United Independent School District District Improvement ... · United ISD has over 41,708 students...

United Independent School District

District Improvement Plan

2012-2013

Mission Statement United, we inspire all students to become responsible world citizens by

pursuing excellence through life-long learning.

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.

BOARD OF TRUSTEES

JUDD GILPIN, PRESIDENT, DISTRICT 7

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

JAVIER MONTEMAYOR, MEMBER, DISTRICT 5

SUPERINTENDENT

MR. ROBERTO J. SANTOS,

Associate Superintendents

Mr. Eduardo Zuniga, Support Services

Dr. Guadalupe C. Gorordo, Curriculum and Instruction

Assistant Superintendents

Ms. Laida Benavides, Business & Finance

Mr. David Garcia, Human Resources

Mr. Enrique Rangel, Facilities/Construction/Student Services

Ms. Gloria Rendon, Administration

Table of Contents

Page #

UISD At-A-Glance 4

Introduction 7

Curriculum and Instruction Department 7

Elementary 8

Secondary 9

Campus Intervention 10

Instructional Accountability 10

Special Education 14

Yearly Activities 16

Ongoing Activities 17

Board Approved District Goals 18

AYP School Improvement Plan 19

Integrated PBMAS Continuous Improvement Plan 21

Appendices Appendix A: UISD Disaggregation Report 2011-2012 34 Appendix B: Use of District Funding 36 Appendix C: Migrant Priority for Service Action Plan 37

Appendix D: Highly Qualified Teacher Criteria 40

Appendix E: Comprehensive Needs Assessment District Summary 41

Appendix F: State Compensatory Program Use of Funds Form 43

Appendix G: District Policy and Freedom from Discrimination,

Harassment and Retaliation, Bullying/Cyberbullying, Sexual/Child Abuse,

Crisis Intervention 46

Appendix H: District Policy on School Health Advisory Council 47

Appendix I: Pregnancy Related Issues 48

United ISD District Improvement Plan, 2012-2013 3

United Independent School District At-a Glance Profile

Accreditation

United ISD holds full accreditation from the Texas Education Agency.

Governing Body

Seven elected community members, serving four-year terms, comprise the Board of Education. These

trustees serve on a voluntary basis and hold public meetings at 6:00 PM every third Wednesday of each

month at the Bill Johnson Student Activity Center Auditorium (SAC) located at 5208 Santa Claudia.

Meetings are held on the third Wednesday of each month unless there are conflicts with other

important dates.

UISD Ethnic Composition

Hispanic 98.2%

African American 0.1%

White 1.2%

Asian/Pacific Islander 0.3%

Native American 0.1%

(2011 AEIS)

Administration

Superintendent Roberto J. Santos leads the administrative team of: Dr. Guadalupe C. Gorordo,

Associate Superintendent for Curriculum and Instruction; Eduardo Zuniga, Associate Superintendent for

Support Services; and Assistant Superintendents Gloria S. Rendon, Laida P. Benavides, Enrique

Rangel, and David Garcia

District Size

UISD services students in 2,498 square miles of Webb County (this area is twice the size of the state

of Rhode Island)

Student Enrollment

United ISD has over 41,708 students and is the 24th largest school district in Texas. (2011 AEIS)

Transportation

UISD has a fleet of 280 school buses that cover 190 transportation routes. During the 2011-2012

school-year, UISD transported 14,700 students on a daily basis.

Pupil / Teacher Ratios

The pupil/teacher ratio averages are:

Grades K-2 19.7:1

Grades 3-4 19.4:1

Grades 5-6 21.8:1

Secondary (7 – 12) Mixed 21.9:1

(2011 AEIS)


Budget

General operating budget: $315,286,648

(2011 AEIS)

Tax Rate

$1.195 per $100 assessed market value

(2011 AEIS)

Employees

UISD employs more than 6,117 people. Approximately 2,555 of those are teachers.

(2011 AEIS)

Teacher Salaries

Beginning teachers earn up to $42,976.

(2011 AEIS)

Guidance / Partnerships

Each elementary, middle, and high school has at least one guidance counselor. United ISD has

established partnerships with the local college (Laredo Community College) and university (Texas A

& M International University) to develop dual enrollment/courses geared toward students who can

begin to prepare for post-secondary success.

Curriculum

Several components of the district’s curriculum have earned state and national recognition. Following are

the number of district campuses:

Elementary Campuses 26

Middle School Campuses 9

Sixth Grade Campus

Ninth Grade Campus

1

1

Senior High Campuses 4

Alternative Campus/STEP

Specialty School for Special Needs

1

1

Magnet Schools

United ISD’s Magnet School program offers three specific fields at three of the four high schools

(Health & Science Magnet, Engineering & Technology Magnet, Global Business & Advanced

Technology Magnet). In addition, there is one career path academy with five various themes at one

high school (Business & Marketing; Government, Ethics, & Public Service; Health Science &

Technology; Human Services; and Technology & Industry academies).


Cherish Skilled Unit Center

The Cherish Center, in existence since August 2011, is located at 8800 McPherson Road within the

United High School 9th grade annex. It is situated within the east portion of the existing campus as a

newly remodeled state-of-the-art facility. The center accommodates two specialized programs: an

alternative vocational career program to meet the needs of special education students that would not

otherwise follow a vocational/career pathway; and three specialized units designed specifically to meet

the needs of a small population of special education students that may otherwise have the need for

homebound services or a more restrictive environment.

Child Nutrition

Daily, 448 child nutrition employees provide an average of 19,591 breakfasts and 28,296 lunches

daily. For the 2011-2012 school year 3,663,591 breakfasts were served and 5,291,264 lunches were

served. In addition, UISD offers a Summer Food Service Program through the Texas Department of

Agriculture. This program is open to children between the ages of 1 – 18 years old. The program

offers free breakfast and lunch at any UISD summer school site. These free meals are provided to all

students, even if the child is not enrolled with UISD. During the summer of 2012, 68,926 breakfasts

and 99,144 lunches were served at UISD summer school sites.

Career and Technology

United ISD offers various Career/Technology courses and programs to prepare our students for the

21st century work place. The district is dedicated to preparing young people to manage the dual roles of

family member and wage earner. United ISD gets its students ready to gain entry-level employment

in high-skill, high-wage jobs and/or to continue their education after graduation. One successful

program is the Volunteer Income Tax Assistance Program. Students in the four high schools took a

course and became federally certified to legally complete Internal Revenue Service Tax forms. These

students assisted more than 289 people in the community fill out tax forms. The total refund amount

generated with these filed taxed forms was $588,751.00.

(Internal Revenue Service Wise Report)


Introduction

The 2012-2013 District Improvement Plan (DIP) for United Independent School District (UISD) was

developed with input from the District Education Improvement Council (DEIC), compiled by Campus

Intervention Department, and reviewed and approved by the Superintendent and Board of Trustees.

Policy

Several UISD policies are currently in place to address district and campus planning and decision-

making processes. These policies primarily implement statutory requirements found in Chapter 11,

Subchapter F, of the Texas Education Code. Specific district policies include: BQ (Legal), BQ (Local),

BQA (Legal), BQA (Local), BQB (Legal), and BQB (Local).

Curriculum and Instruction

United ISD Department for Curriculum and Instruction is organized into five instructional branches:

Elementary Education, Secondary Education, Special Education, Instructional Accountability and

Campus Intervention. 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 campus.

Our focus will continue 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 focus will assure 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 UISD.

With the approaching changes in the state accountability system and the implementation of the State

Assessments of Academic 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 UISD 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. This

responsibility is a UNITED effort for our successes and challenges. We are confident that through

outstanding campus leadership and the delivery of quality instruction from all teachers, United ISD

will maintain its history of academic excellence.

Elementary Education

The mission of the Elementary Instruction Department is to develop a TEKS-based, learner-centered,

aligned scope and sequence, grades PK-5. The coordinators work closely with a cadre of talented

teachers from a cross section of the district to develop this learner-centered instruction.

In addition to completing an aligned curriculum, the coordinators are using a variety of assessment

databases to develop tests which are aligned to the scope and sequence. These tests are referred to as

the 3C’s: Comprehensive Content Competencies.


The 3C’s are designed to assess all students in grades 1st, 2nd, 3rd, 4th, and 5th grades in the five

content areas: Language Arts, Reading, Math, Science, and Social Studies. These tests are

comprehensive in nature and aim to provide an exam for teachers to gauge students’ level of

preparation for the designated STAAR test. The Elementary Education Department will be providing a

beginning, middle, and end of year 3C’s assessment in order to consistently monitor the progress of

our Elementary students. The aligned curriculum, learner-centered instruction, and 3C testing will help

ensure that the highest expectations of our students will be met. Every elementary student in grades 3rd

,

4th

and 5th

will receive a Confidential Student Report (CSR) form indicating the child’s raw scores on

the 3C’s tests based on the items that had been taught by the testing 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 G.T. 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.

Secondary Education

The mission of the United ISD Secondary Education Department is:

To develop an aligned TEKS based scope and sequence for English, mathematics, reading,

science, and social studies for grades 6-12.

To increase students’ college readiness level thru the use of SAT preparation classes and

instructional activities

To support classroom teachers by providing professional development opportunities

To support teachers in integrating technology into the curriculum

To assist teachers in providing differentiated instruction for diverse learners.

The Department of Secondary Instruction understands 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 provided a key element to student academic success. The Secondary Instruction

Department works continuously to ensure that an aligned TEKS-based scope and sequence includes

examples of differentiated instruction and varied learner-centered activities, resources and technology

applications for all core content areas. Our goal will continue to focus on the successful preparation of

curriculum for our diverse population to meet and exceed both state and federal accountability

standards. This department will continue to accept and defy challenges, strive towards, and achieve

academic excellence.

Advanced Academics

Our department’s mission is to provide a comprehensive, developmentally appropriate differentiated

TEKS based curriculum for our gifted/talented 6-12 population through appropriate staff development


of our talented GT and Advanced Academics teachers. This program will provide 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 will be inspired and motivated to new heights in learning. Teachers will

develop partnerships with students, parents and the diverse community of professionals to ensure the

success of this endeavor.

Middle School – Middle school students are given the option of attending a designated magnet site or

their home campus. Students are grouped homogeneously in the areas of Math and Language Arts, and

heterogeneously grouped for the other areas. Middle school students are also offered Pre-AP Algebra I.

High School – High school students are served through Pre-AP and AP classes described below and

the core curriculum.

Pre-Advanced Placement – The Pre-Advanced Placement (Pre-AP) courses are designed to introduce

concepts and assessment methods to prepare students for success when they take Advanced Placement

courses, strengthen the curriculum, and increase the academic challenge.

Advanced Placement – The Advanced Placement (AP) courses allow students to participate in college-

level course work and possibly earn college-level credit while still in high school. Students are

encouraged to take the exam for the AP course in which they are enrolled. A grade of 3, 4, or 5 is

considered to be a passing score. The amount of college credit granted depends upon the individual

college or university for which the student is applying.

Concurrent Enrollment – High school students in their junior/senior year 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 the Distance Learning Program for dual

credit.

Magnet School Enrollment – High school students may opt to apply for one of the three district 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

Early High School Graduation – High school students have the option of graduating under the early

high school graduation program as outlined in district policy.

Credit by Exam – All students in grades 1-12 have the opportunity to take credit by exam if they

choose to do so. Students passing the exams according to the district specifications will be advanced to

the following grade level.

Career and Technology

United ISD, through our Career and Technical Education (CTE) programs, is dedicated to preparing

young people to manage the dual roles of family member and wage earner. United students are

prepared to gain entry-level employment in a high-skill, high-wage job and/or to continue their

education. United, we inspire all students to become responsible world citizens by pursuing excellence

through life-long learning.


Campus Intervention

The mission of the Campus Intervention Department is to:

Serve as a liaison to campuses in the school improvement process,

Serve as a resource and mentor to administrators and campuses engaged in the Texas

Accountability Intervention System (TAIS) monitoring process,

Conduct classroom observations and provide timely feedback to teachers and administrators,

Supervise Residential Facilities teachers,

Monitor the implementation of Response to Intervention (RtI),

Supervise the Summer School Extended School Year Program, and

Work 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.

Our 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 will continue to improve the

learning achievement of our students and prepare them to become college and/or career ready

graduates.

Instructional Accountability

The Instructional Accountability Department oversees the development, implementation and

evaluation of instructional programs that support the academic needs and achievement of UISD’s

student population. The areas under the department of Instructional Accountability of

Bilingual/ESL/DUAL and Foreign Language, Data Evaluation, Dyslexia/Section 504, Fine Arts,

Guidance and Counseling, Library Media Specialists, Professional Staff Development and Student

Assessment provide guidance and support based on the Texas Education Agency (TEA) and the local

school board policies to the district campuses that are responsible for educating over 42,000 students.

Working collaboratively with other district departments, this division provides a systematic and

analytic approach to training and disseminating legal, program and student assessment information that

support the accountability and student performance in UISD.

Bilingual / ESL / Dual Language / Foreign Language

The United ISD’s Bilingual Department serves to provide Educational Excellence and Equity for all

English Language Learners.

Bilingual education in United ISD is an educational approach that helps build knowledge and learning

of academic subjects in the first language and English, while instilling self assurance, confidence and

cultural pride in students (TEA 2004).This approach is supported by research and literature on

bilingual education and second language acquisition. Studies indicate that literacy in the first language

enhances literacy in the second language (Cummins, 1980).

The state of Texas requires that every student who is identified as limited English proficient (LEP) be

afforded a full opportunity to participate in a Bilingual/ESL Program. Parental permission is required

and parents may deny services. However, the student will remain identified as limited English

proficient until the student no longer qualifies for services and will be coded as a parent denial. Hence,

bilingual students are those LEP students who are participating in the Bilingual/ESL program.


UISD offers a Language Academy at Prada Elementary School which provides services to Recent

Immigrants (RI)/Recent Arrivals (RA) at the fourth and fifth grade levels from seven neighboring

campuses to ensure student achievement.

Dual Language Enrichment Model

In the 2002-2003 school year, UISD began implementing a federally funded dual language education

program at select elementary schools. This project serves English Language Learners (ELLs) and

English proficient students in kindergarten through eighth grade.

The major goals of the Dual Language Enrichment Model are to ensure that:

ELLs and English proficient students’ performances are similar to their grade level peers in

both English and Spanish,

High levels of communicative and literacy proficiency are achieved by the students in their first

and second language, and that they develop positive attitudes toward the language, culture, and

people of their native language and other groups, and

Parents involve themselves in the education of their children and that the learning community

becomes more aware of both effective strategies for teaching ELLs and the importance of being

bilingual and biliterate in today’s society.

Program Implementation

The United ISD Developing Unity and Achievement through Language (D.U.A.L.) program is a

language enrichment model that integrates ELLs and English speaking students to provide 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. The dual

language 50-50 model is based on national research findings that maximize the strengths of both

English and Spanish speakers. In this model, identified students receive both Spanish and English

instruction in Language Arts and Reading. Mathematics is instructed in English while Social Studies is

taught in Spanish from Kinder to fifth grade. Science is taught in Spanish up to second grade. In grades

third through fifth Science is taught in English to ensure that the expectations of state mandates are met

at these grade levels. The ultimate goal of the model is for students to become proficient in both

English and Spanish while developing a strong foundation in their native language. Currently, all 26

elementary schools are implementing a strand of the Developing Unity and Achievement through

Language (D.U.A.L.) program.

Beginning in the 2007-2008 school year, the program was expanded to the three feeder middle schools:

Antonio Gonzalez, United, and Washington Middle School. Additionally, beginning the 2010-2011

school year, the program was expanded to Alexander High School, United High School and United

South High School. They are implementing the program by providing students with certain courses

that are taught in Spanish which include an advanced Spanish as a foreign language class and a Social

Studies class. All other courses are taught in English.

Fine Arts

The mission of the United ISD Fine Arts Department is to prepare students with an array of knowledge

and skills that will 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 will establish a lifetime of learning and growth through the arts.


The United Independent School District Fine Arts 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 & 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:

Evaluation of fine arts programs

Curriculum development for fine arts programs

Promote student participation in visual and performing arts events: Fine Arts Fiesta, Talent

Search, UIL One Act Play contests (middle and high schools) UIL Band, Choir and Orchestra

contests (middle and high) USBANDS Marching Contest, Band & Orchestra Evaluation,

Mariachi contest, and UISD Cheer & Dance Festival

Conduct Staff Development for Art, Band, Choir, 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

Musical Instrument Inventory: Coordinate with fixed assets department the annual inventory

check in November and May

Guidance and Counseling

The United Independent School District 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.

United Independent School District’s Guidance & Counseling program provides competencies to fully

develop each student’s academic, career, personal and social abilities in grades pre-K through 12th

grade. Their main goal is to help make 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.

Counselors 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 United ISD having guidance counselors at every elementary, middle, and high school,

the district also makes available four itinerant counselors who counsel individual students that have

counseling services as part of their Individual Educational Plans (IEPs) with their concerns. They also

evaluate the students to determine if counseling services are needed as a related service.


United ISD also utilizes five Licensed Chemical Dependency Counselors who are assigned to each of

our high schools and Disciplinary Alternative Education Program and who also service their feeder

schools. These individuals assist in developing and implementing programs to prevent substance

abuse and provide counseling services on campus.

Moreover, the Guidance and Counseling Department has an Instructional 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.

Professional Development

The United Independent School District Professional & Staff Development is passionate about adults

that learn so that students can learn. Our mission is to support and inspire those who impact students.

WE BELIEVE:

People are our most valuable resource.

Life-long learning is essential to all.

Quality Professional Development positively impacts student learning.

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

Flexible groups

Collaboration

Follow-Up

Commitment

All professional development will support the attainment of the UISD Instructional Goals and will

correlate to UISD Professional Development Strands and Annual Title I Federal Programs Survey.

Library Science

The mission of the UISD 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 stake holders 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.

504/Dyslexia Program

The mission of the Section 504/Dyslexia Program is to ensure that all students, regardless of their

disabilities, develop to their full potential and become productive members of their community. The

Section 504/Dyslexia Program Office was established to coordinate services for all our 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 our school

district. United Independent School District is comprised of 40 school campuses, which includes 26

elementary schools, 10 middle schools, and 4 high schools. 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 UISD Section 504/Dyslexia 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.

Testing/Data Evaluation

The United Independent School District Testing and Data Evaluation Department includes two equally

important integrant parts that are interconnected and aimed at improving the academic performance of

all students in the district. The Testing component focuses on accurate and effective implementation of

testing procedures, requirements, and legal regulations. In addition, the Testing Department serves as a

liaison between the state and the campuses within the district. The Data Evaluation component focuses

on utilizing data analysis of test results to plan, implement, and evaluate district assessment programs

to ensure student academic success.

The UISD Testing and Data Evaluation Department is responsible for all of the multifaceted areas that

every state (and local) assessment entails. 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.

Special Education

The mission of the Special Education Program at United Independent School District 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 ● Orthopedic Impairment

Autism ● Other Health Impaired

Deaf-Blind ● Specific Learning Disability

Emotional Disturbance ● Speech or Language Impairment

Intellectual Disability ● Traumatic Brain Injury (TBI)

Multiple Disabilities ● Visual Impairment

Non-categorical early childhood

Under the federal law, 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

Independent School District 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 UISD 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 Classrooms

Content Mastery

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

Co-teaching model within the general education setting

The Specialized Units that UISD 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

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 who work together for the same

purpose and mission. The three separate groups are:

Budget and Compliance comprised of a Director and three compliance coordinators

Instructional Improvement and State Assessment comprised of a Director and four instructional

coordinators

Psychological and Behavioral Services

Vocational Training and Specialized Unit Center: The Cherish Center

The UISD 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.


Yearly Activities

Year in Review

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 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.

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.

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.

District Performance Reports

Each year, following the release of state and federal accountability reports by 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 District Education Improvement Council

(DEIC). These state and federal performance reports also serve as sources for annual needs

assessments at the district and campus levels.

Campus Improvement Plans

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.

Curriculum and Instruction Calendar of Professional Development and Instructional Events

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.


Ongoing Activities

Advisory Boards

UISD 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. UISD’s advisory boards are:

Standing Advisory

Monday Management Meetings

Leadership Tuesdays

Curriculum and Instruction (C & I) Wednesday Cabinet Meetings

Business and Education Success Team

District Education Improvement Council (DEIC)

District Language Proficiency Assessment Committee (LPAC)

Performance Based Monitoring (PBM) Focused Data Analysis Committee

Curriculum and Instruction Principal Task Force

Special Education Advisory Liaison Committee

School Health Advisory Council (SHAC)

Superintendent Principals Advisory Committee

Superintendent Student Advisory 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


Board Approved District Goals

Goal 1:

Provide consistent quality TEKS based instruction and/or an alternative curriculum for all students,

resulting in improved student achievement.

Goal 2:

Provide a safe and nurturing environment for all students and staff.

Goal 3:

Provide all students the opportunity to graduate from college and/or be workforce ready, through the

implementation of strategic instructional and drop out interventions.

Goal 4:

Increase student participation in advanced academic courses and/or dual credit courses with successful

completion, resulting in increased number of college credits.

Goal 5:

Increase student participation at SAT/ACT preparation opportunities resulting in increased average

SAT/ACT scores.

Goal 6:

Promote community partnerships and parental involvement.

Goal 7:

Ensure that the District is fiscally accountable and fiscally efficient, including efforts in the maximum

possible reduction of the District’s electricity consumption.

Goal 8:

Implement initiatives to ensure employee recruitment, development, and retention


AYP School Improvement Plan

The district, or Local Education Agency (LEA), has failed to meet AYP in consecutive years, and is in

a “needs improvement” status. In addition to providing written notification to parents, the DIP must

address nine specific criteria. These criteria are presented below, with association to other related

components of the DIP and activities of the district (PL 107-110).

AYP Criteria

The DIP Shall…

Other Related DIP

Components and Activities

of the District

1. Incorporate scientifically based research strategies that

strengthen the core academic program in schools served by the

LEA.

ELPS Strategies

Differentiated Instruction

Effective Instruction Module

Kagan Strategies

RtI Tiered Instruction

Marzano’s Academic Vocabulary

Odysseyware, System 44, Read

180, Help Math, Study Island

2. Identify actions that have the greatest likelihood of improving

the achievement of participating children in meeting the state’s

student academic achievement standards.

Effective Instruction Modules

PDAS Evaluations

District Education Improvement

Council (DEIC)

Benchmark Reports

Six-Weeks Reports/Nine Weeks

Reports

Year in Review

Leadership Tuesdays

C & I Wednesday Cabinet

Vertical Integration Teams

3. Address the professional development needs of the

instructional staff serving the agency by committing to spend not

less than 10 percent of the Title I, Part A funds for each fiscal

year in which the agency is identified for improvement for

professional development, excluding funds reserved for

professional development under Section 1119.

Turnaround Educator Series

Annual Budget

Educator Quality Professional

Development priorities to support

Dual Language, RtI Tier 1-3

strategies, and other district

priorities

4. Include specific measurable achievement goals and targets for

each of the groups of students identified in the disaggregated data

consistent with Annual Yearly Progress.

Annual School Report Card

Year In Review

NCLB School Report Card

AYP Pulse

5. Address the fundamental teaching and learning needs in the

school of that agency, and the specific academic problems of low-

achieving students, including a determination of why the LEA’s

prior plan failed to bring about increased student academic

achievement.

DEIC Annual Needs Assessment,

Programs for Special Education,

ELLs, Response to Intervention

(RtI), Dual Language Program

Advanced Academics


6. Incorporate, as appropriate, activities before school, after

school, and during the summer.

Odysseyware

Summer School Now (After

School)

STAAR EOC Summer Academy

Language and Science Summer

Academies

TAKS Summer Academy

Extended School Year (ESY)

EOC Grade Recovery

7. Specify the responsibilities of the TEA and the LEA under the

plan, including specifying the technical assistance to be provided

by the TEA and LEA.

Professional Services Provider

(PSP)

District Coordinator for School

Improvement (DCSI)

Turn Around Team (TAT)

Texas Center for District and

School Support (TCDSS)

Region 1 Service Center

8. Include strategies to promote effective parental involvement in

the school.

Tile I, Part A Annual Parent

Survey

UISD Fall Parent Festival

United Council Of Parents

(UCOP)

Family Leadership Institute (FLI)

9. Be implemented (including a revised plan) expeditiously, but

not later than the beginning of the next school year in which the

LEA was identified for improvement.

DIP revised and status monitored


UISD Integrated PBMAS

Continuous Improvement Plan

LEA Name: United Independent School

District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems

Components Critical Success Factors:

Accountabilit

y only

Strategies, Initiatives, and Redesign

Start Date Projected Completion

Date

Evidence of Implementation

Resources Required and Person Responsible

1

State Assessment Instruction,

Curriculum

and

Assessment

Rigor, Relevance Academic

Performance

District-wide implementation of

the Accelerated Reader (AR)

Program.

Ongoing Ongoing AR Levels, AR

Reports, Walk-

Throughs, Failure

Reports, 3T’s Results,

STAAR, STAAR EOC

Results

Secondary Executive

Director,

Principals,

Campus Librarians

2

State

Assessment

Instruction,

Curriculum

and

Assessment


Performance

Provide student (K-5 & 7th

)

access to learning.com to

address required technology

objectives.

August 27,

2012

June 6, 2013 Report card grades Elementary & Secondary

Executive Directors,

CTE Director, Principals

3


Curriculum

and

Instruction

Rigor, Relevance,

Curriculum

Sequence/ Pacing,

Integrated/

Interdisciplinary

Academic

Performance

Integrate revised technology

TEKS in content areas as part of

Scope and Sequence and

technology integration in daily

instruction.

Ongoing Ongoing Technology

applications,

Walk-Throughs,

Scope & Sequence

Activities, Lesson

Plans


CTE Director, Campus

Administrators, Program

Coordinators, Teachers,

Instructional Tech, On-

Line Coordinator, Cadres

4

State Assessment

Instruction,

Curriculum

and

Assessment,

Rigor, Formative

Assessment to

Guide Instruction,

Daily Monitoring

of Student

Progress

Academic

Performance

Continue with the

implementation of the College

Readiness Assessment

(Explore) with designated Gear

Up campuses.

October 8,

2012

October 19,

2012

STAAR, STAAR

EOC Results

Secondary Executive

Director, Principals,

Gear Up Teachers



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



5


Curriculum

and

Assessment


Performance,

Recruit students for advanced

academics at the high schools

through orientation sessions,

Middle School vertical

alignment, AP Night and AP

Course Brochures.

AA

Ongoing Ongoing AP Course Enrollment,

Dual Credit course

Enrollment, Grading

Reports, AP Exam

Results

Secondary Executive

Director, Director of

Advanced Academics,

Principals, Counselors,

AP Teachers

6


Curriculum &

Assessment

Rigor, Relevance,

Curriculum

Sequence/Pacing,

Monitoring

Evaluations of

Curriculum

Implementation

Academic

Performance,

Leadership

Effectiveness,

Teacher Quality

Build Campus Capacity by

Redesigning Turn-Around

Teams to include key members

of the Tier III (Focus and

Support) campuses,

spearheaded by Executive

Directors and Directors from

C&I.

Sept. to

April

On-going

each year

3T’s, 3Cs, STAAR,

STAAR EOC results,

Benchmark Results,

Grading Reports,

PDAS

C & I Associate

Superintendent,


Directors

Campus Leadership

Team

7


Currículum &

Assessment

Rigor, Relevance,

Curriculum

Sequence/Pacing

Monitoring

Evaluations of

Curriculum

Implementation

Academic

Performance,

Leadership

Effectiveness,

Teacher Quality

Provide External Team

Members to build Campus

Capacity at identified Tier III

(Focus and Support) campuses.

Sept. to

April

On-going

each year

3Ts, 3Cs STAAR,

STAAR EOC results

Benchmark Results

Grading Reports

C & I Associate

Superintendent,


Directors,

Campus Leadership

Team

8


Student

Support

Monitoring

Student Progress

Academic

Performance

Offer RtI Tier III extended day

and extended week tutorials.

October 1,

2012

June 6, 2013 Grading Reports,

STAAR, STAAR EOC

Scores, SLRs

Campus Intervention

Executive Director,

Principals, Campus

Intervention Coordinator

9


Student

Support

Monitoring

Student Progress

Academic

Performance

Monitor implementation of

Response to Intervention (RtI)

process.

September

2012

June 2013 Grading Reports,

Special Education

(Tier IV) Referral

Packets, RtI Campus

Reports

Campus Intervention

Executive Director,

Campus Intervention

Coordinator,

Principals,

10


Curriculum

and

Assessment,

Student

Support

Rigor, Relevance,

Integrated/

Interdisciplinary

Academic

Performance

Provide Extended School Year

Summer Program for Pk-K,

TAKS, STAAR, STAAR EOC,

Language and Science

Academies, Credit Recovery,

SSI Mandates, Extended School

Year (ESY).

June 2013 July 2013 Promotion/Credit

Recovery,

TAKS/STAAR/

STAAR EOC Results,

Mastery, Graduation

Campus Intervention

Executive Director,

Director of Professional

Development, Campus

Intervention Coordinator,

Summer School

Principals



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



11

State

Assessment

Instruction,

Curriculum

and

Assessment

Curriculum

Sequence/Pacing

Academic

Performance

Implement initiatives to address

basic skills: district-wide Math

Bees, district-wide Science Fair,

and district-wide journal

requirements.

August 27,

2012

June 6, 2013 Failure Reports,

3Cs Results,

Benchmark Scores,

STAAR, STAAR

EOC Results

Elementary Executive


Elementary Instructional

Coordinators

12


Curriculum

and

Assessment

Curriculum

Sequence/Pacing,

Alignment, TEKS

/ Vertical/

Horizontal

Academic

Performance

Ensure level of instruction in all

Advanced Placement courses

through teacher AP contracts,

extended AP trailer courses, and

monitor performance problems

to meet students’ needs.

AA

August 27,

2012

June 6, 2013 Walk-Throughs, AP

Exam Results

Secondary Executive


Advanced Academics,

Principals, AP

Coordinators

13

State Assessment Curriculum &

Assessment,

Instruction,

Student

Support

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Leadership

Effectiveness,

Teacher Quality

Refocus designated district

positions to support teacher

effectiveness: Pathfinders,

Academic Coordinators, GT,

Bilingual/ELL Coordinators

August

2012

May 2013 AYP Report,

3Ts, 3Cs, STAAR,

STAAR EOC, &

Benchmark Results,

Grading Reports

Elementary, Secondary,

and Campus Intervention


Bilingual Director,

Principals

14


Curriculum

and

Assessment

Assessment

Development

Academic

Performance

Increase opportunities for

College Readiness using

EXPLORE for the middle

schools and PSAT, SAT, ACT

at the high schools.

August 27,

2012

May 1, 2013 Post Assessment

Analysis of PSAT

and/SAT,

PSAT, SAT, and ACT

Scores

Secondary Executive


Assistant Principals,

Counselors, Sure Score

Representative

15


Curriculum

and

Assessment

Targeted

Professional

Development with

Support

Academic

Performance

Conduct trainings on Scope and

Sequence and accessibility of

resources.

Ongoing Ongoing ERO Reports, STAAR,

STAAR EOC Scores

Elementary and

Secondary Executive

Directors , Principals,

Instructional

Coordinators

16


Curriculum

and

Assessment

Monitoring of

Implementation,

Targeted

Professional

Development

with Support

Academic Performance,

Teacher Quality

Implement Four Features of

Effective Instruction Modules

through the incorporation of

Kagan Strategies.

Ongoing Ongoing Walk-Throughs,

ERO Evaluation,

Failure Reports, 3Cs,

3Ts, Benchmarks,

STAAR, STAAR

EOC Results, PDAS

Elementary and

Secondary Executive

Directors, Principals,

Academic Coordinators,

Department Chairs



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



17

Completion Instruction,

Curriculum

and

Assessment,

Student

Support

Targeted

Professional

Development (PD)

with Support

Teacher Quality Provide Staff Development for

teachers of advanced courses

through AP Summer Institutes,

two-day trainings during the

school year, and Laying the

Foundation Institutes (LTF),

after identifying the needs of

the teachers, based on campus

needs.

Ongoing Ongoing ERO System,

Attendance Sheets,

Certificates of

Completion, AP Exam

Results, Grading

Reports

Secondary Executive


Advanced Academics,

College Board PD

Sessions, AP Summer

Institutes, AP

Coordinators

18


Curriculum

and

Assessment

Targeted

Professional

Development (PD)

with Support

Academic

Performance,

Teacher Quality

Train all CTE teachers on

strategies to improve

performance of CTE Special

Populations students.

August 27,

2012

June 6, 2013 STAAR/EOC Results,

Grading Reports, ERO

Reports, PDAS

Secondary Executive

Director, CTE Director,

SPED & Bilingual Staff,

Principals, Instructional

Coordinators,

Department Chairs,

Assistant Principals

19


Curriculum

and

Assessment,

Student

Support

Targeted

Professional

Development (PD)

with Support

Academic

Performance,

Teacher Quality

Provide RtI trainings and on-

going support using the eSped

Management System and Tiered

Instruction.

August

2012

June 2013 Walk-Throughs,

STAAR/STAAR EOC

Scores, Support Forms,

PDAS

Campus Intervention

Executive Director, SE

Director for Instruction,

Campus Intervention

Coordinator

20


Curriculum

and

Assessment

Monitoring

Evaluation of

Curriculum

Implementation

Academic

Performance

Monitor performance of CTE

SPED, and CTE LEP students

in the core curriculum.

August

2012

May 2013 Walk-Through Forms,

3T’s, Benchmark

Results, Classroom

Observation Forms,

Grading Reports

SE and Accountability


CTE & Bilingual

Directors, CTE and

Instructional

Coordinators, Campus

Administration,

Department Chairs

21

State Assessment

Instruction,

Curriculum

and

Assessment,

Student

Support

Monitoring of

Student Progress,

Rigor

Teacher

Quality,

Academic

Performance,

Leadership

Effectiveness

Monitor implementation of

Improvement Plan at Tier III

(Focus and Support) campuses.

November

2012

June 2013 TEA Progress Reports,

Walk-Throughs, 3T’s,

3C’s, Benchmark

Results, Grading

Reports, PDAS


Principals, Campus

Intervention Coordinator,

Instructional


Leadership Team



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



22


Student

Support

Rigor, Monitoring

of Curriculum

Implementation

Academic

Performance,

Teacher Quality

Utilize Collaborative Science

Teacher at identified lowest

performing middle schools.

November

2012

April 2013 Increase in STAAR

Results for LEP+

Students, 3T’s,

Grading Reports, Walk

Throughs, Campus

Feedback Forms

Campus Intervention and

Secondary Executive


Collaborative Teacher

23


Curriculum

and

Assessment,

Student

Support

Monitoring /

Evaluation of

Curriculum

Implementation,

Targeted

Professional

Development (PD)

with support

Academic

Performance,

Learning Time,

Teacher Quality

Initiate a campus support plan

to provide classroom teachers

with Effective Instructional

strategies for ELLs to

significantly reduce the number

of students identified as LEP +

(LEP identified students in 5th

grade and above and in UISD

schools for 3 or more years).

November

2012

June 6, 2013 Classroom

Observations,

Increased student

performance on

TELPAS,

Increased number of

exits, 2012-2013

Bilingual Department

Plan

Instructional

Accountability Executive

Director, Bilingual

Director, Resources from

Features of Effective

Instruction,

Bilingual/ELL

Coordinators,

LPAC Administrator

24


Curriculum

and

Assessment,

Student

Support

Monitoring /

Evaluation of

Curriculum,

Implementation

Targeted

Professional

Development (PD)

with support

Academic

Performance,

Learning Time,

Teacher Quality

Initiate the development of the

ESL/Transition Scope and

Sequence for grades K – 2nd

grade and incorporate ESL

strategies and learner centered

activities for grades 3rd

– 5th..

November

2012


Observations,

Increased student

performance on

TELPAS,

Increased number of

exits, 2012-2013

Bilingual Department

Plan

Instructional


Director, Bilingual

Director, Resources from

Elementary ESL

Adoption,

Bilingual and Reading

Coordinators,

LPAC Administrator

25

State Assessment Student

Support,

Culture and

Climate

Targeted

Professional

Development (PD)

with Support

School Climate Implement RAD kids’ project at

all elementary schools.

Ongoing Ongoing Sign-In Sheets,

Lesson Plans

Instructional Account-

ability Executive


Guidance & Counseling,

Principals, Counselors,

SCAN & Children’s

Advocacy Center

26

State Assessment,

Dropout, Discipline

Student

Support,

Culture and

Climate

Targeted

Professional

Development (PD)

with Support

School Climate Utilize substance abuse

counselors, UISD police

officers and community

agencies to provide

presentations to parents and

students that promote drug

awareness and prevention.

Ongoing Ongoing Sign-In Sheets

Instructional



Guidance & Counseling,

Licensed Chemical

Dependency Counselors,

SCAN, UISD Police

Chief, UISD Officers



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major Systems Components Critical Success Factors:

Accountabilit

y only



Date



27

State Assessment Curriculum &

Assessment,

Instruction,

Student Support

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Teacher Quality

Hold individual meetings with

Elementary and Secondary

Principals to discuss specific

agenda items developed to

ensure principals are addressing

performance problems.

January

2013

February

2013

Documentation

Gathered,3T’s, 3C’s

Results, Grading

Reports, Principal

Evaluations

Elementary and

Secondary Executive

Directors, Principals

28


Curriculum and

Assessment,

Parents and

Community

Daily

Monitoring of

Student Progress

Family-

Community

Support

Standardize notification of

benchmark scores and progress

for all students

CSR for Elementary; EOC

Tracker for Secondary.

Ongoing Ongoing Parent Feedback, CSR

& EOC Tracker

Reports

Elementary and

Secondary Executive

Directors,

Principals

29

State Assessment Curriculum and

Assessment,

Instruction,

Student Support

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Teacher Quality

Provide Training Sessions for

1st, 2

nd, and reading intervention

teachers through Face to Face

trainings and Adobe Connect*.

Training on the bilingual

transition plan and monitoring

of proper implementation.

September

10, and

October 8,

2012,

February 25

and May

27, 2013

May 2013 ERO Evaluations,

Walk-Throughs,

Language Acquisition

Profiles, PDAS


Director, Campus

Principals, Instructional

Coordinators

30

State Assessment Curriculum and

Assessment,

Instruction,

Student Support

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance

Provide curriculum updates

through Adobe Connect Video

on department webpage, E-

Chalk, and ADM folder.

Every

Grading

Period

May 2013 ERO Evaluations,

Walk-Throughs


Director, Instructional

Coordinators

31

State Assessment Student Support Monitoring of

Student Progress

Academic

Performance

Establish, implement, and

monitor locally developed

Grade Placement Committee

(GPC) guidelines to ensure a

reduction in the number of

students promoted to middle

and high school.

Ongoing Ongoing Decrease in Number of

GPC Students in 6th

and 9th

Grade, GPC

Documentation, May

Retention Reports,

Summer School

Retention Report


Principals, Summer

School Principals



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major Systems Components Critical Success Factors:

Accountabilit

y only



Date



32

State Assessment Student Support Monitoring of

Student Progress

Academic

Performance

Implement Vertical Integration

Teams to communicate and

collaborate with elementary,

middle and high schools to

identify and meet the needs of

our LEP+ students. Implement

Middle of Year vertical

dialogues

August

2012

May 2013 Vertical Alignment

Meeting, Sign-In

Sheets, Analysis

Reports

Campus Intervention,

Elementary and

Secondary Executive


Academic Coordinators,

Counselors

33


Curriculum and

Assessment,

Culture and

Climate

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance

Implement a monitoring system

to ensure Bil/ESL program (ET,

DUAL, ESL) uniformity across

the district.

November

2012


Observations, DUAL

Program Monitoring

Form, Early Transition

Monitoring Form, ESL

Plan, Program

Monitoring Form

Instructional


Director, Bilingual

Director, Bilingual/ELL


Administrators

34

Data Systems

Instruction,

Curriculum and

Assessment,

Data Systems

Assessment

Development,

Data-Driven

Decision-

Making

Academic

Performance,

Quality Data

Develop Principals’ Task Force

to identify and address areas in

need of improvement.

Ongoing Ongoing Scopes,

ERO Survey

Data Team Reports

Failure Reports

STAAR, STAAR

EOC Results

Curriculum & Instruction

Associate

Superintendent,


Principals

35

Data Systems Curriculum and

Assessment,

Data Systems

Data-Driven

Decision-

Making

Quality Data,

Academic

Performance

Develop a Testing

Accommodations Information

Profile to ensure student testing

information is accurately noted

by LPAC, Section 504 and

ARD committees and readily

accessible by campus and

district testing coordinators.

July 2012 July 2013 IRIS Access at the

campus and district

level,

STAAR, STAAR EOC

Results

Instructional


Director, Testing

Department,

Data Evaluator,

District Technology

Analyst,

Bilingual, Section 504

and Special Education

Department

Representatives



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems

Components Critical Success

Factors: Accountability

only



Date



36

Data Systems Curriculum &

Assessment

Alignment/

Vertical and

Horizontal

Teacher Quality Monitor implementation of

intervention strategies for LEP+

students.

August

2012

May 2013 Vertical Integration

Team Analysis

Reports, Grading

Reports, 3Ts, 3Cs,

Benchmark, STAAR,

STAAR, EOC Results,

Prescription Language

Acquisition Plan

(LPAC /EOY

Instructional Plan),

Walk-Throughs

Campus Intervention and

Secondary Executive

Directors, Bilingual

Director, LPAC Campus

Administrators, Academic

Coordinators, Counselors

.

37

Data Systems Curriculum

and

Assessment

Formative

Assessment to

Guide

Instruction

Academic

Performance

Quality Data

Design a comprehensive

assessment plan to guide the

campuses/district in assessment

administration and data

collection.

August

2012

July 2013 Assessment Plan

Template and Calendar

Schedule for Testing

Instructional


Director, Testing

Coordinators,

Data Evaluator

38

Data Systems

State Performance

Curriculum

and

Assessment

Data-Driven

Decision-

Making

Academic

Performance,

Quality Data

Implement Student-Level-

Review (SLR) Process at

identified campuses to target

students performing below

district standards in the areas of

Reading and Math which was

designed in the locally

developed student information

system, IRIS.

September

2012

May 2013 3Ts, 3Cs, Benchmarks,

Campus-Based

Assessments, AEIS

Report, AYP Reports,

PBMAS Reports,

Grading Reports,

STAAR, STAAR,

EOC Results




Principals

Campus Leadership Team

39

Data Systems Data Systems Monitoring/

Evaluation of

Curriculum

Implementation

and Formative

Assessment to

Guide

Instruction

Academic

Performance,

Quality Data

Develop Data Teams consisting

of instructional and

accountability coordinators to

analyze data and provide

direction and support to

campuses. Data analysis will be

based on 3T’s, 3C’s, and state

data reports from DMAC.

October

2012

July 2013 DMAC Reports, Data

Team Analysis

Templates and Action

Plans




Testing Department,

Instructional

Coordinators, Data

Evaluator



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



40

Data Systems Data Systems Targeted

Professional

Development

(PD) with

Support

Teacher Quality Conduct a series of District-Wide

Trainings on the Professional

Development Appraisal (PDAS)

System utilizing PDAS on

DMAC and varied training

modules.

July 2012 February

2013

Teacher Evaluations,

Walk-through Forms,

STAAR,STAAR EOC

Results, 3Cs, 3Ts,

Benchmark Results,

PDAS

Elementary and

Secondary Executive

Directors, Director for

Professional

Development,

Campus Administrators

41

Data Systems Data Systems,

Instruction,

Assessment

Targeted

Professional

Development

(PD) with

Support

Academic

Performance,

Teacher

Performance

Organize a Professional

Development Committee to

include key members from

campus administration, teachers,

and Central Office district

personnel.

January

2013

Ongoing Staff Development

Plan

Instructional


Director, Director for


42

Data Systems Instruction,

Curriculum

and

Assessment

Data-Driven

Decision-

Making,

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Quality Data,

Teacher Quality

Provide Module 4 Training for all

administrators on properly

documenting professional

development needs on walk-

through forms.

January

2013

January

2013

ERO Evaluations,

Evidence of

Documentation,

DMAC Walk-

Throughs

Elementary and

Secondary Executive

Directors, Principals

43


Culture and

Climate

Targeted

Professional

Development

(PD) with

support

Academic

Performance,

Teacher Quality

Develop a Scope and Sequence

and Benchmark Teacher Survey

to identify curriculum needs and

evaluate professional

development program.

January

2013

March 2013 ERO Survey Results Instructional



Professional

Development, Principals

44

State Assessment Culture and

Climate

Targeted

Professional

Development

(PD) with

support, Data-

Driven

Decision-

Making

Academic

Performance,

Teacher Quality

Revise district Professional

Development survey to determine

areas of teacher needs to plan for

incoming academic school year.

January

2013

February

2013

Survey Results Instructional






District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems


Accountabilit

y only



Date



45


Curriculum

and

Assessment,

Student

Support

Data-Driven

Decision-

Making,

Targeted

Professional

Development

(PD) with

support

Academic

Performance,

Teacher Quality,

Leadership

Effectiveness

Offer Turnaround Educator

Series to campuses to address

their professional development

campus needs.

November

2012

May 2013 STAAR, STAAR EOC

Results, Signature

Sheets, PDAS

Evaluations

Instructional




46


Student

Support

Targeted

Professional

Development

(PD) with

support

Academic

Performance,

Leadership

Effectiveness,

Teacher Quality

Implement on-line DMAC PDAS

to evaluate teachers through

informal/formal evaluations.

August 27,

2012

June 2013 DMAC, Walk-

Throughs, PDAS

Evaluations

C & I Executive Directors,

Director for Professional

Development

47


and

Assessment

Data-Driven

Decision-

Making,

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Quality Data

Implement District-Level

Progress Monitoring:

Pk – 6 weeks test for all

content areas

TIER II students

K-2nd

Running Records

Kindergarten Reading

System

Benchmarks for 1st & 2

nd

grades in all content

areas

MDCLASS District-

wide.

September

2012

Every 6

weeks

Every 3

weeks

Every 6

weeks

MOY

May 2013 Data Analysis, Year in

Review Reports, ERO

Survey



Instructional

Coordinators, Reading

Intervention Teachers

48


and

Assessment

Data-Driven

Decision-

Making,

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance,

Quality Data

Specialized training and

standardized progress monitoring/

scheduling for all Reading

Intervention teachers to

implement Reading First

strategies at all campuses.

11-29-2012 Ongoing Data Analysis, Year in

Review Reports, ERO

Survey



Instructional

Coordinators, Reading

Intervention Teachers

49

SPED Discipline,

Instruction

Monitoring of

Implementation

Learning Time Develop a system for monitoring

the implementation of Boys’

Town Curriculum for sped

students in behavior units (MLC).

August 27,

2012

June 6, 2013 Decrease in Student

Disciplinary Removals

of SpEd Students in

Behavior Units

Special Education

Executive Director,

Behavior Specialists



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems



only



Date



50

SPED Discipline,

Instruction

Data Driven

Decision

Making

Learning Time Implement and monitor Positive

Behavior Interventions and

Supports (PBIS) for all students

exhibiting behaviors that

interfere with learning as part of

the RtI process and in

compliance with sped students’

BIPs when appropriate.

August 27,

2012

June 6, 2013 Decrease in Student

Disciplinary Removals

of Sp Ed Students

Campus Administrators,

Special Education

Teachers, RtI

Administrator

51

SPED LRE Targeted

Professional

Development

(PD) with

Support,

Monitoring/Eva

luation of

Curriculum

Implementation

Academic

Performance

Provide training and guidance

on sped setting options in order

to meet the individual needs of

sped students and monitor

students’ settings to insure

adherence to LRE.

August 27,

2012

June 6, 2013 Documentation of

Training and

Increase in Number of

Sp Ed Students in a

LRE

Special Education

Executive Director,

Special Education

Director for Budget and

Compliance, Sp Ed


Principals, and Sp Ed

Teachers

52

SPED Student

Support

Monitoring of

Implementation

Academic

Performance

Collect sampling of

documentation of services

provided to Special Education

students as per ARD.

August 27,

2012

June 6, 2013 Service Logs and

Matching Schedule of

Services

Special Education

Executive Director,

Special Education

Directors, Special

Education Coordinators,

Special Education

Campus Liaisons

53

SPED, State

Assessment

Instruction Rigor,

Relevance,

Monitoring/

Evaluation of

Curriculum,

Data-Driven

Decision

Making

Academic

Performance

Monitor instruction of special

education students at 14

targeted campuses to insure

focused and appropriate

instruction based on individual

student needs for improvement

of academic performance and

success on state assessment by

providing support to campus

leadership by Sped

Coordinators on a weekly basis.

August 27,

2012

June 6, 2013 Increase in Sp Ed

Student Performance

on State Assessment in

Reading and Math

Special Education

Executive Director,

Special Education

Director for Instructional

Improvement and State

Assessment, Sp Ed


Principals, and Sp Ed

Teachers



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems



only



Date



54

SPED,

State Assessment

Student

Support

Monitoring of

Implementation Academic

Performance

Audit ARD decisions for

students projected to take

modified assessments to ensure

they are aligned to students’

disabilities, IEP and TEA

standards.

Ongoing Ongoing Campus Audit

Reports, Corrective

ARDs held as

Indicated by Audit

Special Education

Executive Director,

Special Education

Directors, Special

Education Instructional

Coordinators

55

SPED Residential

Facilities

Monitoring of

Implementation

Academic

Performance

Audit ARD decision for

students at Residential Facilities

to ensure that master schedule

reflects ARD schedule of

services.

January

2013

June 6, 2013 Diagnostician will be

Present at every ARD

to Ensure the Schedule

of Services Matches

the Master Schedule.

Special Education

Executive Director,

Director of Compliance,

Diagnostician, Special

Education Teacher

56

SPED Residential

Facilities

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance

LEA will ensure that LRE is

addressed at every ARD by

discussing reasons as to why or

why not student can or cannot

attend home campus.

January

2013

June 6, 2013 Student Folder Review

of ARDS Conducted to

Ensure LRE was

Addressed.

Special Education

Executive Director,


Diagnostician, and Special

Education Teacher.

57

SPED Residential

Facilities

Monitoring/

Evaluation of

Curriculum

Implementation

Academic

Performance

Review all RF student folders/

contact logs every six weeks for

verification of IEP

implementation of related

services.

January

2013

June 6, 2013 RF Diagnostician will

Monitor Student

Folders to Ensure that

the Schedule of

Services Matches the

Master Schedule.

Special Education

Executive Director,


Diagnostician, and Special

Education Teacher

58

SPED Residential

Facilities

Monitoring and

Evaluation of

Curriculum

Implementation

Academic

Performance

Conduct staff training regarding

the legal requirements of an

appropriate ARD Committee.

January

2013

June 6, 2013 Sign-in Sheets, Audit

of Student Folders

Special Education

Executive Director,


Diagnostician

59

SPED Residential

Facilities

Monitoring and

Evaluation of

Curriculum

Implementation

Academic

Performance

LEA will ensure that when

surrogate parent is required,

proper training will be

conducted with surrogate

parent.

January

2013

June 6, 2013 Audit of Student

Folders

Special Education

Executive Director,


and Compliance

Coordinator



District

240903

Date:

LEA Contact

Name/Phone #

Area Targeted Major

Systems



only



Date



60

Graduation Instruction,

Curriculum and

Assessment

Curriculum

Sequence /

Pacing

Academic

Performance

Redesign the recent

immigrant/recent arrival

(RI/RA) academic and

graduation plan for high schools

to ensure students meet new

state accountability standards

(End of Course).

August 27,

2012

June 6, 2013 Student Schedules,

Academic Histories,

and Graduation Rates

Instructional

Accountability and

Secondary Executive

Directors, Bilingual

Director, Guidance and

Counseling Director

61

Graduation Instruction,

Curriculum and

Instruction

Alignment

TEKS / Vertical

/ Horizontal

Academic

Performance

Implement redesigned RI/RA

Newcomer Plan at each high

school ensuring that students

are placed according to their

English proficiency levels at

Beginner or Intermediate.

August 27,

2012

June 6, 2013 Student Schedules,

Credits Earned,

Scope and Sequence,

Progress Monitoring,

Report Card Grades,

Oral Language

Proficiency Tests and

TELPAS Plan

Implementation

Monitoring

Instructional


Director, Bilingual

Director and Department

Chair, LPAC

Administrator,

Counselors,

ELL Coordinators,

Newcomer Plan Teachers,

LPAC Clerks

62

Graduation Curriculum Rigor,

Relevance

Academic

Performance

Develop a coherent sequence of

courses to create an Oil and Gas

Academy for District High

Schools.

August

2012

May 2013 Innovative course

Application, Pre-

registration

Secondary Executive

Director, CTE Director,

Principals, CTE Assistant

Principal

63

Graduation Curriculum Rigor,

Relevance

Academic

Performance

Implement and monitor a

double Science class initiative

at all middle Schools to ensure

mastery of Science state

assessments.

August

2012

May 2013 Walk-Throughs,

Master Schedule, State

Assessments

Secondary Executive


Advanced Academics,

Principals, Assistant

Principals


P E I M S E D I T + R E P O R T S D A T A R E V I E WPage 1 of 2

2011 - 2012 Fall Collection, Resubmission

District: 240903 - UNITED ISD

Filename: F2012240903

Thursday 01/19/2012 1:02PMPRF5D044

Disaggregation of PEIMS Student DataV 2.1.1

42,179TOTAL ENROLLMENT

ENROLLMENT BY ETHNICITY

ENROLLMENT BY SEX

ENROLLMENT BY GRADE

ADA ELIGIBILITY

MIGRANTS

ELIGIBLE FOR FREE OR REDUCED-PRICE MEALS

BILINGUAL

ESL

AMER. INDIAN/ALASKANASIANBLACK/AFRICAN AMER.HISPANIC/LATINO

WHITE

AMER. INDIAN/ALASKAN

ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE

AMER. INDIAN/ALASKANASIANBLACK/AFRICAN AMER.HISPANIC/LATINO

WHITE


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE

GIFTED AND TALENTED

EARLY EDUCATIONPRE-KINDERGARTENKINDERGARTENGRADE 1GRADE 2

GRADE 3GRADE 4

MALEFEMALE

"0" ENROLLED, NOT IN MEMBERSHIP"1" ELIGIBLE FOR FULL DAY"2" ELIGIBLE FOR HALF DAY"3" TRANSFER FOR FULL DAY"4" INELIGIBLE FOR FULL DY

"6" TRANSFER FOR HALF DAY

GRADE 5

GRADE 6

GRADE 7

GRADE 8GRADE 9

GRADE 10

GRADE 11

GRADE 12

TOTAL

TOTAL

TOTAL

LEP

IMMIGRANT

ECONOMIC DISADVANTAGE

"5" INELIGIBLE FOR HALF DY

% Enroll% Group % Enroll % Group % Enroll

TOTAL

TOTAL

TOTAL TOTAL

TOTAL

TOTAL

20

39

18

31,118

179

0

0

0

283

2

26 141 48

41,450

484

21,664 20,515

78 1,773 2,784 3,171 3,126

3,118 3,235 3,256

3,196

3,253

3,156 3,296

3,169

2,836

2,732

83 39,993 1,798 276 26 2 1

17,168

723

31,388

7 5 3

13,796

72

2

29

3

3,904

15

1

39

4

4,528

81

42,179

42,179

42,179

0.18% 4.20% 6.60% 7.52% 7.41%

7.39% 7.67% 7.72%

7.58%

7.71%

7.48% 7.81%

7.51%

6.72%

6.48%

51.36% 48.64%

0.20% 94.82% 4.26% 0.65%

0.00% 0.06%

0.00%

40.70%

1.71%

74.42%

0.06% 0.06% 0.33% 0.11% 98.27%

1.15%

0.33% 0.11% 98.27%

1.15%

100.00%

285

31,388

13,887

3,958

4,659

0.00%

0.00%

0.00%

99.30%

0.70%

0.00%

0.00%

0.00%

0.67%

0.00%

0.68%

99.14%

0.06%

0.12%

0.06%

0.57%

0.05%

0.09%

0.04%

73.78%

0.42%

74.42%

0.05% 0.04% 0.02% 99.34%

0.52%

0.02% 0.01% 0.01% 32.71%

0.17%

32.92%

0.05%

0.73%

0.08%

98.64%

0.38%

0.02%

0.84%

0.09%

97.19%

1.74%

0.00%

0.07%

0.01%

9.26%

0.04%

9.38%

0.00%

0.09%

0.01%

10.74%

0.19%

11.05%

100.00%

100.00%

42,179 100.00%

100.00%

100.00%

100.00%

100.00%

100.00%

100.00% 8 0.02%PK MILITARY

PK FOSTER 5 0.01%

"7" ELIGIBLE FLEX ATND"8" INELIGIBLE FLEX ATND

0 0

0.00% 0.00%

HAWAIIAN/PAC ISLAND

TWO OR MORE

2

28

0.00% 0.00%

0.07% 0.07% TWO OR MORE

HAWAIIAN/PAC ISLAND 0.00% 0.00%

0.03% 0.01%

HAWAIIAN/PAC ISLANDTWO OR MORE

0 0

0.00% 0.00% 0.00% 0.00% TWO OR MORE

HAWAIIAN/PAC ISLAND 0 0.00% 0.00%

5 0.13% 0.01%

TWO OR MORE

HAWAIIAN/PAC ISLAND

TWO OR MORE

HAWAIIAN/PAC ISLAND 2

12

0

6

0.01% 0.00%

0.04% 0.03%

0.00% 0.00%

0.13% 0.01%

4

0

Appendix A


estelag

Typewritten Text

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Typewritten Text

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Typewritten Text

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Typewritten Text

P E I M S E D I T + R E P O R T S D A T A R E V I E WPage 2 of 2

2011 - 2012 Fall Collection, Resubmission

District: 240903 - UNITED ISD

Filename: F2012240903

Thursday 01/19/2012 1:02PMPRF5D044

Disaggregation of PEIMS Student DataV 2.1.1

TITLE I, PART A OTHER ECON DISADV

AT RISK


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE

CAREER AND TECHNICAL

SPECIAL EDUCATION


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE


ASIAN

BLACK/AFRICAN AMER.

HISPANIC/LATINO

WHITE

"0" DOES NOT PARTICIPATE

"6" ATTENDS SCHOOL WIDE

"7" ATTENDS AND PARTICIPATE

"8" PREVIOUSLY PARTICIPATED

"9" HOMELESS RECEIVING SRV

TOTALTOTAL

TOTAL TOTAL

TOTAL

0

0

0

0

0

0

42,179

0

0

0

16

47

15

27,020

178

12

54

17

14,291

176

4

6

8

3,240

43

42,179

0.00%

100.00%

0.00%

0.00%

0.00%

0

27,290

14,566

3,306

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.06%

0.17%

0.05%

99.01%

0.65%

0.04%

0.11%

0.04%

64.06%

0.42%

64.70%

0.08%

0.37%

0.12%

98.11%

1.21%

0.12%

0.18%

0.24%

98.00%

1.30%

0.03%

0.13%

0.04%

33.88%

0.42%

34.53%

0.01%

7.68%

0.01%

0.02%

0.10%

7.84%

100.00%

100.00%

100.00%

100.00%

0.00%

TWO OR MORE

HAWAIIAN/PAC ISLAND HAWAIIAN/PAC ISLAND

TWO OR MORE 0 0

1

15

0

14

0

5

0.01%

0.10%

0.00%

0.04%

0.00% 0.00%

0.00% 0.00%

HAWAIIAN/PAC ISLAND

TWO OR MORE TWO OR MORE

HAWAIIAN/PAC ISLAND 0.00% 0.00%

0.05% 0.03%

0.00% 0.00%

0.15% 0.01%

"A" NEGLECTED RECEIVING SRV 0 0.00%

PK Program Code

"00" Not Applicable

"01" PK Elig >2 <4 Hrs/Day

"02" PK Elig 4+ Hrs/Day

"03" PK Elig 4+Hrs/Day+Sp Ed

"04" PK Inelig >2 <4 Hrs/Day

TOTAL

"05" PK Inelig 4+ Hrs/Day

Primary PK Funding Source

"1" Tuition fees

"2" Local Dist Share

"3" State grant

"4" Federal

"9" Other

TOTAL

Secondary PK Funding Source

"1" Tuition fees

"2" Local Dist Share

"3" State grant

"4" Federal

"9" Other

TOTAL

34

1,605

134

0

0

0

0

168

0

0

0

0

0

0

0

0

1,773 100.00%

1.92%

90.52%

7.56%

0.00%

0.00%

0.00% 168 100.00% 0 0.00%

0.00%

100.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

0.40%

0.00%

0.00%

0.00%

0.40%

0.00%

0.00%

0.00%

0.00%

0.00%

0.00%

Appendix A


Appendix B

Use of District Funding

Title I, A Title I, C Title II, A Title III IDEA Pt B IDEA B

Preschool

CTE Summer

DHS

Gear Up

6100

Payroll Costs

$8,418,809 $304,315 $1,059,829 $1,647,640 $4,414,037 $0 $19,000 $465,546 $203,550

6200

Contracted Services

$1,705,411 $52,065

$6,345 $0 $610,000 $10,000 $9,080 $30,000 $0

6300 Supplies &

Materials

$1,011,835 $21,200 $15,000 $173,906 $300,000 $24,565 $113,364 $285,000 $11,224

6400 Other

Operating Costs

$1,595,031 $36,000 $39,883 $37,500 $100,000 $6,505 $955 $7,500 $34,476

6600 Capital Outlay $142,939 $7,600 $0 $0 $137,000 $0 135,661 $0 $0

Total Program

Budget

$12,874,025 $421,380 $1,121,057 $1,869,992 $5,561,037 $41,070 $278,060 $788,046 $249,250

State

Compensatory General Bilingual Special

Education

Career &

Technology

Athletics G.T. High

School

Allotment

Fruit &

Veg Prog

6100

Payroll Costs $15,907,690 $194,294,846 $1,749,612 $25,899,198 $6,953,350 $3,817,840 $478,327 $15,000 $34,707

6200

Contracted Services $276,036 $18,499,655 $42,345 $0 $135,020 $291,764 $73,000 $1,309,869

6300 Supplies &

Materials $2,281,145 $9,383,131 $885,843 $113,437 $316,024 $599,043 $159,845 $158,100 $214,792

6400 Other

Operating Costs $82,320 $3,394,565 $145,900 $0 $212,293 $469,922 $12,400 $10,000 $600

6600 Capital Outlay $8,804 $2,430,910 $20,490 $0 $115,247 $16,621 $0 $0 $2,100

Total Program

Budget $18,555,995 $228,003,107 $2,844,190 $26,012,635 $7,731,934 $5,195,190 $723,572 $1,492,969 $252,199

Total: $314,015,708


Appendix C

UISD Federal Programs Office – Migrant Education Program Priority For Service Action Plan

2012-2013

Objectives for the Priority For Service Migrant Students

Migrant Services Coordinator

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

TYLER (Student

information System)

3. Document federal, state and local

programs that serve “Priority For

Service”



Ongoing

Campus Visits

NGS Priority For Service

(PFS) reports

School documentation that

indicates PFS students are

provided with the Eight

Identified Needs for Texas

Migrant students

PFS Individual Migrant

Student Profile

4. Use NGS “Priority For Service” to

give priority placement to these

students in MEP activities




Ongoing


(PFS) reports

Student Rosters

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).


Appendix C


2012-2013



Major

Objectives

Staff

Responsible

Estimated

Time Frames

Performance

Indicators

5. Track the academic progress of

students identified as “Priority For

Service” to ensure that their needs

are being met.




Teachers

Every 3 weeks

Beginning/ End of

year

Progress report

Report card

TAKS/STAAR/STAAR

EOC Scores

(3-12)

TPRI Scores (K-2)

6. Make periodic home visits to

update parents on the academic

progress of their children.



Migrant Recruiter

Home Educator

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


(PFS) reports

Coordinator’s Log

Parent Advisory Council

(PAC) Meetings


Appendix C


2012-2013



Narrative

The Migrant Coordinator prints out a Priority for Service report on the 15th

of every month. Once she has the report, she meets with the

campus administrator who oversees the migrant program at the campus level. She then reviews and works out an individualized

student profile for each student to meet the individual student needs. She constantly monitors the profile, working hand in hand with

the Migrant Education Program 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 the 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 maintains 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. Both the coordinator and counselor 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.


Appendix D

Highly Qualified Teacher Criteria

% Classes Taught by HQ

Teachers

% Classes Taught by HQ

Teachers in High Poverty

Schools

% of HQ Teachers % Teachers Receiving

HQ Professional HQ

2009-10 2010-11 2011-12

2009-

10

2010-

11

2011-

12

2009-

10

2010-

11

2011-

12

2009-

10

2010-

11

2011-

12

UISD

Actual 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

UISD

Target 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%

State

Target 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 Excet or Texas 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.


Appendix E

Comprehensive Needs Assessment District Summary

Demographics

United ISD continues to support student systems such as: Tyler Student System, IRIS, and DMAC; the

software allows teachers and administrators to make decisions based on student data. United ISD applied

for the Race to the Top grant which includes the acquisition of an Integrated Student Data System that

includes student data analytics. A facilities master plan is in the development process to address the

district’s rapid growth. The plan will incorporate all schools and land that will be needed based on

district’s student enrollment growth. United ISD continues to assign responsibilities on the accuracy of

PEIMS data for student and business personnel. The Information Technology Department develops

exception reports that assist campuses and program directors with the accuracy of student data.

Culture and Climate

During the 2012-2013 school year, United ISD is implementing the Positive Behavior Interventions and

Support (PBIS) disciplinary model at all secondary schools and ten (10) elementary schools. This model

replaces Assertive Discipline. In addition, the district will hire Positive Behavior Facilitators to assist

students and district personnel to eliminate or replace disruptive, harmful or negative behaviors including

bullying behaviors by utilizing best disciplinary practices and PBIS.

Parent Involvement/Context and Organization

United ISD continues to promote positive school and district climate by implementing student-family

oriented programs at the campuses and at the district level such as the Fall Parent Festival and the

quarterly United Council of Parents (UCOP) meetings. The district has increased parental communication

via the use of technology by implementing a parent portal for parental access to their child’s academic

progress in each class, their child’s attendance, as well as the use of an automated calling system that

advises parents of important campus and district-wide events, emergency situations, and keeps them

current on their child/children’s attendance. Through this system, district staff members are also advised

of important information. The district has incorporated a text messaging alert system as well.

Additionally, the district offers adult education programs at different campuses in partnership with Laredo

Community College. The district will implement Phase II of the Family Leadership Institute (FLI). This

program selects 150 parents from all campuses and then the parents go through a ten module training on

how to become leaders.

Technology

The United ISD continues to maintain current technical and telecommunications support at Developing

Technology as per the STaR Chart. The district technology budget plan was developed for 100%

allocation of funds for interoperability of technologies such as hardware, software, services and

professional development. The Technology Department evaluates instructional technology used in

educational programs to ensure alignment with STAAR, National Educational Standards for Students and

Business and Industry standards. The Technology Department is committed to expanding instructional

opportunities through the use of technology, including, but not limited to, online professional

development and other distance learning opportunities for administrators and educators.


Finance

The United ISD promotes fiscal accountability by having an annual audit conducted by an independent

auditing firm. The district ensures board approved internal audit plan provides an independent appraisal of

district operations and activities. The district strives to achieve financial transparency through the TEA’s

Financial Integrity Rating System of Texas (FIRST) rating, and the Government Finance Officers

Association’s (GFOA) Certificate of Achievement in Financial Reporting (CAFR) award and

Distinguished Budget Presentation award.


Appendix F

UNITED INDEPENDENT SCHOOL DISTRICT

Office of Federal and State Compensatory Programs

2012-2013

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, INTENSIVE,

AND ACCELERATED INSTRUCTION

PROGRAM DESCRIPTION

USE OF FUNDS FORM


http://www.capitol.state.tx.us/statutes/ed/ed002900.html#ed030.29.081

http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=77&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00702&VERSION=5&TYPE=B

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.

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.

√

PROGRAMS/SERVICES

AMOUNT

USED

004/006 S.T.E.P. Academy & JJAEP $1,713,046.32

801 Curriculum & Instruction $234,108.46

802 Secondary Department $0

803 Elementary Department $0

001-054 Secondary Campuses $7,325,305.69

103-132 Elementary Campuses $5,008,117.51

122 Col. Santos Benavides

Elementary

$139,007.59

804 Instructional Accountability $211,669.48

805 Campus Intervention $0

831 Discipline Management $474,406.20

833 Teen Parenting (PEP) $360,520.25

878 Federal Programs $219,907.48

882 Drop Out $313,184.79

TOTAL ALLOCATION FOR

2012-2013 $15,999,273.77

DISTRICT BUDGET PAYROLL 6100

Total Budgeted: $14,014,433.56

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.


DISTRICT BUDGET PURCHASED AND CONTRACTED SERVICES 6200

Total Budgeted: $276,036.30

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: $1,617,679.91

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:

$85,820.00

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: $5,304.00

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.


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


http://pol.tasb.org/Policy/Search/1210?filter=discrimination

http://pol.tasb.org/Policy/Search/1210?filter=FFG

http://pol.tasb.org/Policy/Search/1210?filter=FFB20%25Legal

Appendix H

District Policy on

School Health Advisory Council

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


http://pol.tasb.org/Policy/Search/1210?filter=BDF

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 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, and a Program Secretary for the Pregnancy Related Services program.


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