mission of the School Improvement Department is to serve as a liaison to campuses in the school
improvement process. It also serves as a resource and mentor to administrators and campuses that
engage in the Texas Accountability Intervention System (TAIS). The Curriculum and Instruction
Department meets with each campus principal on a quarterly basis to review the TAIS process for
those campuses undergoing the process due to missed system safeguards. Additionally, this
department, implements its locally developed accountability system through the incorporation of a
tiered system of support for our campuses. This support consists of scheduled meetings with Tier II
and Tier III campuses that enable a campus team, together with an Executive Director or Director to
look at data and conduct classroom observations providing a partnership between the campus in need
of support and the instructional department. This department also oversees and works alongside the
Bilingual Department to focus on our ELL population. Additionally, we monitor the implementation of
the Response to Intervention through the creation of a District RtI Committee.
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The School Improvement department also oversees the following:
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The summer school program
The collaborative teachers for the district for Social Studies at Salvador Garcia Middle for
Science at Clark Middle and Salvador Garcia Middle, for Reading at Los Obispos Middle,
Gonzalez Middle School, Arndt Elementary, Centeno Elementary, Clark Elementary and
Zaffirini Elementary, for Math at Lyndon B. Johnson and United South High School and for
ELA at Lyndon B. Johnson and United South High School
District Improvement Plan and Campus Improvement Plans
RtI budget allocations to all campuses
School Health Advisory Council
Focus Campuses
This department works collaboratively with our Associate Superintendent for Curriculum and
Instruction, Instructional Executive Directors, Directors, and Instructional Coordinators to accelerate
student achievement with emphasis on special populations/targeted students.
The department’s focus is to provide a systemic and sustainable approach to school improvement
efforts. Through our collaborative efforts, we plan to overcome the present day challenges and ensure
that our campuses meet both federal and state standards. Together, we continue to improve the learning
achievement of our students and prepare them to become college and/or career ready graduates.
Bilingual / ESL / DUAL / Foreign Language
The Bilingual department strives to enhance the development of bilingual, bicultural, and biliterate
students in an ever evolving globally technological society therefore producing capable leaders for a
better tomorrow. Additionally, the Bilingual Department collaborates with district and campus
administrators, teachers, students, and parents, through the use of bilingual coordinators to augment the
knowledge base about best practices in bilingual education; this collaboration provides an effective
multicultural environment and most importantly, set a standard of excellence achievable by all
stakeholders. Beginning 2014 – 2015 school year, an additional four instructional coordinators were
added to this department.
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Bilingual education involves teaching academic content in two languages, in a native and
secondary language with varying amounts of each language used in accordance with the
program model. United ISD offers the Early Transition Model at the elementary level.
•
ESL (English as a Second Language) programs are vital because they provide a learning
environment for acquiring the English language. An ESL program has teachers that are ESL
certified and that assist students to develop their speaking, listening, writing and reading in
understanding the English language. United ISD offers the ESL pull-out program at the
secondary level.
•
Foreign language gives you access to new literature, new music, and new art. Combining
foreign language skills with other areas of expertise multiplies job opportunities, opening up
travel-filled career paths in business, technology, diplomacy, journalism, education, the
military and countless other fields. United ISD offers Spanish and French classes as foreign
language courses for students.
•
DUAL Program enrichment model (Developing Unity, Achievement, and Language) is a
language enrichment model that integrates ELLs and English speaking students to provide
15
content area instruction and language development in the two languages. This model provides
an additive bilingual environment where all students have the opportunity to learn a second
language while continuing to develop their native language proficiency and to improve their
mastery of the content areas. In the 2002-2003 school year, United ISD began implementing a
federally funded dual language education program at several elementary schools, twenty five
(25) elementary schools provide a strand of the DUAL program; four (4) of the middle schools
are also participating and three (3) of the high schools as well. This program serves English
Language Learners (ELLs) and English proficient students in kindergarten through 12th grade.
Instructional Accountability
The Instructional Accountability department oversees the development, implementation and evaluation
of instructional programs that support the academic needs and achievement of United ISD’s student
population. The areas under the department of Instructional Accountability are: data evaluation,
dyslexia/section 504, guidance and counseling and student assessment. These programs provide
guidance and support based on the Texas Education Agency (TEA) and the local school board policies
to the district campuses. Working collaboratively with other district departments, this department
provides a systematic and analytic approach to training and disseminating legal, program and student
assessment information that support the accountability and student performance in United ISD.
Dyslexia/Section 504 Program
The mission of the Dyslexia/Section/504 program is to ensure that all students, regardless of their
disabilities, develop to their full potential and become productive members of their community. The
Dyslexia/Section/504 program office was established to coordinate services for all students who
receive services under these two programs. Students under these programs receive individualized
support so that they may take full advantage of all the educational opportunities offered by the school
district. To better serve the needs of our students and their families, each campus has a designated
Section/504 campus coordinator who helps to ensure that all students who meet the criteria for services
are appropriately identified and served. In addition, each campus is assigned with a teacher trained to
identify dyslexia characteristics and to provide the appropriate instructional interventions relevant to
all identified students.
The United ISD Dyslexia/Section 504 program currently has an itinerant dyslexia teacher servicing our
Section 504 students identified with dyslexia characteristics who are placed in disciplinary alternative
education programs by a duly constituted Section 504 committee through a manifestation
determination as defined by federal and state law. Starting with the fall of 2013, United ISD added a
Lead Dyslexia and Section 504 Compliance Support Teacher, who provides support in the
coordination of state and federal requirements of the Section 504 and Dyslexia program.
Guidance and Counseling
The United ISD Guidance and Counseling Department’s mission is to implement a comprehensive
school counseling program to promote student success through academic achievement, promote
prevention and intervention activities to provide a safe and nurturing environment, provide
social/emotional and career development and increase student’s admittance and success in institutions
of higher learning. The department provides competencies to fully develop each student’s academic,
career, personal and social abilities in grades pre-K through 12th grade. The main goal is to help make
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the student’s school experience a positive one so that their fullest potential can be reached, becoming
happy, healthy, contributing members of society.
Counselors implement a comprehensive, developmental guidance and counseling program. This
counseling program provides a systematic approach for helping students acquire and apply basic life
skills by making desirable use of the special knowledge and skills of school counselors. Additionally,
they provide services in the areas of character education, bullying prevention, anger management, self
esteem, substance abuse awareness, parenting sessions, violence prevention and abide by Senate Bill
158 which reads: “Requires each elementary, middle, junior high and high school counselor to advise
students and their parents regarding the importance of higher education, coursework designed to
prepare students for higher education, and financial aid availability and requirements. Requires
extensive student/parent counseling regarding higher education during the student’s first year in high
school and again during the student’s senior year.”
In addition to the guidance counselors at every elementary, middle, and high school, the district also
provides four itinerant counselors who counsel individual students that require counseling services as
part of their Individual Educational Plans (IEPs). Furthermore, there are five licensed chemical
dependency counselors who are assigned to each of the high schools, including their feeder campuses
and the Disciplinary Alternative Education Program (STEP Academy). These individuals assist in
developing and implementing programs to prevent substance abuse and provide counseling services on
campus. Moreover, the department has an Instructional Public Education Information Management
System (PEIMS) Coordinator, who collaborates with the department of information technology on
standardizing course alignment and monitoring the graduation course accountability student data
collection process to ensure accurate reporting of students’ academic achievement records.
Student Assessment
The United Independent School District Student Assessment Department includes two equally
important integrant parts that are interconnected and aimed at improving the academic performance of
all students in the district. The Assessment component focuses on accurate and effective
implementation of testing procedures, requirements, and legal regulations. In addition, the UISD
Testing Department serves as a liaison between the state and the campuses within the district. The
Accountability component focuses on utilizing data analysis of test results to plan, implement, and
evaluate district assessment programs to ensure student academic success.
Additionally, the UISD Assessment Department assists the Instructional Department to run an
integrated internal assessment system. This system is designed to monitor student attainment of the
UISD curriculum (Scope and Sequence), which is tied to the Texas Essential Knowledge and Skills
(TEKS). In addition, the internal assessment system helps classroom teachers determine a baseline for
each of their students, and helps prepare them to be successful in their classes (as well as on the State
of Texas Assessments of Academic Readiness-STAAR®). The local assessments that have been
developed are called Curriculum Based Assessments (CBAs). The CBAs are used at the elementary
and secondary grade levels.
The UISD Student Assessment Department is responsible for all of the multifaceted areas that every
state (and local) assessments entail. In addition, it is responsible for making certain that the district is
current, and familiar, with the various accountability standards, and the variable requirements that are
simultaneously changing within each one. The Assessment Department is connected to all of the
district departments, campuses, administrators, teachers, and students, working collaboratively with all
of these stakeholders to ensure every students’ successful academic performance.
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Special Education
The mission of the Special Education Program at United ISD is to provide a free and appropriate
public education in the least restrictive environment to any and all students qualifying for special
education services. In order for a student to qualify for special education services and instruction, the
student must meet the eligibility criteria for at least one of the thirteen disabilities defined in the
Individuals with Disabilities Education Act (IDEA). The student must also exhibit an academic need
for the services. The thirteen disabilities defined under IDEA are:
•
•
•
•
•
•
•
Auditory Impairment
Autism
Deaf-Blind
Emotional Disturbance
Intellectual Disability
Multiple Disabilities
Non-Categorical Early Childhood.
●
●
●
●
●
●
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury (TBI)
Visual Impairment
Under federal and state laws and district policy, the special education program must provide a
continuum of services in order to provide for the needs of special education students. At United ISD
we strive to provide for the least restrictive environment in the general education classroom to the
extent appropriate for each individual student. When the student is better served by removing them
from the general education setting, the district has a number of settings where the students’ needs can
be met. The following are some of the more common options for placement for meeting these
students’ needs:
•
•
•
•
•
•
•
•
•
•
•
•
Specialized Units
Resource Classroom
Speech Therapy
Occupational Therapy
Services from itinerant teachers for the visually impaired
Homebound Services
Residential Placement
Physical Therapy
Psychological Services
Adaptive Physical Education
In-class support within the general education setting, or
Co-teaching model within the general education setting.
The Specialized Units that United ISD has are as follows:
•
•
•
Pre-school Program for Children with Disabilities (PPCD) units: these units generally serve
students ages 3-5 years of age with various disabilities.
Early Childhood Structured Language Classrooms (EC-SLC) units: These units generally serve
students ages 3-5 years of age with Autism.
Early Childhood Motivational Learning Center (EC-MLC) units: These units generally serve
students ages 3-5 years of age with behavioral issues and Emotional Disturbance.
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•
•
•
Structured Language Classrooms (SLC) units: These units generally serve school-age students
with Autism.
Motivational Learning Center (MLC) units: These units generally serve school-age students
with Emotional Disturbance and behavioral issues.
Functional Living Skills (FLS) units: These units generally serve school-age students with
intellectual disabilities requiring an alternate curriculum.
The Special Education program is divided into four separate groups which work together for the same
purpose and mission. They consist of:
1. Budget and Compliance comprised of a director and 4 compliance coordinators.
2. Instructional Improvement and State Assessment comprised of a director and 4 instructional
coordinators.
3. Psychological and Behavioral Services comprised of 4 licensed specialists in school
psychology, 4 behavior specialists, and 4 social workers. This staff works under the
supervision of the Director for Budget and Compliance.
4. Vocational Training and Specialized Unit Center: The Cherish Center houses 5 vocational
pathways and three specialized units. The 10 teachers and supporting staff work under the
supervision of the Director for Instructional Improvement and State Assessment.
Beginning with the 2014 – 2015 academic school year, the following specialized individuals were
added in order to provide more targeted services to our Special Education population:
• 5 ARD Facilitators
• 1 Board Certified Behavior Analyst
• 1 Orientation and Mobility Specialist
• 1 Physical Therapist
The United ISD Special Education Program currently serves approximately 3500 students ages 3-21
years of age at all levels and areas of the district. Our goal is to continue to provide quality service to
our students to meet all of their academic needs and to prepare them to become productive and
successful members of our community in their post-secondary life.
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Federal and State Programs
The Department of Federal and State Compensatory Programs exists for the purpose of ensuring
compliance with the requirements under the No Child Left Behind Act of 2001 and State
Compensatory Education. The department provides supplemental Federal funding and fiscal
compliance guidance to all campuses and departments. The State Compensatory Education Program is
designed to supplement the regular education program for students identified as at risk of dropping out
of school. The purpose of the program is to provide challenging and meaningful, intensive or
accelerated instruction to close the achievement gap between children at risk of dropping out of school
and their peers.
Federal Programs looks at data, positions, programs, strategies and/or activities that are supplemental
to the basic instructional program and that may be funded with federal title and State Compensatory
Education (SCE) dollars. The purpose of the programs is to improve student performance through
direct instructional services to students.
Additionally, the department evaluates and documents program effectiveness to determine which
programs/strategies/activities are successful at raising academic standards.
Due to increased accountability, systems are in place to document the various federal/state
compensatory programs and/or services that are undertaken by the district as per Federal/State
Compliance Guidelines. Program compliance reports for federal programs and required program
activities, including Comprehensive Needs Assessment, District Improvement Plan and Campus
Improve Plan processes and procedures spearheaded by the curriculum and instruction department are
in place.
Other documentation that is in place to ensure federal/state statutes is as follows: the federal
comparability report, Private Non-Profit Schools Affirmations, Annual Survey of Children in Local
Facilities for the Neglected and Delinquent, Highly Qualified teacher surveys and principal attestations
(through the department of HR), staff development, and parent involvement along with auditable
documents such as Full Time Equivalent’s, job descriptions, semi-annual certification statements,
sign-in sheets, agendas and evaluations of all meetings, staff development trainings and activities, to
include the required annual State Compensatory Education evaluation to the Texas Education Agency
(TEA).
Parent Involvement: The district’s Parent Involvement Program provides families with
opportunities for involvement while also providing workshops and trainings that help improve
student performance and better communication at home with their children. One percent of the
district’s Title I, Part A funds are required to be set aside to meet the NCLB, Section 1118-Parental
Involvement Requirements. The district provides funding for the annual Parent Festival where
parents come in for a variety of workshops on topics that they have requested through the Parent
Surveys done at the end of the year. For the past three years, the district has implemented the
Family Leadership Institute Program for United ISD parents. This program consists of a 10 step
approach that will help teach parents and caregivers the art and skill of family leadership in support
of academic achievement and life success for children. The district also has the United Council of
Parents (UCOP) quarterly meetings, at which district parents are provided an array of relevant
topics. Parents are also involved in giving input for the campus Parent Policy and the District
Parent Policy through their campus Site Based Decision Making (SBDM) committees, Parent
Teacher Organizations (PTO) and the District Educational Improvement Council (DEIC). Yearly,
campuses issue a parent compact to all campus parents and ensure that they have their required
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annual Title I, Part A consultation meeting. Campuses also have their own parent activities
throughout the year and these are documented at the campus level and placed in the Parent
Involvement Binder they keep. At the district level we also have a tech mobile, equipped with 7
computers. The mobile technology vehicle provides services to parents at all community centers
within United ISD and at 2 campuses. Services provided are Rosetta Stone-ESL training, and basic
computer skills trainings.
Homeless Education Program: The McKinney-Vento Homeless Education Assistance Act of
2001 guarantees the right of children and youth in homeless situations to enroll in school without
delay, attend school regularly, and enjoy the same opportunities for success in school as their
adequately housed peers. The district ensures compliance requirements of this federal legislation by
identifying and addressing potential barriers facing homeless children and youth. Students, who are
identified through the Student Residency Questionnaire, are provided with the right to a free lunch,
attend their school of origin, receive transportation to and from the school of origin and are enrolled
immediately, even if they lack required enrollment documentation. Collaborative and coordinated
approaches both internally among departments and externally among agencies are utilized to
maximize services for these students. The district also provides clothing (uniforms), toiletries,
school supplies, towels and bedding items and referrals for other needed services based on
individual student needs. The homeless education liaison also tracks the qualifying student’s
academic grades to ensure that they are provided with tutorials if needed. Training is also provided
across the district to ensure that all departments and campuses are aware of the compliance
requirements of the law and what types of services are available for these students.
Migrant Education Program: As required under Section 1306 of No Child Left Behind (NCLB)
Act of 2001, the Texas Migrant Education Program (MEP) has developed a current, comprehensive
Local Needs Assessment and Statewide Service Delivery Plan to outline how MEP services are to
be delivered in order to meet the identified needs of the migrant children. According to Title I, Part
C statute, it states that each state that receives funds under this part shall ensure that the state and its
local operating agencies identify and address the special educational needs of migratory children in
accordance with a comprehensive state plan that identifies the unique needs of migrant children.
Therefore, United ISD is required by TEA to have a local needs assessment (LNA) for the Migrant
Education Program. Once the LNA is done, the district develops and implements a service delivery
plan (SDP), which delineates the services to be provided to the migrant students based on the state’s
eight identified needs and seven areas of concern. This PFS Action Plan is attached to the DIP. It is
the responsibility of the Migrant Education Program under the Federal Programs department to
ensure that MEP funds are used to (a) meet the identified needs of migratory children that result
from their migratory lifestyle and to permit these children to participate effectively in school and
meet the State’s academic performance standards; and (b) address the unique needs of migratory
children that are not addressed by services available from other Federal or non-Federal programs.
The district addresses Migrant student needs as required by the seven areas of focus, as follows:
1. Identification and Recruitment - Through the Migrant Recruiter who uses the legal
document called the certificate of eligibility (COE).
2. New Generation System – System used to encode all educational and health data from
identified migrant children and for transferring student information within the states.
3. Parent Involvement –Parent Advisory Council meets monthly and/or quarterly with Migrant
parents to empower parents to be advocates and take advantage of all available resources
for the education of their children. The council helps to plan, implement and evaluate the
Migrant Education Program through meaningful consultation and involvement of the
parents of children served.
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4. Migrant Service Coordination – Migrant Coordinator seeks to ensure that migrant students
and their families have their needs for educational and support services met, and are able to
access all services of which they are eligible.
5. Early Childhood – The Migrant Education Program provides home based education directly
involving parents and home based early childhood for the parents of 3 and 4 year olds
through the Stepping Stones Curriculum.
6. Secondary Credit Accrual – The program documents courses taken and make
recommendations become significant in the student’s educational development. The
Migrant Department is also responsible for partial and complete credits awarded by schools.
7. Graduation Enhancement – The Migrant Education Program promotes the transition to post
secondary education through the promotion of student leadership academies, the
development of college entrance exam programs, state assessment performance
improvement strategies, correspondence courses through the University of Texas at Austin,
admissions counseling and coordination of activities which ensure that all migrant students
process for post secondary opportunities.
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TECHNOLOGY SUMMARY
Technology has transformed the world over the last twenty years. Specifically technology is changing
the way we instruct our students through the use of smart boards, computers, mobile devices, and
wireless networks. United ISD is aware of this challenge especially as it is confronted with
announcements from the State Board of Education (SBEC) such as:
•
•
•
The computer to student ratio must be 3 to 1
The computer to educator ratio must be 1 to 1
Educators will send and receive communication through the internet
Currently United ISD is meeting the ratio of 3:1 at all secondary campuses and is aggressively trying
to meet it at the elementary campuses with a current ratio of 4:1. All United ISD educators are
equipped with a 1:1 computer ratio. By December 2013, all campuses converted fully to a wireless
network infrastructure that allows for connectivity from all classroom locations to further enhance the
use of technology at all campuses and district offices and facilities.
Furthermore, the district has created an Instructional Technology Committee consisting of educators,
parents and students representing the different grade levels along with technical staff in order to best
implement Instructional Technology across the district in a systematic and cost efficient manner.
United ISD has implemented a gradual, expandable and systematic Mobile Learning Device (MLD)
program in order to pilot the effective use of tablet technology in United ISD classrooms. The pilot
was used to evaluate the effectiveness of mobile technology for enhancing student learning,
collaboration, communication, research, critical thinking, creativity and organizational skills.
Implemented during the 2013 Summer School program, the MLD Pilot was rolled out in eight (8) first
(1st) grade classrooms, nine (9) middle school science classrooms and four (4) high school Biology
classrooms. Plans are to continue to expand the MLD iLEAD United Program to additional grade
levels and content areas based on recommendations made by the District Technology Committee.
There are many programs that our campuses use on a daily basis such as: Edusmart, Think Through
Math, istation, Achieve 3000, Lexia, Study Island, Brain Pop to name a few. Technology allows the
utilization of all these instructional programs including email and distance learning capabilities. Many
of our campuses are using the Student Response Systems to gain immediate feedback and engage
students through the use of technology.
Through the eChalk Learning Management System (LMS), United ISD teachers and students have
access to valuable real-time tools available to them from anywhere online. These tools include
emailing teachers, students and parents. Additionally, within the eChalk system, our teachers, students
and parents are able to access the district’s core and elective scope and sequence and additional online
and electronic resources. Many campuses utilize eChalk to conduct surveys for elections through the
automated ballot counting via eChalk and initiate blogs related to instructional topics.
Teachers are required to post and maintain their Class Pages on eChalk to enable parents to view and
keep abreast of course calendar, daily assignments, homework, tests, quizzes and extra-curricular
activities.
An increasingly valuable resource is the Parent Portal System that was initiated last year and is in full
implementation this year at all campuses. This on-line system allows parents to receive daily emails
on their children’s daily progress. Grade information submitted by teachers as well as attendance and
even health visits to the nurse can be viewed through the Parent Portal System.
23
United continues to strive to pave the way for our students to lead the way into the 21st century through
technology. Last fall, United ISD proposed and passed a $408 Million Dollar bond that designated $22
Million for updating technology equipment and infrastructure which will allow us to keep up with the
latest technology to produce a technology-rich instructional environment for its students.
24
Yearly Activities
Year in Review Sessions
In early June, district administrators meet for our annual Year in Review. During this meeting,
available state assessment results as well as highlights of the school year just completed are reviewed
by our Associate Superintendent of Curriculum and Instruction. Executive Directors and directors
report on the numerous program results for the completed school year. The data reviewed is
disaggregated by campus, grade level, content, and by student subgroup. The needs assessment
merges into the Year in Review. The District Educational Improvement Council (DEIC) conducts
annual needs assessment based on review of data. The data reviewed include the following areas: state
assessments; state and federal accountability ratings; college readiness; language proficiency; career
and technology; fine arts; completion and dropout rates; special education; and advanced academies.
Additionally, following the release of state and federal accountability reports by the Texas Education
Agency (TEA), and in accordance with state law, these reports are presented in public meetings by the
Associate Superintendent of Curriculum and Instruction to the Board of Trustees and the DEIC. These
state and federal performance reports also serve as sources for annual needs assessments at the district
and campus levels.
Campus Improvement Plan Development
Each campus annually prepares Campus Improvement Plans (CIPs) in accordance to statutory
requirements. Site Based Decision Making (SBDM) Committees work closely with campus
administration and staff to analyze current and historical performance data, identify strengths and
needs, and develop specific action plans for improvement in student performance.
Core Cabinet Leadership Workshops
During the first week of July, the Associate Superintendent for Curriculum and Instruction and the
Executive Directors meet to plan for the upcoming school year. Data-driven decisions guide these
meetings as preparations are made to meet the varied needs of our students and campuses. On the
second week, these meeting are extended to include all directors to collaboratively plan the year with
the development of the master calendar.
Start of School Year Leadership Summit
In July, all district administrators convene for our annual Leadership Summit. Training/workshop
sessions on varied topics are presented during this time. Administrators receive professional
development on district initiatives incorporated into the District Improvement Plan (DIP)
C & I Calendar of Professional Development and Instructional Events Development
The Professional Staff Development Office collaborates with each department to develop a district
calendar of professional development events for the district. The calendar includes all professional
development workshops/meetings scheduled for the academic school year. This calendar is then
published and provided to the campuses for future planning. The master calendar can also be accessed
online through the district website.
Parent Festival
The district provides funding for the annual fall Parent Festival where parents come in for a variety of
workshops on topics that they have requested through the Parent Surveys done at the end of the year.
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Ongoing Activities
Advisory Boards
United ISD values the participation and input of all staff members and transparency of information and
process. To that end, the district has established several advisory bodies consisting of broad
stakeholder representation to provide insight and recommendations on important issues.
These advisory bodies may be called task forces, committees, or councils. Some of them are standing
bodies and meet permanently on a regular basis, while some of them are ad hoc or periodic bodies and
meet for a limited time to address a specific topic. United ISD’s advisory boards are:
Standing Advisory
Monday Management Meetings
Leadership Tuesdays for Principals and Assistant Principals
Curriculum and Instruction (C & I) Wednesday Cabinet Meetings
District Education Improvement Council (DEIC)
District Language Proficiency Assessment Committee (LPAC)
District Technology Committee
Performance Based Monitoring (PBM) District Leadership Team (DLT)
Special Education Advisory Liaison Committee
School Health Advisory Council (SHAC)
Superintendent Principals Advisory Committee
Superintendent Student Advisory Committee
Extended Cabinet/Principals
District RtI Committee
Ad Hoc/Periodic
School Year (SY) Calendar Committee
Professional Development Committee
Elementary End-of-year Forms Committee
Elementary Running Records Forms Committee
Elementary Teacher Advisory Committee
Curriculum Based Assessment Committee
Elementary District RtI Committee
Secondary District RtI Committee
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District Education Improvement Council Members
1
Human Resources
Carla Rivera, Coord.
2
Internal Audit Dept
Marta G. Stahl, Auditor
3
Health Services Dept.
Irene Rosales, Director
4
Admissions/Attend
Joe Almazan, Director
5
AHS (English)
Rick Aguilar (English)
6
LBJ (Social Studies)
Juan Antonio Herrera, Jr.
7
UHS (Accounting)
David Perez
8
USHS (Music)
Frank Javier Sosa
9
STEP (MS-Sci)
Michelle Moya
10
CMS (CATE 8th)
Jodee Palacios
11
AGMS (Social Studies)
Paula Landeck
12
WMS (Keyboarding)
Carmen Pena
13
LBVMS (Data Entry)
Fabian Garza
14
LOMS
Guadalupe Basurto
15
SGMS (Reading)
Teresa Quintanilla
16
TMS (Journalism)
Arlyn Solis Ayala
17
UMS (Reading)
Maria Adriana Guerra
18
USMS (Science)
Nancy Ochoa
19
ARNDT (PE Coach)
Gerardo Cantu
20
BORCHERS (1st grade)
Monique Godines
21
CENTENO (3rd grade)
Karina Jasso Tijerina
22
CLARK ELEM
Socorro Reyes
23
CSBES (3rd Grade)
Erika V. Birch
24
CUELLAR
Sally Garza
25
FASKEN (3rd Grade)
Eva Rosell-Rodriguez
26
FINLEY (Music)
Diego Garcia
27
BGARCIA (Kinder)
Claudia Rodriguez
28 GTZ (Dyslexia)
29 JLES (3rd Grade)
Katherine Y. Miller
30 KAZEN (Counselor)
31 KZ (1st Gr. Dual Lang)
Susana Hinojoza
32 MALAKOFF (Resource)
33 MDL (Music)
34 MULLER (4th Grade)
35 NEWMAN (5th Grade)
Michelle Garza
Humberto Zapata
Brigido Collazo
Dr. Joe Compean
Tina Padilla
Noemi Cruz
36 NYE (4th Grade)
37 PEREZ (3rd Grade)
Irene Ayala
38 PRADA (3rd Grade PF)
39 ROOSEVELT (4th Grade)
Blanca Perez
40 RUIZ (5th Grade)
41 SALINAS (3rd Grade)
Olga Hernandez Saucedo
42 TES (5th Grade)
43 Zaff (1st Grade)
44 Clark Middle School
Aracely Flores
Andrea Lugo-Zamora
Debbie Ramirez
Cynthia Vega
Tracy Montemayor
Melissa Chapa Ramirez ( Asst. Prin.)
45 USHS
46 Community Member
Hector Gutierrez ( LCDC Counselor)
47 Falconsure Insurance
48 Laredo Chamber of Commerce
Jorge F. Gonzalez
49 BBVA Compass
50 Parent
J. Ismael Gonzalez
Javier Moctezuma
Miguel A. Conchas
Ana Varela
51 Parent
52 Parent
Letitia Villarreal
53 Parent
54 Parent
Mary Jaramillo
Luis Lumbreras
Reynaldo de la Peña
55
56
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Needs Assessment District Committees
Demographics
Chair Persons: Hector
Perez Mike Garza
Curriculum, Instruction & Assessment
Chair Persons: David Canales,
Cynthia Rodriguez, David Gonzalez
Student Achievement
Chair Persons: Emma Leza, Melissa
Cruz, Martha Moke
Family & Community Involvement
Chair Persons: Elia M. Juarez,
Nora Murillo
Lourdes Viloria
Arlene Treviño
Sylvia A. Ruiz
Leticia Menchaca
Maria Elva Campos
Maria Adriana Guerra
Mario Santos
Adriana Ramirez
Armando Salazar
Caryn Fox
Mary Arambula
Mayra Solorio Ramirez
Juanita Zepeda
Clare Flores
Sandra Higareda
Claudia C. Dovalina-Guzman
Monica Mora (Teacher)
Sonia Flores
A. Aleman
Jose Luis Zamora
Christina Uribe-Flores
Mario Rosales
Michele Hinojosa (Teacher)
Reynaldo De La Peña
District Context & Organization
Chair Person: Gloria Rendon
Jessica Salazar
Rebecca Morales
Patty Perez
Leticia R. Garcia
Thelma Martinez
Anna R. Martinez
Jessica Cardenas (Teacher)
Lorena Sepulveda
District Culture & Climate
Chair Person: Annette Perez
Teacher Quality
Chair Person: David Garcia
Technology
Chair Person: Rene Cruz
Linda D. Vera
Socorro Reyes (Teacher)
D. W. Barrera
E. J. Garza
Luis Lumbreras
Gilbert Castro
Finance
Chair Person: Laida Benavides
Laura De Los Santos
Zaida Gonzalez
Roberto Ortiz
Mucia M. Flores
Melissa Shinn
Claudia Y. Benavides
Adriana Cantu (Teacher)
Abraham Rodriguez III
Joe Garza
Elouisa Diaz
Roylin Wilson
Patricia Lañas
Cordy Nava
Beth Porter
Christina Benavides (Teacher)
Rose Mary Santos
Dr. M. Villarreal
Rick Aguilar (Teacher)
Clotilde L. Gamez
Rene Rodriguez
Maggie Gutierrez (Teacher)
Anna Varela
Edna Meza
Elizabeth Holguin
28
NCLB Comprehensive Needs Assessment Summary of Priority Needs
Chair Persons of CNA district committees prioritize needs and recommend to DEIC members initiatives/strategies/activities that will meet
district needs. DEIC committee will approve initiatives/strategies/activities that will be placed in District Improvement Plan.
DEMOGRAPHICS:
Needs:
• Elementary teachers that service bilingual students must be bilingually certified as per a TEA mandate. The overcrowded classrooms with
students cause a problem with the delivery of instruction and discipline issues.
• Campuses have a student language acquisition challenge due to the increase in the number of immigrant students.
• There is a need to implement more dropout prevention programs in order to address the current student dropout population.
Strategies:
• Provide Support to Elementary Teachers to acquire Bilingual Certification.
• Continue to implement Teacher ratios by reducing the number of class waivers submitted to TEA Elementary School 22 to 1,
Middle School 27 to 1, High School 30 to 1
• For Secondary Schools: Coordinate an initiative to acquire ESL teachers that are also certified to teach in other core areas such as math,
science and social studies. Expand staff in the Special Education Resource Area with the addition of a teacher aide. For Elementary Schools:
Continue to expand the Reading Intervention program with the addition of a teacher aide.
• Implement a program to help dropout students complete high school and introduce them to additional educational institutes.
CURRICULUM, INSTRUCTION AND ASSESSMENT:
Needs:
• CBAs: Alignment of calendar dates for testing,
• revision of CBA guide,
• revision of CBA teacher reflection form
• Revision of scope and sequence with input from classroom teachers: Process to provide checks and balances with timeline for standard
implementation
• Monitoring of special populations to ensure accountability groups show improvement
• Grading guidelines for CBAs
Strategies:
• District CBA committee to review, discuss, and recommend best practices
• Form cadres of expert teachers and coordinators to develop CBA and benchmark assessments for the next school year
• Utilize the same cadre to develop/revise and edit the scope and sequence for all core content areas
• Have the cadre members verify the alignment between the CBAs and benchmarks with the scope and sequence they helped to develop/revise
29
CLIMATE & CULTURE:
Needs:
• Classroom management training for staff.
• Offer more clubs for students at the elementary level.
• Provide substance abuse and anti-bullying education, prevention, and intervention sessions for elementary students and parents.
• Decrease the percentage of employee/parent grievances.
Strategies:
• United ISD will offer district-wide classroom management training as well as in class observations of teachers needing additional classroom
management training or mentoring to ensure utilization of best disciplinary practices. In addition, expand new Teacher Orientation to include
Reflection Activities based on August New Teacher Orientation sessions as well as Mid-Year Professional Development as a follow-up to the
New Teacher “August” staff development sessions.
• Develop district-wide list of elementary clubs required to be offered at all elementary schools (i.e. Tomorrow’s Teachers, National Elementary
Honor Society, Student Council, Library Club, and Honors’ Choir.
• Provide substance abuse and anti-bullying sessions for elementary students and parents.
• Utilize mediation strategies in a timely manner to address employee/parent concerns.
• Continue with Positive Behavior Interventions & Support disciplinary model and provide Tier 2 Behavior Intervention training
of various programs available to assist Tier 2 RtI students.
STUDENT ACHIEVEMENT:
Needs:
• Develop/enhance intentional instructional interventions to address ELL and SE subgroups.
• Develop district-wide writing plan for every grade-level.
• Provide professional development for Social Studies teachers to implement project based multimedia lessons that will engage students.
• Provide professional development sessions on systematic vocabulary instruction to be implemented district-wide.
• Enhance RtI process and time-line to create a more efficient student review system.
• Set standards to develop grade-level/content teacher reflections and individual teacher reflections (if needed).
Strategies:
• Develop or purchase a simple English Language Proficiency Standards (ELPS) guide for teachers to implement when planning
lessons for ELLs. Monitor the use of ELPS guide through observations and student achievement on assessments.
• Designate a district committee to develop a district writing plan for each grade-level to be implemented during the 14-15 school year.
• Develop a project-based multimedia framework for social studies teachers to use at the MS and HS and provide professional
development sessions to train teachers and administrators on the implementation of the framework.
30
•
•
•
Develop a district-wide systematic approach for vocabulary instruction and provide professional development sessions to train
teachers and administrators on use of the approach.
Designate a district committee to review current RtI process and revise the system based on committee findings.
Use the recommendations from the CBA committee to revise the teacher reflection instrument and its implementation for the
14-15 school year.
SCHOOL CONTEXT AND ORGANIZATION:
Needs:
• A more efficient way of registering new and returning students
• Efficient communication between central office and campuses in reference to timelines and deadlines
• More effective and timely communication between district and parents
Strategies:
• All parents of new and returning students will use the online student registration system thus allowing staff to work on student schedules.
• Provide UISD campus leaders a detailed timeline of required reports or activities (of each department) to complete each month once items are
approved by the management team.
• Increase communication to parents in a timely manner in their preferred language of the parents through School Messenger and Quarterly
Newsletters.
• Increase communication to parents in a timely manner through Facebook, Twitter and Parent Portal by expanding the number of accounts in
each area.
FAMILY AND COMMUNITY INVOLVEMENT: To increase Parental Involvement at every campus from 87% to 89%.
Needs:
• To provide campuses with standard procedures for recruiting parent volunteers.
• To increase parental involvement at each campus.
• To provide more GED/ESL classes at more UISD sites.
• To provide all campuses with a standard process for review/revision of campus Parent Involvement Policy and Parent/Student Compact.
Strategies:
• Create a video to standardize recruitment and procedures for parent volunteers.
• Parents will be part of the review/revision of the Parent/Student Compact and Parental Involvement Policy.
• UISD and LCC will continue to work collaboratively to provide GED/ESL classes at more sites.
31
TEACHER QUALITY:
Needs:
• Create a pool of highly qualified teachers in the areas of most need.
• Incentives for teachers to get certifications in different areas.
Strategies:
• Offer competitive salaries including benefits, stipends for specific assignments, certification reimbursement.
• Offer mentoring commitment by the District, free of charge trainings for additional certifications, and reimbursement upon successful
completion of certification exams.
• Target specific area of personnel needs during university visits.
TECHNOLOGY:
Needs:
• Greater network connectivity at certain schools.
• Provide internet access to additional mobile devices and for the Bring Your Own Device (BYOD) program.
• More mobile learning devices and computer desktops for student use.
Strategies:
• Perform a network equipment upgrade at 26 schools considered 90% eligible as per Erate guidelines.
• Increase Internet Bandwidth from 600 mb to 10 gb to provide internet access to additional mobile devices and for BYOD.
• Purchase and install mobile learning devices and computer desktops at all schools for student use.
FINANCE:
Needs:
• Communicate with all stakeholders regarding the financial system of public education, as well as the fiscal responsibility and
stability of the District.
• Align all available resources and pursue funding and resource options to accomplish the mission and goals of the District.
Strategies:
• Strive to achieve financial transparency through technology, communication, and dissemination of information to the public and various
independent financial rating systems
• Incorporate the District’s Goals into the budget development process and seek alternative sources of funding and grants
• Maximize innovative technology to promote student learning and operational efficiency
32
TEXAS EDUCATION AGENCY
2014 System Safeguards – Status Report
UNITED ISD (240903)
All
Students
African
American
Hispanic
White
American
Indian
Asian
Pacific
Islander
Two or
More
Races
Econ
Disadv
Special
Ed
Current &
Monitored
ELL
ELL
Total
Met
Total
Eligible
Percent of
Eligible
Measures
Met
Performance Status - State
State Target
Reading
Mathematics
Writing
Science
Social Studies
55%
Y
Y
Y
Y
Y
55%
Y
55%
Y
Y
Y
Y
Y
55%
Y
Y
Y
Y
Y
55%
55%
Y
Y
55%
55%
Y
55%
Y
Y
Y
Y
Y
55%
N
Y
Y
Y
Y
55%
Y
Y
Y
Y
N
7
7
6
7
5
Total
Performance Status - Federal
Federal Target
79%
79%
79%
Reading
N
N
Mathematics
N
N
79%
Y
79%
79%
n/a
n/a
n/a
n/a
N
N
N
n/a
n/a
n/a
n/a
n/a
N
N
N
n/a
95%
95%
95%
95%
32
8
7
6
7
6
34
88
100
100
100
83
94
79%
Participation Status
95%
95%
95%
95%
95%
95%
Reading
Y
Y
Y
Y
Y
Y
Y
Y
8
8
100
Mathematics
Y
Y
Y
Y
Y
Y
Y
7
7
100
15
15
100
Target
Total
95%
Federal Graduation Status (Target: See Reason Codes)
Graduation Target Met
Y
Y
Y
Y
Y
Y
6
6
100
Reason Code **
a
a
a
a
b
b
Total
6
6
100
District: Met Federal Limits on Alternative Assessments
Reading
Overall
3%
Y
Modified
2%
Y
Alternate
1%
Y
Mathematics
Overall
3%
Y
Modified
2%
Y
Alternate
1%
Y
__________________________________________________________________________________________________________________________ ______
Total___________________________________________________________________________________________________________________________________________________
1
1
100____
Overall Total
54
56
96
** Federal Graduation Rate Reason Codes:
a = Graduation Rate Goal of 90%
c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and
the Goal b = Four-year Graduation Rate Target of 80%
d = Five-year Graduation Rate Target of 85%
Blank cells above represent student group indicators that do not meet the minimum size criteria.
n/a indicates data are not applicable to this report.
TEA Division Of Performance Reporting
August 8, 2014
33
2014 System Safeguards – Performance and Participation Data Table
UNITED ISD (240903)
All
Students
African
American
Hispanic
White
American
Indian
Asian
Pacific
Islander
Two or
More Races
Econ
Disadv
Special
Ed
Current &
Monitored
ELL
ELL
Performance Rates
Reading
# at Phase-in Satisfactory Standard
Total Tests
% at Phase-in Satisfactory Standard
18,889
26,788
71%
25
27
93%
18,600
26,453
70%
183
216
85%
3
6
50%
70
74
95%
0
1
0%
8
11
73%
13,491
20,348
66%
982
1,812
54%
7,147
12,365
58%
n/a
8,326
n/a
16,970
21,935
77%
16
19
84%
16,734
21,670
77%
156
176
89%
6
6
100%
49
53
92%
0
1
0%
9
10
90%
12,633
16,932
75%
1,037
1,599
65%
7,878
11,313
70%
n/a
7,509
n/a
4,398
6,170
71%
4
6
67%
4,337
6,098
71%
37
46
80%
1
1
100%
16
16
100%
1
1
100%
2
2
100%
3,200
4,752
67%
222
404
55%
1,964
3,241
61%
n/a
2,177
n/a
7,648
9,989
77%
11
11
100%
7,531
9,864
76%
74
79
94%
4
4
100%
23
25
92%
0
0
-
5
6
83%
5,523
7,537
73%
463
744
62%
2,548
4,090
62%
n/a
2,496
n/a
4,369
5,927
74%
8
9
89%
4,293
5,843
73%
51
57
89%
1
2
50%
14
14
100%
0
0
-
2
2
100%
2,900
4,230
69%
205
347
59%
566
1,297
44%
n/a
903
n/a
Number Participating
28,445
32
28,078
232
6
83
1
12
21,728
2,162
n/a
9,676
Total Students
Participation Rate
28,623
99%
32
100%
28,255
99%
232
100%
6
100%
84
99%
1
100%
12
100%
21,874
99%
2,187
99%
n/a
n/a
9,738
99%
23,185
23,283
100%
24
24
100%
22,898
22,994
100%
186
187
99%
6
6
100%
58
58
100%
1
1
100%
11
11
100%
17,981
18,064
100%
1,867
1,889
99%
n/a
n/a
n/a
8,505
8,541
100%
Mathematics
Total Tests
Writing
Total Tests
Science
Total Tests
Social Studies
Total Tests
Participation Rates
Reading: 2013-2014 Assessments
Mathematics: 2013-2014 Assessments
Number Participating
Total Students
Participation Rate
* Indicates results are masked due to small numbers to protect student confidentiality.
** When only one ethnic/race group is masked, then the second smallest ethnic/race group is masked (regardless of size).
- Indicates there are no students in the group.
n/a indicates data are not applicable to this report
TEA Division of Performance Reporting
August 8, 2014
34
2014 System Safeguards – Graduation and Federal Limits Data Table
UNITED ISD (240903)
All
Students
African
American
Hispanic
White
America
Indian
Asian
Pacific
Islander
More
Races
Econ
Disadv
Special
Ed
ELL
ELL
(Ever HS) (Current)
Federal Graduation Rates
4-year Graduation Rate (Gr 9-12): Class of 2013
Number Graduated
2,617
Total in Class
2,799
Graduation Rate
93.5%
4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2012
Number Graduated
2,544
5
6
83.3%
2,573
2,753
93.5%
2
26
26
100.0%
1
1
100.0%
4
9
10
90.0%
0
0
-
3
3
100.0%
1,743
1,876
92.9%
244
285
85.6%
5
411
489
84.0%
n/a
158
n/a
2,478
42
13
0
1,683
277
504
n/a
Total in Class
2,715
Graduation Rate
93.7%
5-year Extended Graduation Rate (Gr 9-12): Class of 2012
3
266.7%
2,646
93.7%
44
95.5%
4
100.0%
13
100.0%
0
-
5
100.0%
1,819
92.5%
308
89.9%
588
85.7%
163
n/a
Number Graduated
2,572
Total in Class
2,702
Graduation Rate
95.2%
District: Met Federal Limits on Alternative Assessments
Reading
Alternate 1%
Number Proficient
238
Total Federal Cap Limit
287
Modified 2%
Number Proficient
471
573
Mathematics
Alternate 1%
Number Proficient
215
233
Modified 2%
Number Proficient
452
466
2
3
66.7%
2,505
2,633
95.1%
43
44
97.7%
4
4
100.0%
13
13
100.0%
0
0
-
5
5
100.0%
1,705
1,808
94.3%
285
310
91.9%
519
583
89.0%
n/a
160
n/a
* Indicates results are masked due to small numbers to protect student confidentiality.
** When only one ethnic/race group is masked, then the second smallest ethnic/race group is masked (regardless of size).
- Indicates there are no students in the group.
n/a indicates data are not applicable to this report.
TEA Division of Performance Reporting
August 8, 2014
35
36
37
38
UISD GOALS
39
Board Approved District Improvement Plan Goals
Goal 1 Student Achievement: Provide consistent quality instruction for all students, resulting in improved student achievement.
*Note: *Meets target or improvement required as allowable in accountability system.
A. Reading Annual Performance Objective:
1.To increase the percentage of special education students meeting state standards from 54% to 83%*.
2.To increase the percentage of ELL students meeting state standards from 58% to 83%* on the Reading STAAR assessment.
B. Math Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 70% to 83%* on the Math STAAR assessment.
C. Writing Annual Performance Objective: To increase the percentage of students meeting state standards including special education
from 55%, ELL from 61% , Hispanic from 71% and Economically Disadvantaged from 67% meeting state standards to 70%* on the
Writing STAAR assessment.
D. Science Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 62% to 65%* on the Science STAAR assessment.
E. Social Studies Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 44% to 70%*.
3.To increase the percentage of Economically Disadvantaged students meeting state standards from 69% to 70%* on the Social Studies
STAAR assessment.
F. English Acquisition for ELL Students Annual Performance Objective:
1.To increase the percentage of ELL students progressing one proficiency level from 55.7% to 60%*.
2.To increase the percentage of ELL students with 1-4 years in U.S. schools attaining Advanced High from 23.4% to 25%*.
3.ELL with 5+ years in U.S. schools attaining Advanced High from 37.8% to 40%*.
4.Report on number of ELL students meeting exit criteria in Bilingual and ESL programs.
G. Special Education/Section 504 students are appropriately served. Students with special needs shall be provided appropriate,
individualized, intensive instruction to enable them to perform at comparable levels to their peer groups.
H. College Readiness Annual Performance Objective: United ISD will provide opportunities to assist students in preparing for college
1. The percent of students scoring at or above 45 on each section of the PSAT shall increase by 3%.
2. Participation rates on the PSAT will meet or exceed 15% of sophomores and 30% of juniors.
3. The percentage of students with a composite score at or above 21 on the ACT will reach 30% by 2016.
4. The percentage of students scoring at or above 500 on each section of the SAT will reach 12% by 2016.
5. The number of AP exams taken will increase by 3%.
6. The percent of AP exams scored at 3 or higher will increase from 40% to 43%.
40
7. The percent of students achieving Level III in STAAR across elementary and middle school grades in reading from 13 % to 15 % and
math will increase from 14 % to 16%.
8. The percent of students graduating under the RHSP or higher will go from 92.8% to 95% by 2016.
I. Dual Credit Opportunities: United ISD will maintain the number of students enrolled in dual credit courses offered through the House
Bill I initiative and receiving college credit (including online opportunities).
1. U.S. History 1302: District average enrollment of 495 students at a 98% passing rate.
2. English 1301: District average enrollment of 450 students at a 97% passing rate.
4. Math 1314 (College Algebra): District average of 260 students at a 97% passing rate.
Goal 2 A Safe and Nurturing Environment: Provide a safe, nurturing, positive, and secure environment for students and staff.
A. School Suspensions Annual Performance Objective:
1. To reduce the number of in school suspensions by 1% from 5247 to 5195.
2. To reduce the number of out of school suspensions by 2% from 3011 to 2951.
B. Dropout Rate Annual Performance Objective:
1. To reduce the dropout rate from 1% to .7%.
2. To reduce the dropout rate from 3% to 1.5% for pregnant and/or parenting students.
C. Attendance Rate Annual Performance Objective:
1. To increase the attendance rate from 95.5% to 96%.
D. Employee/Parent Grievances Objectives: 1. To decrease the % of Employee/Parent grievances from .018% to .0091.
Goal 3 Family Involvement and Community Engagement: Promote community partnership and parent involvement.
A. Annual Performance Objective: To increase the percentage of parents represented at district based parental activities from 39% to 42%.
Goal 4 Operational Effectiveness and Efficiency: Ensure that the District is fiscally accountable and efficient.
A. Annual Performance Objective: To maintain a Superior rating in the Financial Integrity Rating System of Texas (FIRST).
Goal 5 Implement Initiatives: To ensure employee recruitment, development, and retention. Recruit, develop, support, and retain effective teachers,
principals, and other instructional staff.
A. Annual Performance Objective: To maintain the percentage of highly qualified teachers at 100%.
41
UISD Integrated PBMAS
Goal 1 Student Achievement: Provide consistent quality instruction for all students, resulting in improved student achievement.
A. Reading Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 58% to 83%* on the Reading STAAR assessment.
B. Math Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 70% to 83%* on the Math STAAR assessment.
C. Writing Annual Performance Objective: To increase the percentage of students meeting state standards including special education from 55%, ELL from 61%,
Hispanic from 71% and Economically Disadvantaged from 67% meeting state standards to 70%* on the Writing STAAR assessment.
D. Science Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 62% to 65%* on the Science STAAR assessment.
E. Social Studies Annual Performance Objective:
2.To increase the percentage of ELL students meeting state standards from 44% to 70%*.
3.To increase the percentage of Economically Disadvantaged students meeting state standards from 69% to 70%* on the Social Studies STAAR assessment.
F. English Acquisition for ELL Students Annual Performance Objective:
1.To increase the percentage of ELL students progressing one proficiency level from 55.7% to 60%*.
2.To increase the percentage of ELL students with 1-4 years in U.S. schools attaining Advanced High from 23.4% to 25%*.
3.ELL with 5+ years in U.S. schools attaining Advanced High from 37.8% to 40%*.
4.Report on number of ELL students meeting exit criteria in Bilingual and ESL programs.
G. Special Education/Section 504 students are appropriately served. Students with special needs shall be provided appropriate, individualized, intensive instruction to
enable them to perform at comparable levels to their peer groups.
H. College Readiness Annual Performance Objective: United ISD will provide opportunities to assist students in preparing for college
1. The percent of students scoring at or above 45 on each section of the PSAT shall increase by 3%.
2. Participation rates on the PSAT will meet or exceed 15% of sophomores and 30% of juniors.
3. The percentage of students with a composite score at or above 21 on the ACT will reach 30% by 2016.
4. The percentage of students scoring at or above 500 on each section of the SAT will reach 12% by 2016.
5. The number of AP exams taken will increase by 3%.
6. The percent of AP exams scored at 3 or higher will increase from 40% to 43%.
7. The percent of students achieving Level III in STAAR across elementary and middle school grades in reading from 13% to 15% and math will increase from
14% to 16%.
8. The percent of students graduating under the RHSP or higher will go from 92.8% to 95% by 2016.
I. Dual Credit Opportunities: United ISD will maintain the number of students enrolled in dual credit courses offered through the House Bill I initiative and receiving
college credit (including online opportunities).
1. U.S. History 1302: District average enrollment of 495 students at a 98% passing rate.
4. Math 1314 (College Algebra): District average of 260 students at a 97% passing rate.
42
Perf.
Obj.
1
2
3
4
5
Critical Success
Factors:
Components Accountability
only
Evidence
Strategies, Initiatives, and
Redesign
Projected
of
Start Date Completion
Implement
Date
ation
Achieve 3000 at the MS for
August June 2015 Usage Reports
STAAR Reading students and
2014
at the HS for Reading
Intervention
Resources Required
and Person
Responsible
Area Targeted
Major Systems
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Coordinators’ schedules shall September May 2015 Sign-in Sheets, Middle and High School
incorporate working with
2014
CBA Results,
Executive Directors,
students, Bi-monthly visits
Teacher
Principals, Coordinators
Feedback,
Coordinator
Schedule
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
30-day coordinator
collaboration with students
before testing
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Renaissance Festival for high June 2014
school students that targets
core and elective TEKS
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
District Instructional Field
Trips targeting ELA TEKS
1A
1A-G
30 days
prior to
state
testing
STARR/
EOC
testing
dates
Coordinator
Schedule,
Teacher
Evaluation,
Feedback
Middle and High School
Principals, Coordinators
October
2014
Sign in Sheets
High School Executive
Director, Principals,
Coordinators, Teachers
and students
1A-G
1A-G
1A,C
August
2014
Special Ed. Executive
Coordinators
May 2015
Student
Participation and Executive Directors,
Media Coverage Principals, Coordinators,
Teachers and students
43
Perf.
Obj.
6
7
8
9
Area Targeted
Redesign
Projected
Date
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Reading Fair targeting 1st – 5th December May 2015
Reading TEKS
2014
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Standards-Based Bulletin
Boards: Phase II
August
2014
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Science Fair: Addition of
student presentations at the
district level competition
Phase II
August
2014
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
1A
1A-E
1D
1A-E
10 1 A-G
1A
Critical Success
Factors:
Major Systems Components
Accountability
only
11
Evidence of
Implementation
Resources Required and
Person Responsible
District level
participation
/winners
Elementary Executive
Director, Elementary
June 2015
Bulletin Board
Displays
Teachers
January
2015
District level
participation/
winners
CBA/benchmark and Scope May 2014
and Sequence Cadres to ensure
alignment and rigor and
relevance in scopes and
assessments
August
2014
Sign in of
Cadres, State
Assessment
Scores
Coordinators, Cadre
Teachers
Academic
Performance
Evaluation of CBAs,
Benchmarks and Scope and
Sequence
May 2014
August
2014
Survey feedback
on effectiveness
of scopes
Coordinators, Cadre
Teachers
Academic
Performance
Additional Reading
April 2014
Intervention Teachers at all
focus campuses and identified
campuses in order to ensure
reading standards are met
August
2015
MVRC Reports,
Reading Levels,
State Assessment
Scores
Reading Intervention
Teachers
44
Critical Success
Factors:
Area Targeted Major Systems Components
Redesign
Accountability
only
State Assessment Instruction,
Rigor,
Academic
University exposure for 9th –
Curriculum and Relevance
Performance 11th grade students through
1H
Assessment
University visits
Perf.
Obj.
12
State Assessment
13
14
15
16
Instruction,
Curriculum and
Assessment,
Student Support,
Representation,
System
Safeguards
Monitoring
Student
Progress,
Questioning
Strategies to
1A-G
Guide
Instruction,
Targeted
Professional
Development
Rigor,
Curriculum and Relevance,
Assessment,
Monitoring
Student Support
Student
1C
Progress
Projected
Evidence of
Implementation
Person Responsible
Date
August
2014
May 2015 Field Trip lesson High School Executive
plan, Activity
Director,
Principals, Coordinators,
handbook
Teachers and Students
Academic
Train and implement the ELPS June 2014 May 2015
Teacher
All Instructional
Performance, Instructional Tool Kit and
Observations,
Bilingual Department
Teacher Quality sheltered instruction strategies
State
Director, Bilingual
for teachers to implement
Assessments,
Coordinators, Region I
when planning lessons and
ELL Plan for
delivering instruction for our
Success, Failure
ELL’s.
Reports
Executive Directors for
Elementary, Middle and
High Schools,
Director,
ELA and Reading
Instructional Coordinators
Rigor,
Teacher Quality Train Social Studies teachers September June 2015 STAAR Results, Executive Directors for
on project based learning at the 2014
Scope and
Assessment,
Monitoring
middle and elementary
Sequence, ERO
High Schools,
Student Support
Student
schools.
Sign-in sheets Professional Development
Progress,
Director, Social Studies
1E
Targeted
Professional
Development
(PD) with
Support
Rigor,
Implement project based
September June 2015 STAAR Results, Executive Directors for
Academic
learning
with
students.
2014
Scope and
Performance
Assessment,
Monitoring
Sequence,
High Schools, Social
1E
Student Support
Student
Studies Instructional
Progress
Coordinators
Academic
Performance
Designate a district committee January
to develop a district writing
2014
plan for each grade level along
with professional development
to be implemented during the
2014-2015 school year.
June 2016
Writing Plan,
ERO,
Walkthroughs
45
Critical Success
Projected
Factors:
Evidence of
Area Targeted Major Systems Components
Redesign
Person Responsible
Accountability
Implementation
Date
only
Rigor,
Academic
Develop a district-wide
June 2014 June 2015
Increase in
All Instructional
Performance systematic approach for
passing scores on Executive Directors,
state assessments Professional Development
Assessment,
Monitoring
vocabulary instruction and
Student Support
Student
provide professional
1A-G
Progress
development sessions to train
teachers and administrators on
use of the approach.
Perf.
Obj.
17
18
19
20
21
State Assessment
Instruction,
Monitoring
Curriculum and
Student
Assessment,
Progress
Student Support
Academic
Performance
Designate a district committee
to review current RtI process
and revise the system based on
committee findings.
State Assessment
Instruction,
Targeted
Curriculum and Professional
Assessment, Development
Student Support with Support
Academic
Performance
Use the recommendations
from the CBA committee to
revise the teacher reflection
instrument for the 2014-2015
school year.
State Assessment
Instruction,
Curriculum and
Assessment
Monitoring
Student
Progress
Academic
Performance
A minimum of twice a week
required writing in all content
areas through journals
August
2014
May 2015
SPED
Representation
Discipline
Targeted
Professional
Development
with Support
Teacher
Quality
Provide professional
development for all secondary
teachers on classroom
arrangement, ABA techniques
and other resources needed to
instruct students on the AU
spectrum.
August
2014
October
2014
1A-E
1A-D
1C, F
1G
August
2014
June 2015
More efficient
RtI Process
All Executive Directors,
School Improvement
Coordinator
June 2014 June 2015
New Teacher
Reflection
Instrument
Executive Director for
Lesson Plans
High School, Principals,
Coordinators, Department
Chairs, Teachers
Sign in Sheets, SPED Executive Director,
Walkthroughs by
Directors and
Coordinators
Coordinators
46
Perf.
Obj.
22
23
1G
Area Targeted
SPED
Representation
LEP
Representation
SPED
Representation
Student
Achievement
1G
SPED
Representation
24
25
26
LRE, Student
Support
1G
State Assessment
Instruction
State Assessment
Student
Achievement,
TEK Study
1A-E
1A-E
Data
Informed
Instructional
Placement
Critical Success
Factors:
Accountability
only
Academic
Performance
Projected
Evidence of
Implementation
August
2014
June 2015
Provide PD for staff to select
August
campuses on deliberate
2014
scheduling and continuum of
service options/models, i.e. coteach, other inclusion supports,
resource.
June 2015
Monitor placement and
provision of service at all
campuses through submittal of
LRE template and service logs
by campus principals to SPED
department.
Participation in the TAIS
process for all campuses not
meeting 100% safeguards and
focus campuses.
August
2014
August
2014
Targeted Teacher Quality, Create Adobe Connect videos August
Professional
Academic
for each content area at the end 2014
Development Performance of every six week and provide
them to the elementary
with Support
campuses to be shared during
planning periods or faculty
meetings
Person Responsible
Date
Academic
Audit a sampling of FIEs to
Performance, insure difference vs. disorder
Compliance in the diagnosis of SLD is
being addressed with integrity.
Targeted
Academic
Professional Performance,
Development Compliance
with Support,
Monitoring/
Evaluation of
Curriculum
Implementation, Rigor,
Relevance
Data
School Climate
Informed
Instructional
Placement
Instructional
Leadership,
Monitoring
and
Supervision
Redesign
Audit Reports SPED Executive Director,
Director of Compliance
Sign in sheets SPED Executive Director,
and agenda,
Director of Instructional
Evidence of
Improvement
purposeful
implementation
of service
models, Evidence
of academic
growth of SPED
students
June 2015 Service logs, SPED Executive Director
LRE template
June 2015 TAIS Template Associate Superintendent
for Curriculum and
Instruction, School
Improvement Executive
Director, Elementary,
Executive Directors
May 2015
Videos,
Teacher Sign-n
sheets
Executive Director,
Principals
47
Perf.
Obj.
Area Targeted
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
/Compliance
State Assessment
Instruction,
Rigor,
Assessment,
Monitoring,
Student Support,
Student
System
Progress,
Safeguards
Technology
Integration,
Use of
Technology,
Targeted
Professional
Development
27 1-A-G
28
29
30
Critical Success
Factors:
Accountability
only
1-A
1F-G
1E
Redesign
Projected
Evidence of
Implementation
Person Responsible
Date
Conduct Curriculum and
August
Instruction Audits (CIA) Visits 2014
once in the fall and once in the
spring in order to monitor all
special programs to address
PBMAS staging.
The addition of two Reading
August
Collaborative Teachers, one
2014
for middle school and one for
elementary to target designated
campuses. The continuation of
the Collaborative Teachers for
the following areas:
Math, Science, Social Studies,
and ELA.
Tracking of PBMAS indicators August
not based on assessment on a
2014
monthly basis to meet required
improvement.
Academic
Train and implement the
Performance/ Social Studies Freedom Run
Compliance Program for Middle School
students from 6th-8th grade in
order to improve state
standardized tests for Social
Studies.
February
Sign Ins,
All Executive Directors,
2015
Feedback Report
Program Directors,
to the campuses Program Coordinators,
Principals
June 2015
Sign Ins,
Bi-weekly
Spiraled Tests
School Improvement
June 2015
Required
Documentation
Special Education
Executive Director,
School Improvement
Executive Director,
Bilingual Director,
CTE Director,
Principals
September June 2015
2014
Teacher
Observations,
Middle School,
State
Director,
Assessments,
ELL Plan for Professional Development
Success, Failure Department Director,
Reports
Federal Programs, Title I
48
Perf.
Obj.
31
32
33
34
Area Targeted
Critical Success
Factors:
Accountability
only
Redesign
Projected
Evidence of
Implementation
Date
State
Instruction,
Monitoring,
Academic
Create a Scope and Sequence October
Assessment,
Curriculum and
Student
Performance, for NEWCOMERS Lang. Arts 2014
LRE, Graduation Assessment,
Progress, Teacher Quality, at the High School level for
Student
Support,
Learning Time RI/RAs to better meet their
Student
1F
System
Centered
instructional needs. Integrating
Safeguards
the language power resource
kit as an additional resource.
August
2015
State
Instruction,
Monitoring,
Academic
Revise the current Middle
October
Assessment,
Curriculum and
Student
Performance, School Scope and Sequence
2014
LRE, Graduation Assessment,
Progress, Teacher Quality, for the NEWCOMERS Lang.
Student Support,
Learning Time Arts with the pacing of skills
Student
1F
System
Centered
to be covered for the CBAs
Safeguards
(Content-based Assessments).
Integrating the language power
resource kit as an additional
resource.
LRE.
Instruction,
Monitoring,
Academic
August
Completion
Curriculum and
Student
Performance, Transition Guide for 1st and 2nd 2014
Assessment,
Progress, Teacher Quality, grade teachers of the district
Student Support,
Learning Time servicing ELLs who are
Student
Representation
Spanish Dominant. This guide
Centered,
provides best instructional
Targeted
1F
practices for ELLs ready to be
Professional
Development,
instructed in the English
Effective
language.
Intervention
Strategies
LRE
Instruction,
Monitoring,
Academic
Train and implement an
August
Curriculum and
Student
Performance, ESL/REACH program for 1st
2014
Assessment,
Progress, Teacher Quality, grade teachers of ELLs.
Student Support,
Learning Time
Student
1F
Representation
Centered,
Targeted
Professional
Development
August
2015
Person Responsible
State
Assessments,
Scope and
Sequence,
Teacher
Observations,
ELL Plan for
Success
State
Assessments,
Scope and
Sequence,
Teacher
Observations,
ELL Plan for
Success
June 2015 TPRI, Language
Acquisition
Profiles, Rigby
Literacy Levels,
REACH/ESL
Program, ELL
Plan for Success
High School,
Director,
HS Bilingual
Coordinators, HS ESL
Teacher CADRES
Middle School,
Director, MS Bilingual
Coordinators,
MS ESL Teacher
CADRES
Director,
Coordinators,
Elementary Reading
Coordinators,
Elementary Principals,
Department Director
June 2015 Classroom
Schedules,
Director,
Bilingual Department,
REACH At-aElementary Coordinators,
Glance,
REACH lessons, Elementary Principals
Teacher
Observations
49
Perf.
Obj.
Area Targeted
State Assessment
35
1A-F
Instruction,
Targeted
Student Support, with Support,
Student
Monitoring/
1 A-C
36
Evaluation
of
Achievement,
F,G
ImplementaUse of
tion, Rigor
Technology ,
Relevance
Technology
Integration
Targeted
Student Support, with Support,
Student
Monitoring/
1D,G,
37
Achievement Use Evaluation of
I
of Technology , Implementation,
Technology
Rigor
Integration
Relevance
38
1A-E
Redesign
Projected
Evidence of
Implementation
Teacher
Observations,
Director,
State
Bilingual Department,
Assessments,
ELEM, MS, and HS
ELL Plan for
Coordinators,
Success, Failure Elementary Principals,
Reports
Middle School Principals,
High School Principals
Academic
Performance
Provide PD, support and
July 2014 June 2015 Training Sign in Instructional Technology
monitoring for elementary
Sheets, walkDirector, Program
instructional staff on new
throughs,
Coordinators,
skills and enhance existing
evidence of
Specialists
skills to meet the integration
academic growth
requirements on the district
in all elementary
scope & sequence that requires
campuses
the use of technology by
teachers and students
Academic
Performance
Provide PD, support and
July 2014 June 2015 Training Sign in Instructional Technology
monitoring for secondary
Sheets, walkDirector, Program
instructional staff on new
throughs,
Coordinators,
skills and enhance existing
evidence of
Specialists
skills to meet the integration
academic growth
requirements on the district
in all secondary
scope & sequence that requires
campuses
the use of technology by
teachers and students
Instruction,
Targeted
Academic
Curriculum and Professional Performance, department provides ongoing
Assessment Development Teacher Quality Professional Learning
with Support
Communities for Concept
Based Curriculum Instruction
on a weekly basis.
Person Responsible
Date
Instruction,
Monitoring,
Academic
September June 2015
Curriculum and
Student
Performance, teachers of ELLs from 1st-12th
2014
Assessment,
Progress, Teacher Quality, grade on sheltered instruction
Student Support Effective
Learning Time strategies (Research Based
Intervention
Stra-tiques) across curriculum
areas. Differentiating in
Strategies
language proficiency levels
and aligned to the ELPS
standards.
State Assessment
State Assessment
Critical Success
Factors:
Accountability
only
August
2014
May 2015
Lesson Plans
Executive Director,
Principals
50
Perf.
Obj.
39
40
Area Targeted
Critical Success
Factors:
Accountability
only
Projected
Evidence of
Implementation
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Introduce Oil and Gas
July 2014 May 2015
Production Systems I as the
second course in the Petroleum
pathway.
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Research the possibility of
implementing Cosmetology
into the high school
curriculum.
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Introduce Cambridge’s NonAugust
Negotiable Skills: Everything
2014
you must teach for college,
career and the Common Core
to target Reading skills in the
Exploring Careers Curriculum.
State Assessment
Instruction,
Curriculum and
Assessment
Rigor,
Relevance
Academic
Performance
Introduce Certified Logistics
Associate (CLA) Certificate
for interested senior-level
students.
1H
1H
Person Responsible
Date
State Assessment
41 1A, H
42
Redesign
July 2014 May 2015
May 2015
July 2014 June 2015
Roster of
students who
enrolled in
Petroleum
systems
CTE Director, CTE
Coordinator, CTE
Department Chair, CTE
Oil and Gas Teachers
Roster of
students who preregister for
Cosmetology
CTE Director, CTE
Coordinator, CTE
Department Chair
Roster of
students in
Career
Exploration
CTE Director, CTE
Coordinator, CTE
Exploring Careers
Teachers
Roster of
CTE Director, CTE
students who got Coordinator, CTE Dept.
CLA certified
Chair, CTE Global
Business teachers
1H
51
Goal 2 A Safe and Nurturing Environment: Provide a safe, nurturing, positive, and secure environment for students and staff.
A. School Suspensions Annual Performance Objective: 1.To reduce the number of in school suspensions by 1% from 5247 to 5195.
2. To reduce the number of out of school suspensions by 2% from 3011 to 2951.
B. Dropout Rate Annual Performance Objective: 1.To reduce the dropout rate from 1% to .7%.
2. To reduce the dropout rate from 3% to 1.5% for pregnant and/or parenting students.
C. Attendance Rate Annual Performance Objective: 1.To increase attendance rate from 95.5% to 96%.
D. Employee/Parent Grievances objective: 1. To decrease the % of Employee/Parent grievances from .0108% in 2012-13 to .0091 in 2013-2014.
Perf.
Obj.
43
2A
Area Targeted
Discipline,
Instruction &
Curriculum
Discipline
44
2C
Completion
45
Discipline,
Instruction,
Culture and
Climate
Critical Success
Factors:
Accountability
only
Targeted
Learning Time,
Professional School Climate
Development
(PD) with
Support
Instruction,
Data-Driven School Climate,
Curriculum and Decision- Student Support
Assessment
Making,
Monitoring/
Evaluation of
Curriculum
Implementation
Student Support Effective
Data Systems Intervention
Strategies
2B
Redesign
Provide professional
development on classroom
management to new and
identified teachers.
Start Date
Projected
Completion
Date
July 2014 June 2015
Continue implementation of a September June 2015
Bully Free Program
2014
curriculum in all UISD schools
(Elementary, Middle and
High).
Learning time Implement a program to help
August
students who have dropped out 2014
to complete high school and
introduce them to additional
educational institutes.
Evidence of
Implementation
Person Responsible
ERO Training Director of Professional
signature
Development
evaluation sheets
Lesson Plans,
Principals, Bully Free
Classroom
Campus Team, Director of
Observations, Guidance and Counseling,
Teachers
Less Bullying
Referrals
June 2015 PEIMS Dropout Director of Adm/Atten
and Leaver
Dropout Recov, Assistant
Report
Superintendent of
Business & Finance, High
School Executive Director
52
Goal 3 Family and Community Engagement: Promote community partnership and parent involvement
A. Annual Performance Objective: To increase the percentage of parents represented at district based parental activities from 39% to 42%.
Perf.
Obj.
46
47
48
Area Targeted
Major Systems
State Assessment
Parents/
Community,
Representation
Completion
Parents/
Community
Parent
Involvement
State Assessment
Parents/
Community
Parent
Involvement,
Use of
Technology
3A
3A
3A
State
Assessment,
Graduation
49
Critical Success
Projected
Factors:
Evidence of
Components
Redesign
Person Responsible
Accountability
Implementation
Date
only
Parent
FamilyProvide all campuses a
August May 2015 Agendas and Title I Funds- Federal &
Involvement,
Community standard process for the
2014
Sign In Sheets State Programs Executive
Support
Specific/ Timely
review/revision of the
Director, Parental
Feedback
Parent Compact & Parent
Involvement Liaison,
Involvement Policy.
Principals, Campus
Parents will be part of the
Parental Involvement
review/revision of the
Contacts, Family Services
Parent/Student Compact
Coordinator
and Parental Involvement
Policy.
3A
Instruction,
Student Progress
Student Support,
Parent/
Community
FamilyProvide more GED/ESL
Community classes at more UISD sites
Support
through collaboration
between LCC and UISD.
August
2014
May 2015
Agendas and Title I Funds- Federal &
Sign In Sheets, State Programs Executive
Director, Parental
Newsletters,
Flyers, websites Involvement Liaison,
Principals, Campus
and Newspaper
Contacts, Family Services
Coordinator, LCC Adult
Literacy Staff
FamilyIncrease the availability of July 2014 June 2015 Sign In sheets Federal & State Programs
Community the District’s Techmobile
Executive Director,
Support
to provide computer based
instruction to parents.
Liaison
Family
The Bilingual Department September April 2015 Sign in sheets,
Community will join the committee of
2014
Agendas,
Support
UCOP (United Council of
Invitations
Parents) to inform parents
about the benefits of being
in a Bilingual program and
Graduation.
Director,
Federal Programs,
Title III LEP
53
Critical Success
Factors:
Accountability
only
Evidence
Projected
of
Redesign
Area Targeted
Major Systems
Components
Implement
Date
ation
State Assessment
Parents and
Parent/
Academic Increase communication to August
August
Analysis of
Community
Community
performance, parents in a timely manner
2014
2015
Parental Portal
Support
Family and through Facebook, Twitter
Accounts,
3A
Community and Parent Portal by
Twitter and
Support
expanding the number of
Facebook
accounts in each area.
accounts
Discipline,
Discipline,
Effective
School Climate Standardize and develop
July 2014 June 2015 Club Meeting
Instruction &
Instruction,
Intervention
district-wide list of
signature sheets
Parent
Curriculum
Culture
and
Strategies,
clubs/organizations
to
be
3A
Involvement
Climate
offered at all elementary
schools.
Perf.
Obj.
50
51
52
53
54
All Departments for
submission of
information,
Communications
Department, and IT
Department
Campus Principal/club
sponsor
State Assessment
Parents,
Community,
Instruction
Parent/
Community
Support, Use of
Technology,
Technology
Integration
Academic
performance,
family and
community
support
Provide information on
October
student Bring Your Own
2014
Device (BYOD) Pilot to all
parents through UCOP,
PSA’s, etc.
June 2015
Sign In Sheets
Department, Professional
Development
Department
State Assessment
Parents,
Community,
Instruction
Parent/
Community
Support, Use of
Technology,
Technology
Integration
Academic
performance,
Family and
Community
Support
Provide information and
training on parent and
students access of new
district Learning
Management System and
eMail Client
June 2015
Sign In Sheets
Development
Department
State Assessment
Parents,
Community,
Instruction
Parent/
Community
Support, Use of
Technology,
Technology
Integration
Academic Provide information and
performance, training on Google Apps
Family and for Education
Community
Support
November June 2015
2014
Sign In Sheets
Development
Department
3A
3A
3A
Resources Required
and Person
Responsible
January
2015
54
Goal 4 Operational Effectiveness and Efficiency: Ensure that the District is fiscally accountable and efficient.
A. Annual Performance Objective: To maintain a Superior rating in the FIRST.
Perf.
Obj.
55
56
57
58
Area Targeted
Major Systems
Components
Data Systems
Student Support
Technology
Integration
Data Systems
Student Support
Technology
Integration
Data Systems
Student Support
Technology
Integration
Data Systems
Student Support
Use of
Technology
4A
4A
4A
4A
Evidence
Resources Required
Projected
of
and Person
Redesign
Implement
Responsible
Date
ation
Academic Increase Internet
July 2014 August
RFP
Executive Director of
Performance Bandwidth from 600 mb to
2014
Erate 470 & 471 Information Technology,
Implementation Director of Technology
10 gb. Increase of
Plan,
Services,
bandwidth will provide
Purchase Orders, Telecommunication
Internet access to additional
mobile devices and for
Installed
Systems Supervisor,
BYOD.
Bandwidth,
Network Systems
Mobile Learning
Supervisor,
Devices,
Computer Support
Connecting to the Specialist, Computer
Network
Support Specialist
Data Quality Perform a Network
January June 2016
RFP
Equipment Upgrade at 26
2016
Erate 470 & 471 Information Technology,
Dependent
Implementation Director of Technology
schools considered 90%
Upon
Plan,
Services,
eligible as per Erate
guidelines. These upgrades Erate
Purchase Orders, Telecommunication
will allow for greater
Funding
Installed
Systems Supervisor,
network connectivity at
Network
Network Systems
those schools.
Equipment
Supervisor,
Computer Support
Specialist
Critical Success
Factors:
Accountability
only
Data Quality Perform a Network
Equipment upgrade at
AHS, UMS, TMS, and
NES. Monies allocated
from 2013 Bond.
July 2014 December
RFP
2014
Implementation Information Technology,
Director of Technology
Plan,
Services,
Purchase Orders,
Telecommunication
Installed
Systems Supervisor,
Network
Network Systems
Equipment
Supervisor
Data Quality All parents of new and
August July 2015 All registration
Director of Admissions
returning students will use
2014
for new or
and campus registrars in
the online student
returning
conjunction with IT Staff
registration system.
students will be
completed online
55
Perf.
Obj.
59
60
61
Area Targeted
Major Systems
Components
State Assessment
Instruction,
Curriculum and
Assessment,
Student Support
Use of
Technology,
Technology
Integration
Evidence
Resources Required
Projected
of
and Person
Redesign
Implemen
Responsible
Date
tation
Academic Purchase and install Mobile July 2014 August Implementation Executive Director of
Performance Learning Devices and
2014
Plan,
Information Technology,
Purchase Orders Director of Technology
Computer Desktops at all
New Learning
schools for student use.
Services,
Devices
Network Systems
connecting to
Supervisor,
the Network
Computer Support
Specialist
State Assessment Student Support
Use of
Technology,
Technology
Integration
Academic Implement a Bring Your
Performance Own Device (BYOD)
program either district
wide or at selected schools
August
2014
June 2015 Polices Created, Executive Director of
BYOD Devices Information Technology,
connected to Director of Technology
Network
Services,
Network Systems
Telecommunication
Systems Supervisor,
Computer Support
Specialist,
Computer Specialist
State Assessment Student Support
Use of
Technology,
Technology
Integration
Academic Train Teachers and
October
Performance Students on how to
2014
implement a Bring Your
Own Device (BYOD) pilot
program either district
wide or at selected schools
Culture and Enhance Security Camera October
Climate
Systems at Schools.
2014
Monies allocated from
2013 Bond.
July 2015 Polices Created, Instructional Technology
Implementation Department – Director,
Plan,
Instructional Coordinator,
BYOD Devices Program Coordinators,
connected to Instructional Technology
Specialists
Network
June 2015
RFP
Plan,
Purchase Orders
Services,
Telecommunication
Systems Supervisor
June 2017
RFP
Plan,
Purchase Orders
Services
4A
4A
4A
Discipline
62
4A
Student Support,
Culture and
Climate
State Assessment Student Support,
Instruction
63
Critical Success
Factors:
Accountability
only
4A
Inviting /
Respectful
Climate,
Positive
Behavioral
Support
Use of
Technology,
Technology
Integration
Academic Review and pilot
Performance Interactive Panel
Technology in Classrooms
October
2014
56
Perf.
Obj.
64
65
66
67
68
69
Area Targeted
Major Systems
Components
Data Systems
Student Support
Technology
Integration, Use
of Technology,
Student Centered
Data
Systems
Data Systems
Use of
Technology
Completion
Instruction,
Curriculum
and
Assessment
State Assessment
Instruction,
Curriculum
and
Assessment
State Assessment
Instruction,
Curriculum
and
Assessment
Targeted
Professional
Development
(PD) with
Support
Targeted
Professional
Development
(PD) with
Support
Targeted
Professional
Development
(PD) with
Support
4A
4A
4A
4A
4A
4A
Critical Success
Factors:
Accountability
only
Projected
Redesign
Date
Academic Implement iPad-minis
November June 2015
Performance (6packs) for 4th grade
2014
DUAL Program teachers.
In order to provide DUAL
students with a technology
center for enrichment.
Data Quality Migrate to Cloud based
January June 2016
Technologies for email,
2015
storage, and collaboration.
Resources Required
and Person
Responsible
Implementation Director of the Bilingual
Plan, Purchase
Department,
Orders, Title III Bilingual Coordinators,
Capital Outlay, Director of Technology,
Classroom
Observations
Federal Programs
RFP
Plan,
Purchase Orders
Services
Teacher Quality Develop/Implement
July 2014 June 2015 Sign In Sheets Professional Development
Director,
Elementary, Middle, and
that targets Instructional
Technology
Directors
Teacher Quality Increase the number of
July 2014 August Coordination of Elementary, Middle, and
2015
Instructional
Coordinators who provide
Technology
Directors
assistance to Schools.
District Wide
Teacher Quality Develop an Instructional
Technology Leadership
Position.
Nurturing and Staff Support and Inviting Climate School Climate Provide UISD campus
Positive, secure
Climate
by establishing
leaders a detailed timeline
system of support
environment
of required reports or
activities (of each
department) to complete
each month once items are
approved by the
management team.
Timeline for compliance of
local, state and federal
guidelines.
Evidence
of
Implemen
tation
June 2014 July 2015 Coordination of Associate Superintendent
Instructional
for C & I
Technology
District Wide
August
2014
August
2015
Management
Management Team in
agenda items,
collaboration with the
Administrative department of Curriculum
Team Meeting
and Instruction
Agendas,
sufficient time
to complete
tasks by campus
leaders and
more time to
focus on
instruction
57
Goal 5 Implement Initiatives: To ensure employee recruitment, development, and retention. Recruit, develop, support and retain effective teachers, principals,
and other instructional staff.
A. Annual Performance Objective: To maintain the percentage of highly qualified teachers at 100%
Perf.
Obj.
70
71
72
73
74
Evidence
Projected
of
Redesign
Implemen
Date
tation
Teacher Quality On-line application for
July
June 2015 Applicant pools
easier processing and
2014
on file for
dissemination.
consideration as
Specific posting via
vacancies occur
internet and other media
sources
Teacher Quality Offer competitive salaries
July
June 2015 Application
including Benefits.
2014
Database
Stipends for specific
assignments and
Certification
reimbursement
Area Targeted
Major Systems
Components
Data Systems
Data Systems
Monitoring
Evaluation of
Quality
State Assessment
Instruction
Resource
Allocation
State Assessment
Instruction
Resource
Allocation
State Assessment
Instruction
Active Learning Learning Time Increase current pool of
600 to 1,000 substitutes to
cover absences.
State Assessment
Instruction
Active Learning Learning Time Train new teacher and
August
administrative hires on
2014
skills and programs to meet
instructional expectations
and improve the transition
into UISD campuses and
classrooms.
5A
5A
5A
5A
5A
Critical Success
Factors:
Accountability
only
Learning Time Convert Teacher
Substitutes to KRONO
work tracking to comply
with Federal Affordable
Care ACT
Resources Required
and Person
Responsible
Human Resources
Administration
Human Resources
Administration
August
2014
June 2015 Payroll records
on file,
KRONOS
records for
Affordable Care
ACT
compliance
Human Resources
Administration
August
2014
June 2015 Applications on
file
Scheduled
trainings on file
Human Resources
Administration
June 2015
Scheduled Instructional Technology
district and Department – Director,
campus training Instructional Coordinator,
sign-in sheets Program Coordinators,
Specialists
58
Appendix A
District Policy
Several United ISD policies are currently in place to address district and
campus planning and decision-making processes. These policies ensure
statutory compliance found in Chapter 11, Subchapter F, of the Texas
Education Code. District policies include: BQ (Legal and Local),
BQA (Legal and Local) and BQB (Legal and Local).
59
Appendix B
Use of District Funding
6100
Payroll Costs
6200
Contracted
Services
6300 Supplies
& Materials
6400 Other
Operating Costs
6600 Capital
Outlay
Total Program
Budget
6100
Payroll Costs
Title I, A
Title I, C
Title II,
A
Title III
IDEA Pt B
IDEA B
Preschool
CTE
Gear Up
$11,121571
$300,791
$993,540
$1,586,306
$4,554,299
$0
$19,000
$129,000
Fresh
Fruits &
Veg
$19,600
$172,404
$44,300
$0
$0
$708,200
$15,000
$45,174
$0
$0
$1,104,163
$46,621
$0
$67,558
$292,676
$7,000
$50,000
$7,500
$218,110
$419,939
$39,515
$52,840
$58,000
$2,513
$30,000
$11,000
$200
$61,600
$5,000
$0
$25,000
$0
$0
$442,044
$436,227
$996,473
$1,725,204
$5,613,175
$24,513
$586,218
$12,879,677
$2,933
State
Compensatory
General
Bilingual
Special
Education
$16,213,403
$229,841,047
$1,751,525
PK
$2,731,693
$2,200
$6,170
$147,500
$244,080
High School
Allotment
Athletics
G.T.
$29,057,847
Career &
Technolog
y
$8,249,879
$4,385,145
$501,266
$13,000
$2,733,893
After
School
Adv
$1,294,247
382 SCE FTEs
6200
$482,042
$19,543,211
$12,000
$211,000
$175,829
$305,404
$59,800
$1,375,074
$13,500
6300
6400
6600
Total Program
Budget
$1,856,981
$80,806
$20,850
$18,654,082
$10,289,154
$4,445,032
$1,469,884
$269,783,908
$905,756
$130,900
$35,838
$2,836,019
$175,500
$69,500
$262,500
$29,776,347
$453,366
$375,364
$0
$9,254,438
$645,000
$869,932
$13,446
$6,218,927
$210,400
$5,500
$84
$777,050
$168,000
$15,000
$0
$1,571,074
$86,620
$22,026
$35,792
$1,452,185
Source: United ISD Accounting Department
As of 08-28-2014
Total: $362,977,097
60
Appendix C
UISD Federal Programs Office – Migrant Education Program
Priority For Service Action Plan
2014-2015
Objectives for the Priority For Service Migrant Students
Based on activities conducted as part of the district’s ongoing, comprehensive needs assessment, the district must ensure that migrant students who are failing
or who are most at risk of failing, to meet the state’s academic content standards and student achievement standards and who have had their schooling
interrupted are given priority for services under Title I, Part C. The LEA must maintain auditable documentation that the Action Plan has been
implemented and incorporated into the District’s Improvement Plan (DIP).
Major
Objectives
Staff
Responsible
Estimated
Time Frames
Performance
Indicators
1. Run and review NGS Priority For
Service reports to share with district
and campus staff
Migrant Program Coordinator
Migrant Program Counselor
NGS Clerk
15th of every month
•
NGS Priority For Service (PFS)
reports
2. Work cooperatively with district
PEIMS staff to ensure accuracy of
MEP student data
NGS Clerk
15th of every month or as
needed
•
•
•
COE (Certificate of Eligibility)
NGS Unique Student Count Report
EDP
3. Document federal, state and local
programs that serve “Priority For
Service”
•
•
Campus Visits
reports
School documentation that indicates
PFS students are provided with the
Eight Identified Needs for Texas
Migrant students
PFS Individual Migrant Student
Profile
Ongoing
•
•
4. Use NGS “Priority For Service” to
give priority placement to these
students in MEP activities
Campus Administrators
•
Ongoing
•
reports
Student Rosters
Migrant Services Coordinator
61
2014-2015
Major
Objectives
Staff
Responsible
5. Track the academic progress of
students identified as “Priority For
Service” to ensure that their needs
are being met.
Teachers
6.
Migrant Recruiter
Home Educator
Make periodic home visits to
update parents on the academic
progress of their children.
Estimated
Time Frames
Every 3 weeks
Beginning/ End of year
Performance
Indicators
•
•
•
•
Progress report
Report card
TAKS/STAARS Scores
(3-12)
TPRI Scores (K-2)
Every 3 – 6 weeks
•
•
•
Recruiter’s Log
Home Educator’s Log
PFS Individual Migrant Student
Profile
7. Ensure that “Priority For Service”
students receive priority access to
social services, and community
agencies.
Migrant Recruiter
Ongoing as needed
•
Referral Forms
8. Provide campus principals,
appropriate campus staff, and
parents, the Priority For Service
criteria and updated NGS “Priority
For Service” reports.
NGS Clerk
Beginning of year
Ongoing
•
“Priority For Service” training
agendas
Sign in sheets
reports
Coordinator’s Log
Parent Advisory Council (PAC)
Meetings
•
•
•
•
62
2014-2015
Narrative
The Migrant Coordinator prints out a Priority for Service report on the 15th of every month. Once the report is ready, the coordinator meets with
the designated campus administrator. An individualized student profile for each student is then created to meet the individual student needs.
The student profiles are constantly monitored by both the Migrant Education Program Coordinator and Counselor to insure that the student
is receiving the help needed to succeed.
The Migrant Coordinator and the Migrant Counselor will continue monitoring the Priority for Service students through school contact with the
counselors and administrators. In addition a working relationship will be maintained with community organizations whose main function is to
provide services to families on an emergency basis. Migrant Staff also have an open purchase requisition with the local food bank to ensure that
migrant families have access to emergency food supplies immediately, if necessary. The Migrant office has a working arrangement with local
agencies that provide eye care, clothing, and medical services as needed by our Migrant students. The Migrant Coordinator works closely with
the District Homeless Education Liaison to identify any migrant students who meet the homeless criteria under the McKinney Vento Homeless
Education Act. This ensures that the students receive additional help as mandated. The Coordinator has worked and will continue to work with
the University of Texas Distance Learning Center to ensure that PFS students who are behind in their credit accrual are able to enroll in the
Distance Learning classes & Credit By Exam opportunities offered by that agency. Laptops and graphing calculators purchased by the Migrant
Department for PFS students are available for check out to help them with their academic needs. The program will continue purchasing laptops as
funds become available. The Migrant Coordinator organizes graphing calculator workshops for middle & high school students, study skills
workshops for middle school students, workshops for college readiness for high school students, and a life management skills retreat for our high
school migrant students. This retreat provides motivation and offers strategies that promote a healthy self esteem. The program collaborates with
the UISD literacy center at the former United D.D. Hachar elementary school. It also brings staff from universities with information about the
CAMP scholarship programs. The Migrant University Student Experience (MUSE), and also with Texas State Technical College Harlingen
(MARS) programs are available to the migrant students during the summer for credit recovery. The Migrant Coordinator and The Migrant
Counselor maintain constant communication on a one-to-one basis with the PFS students to make sure students are kept informed about any
upcoming events such as SAT, ACT, and THEA testing and other services that will be beneficial to the students. They assist the students when
they are completing their FAFSA (Financial Aid) applications online as well as any scholarships available to Migrant Students. The Migrant
Coordinator works on a yearly basis with a local agency, M.E.T (Motivational, Educational Training), to provide opportunities and services to the
students and their families such as vocational training. The Federal Programs office also works with our local ESC, Region I Migrant Staff to
provide Leadership Training for H.S. and M.S. migrant students.
63
Appendix D
Highly Qualified Teacher Criteria
% Classes Taught by HQ
% of HQ Teachers
% Classes Taught by HQ Teachers in High Poverty
Teachers
Schools
2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14
UISD
Actual
UISD
Target
State
Target
% Teachers Receiving HQ
Professional HQ
2011-12 2012-13 2013-14
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Source: UISD Highly Qualified Teachers Compliance Report (as of the last day of school year).
Highly Qualified (HQ) teachers are defined as:
1) Holding at least a bachelor's degree, AND;
2) Having full state certification, AND;
3) Demonstrating competency through
a) Passing TExES in subject taught, OR;
b) Holding a college major or coursework equivalent to a major in subject, OR;
c) Meeting High, Objective, Uniform Standard of Evaluation (House).
* SBEC data do not include information related to classes.
The United ISD continues to maintain a competitive Teacher Pay Scale, continues to offer Priority I and II school stipends and retention
incentives for teachers in our Southernmost campuses. In addition, the district offers Mentor, Critical Shortage Areas, ESL/Bilingual,
Math, Science, Special Education, and Advanced Degree stipends. The district maintains and updates the district website with current
Human Resources initiatives such as job fairs and salary schedules. Employment vacancies and applications are available via remote
site or the Human Resources office.
64
Appendix E
Reports includes STAAR only
and 5th and 8th Reading and
Math 1st Administration
Preliminary
STAAR
Three Years UISD and State Comparison
(Spring 2012, Spring 2013, Spring 2014)
English Test Version
United ISD
Reading
Writing
Math
3rd 4th 5th 6th 7th 8th
4th 7th
Social
Studies
Science
8th
5th 8th
Spring 2014
67
70
71
68
67
75
72
70
79
73
66
82
76
65
70
68
56
Spring 2013
68
61
68
57
67
73
69
66
72
64
71
75
67
61
64
65
50
Spring 2012
68
66
68
63
65
69
64
65
74
71
69
75
65
61
65
58
49
State
Reading
Math
Writing
4th 7th
Social
Studies
Science
8th
5th 8th
Spring 2014
76
74
76
77
75
82
70
70
79
79
67
79
73
70
73
71
62
Spring 2013
79
72
77
71
77
84
69
68
75
74
71
77
71
70
73
75
63
Spring 2012
76
77
77
75
76
80
68
68
77
77
71
76
71
71
73
70
59
Source: STAAR District and State
Summary Reports
Compiled by Instructional Accountability
As of 6/25/2014
65
Appendix F
STATE COMPENSATORY, INTENSIVE,
AND ACCELERATED INSTRUCTION
PROGRAM DESCRIPTION
USE OF FUNDS FORM
UNITED INDEPENDENT SCHOOL DISTRICT
Office of Federal and State Compensatory Programs
2014-2015
Compensatory education is defined in law as programs and/or services designed to supplement the regular
education program for students identified as at risk of dropping out of school. The purpose is to increase the
academic achievement and reduce the drop out rate of these students.
The goal of state compensatory education is to reduce any disparity in performance on assessment instruments
administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between
students at risk of dropping out of school and all other district students (Section 29.081, Texas Education
Code and 77(R) SB702 Enrolled - Bill Text).
The Texas Education Code requires each school district (including charter schools) to have a district and
campus improvement plan. The state compensatory education program must be described in the campus
improvement plan if the program is implemented at the campus level or be described in the district
improvement plan if the state compensatory education program is implemented district wide.
Law requires the district/campus improvement plan and is the primary record supporting expenditures
attributed to the state compensatory education program.
In determining the appropriate accelerated, intensive compensatory programs and/or services, districts must
use student performance data from the STAAR/STAAR EOC/TAKS and other appropriate assessment
instruments and achievement tests administered under Subchapter B, Chapter 39 of the Texas Education
Code. The district must design the state compensatory education program based on the identified needs of
students at risk of dropping out of school.
In addressing the needs of students at risk of dropping out of school, the district and/or campus improvement
plan, as appropriate, must include the following:
• Total amount of state compensatory education funds allocated for resources and staff
• Comprehensive needs assessment
• Identified strategies
• Supplemental financial resources for state compensatory education
• Supplemental FTEs for state compensatory education
• Measurable performance objectives
• Timelines for monitoring strategies
• Formative and summative evaluation criteria
State compensatory education resources must be redirected when evaluations indicate that programs and/or
services are unsuccessful in producing desired results for students at risk of dropping out of school.
66
I. Describe how the students’ needs (needs assessment) are identified.
•
•
•
•
•
STAAR/STAAR EOC/TAKS data will be disaggregated and analyzed
Student demographic information will be analyzed
Attendance data will be analyzed
Promotion/Retention/Dropout data will be analyzed
Professional Development needs identified through teacher surveys and interview
II. Please indicate (√) from list below the programs and/or services to be provided with
SCE funds. The District is not limited to only these programs and/or services.
√
699
004/006
001-054
103-132
122
801
804
831
833
878
882
900
PROGRAMS/SERVICES
Summer School
S.T.E.P. Academy & JJAEP
Secondary Campuses
Elementary Campuses
Col. Santos Benavides Elementary
Curriculum & Instruction
Instructional Accountability
Discipline Management
Teen Parenting (PEP)
Federal Programs
Drop Out
District Wide
TOTAL ALLOCATION FOR
2014-2015
AMOUNT
USED
1,392,000.00
$1,683,664.95
$5,962,293.00
$4,811,713.00
$170,901.00
$247.041.00
$208,112.00
$459,517.00
$432,940.00
$151,430.00
$363,132.00
$1,706236.00
$17,588,979.95
DISTRICT BUDGET PAYROLL 6100
Total Budgeted: $16,216,699.95 (382 FTEs)
Assignments of staff funded with SCE funds
JUSTIFICATION: State Compensatory Education funded personnel serve students in at-risk situations by
providing academic interventions, attendance monitoring, and program coordination that improves the regular
education program. These services support students in at-risk situations so they can succeed in school.
67
DISTRICT BUDGET PURCHASED AND CONTRACTED SERVICES 6200
Total Budgeted: $285,294.00
Consultant services for staff development, technology leases, and site licenses.
JUSTIFICATION: The goal of the United District is to keep students in school and provide them with
quality instructional services. Teachers receive quality professional development and training in an advance
technology program that enhances the delivery of instruction for students who are at risk of dropping out of
school.
DISTRICT BUDGET SUPPLIES AND MATERIALS 6300 Total Budgeted: $1,620,652.00
•
•
•
•
•
•
STAAR/STAAR EOC/TAKS resource materials for STAAR/STAAR EOC/TAKS remediation
Tutorial Supplies and Materials
Extended Day and Week Supplies and Materials
Alternative Education Program
General Instructional Supplies and Materials
Professional Development Supplies and Materials
JUSTIFICATION: Supplies and materials are purchased for instructional use with students in at-risk
situations as identified in the goals and objectives listed in the district and campus improvement plans.
Supplies are also purchased to enhance staff development activities district-wide.
DISTRICT BUDGET OTHER OPERATING EXPENSES 6400 Total Budgeted: $332,306.00
JUSTIFICATION: An allowance is paid to staff that travel out of district to attend conferences and
workshops that will enhance the delivery of instruction. In district travel is also paid to district-wide staff and
staff that have teaching responsibilities at several campuses.
DISTRICT BUDGET CAPITAL OUTLAY 6600 Total Budgeted: $8,850.00
Capital outlay includes classroom equipment, technology hardware, etc.
JUSTIFICATION: All classroom equipment and technology hardware are acquired for the purpose of
enhancing and improving the delivery of instruction.
III.
•
•
•
•
•
Describe how programs and/or services will be evaluated.
Increase the percent passing STAAR/STAAR EOC/TAKS
Annual staff development reports
Review of Quarterly and Annual Dropout Reports
Periodic review of Daily Attendance Reports
Annual review of students meeting exiting criteria
Note: District improvement plan must reflect activities, strategies, and/or initiatives identified above.
68
Appendix G
District Policy on Freedom from Discrimination,
Harassment and Retaliation
As required by state law, the district has adopted policy regarding freedom from discrimination, harassment,
and retaliation. This includes but is not limited to sexual harassment, dating violence, and bullying.
Specifically, district policies FFH (Legal), and FFH (Local) address these matters under the broader category
of Student Welfare and FFI (Local) addresses bullying under the broader category of Student Welfare and
Freedom From Bullying.
The preamble to district policy FFH (Local) states:
“The District prohibits discrimination, including harassment, against any student on the basis of race,
color, religion, gender, national origin, disability, or any other basis prohibited by law. The District
prohibits dating violence, as defined by this policy. Retaliation against anyone involved in the
complaint process is a violation of District policy and is prohibited.”
The FFH series of policies define various types of discrimination, harassment, and bullying. These policies
also describe district procedures for reporting and acting on instances. These policies are available at:
http://pol.tasb.org/Policy/Search/1210?filter=discrimination
There are several district programs designed around prevention and interventions, such as Positive Behavior
Interventions and Support and Dating Violence Curriculum at the 8th grade level.
District Policy on Student Welfare,
Child Abuse and Neglect
As required by state law, the Board has adopted policy regarding child abuse antivictimization programs in
the elementary and secondary schools. Specifically, district policy FFG (Legal) addresses this matter under
the broader category of Student Welfare, Child Abuse and Neglect. The policy describes procedures for
reporting
possible
child
abuse
and
neglect.
This
policy
is
available
at:
http://pol.tasb.org/Policy/Search/1210?filter=FFG
District Policy on Student Welfare,
Crisis Intervention
As required by state law, the Board has adopted a policy concerning early mental health intervention and
suicide prevention programs for implementation in public elementary, junior high, middle, and high schools
within the general education setting. Specifically, district policy FFB (Legal) addressed this matter under the
category of Student Welfare, Crisis Intervention. The policy and any necessary procedures adopted are
included in the annual student handbook and the District Improvement Plan under Education Code 11.252.
The policy is available at: http://pol.tasb.org/Policy/Search/1210?filter=FFB20%Legal
69
Appendix H
District Policy on
As required by state law, the district has established a local school health advisory council (SHAC).
Specifically, district policy BDF (Legal) addresses this matter and states that this board is to assist the district
in ensuring that local community values are reflected in the district’s health education instruction. (TEC
28.004a) The local SHAC meets four times a year as required. (TEC 28.004d-1) This policy is available at:
http://pol.tasb.org/Policy/Search/1210?filter=BDF
70
Appendix I
Pregnancy Related Services
Pregnancy Related Services (PRS) are Support Services including Compensatory Education Home
Instruction (CEHI). These services are available to a pregnant student during the pregnancy prenatal and
postpartum periods to help her adjust academically, mentally, and physically and stay in school.
Support Services are provided during the prenatal period of pregnancy and while the student is still attending
school, as well as during the prenatal or postpartum period while the student is at home or hospital for a valid
medical necessity or recovering from delivery and being served with PRS CEHI. Examples of Support
Services the student may receive are counseling, health services provided by the school nurse, transportation,
parenting instruction and job readiness training, child care, and case management and service coordination.
Compensatory Education Home Instruction (CEHI) is face-to-face academic instruction by a certified
teacher of the district offered to the student in the home or hospital bedside. The number of weekly
instructional hours varies according to student needs and is reflected in the district’s attendance accounting
system. Depending on the circumstance, this type of service may be provided through one of the following
options:
1) Prenatal Confinement If the student cannot attend school on campus due to a valid medical necessity,
it must be supported with documentation from a licensed medical practitioner licensed to practice in
the United States. A medical release must be obtained from the licensed medical practitioner to
return to campus for any reason (including standardized tests). There is no limit to the number of
events or the length of each event.
2) Postpartum Confinement A student who has delivered a live, aborted or stillborn baby, suffered a
miscarriage or death of a newborn, or placed a baby up for adoption can be served, beginning the day
of delivery for up to six consecutive weeks at home or at a hospital. A medical note indicating the
need for confinement to be eligible for CEHI is not required.
3) Extended Postpartum Confinement Four additional weeks of CEHI may be provided to a student
when a valid medical necessity of the mother or child exists as documented (specifying the length of
the extended confinement) by a licensed medical practitioner licensed to practice in the United States
4) Break-in-Service Confinement This service allows a student to divide up to 10 weeks of postpartum
confinement CEHI into two periods in instances in which the infant remains hospitalized after
delivery. The student may return to school while the infant is hospitalized, then return to CEHI when
the infant is released from the hospital. When the student returns to school between the two CEHI
periods, the student will not be coded as PRS. A medical note indicating the need for extended
postpartum confinement to be eligible for or receive break-in-service CEHI beyond the sixth week of
postpartum confinement is not required.
PRS and Special Education Services (SPED) are provided to a special education student who becomes
pregnant. Both PRS staff and the special education ARD committee will work collaboratively to address the
instructional arrangement/setting. The student must receive homebound services regardless of the anticipated
period of confinement (even if fewer than 4 consecutive weeks). The period of homebound postpartum
71
services may exceed 10 weeks if deemed necessary by the ARD committee. However, the 2 additional hours
of support services provided through PRS such as counseling, support to instructional services, and parenting
instruction are limited to 10 weeks.
Compensatory Education Funds are used to subsidize 4 Compensatory Education Home Instruction
Teachers, 1 Program Coordinator, 1 Case Manager, and a Program Secretary for the Pregnancy Related
Services program.
72
Appendix J
Advanced Academics/GT 2013-2014
Improvement Plan
Critical
Success
Factors:
Strategies, Initiatives, and Redesign
Start Date
Projected
Completion
Date
Evidence of
Implementation
Quality Data Identify students for the Gifted and September May 2014
Number of
(new)
Talented program with a variety of 2013
students tested
instruments and procedures to
measure diverse talents, abilities,
and intelligence. Assess students in
languages they understand or with
non-verbal assessments.
Family- Ensure that parents of GT students August June 2014
Written
Community are informed of all gifted and
2013
notifications
Support talented services and opportunities
Webpages
(new)
via various media.
Resources Required
and
Persons Responsible
GT Coordinator,
Advanced
Academics Director
Principals, Assistant
Principals,
Counselors
GT Coordinator,
Advanced
Academics Director
Principals,
Counselors
August June 2014
Student
GT Coordinator,
2013
Projects,
Advanced
Academics Director
Campus
Showcase of Principals, Assistant
Student
Principals,
Projects,
Counselors
Science Fair
Fall 2013
Spring
ERO System, GT Coordinator,
2014
Attendance
Advanced
Sheets,
Academics Director
Certificates of Principals, Assistant
Completion,
Principals
Classroom
Observations
Academic Ensure participation in the Texas
Performance Performance Standards Project
(TPSP) in each of the four
(new)
foundation curricular areas to
provide opportunities for
acceleration in areas of student
strength.
Teacher Provide, on a regular basis,
Quality opportunities for professional
(new)
development in the area of
gifted/talented education for
teachers who provide instruction
and services that are a part of the
district’s defined gifted/talented
services.
Quality Data Appoint an advocacy group of
August June 2014 Sign in Sheets,
(new)
students and teachers to meet
2013
Agenda,
regularly to review gifted/talented
Analysis
education procedures to
Reports
recommend district wide
improvements.
Family- Use criteria developed by an
April 2014 June 2014 Online/Written
Community assigned district committee to
Survey Results
Support evaluate the performance of the
(new)
district’s gifted/talented program
to ensure a community
performance engagement
measure on the state accountability
system.
GT Coordinator,
Advanced
Academics Director
Principals,
Counselors
GT Coordinator
Advanced
Academics Director
Principals,
Counselors
73
Appendix K
Glossary of Acronyms
ACT
AP
BIP
CBA
CIP
CNA
CTE
DIP
DMAC
DUAL
EOC
ELL
ESL
FTE’s
GOLD
GT
IRIS
LEA
LEP
LRE
MEP
NCLB
PBMAS
PEIMS
PFS
PSAT
RF
RtI
SAT
SBEC
SCE
SHAC
SLR
SPED
STAAR
STEM
TAIS
TEA
TEKS
TELPAS
TPSP
UIL
American College Testing
Advanced Placement
Behavior Improvement Plan
Curriculum Based Assessment
Campus Improvement Plan
Comprehensive Needs Assessment
Career and Technology Education
Data Management for Assessment and Curriculum
Developing Unity, Achievement and Language
End of Course
English Language Learner
English as a Second Language
Full Time Equivalent
Garnering On-Line Dual credit
Gifted and Talented
Instructional Reports and Information System (locally
developed student information system)
Local Education Agency
Limited English Proficient
Least Restrictive Environment
Migrant Education Program
No Child Left Behind
Performance Based Monitoring Analysis System
Public Education Information Management System
Priority For Service (Migrant)
Pre Scholastic Aptitude Test
Residential Facilities
Response to Intervention
Scholastic Aptitude Test
State Board of Education Commission
State Compensatory Education
Student Level Review
Special Education
State of Texas Assessments of Academic Readiness
Science, Technology, Engineering and Mathematics
Texas Accountability Intervention System
Texas Education Agency
Texas Essential Knowledge and Skills
Texas English Language Assessment System
Texas Performance Standards Project
University Interscholastic League
74

United Independent School District District Improvement Plan 2014-2015

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