United Independent School DistrictCURRICULUM AND INSTRUCTION DEPARTMENT . Building Our Future ....

United Independent School District

District Improvement Plan 2013-2014

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

November 20, 2013

Mission Statement

United, we inspire all students to become responsible world citizens by pursuing excellence through life-long learning.

Associate Superintendents

Dr. Guadalupe C. Gorordo, Curriculum and Instruction

Mr. Eduardo Zuniga, Support Services

Assistant Superintendents

Ms. Laida Benavides, Business & Finance

Mr. David Garcia, Human Resources

Mr. Enrique Rangel, Facilities/Construction/Student Services

Ms. Gloria Rendon, Administration

201 Lindenwood

Laredo, Tx. 78045

It is the policy of United I.S.D. not to discriminate on the basis of race, color, national origin, sex, or handicap in its programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

UNITED INDEPENDENT SCHOOL DISTRICT

Table of Contents Building Our Future

Introduction…………………………………………………..…………………. 5 Curriculum and Instruction Department……………………..………………. 11 Elementary…………………………………………………………………..…… 12 Middle………………………………………………………………….………… 13 High ……………………………………………………………………………… 13 School Improvement……………………………………………………… ……... 16 Instructional Accountability…………………………………………………...…. 16 Special Education …………………………………………………………....….. 20 Federal and State Programs ……………………………………...………….. 22 Technology Summary ……………………………………………….……..…. 25 Yearly Activities Year In Review Sessions ...................................................................................... 26 Campus Improvement Plans ……………………………………………………. 26 Core Cabinet Leadership Summit ………………………………………………. 26 Start of School Year Leadership Summit ……………………………………….. 26 Curriculum and Instruction Calendar of Professional Development and Instructional Events Development …………………………………………… 26 Parent Festival …………………………………………………………………… 26 Ongoing Activities …………………………………………………………..….. 27

Comprehensive Needs Assessment ………………………………………..……. 28 System Safeguards ................................................................................................ 33

Performance Index Framework District Summary Report …………………… 36 Board Approved District Goals ………………………………………..……..... 40 Board Approved District Improvement Plan Goals …..……………..……..... 41 District Improvement Plan ……………………………………………..………. 43 Appendices Appendix A: District Policy…………………………….................................. . 59 Appendix B: Use of District Funding ………………………………….…… 60 Appendix C: Migrant Priority for Service Action Plan …………….………. 61 Appendix D: Highly Qualified Teacher Criteria ………………...………… 69 Appendix E: STAAR 3 – 8 Comparison …………………………………….. 70 Appendix F: State Compensatory Education Use of Funds ……………….. 71 Appendix G: District Policy on Freedom from Discrimination, Harassment and Retaliation ………………………………….. 74 Appendix H: District Policy on School Health Advisory Council … ……… 75 Appendix I: Pregnancy Related Issues …………………………………….. 76 Appendix J: Glossary of Acronyms …………………………………………. 78

United Independent School District United Independent School District (United ISD) is the second largest public school district in Region One and the 25th largest in the state of Texas. With over 43,000 students and growing, United ISD encompasses approximately 2,448 square miles—an area the size of the state of Delaware. United ISD serves portions of the city of Laredo, the cities of El Cenizo and Rio Bravo, and several unincorporated areas in Webb County. The unincorporated areas include Botines, La Presa, Larga Vista, Ranchitos Las Lomas, and Ranchos Peñitas West. The district was created in 1961 via the consolidation of the former Cactus, Johnson, and Nye school districts. The “Big Three” involved in the establishment of United ISD were rancher Joe B. Finley, Amparo Gutierrez, and John W. Arndt, all of whom have schools named in their honor. In the 2013–2014 school year, the district reorganized the leadership of the secondary campuses into Middle School Education and High School Education executive directors. The United ISD organization is designed to emphasize teaching and learning, align school goals and programs for sustained improvement, and provide greater oversight of data and compliance with state laws and local policies.

2013–2014 Campuses and Enrollment

Academic # of Campuses # Enrolled

EC 1 219

Elementary 26 20,592

6th Grade Campus 1 613

Middle 9 9,377

9th Grade Campus 1 1,083

High 4 11,451

STEP/JJAEP 2 213

Total 44 43,548

Compiled by MIS Department as of 10/25/2013

United ISD District Improvement Plan, 2013-2014 5

2013–2014 Students by Ethnicity

Ethnicity Number of Students Hispanic/Latino Not Hispanic/ Latino

42,910

668

American Indian/ Alaskan Native 2,178 18

Asian 86 154

Black African American 142 58

Pacific Islander/ Native Hawaiian 20 6

White 40,789 459

Two or More Races 1,319 27

Compiled from IRIS as of 10/24/2013 Corrected on 1-9-14

2013–2014 Students by Program

Program Number of Students Economically Disadvantaged 31,373

Title I 43,590

Migrant 320

LEP 16,797

M1 2,115

M2 2,495

Bilingual 14,059

ESL 3,972

Special Education 3,289

Gifted/Talented 5,559

Advanced Placement 3,640

Compiled by MIS Department as of 10/18/2013


2011–2012 Attendance/Dropout/Completion Rate, College Readiness Data

Attendance 96.0 %

Dropout (7–8) 0.1 %

Dropout (9–12) 0.6 %

4–Year Completion Rate (9–12) 93.5 %

4–Year Graduation Rate without Exclusions (9–12)

93.5 %

Advanced/Dual Credit 34.3 %

RHSP/DAP Graduates 89.0 %

AP Tested 17.6 %

AP Scores 25.6 %

College–Ready Graduates (Both Subjects) 39.0 %

Based on the 2011–2012 UISD AEIS Performance Reports, posted on TEA website as of 12/17/2012 District Improvement Alignment The district improvement alignment creates a map and delineates pathways to the organization to increase student performance and maintain the number of students who graduate ready to succeed in the college or career of their choice. The comprehensive needs assessment process and the Region XIII snapshot, conducted in the fall of 2012, revealed a need for transformation. Through careful review of all data findings, a gap analysis reviewing the strengths and challenges of the district’s current capacity, identified specific indicators for each of the Foundations of the High-Performing Districts. These foundations guide the development of a focused, viable action plan for continued development of district practices supportive of campus level success.

Core System Concepts of High-Performing Districts 1. Clear Focus on High Performance 2. High Quality Learning/ Rigorous and Relevant Instruction 3. Highly Qualified Staffing: Effective Teacher in Every Classroom for Every Student;

Effective Principal in Every Campus 4. Data Management and Technology Systems; Data–Based Accountability 5. Family and Community 6. Communication Process and Operational Services

These Core System Concepts are directly aligned with the board adopted goals which identify the annual performance objectives. In addition, the district has implemented four flagship initiatives:


concept-based curriculum and instruction, Abydos – writing theory and pedagogy, customized commercially developed curriculum-based assessments (CBAs), and workbooks aligned to district’s scope and sequence. Core System Concept 1. Establish and maintain a clear focus on high performance by all students. Instructional plan for increased and sustainable levels of academic achievement by all students. Highly qualified staffing plan to secure/develop full competency to support student learning. Communication plan for internal and external clarity and focus to support learning priority. Annual district improvement plan aligned to long-range and annual improvement plans and

based on data-based needs assessments. Campus improvement plans aligned to district long-range and annual improvement plans and

based on data-based needs assessment. Process for determining progress toward annual goals on an ongoing basis. Provisions for assisting underperforming campuses in developing and implementing campus

improvement plans. Core System Concept 2. High Quality Learning/Rigorous and Relevant Instruction Redesign the current aligned standard-based curriculum (scope and sequence) and assessment system to a concept-based curriculum and instruction. Curriculum framework based on state standards and organized to ensure vertical and horizontal

alignment. Formative and summative assessments aligned to the curriculum framework. Research-based model of effective instruction to guide campuses in teacher evaluation,

professional development, and targeted instructional improvement. Provisions in campus improvement plans for continuous instructional improvement. Special provisions (over and above those for other campuses) for instructional improvement

and professional development at underperforming campuses. Special provisions for short-cycle performance monitoring, extended learning time, and

reduced class sizes at underperforming campuses. Core System Concept 3. Establish and maintain staffing policies and practices that secure and support highly qualified professionals. Effective Teacher in Every Classroom for Every Student; Effective Principal in Every Campus The district employs about 2,504 teachers in 44 schools and 135 campus administrators (AEIS

2011–12 District Profile). Provisions for the continuing recruitment and selection of highly qualified teachers,

administrators, other staff. Provisions for the induction and continuing development of teachers, administrators, and other

staff. Provisions for the formative and summative evaluation of personnel and for holding personnel

accountable. Provisions for rewarding and retaining highly qualified professional personnel. Ongoing professional development tied to student needs for campus-based and district

personnel. Core System Concept 4. Utilize comprehensive data management and technology systems. Data management systems that enable district and campus personnel to identify student needs,

set academic and non-academic goals, track progress on goals, and allocate resources that support the achievement of goals.

Formative assessments aligned to state standards and the district curriculum framework.


Systems for the timely reporting of formative and summative performance data to campuses’ stakeholders.

Ongoing professional development related to data analysis/data-driven decision making for campus personnel.

Provisions for the periodic evaluations of all campus-based and district prevention and intervention programs

Ongoing professional development concerning the effective instructional uses of technology. Regularly scheduled updating of district and plan campus technology. Provisions for ensuring that students accumulate the credits needed to graduate in a timely

manner. Provisions for the display of campus performance data in order to facilitate progress

monitoring, planning, professional development, and interventions. Core System Concept 5. Engage family and community members in supporting the mission and goals of the district. A plan for family involvement in support of student achievement is in place at every campus. Partnerships have been developed between the district/campuses and community-based

organizations. Parents and community members participate in district/campus planning and support. Provisions exist for regular evaluations of family/community outreach efforts by the

district/campuses Core System Concept 6. Maintain effective communication process with all stakeholders. Focus district operation on supporting high quality learning and teaching. Communication systems in place to promote collaboration among district, departments and

between district departments and campuses. Communication systems in place to keep all stakeholder groups informed about district/campus

performance. Provisions exist to translate district/campus communications to limited-English

families/community members. Provisions exist to expedite communications between underperforming campuses and the

district. The budget is aligned with district goals and campus-based needs. Procurement and distribution processes are reviewed annually to identify and remove obstacles. Campuses are clean, attractive, and comfortable as a result of maintenance operations. Campuses are safe and orderly. Programs are in place that effectively address the health and well-being of students. Transportation is available to enable students to take advantage of support services and

intervention programs. District personnel in all departments trained in how to support improvement at

underperforming campuses. United ISD is poised to move the district forward by increasing student achievement through focus monitoring systems clearly identifying rigor in teaching and learning. The district continues with a strong commitment to serving the needs of all campuses with special provisions for the immediate support of underperforming campuses/areas. Planning and decision-making at United ISD is dynamic, and adjustments to plans, systems, and initiatives are made as needed as a result of evaluation and the changing academic needs of students. The collaborative work of the central office and curriculum and instruction department and campus leaders will take all students toward higher academic achievement and to meet newly established state and federal accountability standards.


DISTRICT & CAMPUS

IMPROVEMENT PLANS

District Improvement Alignment

Foundations of High-Performing

Districts

Annual Performance

Goals

United ISD Goals


CURRICULUM AND INSTRUCTION DEPARTMENT Building Our Future

United ISD Department for Curriculum and Instruction is organized into six instructional branches: Elementary Education, Middle School Education, High School Education, Special Education, Instructional Accountability and School Improvement. Each branch is led by an Executive Director. Together the instructional team guides and empowers all instructional directors, coordinators, and support staff ensuring effective, efficient, instructional support to all UISD campuses. The Curriculum and Instruction (C&I) Division is “building our future” by providing leadership in all academic programs in United ISD to ensure that all students receive a quality educational program. United ISD’s focus continues to be to ensure that the department carries on its established commitment to the continuous improvement on the Texas Essential Knowledge and Skills (TEKS) based, learner centered, aligned scope and sequence for all core areas. Our commitment to this effort assures that the district’s educational objectives are aligned to the state framework and to instructional practices that provide the highest standards of student achievement and instructional excellence. All teachers are expected to adhere to the scope and sequence as a means of ensuring a comprehensive sequential delivery of instruction throughout United ISD. With the changes in the state accountability system 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 United ISD campuses. This dedication extends to our teachers, parents, and students to support quality teaching and learning in order to achieve academic success for every student. In 2013-2014, the district begins a strong focus and commitment to initiating a concept based learning (anchored in Dr. Lynn Erickson’s research) community. This responsibility is a UNITED effort for our successes and challenges. We are confident that through outstanding campus leadership and the delivery of quality concept based instruction from all teachers, United ISD will maintain its history of academic excellence. Guadalupe C. Gorordo, PhD Associate Superintendent for Curriculum and Instruction


Elementary Education The mission of the Elementary Instruction Department is to develop a Texas Essential Knowledge and Skills (TEKS) based curriculum that is learner-centered and aligned to the scope and sequence in grades PK-5. Coordinators work closely with a cadre of talented teachers from a cross section of the district to develop this learner-centered instruction. This year, the Elementary Department initiated standards based bulletin boards across the district to display quality instruction that incorporates the TEKS while assuring learner-centered instruction. In addition to completing an aligned curriculum, the coordinators assure that our standardized six weeks assessments are aligned to our scope and sequence. After each test, the selected cadre of teachers reviews the district scopes and Curriculum Based Assessments. The six weeks tests 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 curriculum-based and monitor student learning every six weeks. Students take a six weeks test instead of their normal weekly/unit test the last week of each six weeks. Two district benchmarks are administered; these benchmarks are comprehensive in nature and aim to provide an exam for teachers to gauge students’ level of preparation for the designated State Assessment of Academic Skills (STAAR) test. The aligned curriculum, learner-centered instruction, and six weeks and benchmark assessments help ensure that the highest expectations of our students are met. Every elementary student in grades 3rd, 4th and 5th receive a Data Management for Assessment and Curriculum (DMAC) progress report indicating the child’s scores on their District tests to gauge how the child would score on the STAAR assessment as of the benchmark date. Parents are asked to review the results with their child, sign, and return the form to the child’s teacher. The Elementary Gifted and Talented Program aims to indentify qualifying gifted students and provide them with student-centered learning experiences comprised of challenging curriculum with greater depth and complexity. Participants of the Gifted and Talented (GT) Program will develop higher-level thinking skills and optimize their identified talents. The GT Coordinator provides support, facilitates transition, and ensures continued implementation of program objectives at the elementary and secondary levels. In addition, the GT Coordinator implements procedures to ensure compliance with the Texas State Plan for the Education of Gifted/Talented Students in the areas of student assessment, service design, curriculum and instruction, professional development, and community and family involvement. The elementary instructional coordinators work closely with the secondary coordinators, Special Education Department, the Bilingual Department, and the Advanced Academics Department to assure quality, aligned curriculum for all students. The Elementary Education Department oversees the following content areas: • language arts • social studies • mathematics • science • reading • early childhood


Middle School Education Our middle schools recognize the importance of preparing every child to meet the requirements and the challenges of higher education. Our nine middle schools are welcoming learning communities where principals, assistant principals, teachers, and administrative support staff encourage students to achieve and reach their full potential. Educating for success through inspirational learning and building citizenship is the mission of the Department of Middle School Education. The primary goal is to provide rigorous, differentiated, TEKS-aligned instruction to meet the needs of all learners and prepare students for success in high school and beyond. In the spring of 2013, the United ISD Board of Directors approved a change in the middle school class schedule. In an effort to further positively impact academic achievement, the district has opted to transition from an A Day/B Day alternating block schedule of 70 minutes per day to a traditional middle school schedule, where students attend seven classes, each for 55 minutes daily, in order to provide instructional continuity. United ISD continues to strive for academic excellence and remains steadfast on its mission to maintain the highest level of instruction for all students. To better prepare our students for graduation and post-secondary education, a college readiness course is now being offered for all 8th grade students. This course is designed to prepare students to meet the challenges and academic requirements upon graduation and beyond.

High School Education

The High School Education Department is committed to providing support to a dynamic staff that challenges, excites, and inspires students to experience authentic learning and real world applications for the 21st century. Teachers conscientiously strive to incorporate real-life learning opportunities and numerous hands-on projects within their lessons. We understand that every classroom represents an incredibly diverse group of learners, each of whom has a wide range of strengths and needs making the instructional support a key element to student academic success. Consequently, we work continuously with our high school educators to ensure that the Texas Essential Knowledge and Skills (TEKS) standards and student expectations are seamless with our scope and sequence. Our goals continue to focus on the successful preparation of curriculum for our diverse population to meet and exceed both state and federal accountability standards. The mission of the department is:

• To provide every member of a high school program with the current instructional, assessment, and accountability trends.

• To construct, evaluate, and modify curriculum (scope & sequence) that best meets the needs of state and national standards.

• To increase students’ college readiness expectations thru instructional based opportunities and SAT/ACT preparation classes.

• To support classroom educators via targeted professional development opportunities. • To guide educators how to best use technological mediums.


• To support and monitor classroom educators using differentiated instructional models for diverse learners.

• To partner up with Gear Up through Region One for Lyndon B. Johnson, United High School and United South High School, while Alexander High School partners up with Texas A& M International University.

• To expose high school students to the new post-secondary state core curriculum: 21st Century Competencies.

Advanced Academics The department’s mission is to provide a comprehensive, developmentally appropriate differentiated TEKS-based curriculum for our gifted/talented 6-12 population through appropriate professional development of our GT and Advanced Academics teachers. This program provides student-centered learning experiences with greater depth and complexity by encouraging students to develop higher level thinking skills. By integrating the knowledge, influence, and perspectives of a wide array of academic disciplines, students are inspired and motivated to new heights in learning. Teachers develop partnerships with students, parents and the diverse community of professionals to ensure the success of this endeavor. Middle School – GT students are grouped homogenously with intellectual peers in the four foundation curricular areas. Eighth grade students are offered Pre-AP Algebra I, and locally developed English language arts and reading (ELAR), and English College Academic Readiness (ECAR). In addition, an array of appropriately challenging learning experiences is provided to all middle school GT students through the incorporation of the Texas Performance Standards Project (TPSP). High School – High school students are served through Pre-AP and AP courses as well as other specialized courses. Pre-Advanced Placement – Pre-Advanced Placement (Pre-AP) courses are designed to introduce concepts and assessment methods to prepare students for success in Advanced Placement courses, strengthen the curriculum, and increase academic challenge. Advanced Placement – 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 strongly encouraged to take exams for the AP course(s) in which they are enrolled. A score of 3, 4, or 5 is considered to be a qualifying score. The amount of college credit granted depends upon the individual college or university for which the student is applying. Concurrent Enrollment – High school juniors and seniors meeting criteria (as set forth in district policy) may enroll concurrently at the local university or community college. Distance Learning – High school students may participate in distance learning for dual credit. The GOLD (Garnering On-Line Dual Credit) program is presently available to any rising junior or senior in the district who meets the provider’s entrance criteria. Lamar University provides an excellent on-line opportunity for students to garner up to 12 college dual credit hours at no cost. Students who meet district and college or university entrance criteria will qualify for one on-line course per semester. Magnet School Enrollment - High school students may opt to enroll at one of the three district magnet schools upon meeting eligibility criteria. 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

Credits by Exam - All students in grades K-12 have the opportunity to take credit by exam. Primary students passing the exams according to the district specifications are advanced to the following grade level while secondary students passing the exams earn credit.

Career and Technology Career and Technical Education at United ISD represents the enrichment curriculum for the district and includes courses from 15 out of the 16 Federal career clusters. Additionally, United ISD was the first public school district in the State of Texas to develop an innovative curriculum for three courses in Oil and Gas Production Systems. These Oil and Gas courses fall under the Oil and Gas Production cluster identified as a Target Industry for Texas’s economy. In addition to the district-developed innovative courses, United ISD offers Oil and Gas Production dual credit courses through Laredo Community College for interested seniors. The purpose of CTE is to enable students to gain entry-level employment in a high-skill, high-wage job and/or to continue their education. CTE reflects the modern workplace by preparing students for careers that require a postsecondary credential, while incorporating rigorous academic and technical standards and focusing on critical workplace skills such as teamwork, problem-solving and communication. CTE programs have the capacity and infrastructure to prepare students to be successful in the ever-changing world marketplace. Currently over 16,000 United ISD secondary students participate in CTE. Approximately 47 courses are articulated locally with two-year institutions that include Laredo Community College, Del Mar College, St. Phillips College and Texas A&M International University. The District also has 100 teachers who are articulated through the Advanced Technical Credit program. Articulated courses/ teachers serve as vehicles for students to receive college credit for CTE courses they successfully complete in high school. In addition to articulated courses, United ISD students are provided with opportunities to obtain industry-standard certifications that include Adobe Photoshop, Adobe Illustrator, Dental Assistant, Internet and Computing Core Certification (IC3), Certified Medical Assistant, Nurse Aide (Texas Dept. of Aging and Disability Services), Volunteer Income Tax Assistant (VITA), Microsoft Office Word, Excel and Powerpoint, Occupational Safety and Medical Administrative Assistant. United ISD offers students opportunities for dual credit in technical programs. As previously mentioned, interested high school senior-level students are participating in dual credit Oil and Gas Production classes at Laredo Community College. The United ISD Technical Dual Credit program also includes course offerings in Diesel Mechanics, Computer Office Systems and Nursing Assistant. This program offers interested students opportunities to early enroll at the local community college in workforce-based programs for industries that are targeted as “in demand” for our area. One of our extremely important CTE activities is the “Teacher Externship” program. This program was initiated by United ISD during the summer of 2007 with 13 LBJ teachers participating. The purpose of the program is to place core curriculum teachers from the high schools at a work site for one week during the summer. Teachers shadow employees from different departments in a particular industry during the week. Following their work site experiences, teachers spend two days writing lesson activities that integrate their work place experiences into the curriculum, creating rigorous and relevant lessons. The program was initially developed for LBJ high school but has proven so popular


that it was expanded to the four high schools and has grown to 40 participants yearly, with approximately twenty local businesses participating.

School Improvement The mission of the School Improvement department is to serve as a liaison to campuses in the school improvement process. It also serves as a resource and mentor to administrators and campuses that engage in the Texas Accountability Intervention System (TAIS). Additionally, through this department, we implement the locally developed accountability system through the incorporation of a tiered system of support for our campuses. This support consists of scheduled meetings with Tier III campuses that enable a campus team, together with an Executive Director to look at data and conduct classroom observations providing a partnership between the campus in need of support and the instructional department. This department also supervises the Residential Facilities to assure quality instruction for our students during the time that they are at the following three facilities: Youth Village (juvenile detention), Casa Esperanza (all girl drug rehabilitation center), and Youth Recovery (all male drug rehabilitation center). Additionally, we monitor the implementation of the Response to Intervention through the creation of a District RtI Committee. The School Improvement department also oversees the following:

• The summer school extended school year program • The collaborative teachers for the district for Social Studies at Lamar Bruni Middle, Salvador

Garcia Middle and Clark Middle, for Science at Salvador Garcia Middle, United South Middle and Los Obispos Middle and for Math at Lyndon B. Johnson and United South High School

• Pathfinders • RtI budget allocations to all campuses

This department works collaboratively with our Associate Superintendent for Curriculum and Instruction, Instructional Executive Directors, Directors, and Instructional Coordinators to accelerate student achievement with emphasis on special populations/targeted students. The department’s focus is to provide a systemic and sustainable approach to school improvement efforts. Through our collaborative efforts, we plan to overcome the present day challenges and ensure that our campuses meet both federal and state standards. Together, we continue to improve the learning achievement of our students and prepare them to become college and/or career ready graduates.

Instructional Accountability The Instructional Accountability department oversees the development, implementation and evaluation of instructional programs that support the academic needs and achievement of United ISD’s student population. The areas under the department of Instructional Accountability are: 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. These programs provide guidance and support based on the Texas Education Agency (TEA) and the local school board policies to the district campuses. Working collaboratively with other district departments, this department provides a systematic and analytic approach to training and disseminating legal, program and student assessment information that support the accountability and student performance in United ISD.


Bilingual / ESL / Dual Language / Foreign Language The Bilingual department strives to enhance the development of bilingual, bicultural, and biliterate students in an ever evolving globally technological society therefore producing capable leaders for a better tomorrow. Additionally, the Bilingual Department collaborates with district and campus administrators, teachers, students, and parents to augment the knowledge base about best practices in bilingual education; this collaboration provides an effective multicultural environment and most importantly, set a standard of excellence achievable by all stakeholders.

• Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model.

• ESL (English as a Second Language) programs are vital because they provide a small and comfortable environment for learning a different language. An ESL program has teachers that are bilingual and that assist students to develop their speaking, listening, writing and reading in understanding the English language.

• Foreign language gives you access to new literature, new music, and new art. Combining foreign language skills with other areas of expertise multiplies job opportunities, opening up travel-filled career paths in business, technology, diplomacy, journalism, education, the military and countless other fields. United ISD offers Spanish and French classes as foreign language courses for students.

• DUAL Program enrichment model (Developing Unity and Achievement through

Language) 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. In the 2002-2003 school year, United ISD began implementing a federally funded dual language education program at several elementary schools, today all elementary schools provide a strand of the DUAL program; most of the middle schools are also participating and most of the high schools as well. This program serves English Language Learners (ELLs) and English proficient students in kindergarten through 12th grade.

• Language Academy Since the 2008 – 2009 school year, United ISD offers a Language

Academy at Prada Elementary School which provides services to recent immigrants (RI)/recent arrivals (RA) at the 4th and 5th grade levels from 7 elementary campuses: Kennedy Zapata, Juarez-Lincoln, Arndt, Centeno, Roosevelt, Perez, and Prada to ensure student achievement.

Dyslexia/Section 504 Program The mission of the Dyslexia/Section/504 program is to ensure that all students, regardless of their disabilities, develop to their full potential and become productive members of their community. The Dyslexia/Section/504 program office was established to coordinate services for all students who receive services under these two programs. Students under these programs receive individualized support so that they may take full advantage of all the educational opportunities offered by the school district. To better serve the needs of our students and their families, each campus has a designated Section/504 campus coordinator who helps to ensure that all students who meet the criteria for services are appropriately identified and served. In addition, each campus is assigned with a teacher trained to


identify dyslexia characteristics and to provide the appropriate instructional interventions relevant to all identified students. The United ISD Dyslexia/Section 504 program currently has an itinerant dyslexia teacher servicing our Section 504 students identified with dyslexia characteristics who are placed in disciplinary alternative education programs by a duly constituted Section 504 committee through a manifestation determination as defined by federal and state law. Starting with the fall of 2013, United ISD added a Lead Dyslexia and Section 504 Compliance Support Teacher, who provides support in the coordination of state and federal requirements of the Section 504 and Dyslexia program.

Fine Arts The mission of the United ISD Fine Arts Department is to prepare students with an array of knowledge and skills that allow them to create dances, musical performances, theatrical productions, and visual artworks. In an effort to cultivate the whole child and achieve student success, this comprehensive arts program establishes a lifetime of learning and growth through the arts. This department supports all fine arts personnel and provides opportunities for students to participate and perform in district wide art shows, one act play performances, cheer and dance events and a wide variety of music events and competitions throughout the academic year. The specific areas in which the fine arts department works in conjunction with fine arts personnel are as follows:

• 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 and Orchestra Evaluation, Mariachi contest, and United ISD Cheer and 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, and • Musical instrument inventory: Coordinate with fixed assets department the annual inventory

check in May.

Guidance and Counseling The United ISD Guidance and Counseling Department’s mission is to implement a comprehensive school counseling program to promote student success through academic achievement, promote prevention and intervention activities to provide a safe and nurturing environment, provide social/emotional and career development and increase student’s admittance and success in institutions of higher learning. The department provides competencies to fully develop each student’s academic, career, personal and social abilities in grades pre-K through 12th grade. The main goal is to help make the student’s school experience a positive one so that their fullest potential can be reached, becoming happy, healthy, contributing members of society.


Counselors implement a comprehensive, developmental guidance and counseling program. This counseling program provides a systematic approach for helping students acquire and apply basic life skills by making desirable use of the special knowledge and skills of school counselors. Additionally, they provide services in the areas of character education, bullying prevention, anger management, self esteem, substance abuse awareness, parenting sessions, violence prevention and abide by Senate Bill 158 which reads: “Requires each elementary, middle, junior high and high school counselor to advise students and their parents regarding the importance of higher education, coursework designed to prepare students for higher education, and financial aid availability and requirements. Requires extensive student/parent counseling regarding higher education during the student’s first year in high school and again during the student’s senior year.” In addition to the guidance counselors at every elementary, middle, and high school, the district also provides four itinerant counselors who counsel individual students that require counseling services as part of their Individual Educational Plans (IEPs). Furthermore, there are five licensed chemical dependency counselors who are assigned to each of the high schools, including their feeder campuses and the Disciplinary Alternative Education Program (STEP Academy). These individuals assist in developing and implementing programs to prevent substance abuse and provide counseling services on campus. Moreover, the department has an Instructional Public Education Information Management System (PEIMS) Coordinator, who collaborates with the department of information technology on standardizing course alignment and monitoring the graduation course accountability student data collection process to ensure accurate reporting of students’ academic achievement records.

Library Science The mission of the United ISD Library Science program is to ensure that students, teachers, administrators and staff are effective users of ideas and information. Working collaboratively, the library media specialists at each campus provide stakeholders access to literary material in all formats and instruction that fosters interest in reading, viewing and using information and ideas to meet the learning needs of all students. Through the librarians’ leadership and the services and resources they provide, students will gain the knowledge and skills needed to become accomplished readers, independent learners, creative problem solvers, informed citizens and life-long learners. Professional Development The United ISD Professional and Staff Development Department is passionate about adults that learn so that students can learn. Our mission is to support and inspire those who impact students. WE BELIEVE:

• People are our most valuable resource. • Life-long learning is essential to all. • Quality professional development positively impacts student achievement. • Quality professional development promotes and supports positive change for achieving

organizational purpose. Our vision is student success through quality professional development that is planned, implemented and evaluated in a way that consistently models: results-driven learning, student centered learning, and collaboration. For the 2013-2014 school year the district’s flagship staff development is concept based learning by fostering professional learning communities throughout the district. Additionally, during summer 2013, the department began training the 4th, 7th and ELA teachers on Abydos. Abydos is an


intensive training in writing theory and pedagogy. The department is also committed to building strong instructional leaders by initiating a New Principal and Assistant Principal Academy and continuing the Aspiring Principal Academy. All professional development supports the attainment of the United ISD instructional goals and addresses feedback obtained through the Annual Title I Federal Programs Survey. Topics include but are not limited to gifted and talented yearly requirements, addressing the English language learners, technology applications, and special education students. Additionally, professional development takes place through Adobe Connect for various topics such as the curriculum updates done every six weeks. The department allows United ISD teachers to have professional development transcripts through the Electronic Registration On–line (ERO) system to staff development sessions.

Testing/Data Evaluation The United ISD Testing and Data Evaluation Department includes two equally important integral 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. This 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. This year, the department has created and implemented a comprehensive assessment guide to provide information on the assessment administration and data collection for all campuses.

Special Education The mission of the Special Education Program at United ISD is to provide a free and appropriate public education in the least restrictive environment to any and all students qualifying for special education services. In order for a student to qualify for special education services and instruction, the student must meet the eligibility criteria for at least one of the thirteen disabilities defined in the Individuals with Disabilities Education Act (IDEA). The student must also exhibit an academic need for the services. The thirteen disabilities defined under IDEA are:

• auditory impairment ● 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 federal and state laws and district policy, the special education program must provide a continuum of services in order to provide for the needs of special education students. At United ISD we strive to provide for the least restrictive environment in the general education classroom to the extent appropriate for each individual student. When the student is better served by removing them


from the general education setting, the district has a number of settings where the students’ needs can be met. The following are some of the more common options for placement for meeting these students’ needs:

• specialized units • resource classroom • speech therapy • occupational therapy • services from itinerant teachers for the visually impaired • homebound services • residential placement • physical therapy • psychological services • adaptive physical education • in-class support within the general education setting, or • co-teaching model within the general education setting.

The Specialized Units that United ISD has are as follows:

• Pre-school Program for Children with Disabilities (PPCD) units: these units generally serve students ages 3-5 years of age with various disabilities.

• Early Childhood Structured Language Classrooms (EC-SLC) units: These units generally serve students ages 3-5 years of age with Autism.

• Early Childhood Motivational Learning Center (EC-MLC) units: These units generally serve students ages 3-5 years of age with behavioral issues and Emotional Disturbance.

• Structured Language Classrooms (SLC) units: These units generally serve school-age students with Autism.

• Motivational Learning Center (MLC) units: These units generally serve school-age students with Emotional Disturbance and behavioral issues.

• Functional Living Skills (FLS) units: These units generally serve school-age students with intellectual disabilities requiring an alternate curriculum.

The Special Education program is divided into four separate groups which work together for the same purpose and mission. They consist of:

1. Budget and Compliance comprised of a director and 4 compliance coordinators. 2. Instructional Improvement and State Assessment comprised of a director and 4 instructional

coordinators. 3. Psychological and Behavioral Services comprised of 4 licensed specialists in school

psychology, 4 behavior specialists, and 4 social workers. This staff works under the supervision of the Director for Budget and Compliance.

4. Vocational Training and Specialized Unit Center: The Cherish Center houses 5 vocational pathways and three specialized units. The 10 teachers and supporting staff work under the supervision of the Director for Instructional Improvement and State Assessment.

The United ISD Special Education Program currently serves approximately 3500 students ages 3-21 years of age at all levels and areas of the district. Our goal is to continue to provide quality service to our students to meet all of their academic needs and to prepare them to become productive and successful members of our community in their post-secondary life.


Federal and State Programs The Department of Federal and State Compensatory Programs exists for the purpose of ensuring compliance with the requirements under the No Child Left Behind Act of 2001 and State Compensatory Education. The department provides supplemental Federal funding and fiscal compliance guidance to all campuses and departments. The State Compensatory Education Program is designed to supplement the regular education program for students identified as at risk of dropping out of school. The purpose of the program is to provide challenging and meaningful, intensive or accelerated instruction to close the achievement gap between children at risk of dropping out of school and their peers. Federal Programs looks at data, positions, programs, strategies and/or activities that are supplemental to the basic instructional program and that may be funded with federal title and State Compensatory Education (SCE) dollars. The purpose of the programs is to improve student performance through direct instructional services to students. Additionally, the department evaluates and documents program effectiveness to determine which programs/strategies/activities are successful at raising academic standards. Due to increased accountability, systems are in place to document the various federal/state compensatory programs and/or services that are undertaken by the district as per Federal/State Compliance Guidelines. Program compliance reports for federal programs and required program activities, including Comprehensive Needs Assessment, District Improvement Plan and Campus Improve Plan processes and procedures spearheaded by the curriculum and instruction department are in place. Other documentation that is in place to ensure federal/state statutes is as follows: the federal comparability report, Private Non-Profit Schools Affirmations, Annual Survey of Children in Local Facilities for the Neglected and Delinquent, Highly Qualified teacher surveys and principal attestations (through the department of HR), staff development, and parent involvement along with auditable documents such as Full Time Equivalent’s, job descriptions, semi-annual certification statements, sign-in sheets, agendas and evaluations of all meetings, staff development trainings and activities, to include the required annual State Compensatory Education evaluation to the Texas Education Agency (TEA).

Parent Involvement: The district’s Parent Involvement Program provides families with opportunities for involvement while also providing workshops and trainings that help improve student performance and better communication at home with their children. One percent of the district’s Title I, Part A funds are required to be set aside to meet the NCLB, Section 1118-Parental Involvement Requirements. The district provides funding for the annual Parent Festival where parents come in for a variety of workshops on topics that they have requested through the Parent Surveys done at the end of the year. For the past two years the district has implemented the Family Leadership Institute Program for United ISD parents. This program consists of a 10 step approach that will help teach parents and caregivers the art and skill of family leadership in support of academic achievement and life success for children. The district also has the United Council of Parents (UCOP) quarterly meetings, at which district parents are provided an array of relevant topics. Parents are also involved in giving input for the campus Parent Policy and the District Parent Policy through their campus Site Based Decision Making (SBDM) committees, Parent Teacher Organizations (PTO) and the District Educational Improvement Council (DEIC). Yearly, campuses issue a parent compact to all campus parents and ensure that they have their required


annual Title I, Part A consultation meeting. Campuses also have their own parent activities throughout the year and these are documented at the campus level and placed in the Parent Involvement Binder they keep. At the district level we also have a tech mobile, equipped with 7 computers. The mobile technology vehicle provides services to parents at all community centers within United ISD and at 2 campuses. Services provided are Rosetta Stone-ESL training, and basic computer skills trainings. Homeless Education Program: The McKinney-Vento Homeless Education Assistance Act of 2001 guarantees the right of children and youth in homeless situations to enroll in school without delay, attend school regularly, and enjoy the same opportunities for success in school as their adequately housed peers. The district ensures compliance requirements of this federal legislation by identifying and addressing potential barriers facing homeless children and youth. Students, who are identified through the Student Residency Questionnaire, are provided with the right to a free lunch, attend their school of origin, receive transportation to and from the school of origin and are enrolled immediately, even if they lack required enrollment documentation. Collaborative and coordinated approaches both internally among departments and externally among agencies are utilized to maximize services for these students. The district also provides clothing (uniforms), toiletries, school supplies, towels and bedding items and referrals for other needed services based on individual student needs. The homeless education liaison also tracks the qualifying student’s academic grades to ensure that they are provided with tutorials if needed. Training is also provided across the district to ensure that all departments and campuses are aware of the compliance requirements of the law and what types of services are available for these students.

Migrant Education Program: As required under Section 1306 of No Child Left Behind (NCLB) Act of 2001, the Texas Migrant Education Program (MEP) has developed a current, comprehensive Local Needs Assessment and Statewide Service Delivery Plan to outline how MEP services are to be delivered in order to meet the identified needs of the migrant children. According to Title I, Part C statute, it states that each state that receives funds under this part shall ensure that the state and its local operating agencies identify and address the special educational needs of migratory children in accordance with a comprehensive state plan that identifies the unique needs of migrant children. Therefore, United ISD is required by TEA to have a local needs assessment (LNA) for the Migrant Education Program. Once the LNA is done, the district develops and implements a service delivery plan (SDP), which delineates the services to be provided to the migrant students based on the state’s eight identified needs and seven areas of concern. This PFS Action Plan is attached to the DIP. It is the responsibility of the Migrant Education Program under the Federal Programs department to ensure that MEP funds are used to (a) meet the identified needs of migratory children that result from their migratory lifestyle and to permit these children to participate effectively in school and meet the State’s academic performance standards; and (b) address the unique needs of migratory children that are not addressed by services available from other Federal or non-Federal programs. The district addresses Migrant student needs as required by the seven areas of focus, as follows:

1. Identification and Recruitment - Through the Migrant Recruiter who uses the legal document called the certificate of eligibility (COE).

2. New Generation System – System used to encode all educational and health data from identified migrant children and for transferring student information within the states.

3. Parent Involvement –Parent Advisory Council meets monthly and/or quarterly with Migrant parents to empower parents to be advocates and take advantage of all available resources for the education of their children. The council helps to plan, implement and evaluate the


Migrant Education Program through meaningful consultation and involvement of the parents of children served.

4. Migrant Service Coordination – Migrant Coordinator seeks to ensure that migrant students and their families have their needs for educational and support services met, and are able to access all services of which they are eligible.

5. Early Childhood – The Migrant Education Program provides home based education directly involving parents and home based early childhood for the parents of 3 and 4 year olds through the Stepping Stones Curriculum.

6. Secondary Credit Accrual – The program documents courses taken and make recommendations become significant in the student’s educational development. The Migrant Department is also responsible for partial and complete credits awarded by schools.

7. Graduation Enhancement – The Migrant Education Program promotes the transition to post secondary education through the promotion of student leadership academies, the development of college entrance exam programs, state assessment performance improvement strategies, correspondence courses through the University of Texas at Austin, admissions counseling and coordination of activities which ensure that all migrant students process for post secondary opportunities.


TECHNOLOGY SUMMARY Technology has transformed the world over the last twenty years. Specifically technology is changing the way we instruct our students through the use of smart boards, computers, mobile devices, and wireless networks. United ISD is aware of this challenge especially as it is confronted with announcements from the State Board of Education (SBEC) such as:

• The computer to student ratio must be 3 to 1 • The computer to educator ratio must be 1 to 1 • Educators will send and receive communication through the internet

Currently United ISD is meeting the ratio of 3:1 at all secondary campuses and is aggressively trying to meet it at the elementary campuses with a current ratio of 4:1. All United ISD educators are equipped with a 1:1 computer ratio. By December 2013, all campuses will have a fully wireless network infrastructure that will allow connectivity from all classroom locations to further enhance technology use at all campuses. Furthermore, the district is in the midst of creating an instructional technology committee consisting of educators representing the different grade levels along with technical staff in order to best implement instructional technology across the district in a systematic and cost efficient manner. United ISD has implemented a gradual, expandable and systematic Mobile Learning Device (MLD) program in order to pilot the effective use of tablet technology in United ISD classrooms. The pilot will be used to evaluate the effectiveness of mobile technology for use in enhancing student learning, collaboration, communication, research, critical thinking, and creativity and organization skills. Implemented during the 2013 Summer School program, the MLD Pilot was rolled out in eight first grade classrooms, nine middle school science classrooms and four high school biology classrooms. Plans are to continue to expand the MLD Pilot to additional grade levels and content areas based on recommendations made by the District Technology Committee. There are many programs that our campuses use on a daily basis such as: Edusmart, Think Through Math, Istation, Achieve 3000, Lexia, Study Island, Brain Pop to name a few. Technology allows the utilization of all these instructional programs including email and distance learning capabilities. Many of our campuses use the Student Response Systems to gain immediate feedback and engage students through the use of technology. Through the echalk platform, United ISD teachers and students have valuable tools available online. These tools include being able to email teachers, students and parents. Additionally, within the echalk system, our teachers access the scope and sequences and additional resources that are posted. Many campuses utilize echalk to conduct surveys or elections through the automated ballot counting via echalk. This year, all of our teachers are required to post and maintain their class pages. This enables parents to view homework posted and any grade level news. One of the parents’ most valuable resources is the parent portal system that was initiated last year and is in full implementation this year at all campuses. This on line system allows parents to receive daily emails on their students’ daily progress. Grade information submitted by teachers as well as attendance and even health visits to the nurse are available through the parent portal system. United continues to strive to lead the way in technology. Currently United ISD is proposing a 408 million dollar bond out of which 22 million would be designated to updating technology equipment and infrastructure to keep up with the latest technology and produce technology rich students.


Yearly Activities Year in Review Sessions In early June, district administrators meet for our annual Year in Review. During this meeting, available state assessment results as well as highlights of the school year just completed are reviewed by our Associate Superintendent of Curriculum and Instruction. Executive Directors and directors report on the numerous program results for the completed school year. The data reviewed is disaggregated by campus, grade level, content, and by student subgroup. The needs assessment merges into the Year in Review. The District Educational Improvement Council (DEIC) conducts annual needs assessment based on review of data. The data reviewed include the following areas: state assessments; state and federal accountability ratings; college readiness; language proficiency; career and technology; fine arts; completion and dropout rates; special education; and advanced academies. Additionally, following the release of state and federal accountability reports by the Texas Education Agency (TEA), and in accordance with state law, these reports are presented in public meetings by the Associate Superintendent of Curriculum and Instruction to the Board of Trustees and the DEIC. These state and federal performance reports also serve as sources for annual needs assessments at the district and campus levels.

Campus Improvement Plan Development Each campus annually prepares Campus Improvement Plans (CIPs) in accordance to statutory requirements. Site Based Decision Making (SBDM) Committees work closely with campus administration and staff to analyze current and historical performance data, identify strengths and needs, and develop specific action plans for improvement in student performance.

Core Cabinet Leadership Workshops During the first week of July, the Associate Superintendent for Curriculum and Instruction and the Executive Directors meet to plan for the upcoming school year. Data-driven decisions guide these meetings as preparations are made to meet the varied needs of our students and campuses. On the second week, these meeting are extended to include all directors to collaboratively plan the year with the development of the master calendar. Start of School Year Leadership Summit In July, all district administrators convene for our annual Leadership Summit. Training/workshop sessions on varied topics are presented during this time. Administrators receive professional development on district initiatives incorporated into the District Improvement Plan (DIP) C & I Calendar of Professional Development and Instructional Events Development The Professional Staff Development Office collaborates with each department to develop a district calendar of professional development events for the district. The calendar includes all professional development workshops/meetings scheduled for the academic school year. This calendar is then published and provided to the campuses for future planning. The master calendar can also be accessed online through the district website.

Parent Festival The district provides funding for the annual fall Parent Festival where parents come in for a variety of workshops on topics that they have requested through the Parent Surveys done at the end of the year.


Ongoing Activities Advisory Boards United ISD values the participation and input of all staff members and transparency of information and process. To that end, the district has established several advisory bodies consisting of broad stakeholder representation to provide insight and recommendations on important issues. These advisory bodies may be called task forces, committees, or councils. Some of them are standing bodies and meet permanently on a regular basis, while some of them are ad hoc or periodic bodies and meet for a limited time to address a specific topic. United ISD’s advisory boards are: Standing Advisory Monday Management Meetings Leadership Tuesdays for Principals and Assistant Principals Curriculum and Instruction (C & I) Wednesday Cabinet Meetings District Education Improvement Council (DEIC) District Language Proficiency Assessment Committee (LPAC) Performance Based Monitoring (PBM) District Leadership Team (DLT) Special Education Advisory Liaison Committee School Health Advisory Council (SHAC) Superintendent Principals Advisory Committee Superintendent Student Advisory Committee Extended Cabinet/Principals District RtI Committee Ad Hoc/Periodic School Year (SY) Calendar Committee Professional Development Committee Elementary End-of-year Forms Committee Elementary Running Records Forms Committee Elementary Teacher Advisory Committee


NCLB Comprehensive Needs Assessment Summary of Priority Needs

Chair Persons of CNA district committees prioritize needs and recommend to DEIC members initiatives/strategies/activities that will meet district needs. DEIC committee will approve initiatives/strategies/activities that will be placed in District Improvement Plan. DEMOGRAPHICS: Needs:

• A way to monitor and increase awareness of attending school to achieve academic success for those students with excessive excused absences • Reduce truancy referrals at all campuses • Create more awareness of online safety

Strategies:

• Promote and continue using the parent portal system so parents can monitor student’s attendance • Implement district truancy preventive measures such as using the school messenger system to notify parents and the use of the

parent portal system. • Provide online safety classes to teachers and students. All students will be trained by the end of the school year.

CURRICULUM, INSTRUCTION AND ASSESSMENT: Needs:

• System to evaluate scopes • small group/10 to 1 early in the year

Intervention practices updated include TAs • Defined guide for RTI practices • More defined/mandatory planning time/activities for teachers • Instructional technology /Quad touch LCD panels • Vertical planning – require vertical meetings • More rigor and relevance in lessons


Strategies:

• Evaluation through ERO • SSI now and tutorial monies day 1 of school • Staff development • Training for administrators and teachers (adobe connect as well) • Vertical Integration meetings

CLIMATE & CULTURE: Needs:

• The greatest need is to continue to establish a positive school climate by recognizing staff and students meeting expectations based on disciplinary placements/expulsions totals, identified gang members percentages, and survey results of educators at a middle school.

Strategies:

• United ISD will begin implementation by training Cohort 3 (the remaining 16 elementary schools) with the Positive Behavior Interventions & Support disciplinary model which will replace – Assertive Discipline. In addition, the district will train the new 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.

STUDENT ACHIEVEMENT: Needs:

• Writing and Social Studies show the greatest need for improvement based on campus / district results. • Students in Special Education, Section 504, Early Transition and ESL need systematic and focused interventions. RtI for students in

these programs (with the exception of Special Education) must continue to be implemented and monitored by campus administration. • Scope and Sequence must ensure components such as Rigor and Relevance are evident and classroom instruction must be monitored

continuously by campus administrators to ensure quality in the implementation. Strategies:

• Provide training to teachers that will improve the writing process. • Update and or include new activities in the scope and sequence that will enhance student learning to the level required by the state

assessment system. • Monitor student engagement and learning on a regular basis via walk-throughs and curriculum assessments.


SCHOOL CONTEXT AND ORGANIZATION: Needs:

• Effective Internal and External Communication plan which allows for all District stakeholders and members of the community to receive pertinent district wide information;

• Effective use of technology in order to facilitate the dissemination of information and for the timely completion of requested information/reports;

• Effective communication within district departments to avoid the duplication of efforts/reports; • Effectively use technology and systems to facilitate parent communication as well as to increase parental involvement. • Accelerate Academic Progress through effective communication with parents • Promote and ensure a culture of appreciation, support and understanding for all employees, students and district parents. • Increase community/business partnerships

Strategies:

• Implement new initiatives and enhance current systems to strengthen the District’s internal and external communication systems and public relations program.

• Make communication more accessible to parents, the community and district schools to provide two way communication for the benefit of student growth.

• Provide leadership, guidance and informative sessions to District stakeholders in order to meet and understand state-mandated assessments, state and federal accountability ratings, and state graduation requirements.

• Expand community service values by providing opportunities for students and employees to be part of internship/externship programs, educational collaborative with businesses/educational institutions, peer mentor relationships, and community agencies.

FAMILY AND COMMUNITY INVOLVEMENT: To increase Parental Involvement at every campus from 87% to 89%. Needs:

• To Increase Parental Involvement • Information to Parents sent out in a timely manner • More Parenting Sessions, GED Classes, ESL Classes and Computer Classes • Language Barriers/ensure that parents are aware that sessions will be conducted in a language that parents can understand and ensure

that campuses are doing so


Strategies:

• Conduct Volunteer Presentations to help with recruitment of additional parent volunteers. • Increase Communication with parents in a timely manner through School Messenger, Parental Portal, News Media and Parent Survey

forms. • Decision Making/Advocacy: Ensure Parent Involvement Policies at the District & Campus Level along with Parent Compacts are

reviewed with parents through the DEIC/SBDM Committees Meetings. • Coordinate with District Family Services Coordinator to promote the schedule and location of Adult Literacy Classes.

TEACHER QUALITY: Needs:

• Maintain a high number of trained Teacher Substitutes for availability at district campuses. • Collaborate with curriculum and instruction department on key areas of student academic need • Maintain a high level of teacher morale • Maintain a program recognizing an Educator Career Path to promote education as a profession for school age children

Strategies:

• Procure and implement new application software and establish a “Recognition Program” for Teacher Substitutes district wide based on certain criteria.

• Schedule in-service trainings for educators with the calendar year with rigor and relevance. • Provide administrative and technology support allowing efficient reporting of employee absences, grading and attendance recording. • Maintain the district’s Tomorrow’s Teacher program throughout the district.

TECHNOLOGY: Needs:

• More wireless connections at the campuses • Greater network connectivity

Strategies:

• Implement a District wide Wireless Network Infrastructure at all schools to enable wireless mobile learning devices to connect to the United ISD network.

• Perform a Network Equipment upgrade which will allow for greater network connectivity for the whole district


FINANCE:

Needs: • Communicate with all stakeholders regarding the financial system of public education, as well as the fiscal responsibility and stability of

the District • Align all available resources and pursue funding and resource options to accomplish the mission and goals of the District Strategies: • Promote fiscal accountability by having an annual audit conducted by an independent auditing firm • Ensure board approved internal audit plan provides an independent appraisal of district operations and activities • Strive to achieve financial transparency through various independent financial rating systems • Incorporate the District’s Instructional Plan into the budget development process • Identify and seek alternative sources of funding and grants • Examine options to improve district allocations of federal and state dollars to schools based on identified needs • Continue to strive for fiscal accountability and efficiency through technology, communication and dissemination of information • Maximize innovative technology to promote student learning and operational efficiency • Ensure efforts in the maximum possible reduction in the District’s electricity consumption are in place


All

Students

African American

Hispanic

White

American Indian

Asian

Pacific Islander

Two or More Races

Econ

Disadv

Special Ed

ELL

Total Met

Total

Eligible Percent of

Eligible Measures

Performance Rates Targets 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% Reading Y Y Y Y Y Y Y N 7 8 88 Mathematics Y Y Y Y Y Y Y Y 8 8 100 Writing Y Y Y Y Y N N 5 7 71 Science Y Y Y Y Y Y N 6 7 86 Social Studies Y Y Y Y Y Y N 6 7 86 Total 32 37 86

Participation Rates Targets 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% Reading Y Y Y Y Y Y Y Y 8 8 100 Mathematics Y Y Y Y Y Y Y Y 8 8 100 Total 16 1

100

Federal Graduation Rates (Target: See Reason Codes)

Graduation Target Met Y Y Y Y Y Y 6 6 100 Reason Code ** a a a a b b Total 6 6 100

District: Met Federal Limits on Alternative Assessments Reading

Overall 3% Y Modified 2% Y Alternate 1% Y

Mathematics Overall 3% Y Modified 2% Y Alternate 1% Y

Total 1 1 100 Overall Total 55 60 92

** Federal Graduation Rate Reason Codes: a = Graduation Rate Goal of 90% b = Four-year Graduation Rate Target of 78% c = Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal d = Five-year Graduation Rate Target of 83%

Blank cells above represent student group indicators that do not meet the minimum size criteria.

TEA Division of Performance Reporting August 8, 2013

TEXAS EDUCATION AGENCY 2013 System Safeguards

UNITED ISD (240903)



UNITED ISD (240903)

Two or All African American Pacific More Econ Special Students American Hispanic White Indian Asian Islander Races Disadv Ed ELL

Performance Rates

Targets 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% Reading

Number Phase-in 1 Level 2 and above 19,126 24 18,777 235 ** 73 * 9 13,262 1,156 2,340 Total Tests 25,957 29 25,563 264 ** 77 * 12 19,183 2,097 5,905 % Met Phase-in 1 Level 2 and above 74% 83% 73% 89% ** 95% * 75% 69% 55% 40%

Mathematics Number Phase-in 1 Level 2 and above 20,172 26 19,814 235 ** 76 * 11 14,246 1,214 3,275 Total Tests 25,899 31 25,500 266 ** 78 * 12 19,090 2,077 5,860 % Met Phase-in 1 Level 2 and above 78% 84% 78% 88% ** 97% * 92% 75% 58% 56%

Writing Number Phase-in 1 Level 2 and above 7,651 12 7,510 87 * 38 - * 5,130 359 973 Total Tests 12,608 17 12,428 119 * 38 - * 9,293 923 2,939 % Met Phase-in 1 Level 2 and above 61% 71% 60% 73% * 100% - * 55% 39% 33%

Science Number Phase-in 1 Level 2 and above 11,559 14 11,344 151 * 39 * 7 7,970 574 1,257 Total Tests 14,885 17 14,645 165 * 45 * 7 10,798 1,109 2,692 % Met Phase-in 1 Level 2 and above 78% 82% 77% 92% * 87% * 100% 74% 52% 47%

Social Studies Number Phase-in 1 Level 2 and above 8,755 13 8,574 124 * 35 * 6 5,782 452 503 Total Tests 11,959 15 11,758 138 * 37 * 6 8,526 890 1,489 % Met Phase-in 1 Level 2 and above 73% 87% 73% 90% * 95% * 100% 68% 51% 34%

Participation Rates Targets 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% Reading: 2012-2013 Assessments

Number Participating 29,562 36 29,120 291 ** 88 * 14 22,161 2,323 9,155 Total Students 29,662 36 29,218 292 ** 89 * 14 22,236 2,340 9,169 Participation Rate 100% 100% 100% 100% ** 99% * 100% 100% 99% 100%

Mathematics: 2012-2013 Assessments Number Participating 29,344 37 28,899 290 ** 88 * 14 21,942 2,285 8,942 Total Students 29,412 37 28,965 291 ** 89 * 14 21,997 2,294 8,967 Participation Rate 100% 100% 100% 100% ** 99% * 100% 100% 100% 100%




UNITED ISD (240903)

Federal Graduation Rates @ 4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2012

Number Graduated 2,544 * 2,478 42 * 13 - 5 1,683 277 504 n/a Total in Class 2,715 * 2,646 44 * 13 - 5 1,819 308 588 163 Graduation Rate 93.7% * 93.7% 95.5% * 100.0% - 100.0% 92.5% 89.9% 85.7% n/a

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2011 Number Graduated 2,212 ** 2,175 17 - 13 - * 1,528 287 589 n/a Total in Class 2,367 ** 2,329 17 - 13 - * 1,636 324 691 198 Graduation Rate 93.5% ** 93.4% 100.0% - 100.0% - * 93.4% 88.6% 85.2% n/a

5-year Longitudinal Cohort Extended Graduation Rate (Gr 9-12): Class of 2011 Number Graduated 2,257 ** 2,220 17 - 13 - * 1,561 295 618 n/a Total in Class 2,349 ** 2,311 17 - 13 - * 1,620 320 675 191 Graduation Rate 96.1% ** 96.1% 100.0% - 100.0% - * 96.4% 92.2% 91.6% n/a

District: Met Federal Limits on Alternative Assessments Reading Alternate 1% Number Proficient 214 Total Federal Cap Limit 297 Modified 2% Number Proficient 591 Total Federal Cap Limit 594

Mathematics Alternate 1%

Number Proficient 197 Total Federal Cap Limit 295

Modified 2%

Number Proficient 514

Total Federal Cap Limit 589

_______________________________________________________________________________________________________________________________________________________________________________________ @ Federal Graduation Rate Targets:

Graduation Rate Goal of 90%, or Four-year Graduation Rate Target of 78%, or Safe Harbor Target of a 10% decrease in difference from the prior year rate and the Goal, or Five-year Graduation Rate Target of 83%


Two or All African American Pacific More Econ Special ELL ELL

Students American Hispanic White Indian Asian Islander Races Disadv Ed (Ever HS) (Current)


Performance Index Framework District Summary Report

Campus Rating

Performance Index Distinction Designations

Demographics System Safeguards 50 *Varies 55 75

Index 1

Index 2

Index 3

Index 4

Rdg/ ELA

Math Top 25% Student Progress

Size ELL Eco Dis

Mobility Rate

Performance Rates

Participation Rates

Graduation Rates

Total

UISD MET 74 38 78 91 Dist. Met Fed Lmts 1 /1 100%

32/37 86% 16/16 100% 6/6 100% 55/60 92%

UHS - 001 MET 85 23 85 92 NO NO NO 4,010 7.9% 53.8% 11.7% 27/30 90% 12/12 100% 5/5 100% 44/47 94%

71 GWMS -

045 MET 75 35 78 NO YES NO 1,291 21.2% 75.8% 8.0% 20/25 80% 10/10 100% N/A 30/35 86%

TMS - 048 MET 79 43 80 YES YES YES 1,693 11.2% 48.6% 6.6% 20/27 74% 12/12 100% N/A 32/39 82%

TES - 110 MET 91 48 88 YES YES NO 831 39.0% 46.1% 5.3% 15/15 100% 10/10 100% N/A 25/25 100%

FIN - 112 MET 77 49 89 NO NO YES 541 61.7% 85.4% 12.0% 15/16 94% 10/10 100% N/A 25/26 96%

MDL - 116 MET 80 46 84 NO NO NO 602 42.5% 55.1% 10.6% 15/15 100% 10/10 100% N/A 25/25 100%

KAZEN - 117 MET 69 55 84 NO NO YES 600 66.0% 87.5% 8.9% 14/16 88% 8/8 100% N/A 22/24 92%

CBES - 120 MET 77 49 78 NO NO NO 806 45.2% 44.0% 9.0% 15/18 83% 10/10 100% N/A 25/28 89%

JMES - 126 MET 73 47 77 NO YES YES 832 51.0% 75.7% 8.4% 15/18 83% 10/10 100% N/A 25/28 89%

MMES - 130 MET 79 43 78 NO NO NO 913 48.1% 44.5% 8.0% 17/18 94% 10/10 100% N/A 27/28 96%

BFES - 131 MET 79 47 81 YES NO YES 920 62.3% 66.8% 9.0% 17/18 94% 10/10 100% N/A 27/28 96%


Campus Rating



Index 1

Index 2

Index 3

Index 4

Rdg/ ELA


Size ELL Eco Dis

Mobility Rate

Performance Rates

Participation Rates

Graduation Rates

Total


32/37 86% 16/16 100% 6/6 100% 55/60 92%

USHS - 002 MET 76 22 79 93 NO NO NO 2,895 11.9% 78.8% 13.2% 21/26 81% 12/12 100% 5/5 100% 38/43 88%

71

USMS - 043 MET 65 37 66 NO NO NO 1,370 20.3% 83.6% 10.6% 15/24 63% 10/10 100% N/A 25/34 74%

AGMS - 053 MET 60 32 68 NO NO NO 1,168 31.6% 86.5% 10.9% 16/25 64% 10/10 100% N/A 26/35 74%

SES - 107 MET 68 36 80 NO NO NO 816 62.0% 80.4% 10.4% 14/16 88% 10/10 100% N/A 24/26 92%

RUIZ - 115 MET 68 36 76 NO NO NO 965 62.1% 85.7% 9.9% 14/16 88% 10/10 100% N/A 24/26 92%

JZES - 124 MET 52 43 76 NO NO NO 1,104 76.0% 86.8% 13.2% 9/18 50% 10/10 100% N/A 19/28 68%

HCES - 125 MET 62 44 73 NO NO NO 630 73.2% 91.7% 16.5% 10/16 63% 10/10 100% N/A 20/26 77%

BLGE - 128 MET 63 45 79 NO NO YES 1,002 77.0% 85.0% 11.6% 14/18 78% 10/10 100% N/A 24/28 86%

RSKE - 132 MET 65 35 80 NO NO NO 837 68.1% 85.1% 15.6% 12/16 75% 10/10 100% N/A 22/26 85%


Campus Rating



Index 1

Index 2

Index 3

Index 4

Rdg/ ELA


Size ELL Eco Dis

Mobility Rate

Performance Rates

Participation Rates

Graduation Rates

Total


32/37 86% 16/16 100% 6/6 100% 55/60 92%

AHS - 003 MET 84 20 86 96 NO NO NO 2,753 8.9% 50.7% 14.1% 23/29 79% 12/12 100% 5/5 100% 40/46 87%

71

UMS - 041 MET 77 34 76 NO NO NO 1,096 14.6% 45.7% 10.6% 15/22 68% 12/12 100% N/A 27/34 79%

CMS - 046 MET 66 36 65 NO NO NO 818 20.9% 79.2% 13.5% 14/24 58% 10/10 100% N/A 24/34 71%

NYE - 103 MET 77 34 86 NO NO NO 808 57.5% 66.5% 12.7% 14/16 88% 8/8 100% N/A 22/24 92%

CLARK - 106 MET 60 38 73 NO NO NO 555 64.7% 89.5% 18.0% 9/16 56% 8/8 100% N/A 17/24 71%

NEW - 109 MET 73 51 78 NO YES YES 638 60.7% 80.6% 12.4% 14/16 88% 10/10 100% N/A 24/26 92%

GUTZ - 114 MET 78 38 82 NO NO NO 656 43.6% 69.2% 7.8% 13/15 87% 8/8 100% N/A 21/23 91%

CSBS - 122 MET 89 45 89 YES NO NO 907 39.4% 26.8% 7.9% 15/15 100% 8/8 100% N/A 23/23 100%


Campus Rating



Index 1

Index 2

Index 3

Index 4

Rdg/ ELA


Size ELL Eco Dis

Mobility Rate

Performance Rates

Participation Rates

Graduation Rates

Total


32/37 86% 16/16 100% 6/6 100% 55/60 92%

LBJHS -

009 MET 65 17 71 89 NO NO NO 2,496 19.4% 92.5% 20.3% 13/25 52% 10/10 100% 5/5 100% 28/40 70%

71

SGMS - 044 MET 56 31 66 NO NO NO 471 33.5% 97.5% 13.3% 11/22 50% 10/10 100% N/A 21/32 66%

LOMS - 047 MET 60 40 69 NO NO YES 1,029 35.5% 96.8% 18.1% 17/25 68% 10/10 100% N/A 27/35 77%

LBVMS - 054 MET 63 37 68 NO YES YES 898 32.7% 95.3% 15.4% 14/24 58% 10/10 100% N/A 24/34 71%

PER - 111 MET 66 35 80 YES NO NO 1,049 73.4% 94.7% 17.3% 16/18 89% 10/10 100% N/A 26/28 93%

JLE - 118 MET 84 47 96 NO NO NO 714 87.3% 95.4% 14.7% 16/16 100% 10/10 100% N/A 26/26 100%

PES - 119 MET 71 51 91 NO NO YES 785 78.3% 95.8% 18.7% 15/16 94% 10/10 100% N/A 25/26 96%

KZE - 121 MET 79 38 92 NO NO NO 479 75.6% 98.1% 12.2% 16/16 100% 10/10 100% N/A 26/26 100%

FDR - 123 MET 70 39 95 NO NO NO 763 82.3% 97.0% 17.8% 15/16 94% 10/10 100% N/A 25/26 96%

JAES - 127 MET 58 34 81 NO NO NO 989 74.1% 93.5% 14.3% 7/16 44% 8/8 100% N/A 15/24 63%

RCCE - 129 MET 64 53 94 NO NO YES 870 80.5% 95.3% 15.1% 16/18 89% 10/10 100% N/A 26/28 93%


Board Approved District Improvement Plan Goals

Goal 1 Student Achievement: Provide consistent quality instruction for all students, resulting in improved student achievement. *Note: *Meets target or improvement required as allowable in accountability system.

A. Reading Annual Performance Objective: 1. To increase the percentage of special education students meeting state standards from 55% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 40% to 70%* on the Reading STAAR assessment.

B. Math Annual Performance Objective: 1. To increase the percentage of special education students meeting state standards from 58% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 56% to 70%* on the Math STAAR assessment.

C. Writing Annual Performance Objective: To increase the percentage of students meeting state standards including special education

from 39%, ELL from 33% , Hispanic from 60% and Economically Disadvantaged from 55% meeting state standards to 70%* on the Writing STAAR assessment.

D. Science Annual Performance Objective:

1. To increase the percentage of special education students meeting state standards from 52% to 65%*. 2. To increase the percentage of ELL students meeting state standards from 47% to 65%* on the Science STAAR assessment.

E. Social Studies Annual Performance Objective:

1. To increase the percentage of special education students meeting state standards from 51% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 34% to 70%*. 3. To increase the percentage of Economically Disadvantaged students meeting state standards from 68% to 70%* on the Social Studies STAAR assessment.

F. English Acquisition for ELL Students Annual Performance Objective:

1. To increase the percentage of ELL students progressing one proficiency level from 62% to 70%*. 2. To increase the percentage of ELL students with 1-4 years in U.S. schools attaining Advanced High from 15% to 17%*. 3. ELL with 5+ years in U.S. schools attaining Advanced High from 46% to 50%*. 4. Report on number of ELL students meeting exit criteria in Bilingual and ESL programs.

G. Special Education/Section 504 students are appropriately served. Students with special needs shall be provided appropriate, individualized, intensive instruction to enable them to perform at comparable levels to their peer groups.


H. College Readiness Annual Performance Objective: United ISD will provide opportunities to assist students in preparing for college 1. The percent of students scoring at or above 45 on each section of the PSAT shall increase by 3%.

2. Participation rates on the PSAT will meet or exceed 15% of sophomores and 30% of juniors. 3. The percentage of students with a composite score at or above 21 on the ACT will reach 31% by 2014. 4. The percentage of students scoring at or above 500 on each section of the SAT will reach 20% by 2014. 5. The number of AP exams taken will increase by 3%. 6. The percent of AP exams scored at 3 or higher will increase from 37% to 40%. 7. The percent of students achieving Level III in STAAR across elementary and middle school grades in reading and math will increase by 1%.

8. The percent of students graduating under the RHSP or higher will reach 94% by 2014.

I. Dual Credit Opportunities: United ISD will report on the number of students enrolled in dual credit courses and receiving college credit (including online opportunities).

Goal 2 A Safe and Nurturing Environment: Provide a safe, nurturing, positive, and secure environment for students and staff.

A. School Suspensions Annual Performance Objective:

1. To reduce the number of in school suspensions by 3% from 7168 to 6953. 2. To reduce the number of out of school suspensions by 4% from 2663 to 2557.

B. Dropout Rate Annual Performance Objective: 1. To reduce the dropout rate from 1% to .7%. 2. To reduce the dropout rate from 2% to 1% for pregnant and/or parenting students.

C. Attendance Rate Annual Performance Objective: 1. To increase the attendance rate from 96% to 97%.

Goal 3 Family Involvement and Community Engagement: Promote community partnership and parent involvement.

A. Annual Performance Objective: To increase the percentage of parents represented at district based parental activities from 87% to 89%.

Goal 4 Operational Effectiveness and Efficiency: Ensure that the District is fiscally accountable and efficient.

A. Annual Performance Objective: To maintain a Superior rating in the Financial Integrity Rating System of Texas (FIRST).

Goal 5 Implement Initiatives: To ensure employee recruitment, development, and retention. Recruit, develop, support, and retain effective teachers, principals, and other instructional staff.

A. Annual Performance Objective: To maintain the percentage of highly qualified teachers at 100%.


UISD Integrated PBMAS

District Improvement Plan Goal 1 Student Achievement: Provide consistent quality instruction for all students, resulting in improved student achievement.

A. Reading Annual Performance Objective: 1. To increase the percentage of special education students meeting state standards from 55% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 40% to 70%* on the Reading STAAR assessment.

B. Math Annual Performance Objective: 1. To increase the percentage of special education students meeting state standards from 58% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 56% to 70%* on the Math STAAR assessment.

C. Writing Annual Performance Objective: To increase the percentage of students meeting state standards including special education from 39%, ELL from 33%, Hispanic from 60% and Economically Disadvantaged from 50% meeting state standards to 70%* on the Writing STAAR assessment.

D. Science Annual Performance Objective: 1. To increase the percentage of special education students meeting state standards from 52% to 65%*.

2. To increase the percentage of ELL students meeting state standards from 47% to 65%* on the Science STAAR assessment. E. Social Studies Annual Performance Objective:

1. To increase the percentage of special education students meeting state standards from 51% to 70%*. 2. To increase the percentage of ELL students meeting state standards from 34% to 70%*. 3. To increase the percentage of Economically Disadvantaged students meeting state standards from 68% to 70%* on the Social Studies STAAR assessment.

F. English Acquisition for ELL Students Annual Performance Objective: 1. To increase the percentage of ELL students progressing one proficiency level from 62% to 70%*. 2. To increase the percentage of ELL students with 1-4 years in U.S. schools attaining Advanced High from 15% to 70%*. 3. ELL with 5+ years in U.S. schools attaining Advanced High from 46% to 51%. 4. Report on number of ELL students meeting exit criteria in Bilingual and ESL programs.

G. Special Education/Section 504 students are appropriately served. Students with special needs shall be provided appropriate, individualized, intensive instruction to enable them to perform at comparable levels to their peer groups.

H. College Readiness Annual Performance Objective: United ISD will provide opportunities to assist students in preparing for college 1. The percent of students scoring at or above 45 on each section of the PSAT shall increase by 3%.

2. Participation rates on the PSAT will meet or exceed 15% of sophomores and 30% of juniors. 3. The percentage of students with a composite score at or above 21 on the ACT will reach 31% by 2014. 4. The percentage of students scoring at or above 500 on each section of the SAT will reach 20% by 2014. 5. The number of AP exams taken will increase by 3%. 6. The percent of AP exams scored at 3 or higher will increase from 37% to 40%. 7. The percent of students achieving Level III in STAAR across elementary and middle school grades in reading and math will increase by 1%.

8. The percent of students graduating under the RHSP or higher will reach 94% by 2014. I. Dual Credit Opportunities: United ISD will report on the number of students enrolled in dual credit courses and receiving college credit (including online opportunities).


Perf. Obj. Area Targeted Major Systems Components

Critical Success Factors:

Accountabilit l

Strategies, Initiatives, and Redesign

Start Date

Projected Completion

Date

Evidence of Implementation

Resources Required and

Person Responsible

Core System

Concepts

1A

State Assessment

Instruction, Curriculum

and Assessment

Rigor, Relevance Academic Performance

Reading Intervention Teacher Standardized implementation of program & monitoring of AR, Text levels intervention groups, MClass reports.

Ongoing Ongoing AR Levels and Reports, Walk-

throughs, TPRI, Tejas Lee, Failure Reports, CBA Results, Student Grade Retention Data

Elementary Executive Director,

Principals, Campus Librarians

1, 2, 3

2A-G

State Assessment


and Assessment


SSI Now Initiative: 20 incoming 5th graders during summer school program. Continuation during the school year.

June-July August 2013

April 2014 Benchmark and STAAR scores

Elementary Executive Director, Principal,

Summer School Principal

1, 2

3A

State Assessment


and Assessment,

System Safeguard, PBMAS


A Unit to Win it: Novel Units for 3rd – 5th, provided for campuses --4th grade students compete at the district level.

September-December

2013

May 2014 Campus can

continue implementa-

tion at campus level

Campus Results Elementary Executive Director, Reading

Coordinators 2

4A-F

Data Systems Curriculum and

Assessment

Data-Driven Decision-Making,

Monitoring/ Evaluation of Curriculum

Implementation

Academic Performance, Quality Data

●Continue to implement District-Level Progress Monitoring: ●Pk – 6 weeks test for all content areas ●TIER II students K-2nd Running Records ●CBA's for all grades in all content areas ●MCLASS District-wide.

September 2013

Every 6 weeks

Every 3 weeks

Every 6 weeks

BOY, MOY,

EOY

May 2014 Data Analysis, Year in Review Reports, ERO

Survey, TAIS Monitoring

Elementary Executive Director, Principals,

Instructional Coordinators, Reading Intervention Teachers,

MClass Tests, Reading Intervention,

EC and Reading Coordinator

4

5A, B SPED, State Assessment

Instruction, Curriculum and

Assessment, System

Safeguard, PBMAS

Technology Integration, Targeted Professional Development (PD) with Support

Academic Performance,

Teacher Quality

Achieve 3000 for Elementary Reading VMath and Star fall (Math) Alignment with Intensive Program of Instruction / Accelerated Instructional Plan Provide training and guidance for teachers.

August 2013 June 2014 Walk throughs, Progress Monitoring Formal and Informal Individual Progress,

Monitoring and Increased Student

Performance on State Assessments

Director of Instructional

Improvement and State Assessment for Special

Education, General and Special Ed

Teachers, Campus

Administrators, Special Ed.

2




Accountability only

Strategies ,Initiatives, and Redesign

Start Date


Date


Resources Required and Person Responsible

Core System

Concepts

6A-E

State Assessment

Curriculum and

Assessment, Instruction,



Provide customized commercially created workbooks aligned to district’s Scope and Sequence in all tested areas for 3rd to 12th grade students.

August 26, 2013

June 5, 2014 STAAR, STAAR EOC CBA’s, Walk throughs

All Executive Directors, Principals,

Academic Coordinators,

Department Chairs 2

7A

State Assessment

Instruction, Curriculum an

Assessment

Targeted Professional Development

(PD) with Support


Teacher Quality

Redesign: ●Initiate concept based training and development of units. ●Revise scope and sequence to include concept based units.

September 2013

August 2014 Professional Development Training

and Scope and Sequence

Executive Directors, Campus Principals, Professional & Staff

Development Director 2, 3

8A - F

State Assessment


and Assessment,


Curriculum Sequence/Pacing

Academic Performance

●Math Bees: all grades, ●Think Through Math, 3rd-8th ●Help Math, 6th-8th ●Journals ●Workbooks ●Intensive Program of Instruction for Targeted EOC students

August 26, 2013

June 6, 2014 CBA Results, Benchmark Scores, STAAR, STAAR

EOC Results

Elementary Executive Director, Principals,

Elementary Instructional Coordinators 2

9C

State Assessment,

SPED

Instruction, Curriculum an Assessment,



(PD) with Support


Teacher Quality

Provide training to 4th, 7th, English I and II teachers on Abydos learning, an intensive training of teachers in writing theory and pedagogy.

September 2013

August 2014 Professional Development Sessions,

Classroom Implementation

Executive Directors, Campus Principals

1, 2, 3

10A-E

State Assessment,

SPED


and Assessment,



Journals across the disciplines: math, reading, science, language arts, and social studies.

August 2013 May 2014 Journal entries check thru campus visits,

Scope and Sequence

Elementary Executive Director, Elementary

Principals 2

11C

State Assessment


and Assessment


Writing Boot Camp for teachers, and students: scoring, modeled lessons, teacher application with selected student participants.

August 2013 June 2014 Composition samples per campus, Benchmarks

Elementary Executive Director, Principal,

Coordinators 1, 2, 3




Accountability only


Start Date


Date



Core System

Concepts

12D

State Assessment


and Assessment


District-Wide Science Fair at all levels.

August 2013 Feb 5, 2014 Science Fair Results Per Campus

Elementary, Middle and High School

Executive Directors, Elementary, Middle

and High School Principals, STMs

2

13D

State Assessment

Curriculum and

Assessment, System


Increase of Science lab hands-on experiences across grade levels.

August 2013 Feb 5, 2014 Benchmark Scores, STAAR, STAAR

EOC Results

Middle and High Executive Directors, Principals, Science

Coordinators, STMs

2, 3

14B,CD,E

State Assessment

Instruction, Student Support

Rigor, Monitoring of Curriculum

Implementation


Teacher Quality

Redesign: Utilize Collaborative Teachers at identified lowest performing secondary schools. ●Clark Middle ●S. Garcia Middle ●Lamar Bruni Middle ●Los Obispos Middle ●LBJHS and USHS

August 2013 June 2014 Increase in STAAR Results for LEP+ Students, CBA’s, Grading Reports, Walk- Throughs, Campus Feedback

Forms

School Improvement, Middle and High

Executive Directors, Principals,

Collaborative Teachers

1, 2, 3

15E

State Assessment

Student Support

Curriculum Sequence/Pacing, Rigor, Relevance


7th grade scope and sequence incorporates 8th grade, Align Texas scope and sequence with US scope and sequence to insure correlation between Texas and US history curriculums.

August 2013 June 2014 CBA’s, Scope and Sequence

Middle School Executive Director,

Principals

2

16F,G

State Assessment

Student Support

Monitoring of Student Progress


●Continue to implement Vertical Integration Teams to communicate and collaborate with elementary, middle and high schools to identify and meet the needs of our LEP+, Special Ed and at risk students. ●Use SLR to target 5th and 8th LEP+ students performing below standards in Math and Reading.

Sept 2013 Nov 2013, Feb 2014, April 2014

Vertical Integration Meeting, Sign-In Sheets, Analysis Reports, Failure

Reports

School Improvement, Elementary and

Secondary Executive Directors, Principals, Bilingual Director,

Special Ed Director for Instruction Academic

Coordinators, Counselors

1, 3, 4




Accountability only


Start Date


Date



Core System

Concepts

17F State

Assessment Instruction, Curriculum

and Assessment


Provide staff development on: ●ELLA-V for selected campuses ●REACH ESL Adoption

August 2013 June 2014 Pre and Post Assessment results

Elementary Executive Director, Bilingual

Director, Principals at: TES, Nye, Ruiz, Prada,

Garcia, Perez 2, 3

18F

State Assessment


and Assessment,

Student Support

Use of Technology, Technology Integration


Integrate the Mobile device (iPad-mini) in the 2nd and 3rd grade DUAL participating classroom curriculum

August 26, 2013

June 5, 2014 LAS Links, DUAL Program COHORT

OLPT Mastery, DUAL Classroom

Observations, TELPAS Composite

Score, Air Watch Evaluation of Time on

Mobile Device

Bilingual Director, iPad mini’s, Technology

Coordinators, Atomic Learning, Professional

Development Department, Principals

2

19F

State Assessment

Student Support,

Culture and Climate, System

Safeguard

Assessment Development

Monitoring Student

Progress, Academic

Performance, Teacher Quality

Provide one to one/small group counseling with LEP students who are noted on the failure report in all content areas, as part of the ELL plan for success.

August 26, 2013

June 5, 2014 ELL Plan for Success, LEP Failure Reports

(IRIS), Affective Domain Log

Bilingual Department, LPAC Administrators, Principals, Teachers of ELL Students, Parents

of ELL Students, Counselors

2

20F

State Assessment

System Safeguard

Monitoring / Evaluation of Curriculum,

Implementation


Initiate the ELL Plan for Success district wide monitoring of all LEP students through all content areas.

August 26, 2013

June 5, 2014 Report Card Grade for ESL, Classroom Observations, Walkthroughs,

TELPAS Composite Score

Instructional Accountability

Executive Director, Bilingual Department, Principals, Teachers of

ELL Students 4

21F

State Assessment

System Safeguard


Implementation


Bilingual Department will coordinate with LPAC Administrator to monitor academic progress of ELL students through the ELL plan for success and the transition curriculum.

August 26, 2013

June 5, 2014 Classroom Observations, Walkthroughs,

TELPAS Composite Score



ELL Students 3, 4




Accountability only


Start Date


Date



Core System

Concepts

22F

State Assessment

System Safeguard


Implementation


Initiate the DEG (Diaz Educational Group) “Science Educational Technology Program” for all ELL students and the DEG “Social Studies English and Spanish Glossary 4th – 12th grade” for all ELL students at the secondary level.

August 26, 2013

June 5, 2014 Classroom Observations, Scope

and Sequence



ELL Students 2, 3

23A,F

State Assessment

System Safeguard


Implementation


Initiate the ELPS Teacher Toolkit in all content areas and provide professional development through Adobe Connect.

August 26, 2013

June 5, 2014 Classroom Observations



ELL Students

2, 3

24F-G

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 to campus and district testing coordinators.

July 2013 July 2014 IRIS Access at the campus and district

level, STAAR, STAAR EOC

Results


Executive Director, Testing Department,

Data Evaluator, District Technology

Analyst, Bilingual, Section 504 and Special Education

Department Representatives

FTE Programmers

4

25G SPED LEP Representation


(PD) with Support,

Monitoring/

Academic Performance, Compliance

●Provide PD to appropriate administrative staff on Entry/ Exit criteria from Billingual/ESL Program, ●Target location areas of concern and monitor ●Provide instructional strategies for SPED/LEP students & ●PD for SPED evaluation staff on language difference vs. language/learning disorder.

August 26, 2013

June 5, 2014 Decrease in number of SPED Students Who

are also LEP

SPED Executive Director, Director of

Budget and Compliance, Director

of Instructional Improvement for SPED, Bilingual

Director, Professional Development Staff

3




Accountability only


Start Date


Date



Core System

Concepts

26G

SPED LRE Targeted Professional Development

(PD) with Support,


Implementation


Ensure that LRE is addressed at every ARD by discussing reasons as to why or why not student can or cannot attend home campus and continue to monitor sp ed students' settings to insure adherence to LRE and provide guidance.

August 26, 2013

June 6, 2013 Documentation of Training and

Increase in Number of Sp Ed Students in a

LRE, Student Folder Review of ARDS

Conducted to Ensure LRE was Addressed.

Special Education Director for Budget and Compliance, Sp

Ed Coordinators, Campus Principals, and Sp Ed Teachers

4

27G

SPED, State

Assessment, Residential Facilities

Student Support

Monitoring of Implementation


Audit ARD decisions for service and placement alignment to IEP's and state assessment decisions and for students at Residential Facilities to ensure that master schedule reflects ARD schedule of services.

August 2013 May 2014 Campus Audit Reports, Corrective

ARDs held as Indicated by Audit,

Diagnostician will be Present at every ARD to Ensure the Schedule

of Services Matches the Master Schedule.

Special Education Directors, Special

Education Instructional Coordinators,

Diagnostician, Special Education Teacher

4

28G

SPED Residential Facilities Monitoring/

Evaluation of Curriculum Implementation


Review all RF student folders/ contact logs every six weeks for verification of IEP implementation of related services.

August 2013

June 6, 2014 RF Diagnostician will Monitor Student

Folders to Ensure that the Schedule of

Services Matches the Master Schedule.

Special Education Executive Director,

Director of Compliance,

Diagnostician, and Special Education

Teacher

4

29G

SPED Residential Facilities Monitoring and

Evaluation of Curriculum Implementation


LEA will ensure that when surrogate parent is required, proper training will be conducted with surrogate parent.

August 2013 June 6, 2014 Audit of Student Folders


Director of Compliance, and

Compliance Coordinator

2

30H

State Assessment


and Assessment

Assessment Development


Increase opportunities for College Readiness using Readistep and Explore assessments for middle school prep courses (including Cambridge) and PSAT/SAT assessments for College Board high school prep courses.

August 2013

June 2014 Readistep, Explore, PSAT, SAT

Scores

Middle and High School Executive

Directors, Advanced Academics Director, Principals, Assistant

Principals, Counselors

1, 3, 4




Accountability only


Start Date


Date



Core System

Concepts

31H

State Assessment


and Assessment

Curriculum Sequence/Pacing,

Alignment, TEKS / Vertical/

Horizontal


Implement AP trailer courses and monitor performance to meet student needs.

August 2013 June 2014 Master Schedule, Walk-Throughs, AP

Exam Results

High School Executive Director, Director of

Advanced Academics, Principals, AP Coordinators

1, 2, 4

32H

Completion Instruction, Curriculum

and Assessment,

Student Support


(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), according to campus needs.

August 2013

June 2014 ERO System, Attendance Sheets,

Certificates of Completion, AP Exam

Results

Middle and High School Executive

Directors, Director of Advanced Academics, AP Summer Institutes,

LTF Institutes, AP Coordinators

2, 3

33H

State Assessment


and Assessment

Rigor, Formative Assessment to

Guide Instruction, Daily

Monitoring of Student Progress


Continue with the implementation of the College Readiness Assessment (PSAT) with designated Gear Up campuses.

September 2013

October 2013

STAAR, STAAR EOC results

Executive Director of Middle School and

High School, Middle and High School

Principals, Gear Up Teachers

1, 3, 4

34H

State Assessment


and Assessment


Recruit students for advanced academics in high school through orientation sessions, middle school advanced courses, AP Night and AP course brochures.

Spring 2014 June 2014 AP Course Enrollment, Dual Credit Course

Enrollment

High School Executive Director,

Director of Advanced Academics, Principals,

Counselors, AP Teachers

5

35A

State Assessment


and Assessment.

Rigor, Relevance, Monitoring

Student Progress


Differentiated Services in Reading for Elementary Migrant Students through Super Saturdays Stories

Oct. 26, 2013

May16,2014 Pre/Post /Text Reading Levels, Report Card

Grades

Migrant Department, Migrant Coordinator and teacher hired to

provide the extra duty services on Saturdays

1, 2, 5

36D State Assessment


and Assessment

Rigor, Relevance, Monitoring

Student Progress; Integrated,

Interdisciplinary


Differentiated Services and opportunities: Introduce students to STEM concepts through hands-on robotics/programming mobile robots using LEGO MINDSTORMS NXT. Curriculum in three Phases; problem solving, time management, project management and engineering process.

October 26, 2013

May 10, 2014

STAAR, STAAR EOC Scores, Report Card

Grades

LCC STEM Program Student Mentors, Two UISD Trained Science

Teachers, Migrant Coordinator

1, 2, 5


Goal 2 A Safe and Nurturing Environment: Provide a safe, nurturing, positive, and secure environment for students and staff.

A. School Suspensions Annual Performance Objective: 1.To reduce the number of in school suspensions by 3% from 7168 to 6953. 2. To reduce the number of out of school suspensions by 4 % from 2663 to 2557.

B. Dropout Rate Annual Performance Objective: 1.To reduce the dropout rate from 1% to .7%. 2. To reduce the dropout rate from 2% to 1% for pregnant and/or parenting students.

C. Attendance Rate Annual Performance Objective: 1.To increase attendance rate from 96% to 97%.

Perf. Obj.

Area Targeted Major Systems Components


Accountability only


Start Date


Date



Core System

Concepts

37A

State Assessment

Student Support,

Culture and Climate


(PD) with Support

School Climate Continue with implementation of RAD kids’ project at all elementary schools.

October 2013

April 2014 Sign-In Sheets, Lesson Plans

Director of Guidance & Counseling,

Principals, Counselors, Children’s Advocacy

Center, Physical Education Coordinator,

Coaches

5, 6

38A

State Assessment

Dropout, Discipline

Student Support,

Culture and Climate


(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.

August 26, 2013

June 6, 2014 Sign-In Sheets

Director of Guidance & Counseling,

Licensed Chemical Dependency

Counselors, UISD Police Chief, UISD

Officers

5, 6

39A

State Assessment


and Assessment

Data-Driven Decision-Making,


School Climate, Student Support

Implement a Bully Free Program Curriculum in all UISD Schools (Elementary, Middle and High).

September 2013

June 6, 2014 Lesson Plans, Classroom

Observations, Less Bullying Referrals

Principals, Bully Free Campus Team,

Director of Guidance and Counseling,

Teachers

5

40A

SPED Discipline, Instruction

Data Driven Decision Making

Learning Time Expand implementation and monitoring of district wide 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 Sp Ed students’ BIPs when appropriate.

August 26,2013

June 6, 2014 Decrease in Student Disciplinary Removals

of Sp Ed Students

Campus Administrators, Special

Education Teachers, RtI Administrator

1, 5, 6


Perf. Obj.



Accountability only


Start Date


Date



Core System

Concepts

41A

Completion Student Support, Climate/ Culture, Parents /

Community

Inviting / Respectful Climate, Positive

Behavioral Support

School Climate Utilize Gang Intervention Facilitators at campuses to provide proactive strategies and presentations to parents and students on gang awareness.

July 1, 2013 June 30, 2014

Presentation signature sheets

Gang Intervention Facilitators- Director

for Student Relations/Discipline

Mgmt. 5, 6

42A

Discipline Discipline, Culture / Climate

Inviting / Respectful Climate, Positive

Behavioral Support

School Climate Implement District K-9 program to promote drug awareness and deter drug activity.

July 1, 2013 June 30, 2014

Number of incidents wherein contraband

was found

UISD Police K-9 Handlers & K-9

5, 6

43A

Discipline, Completion

Discipline, Culture / Climate, Parents

Community

Community Involvement / Partnerships,

Parent Involvement

School Climate, Family /

Community Support

Utilize substance abuse counselors-LCDC, UISD police officers and community agencies to provide presentations to parents and students that promote safety and discipline.

July 1, 2013 June 30, 2014

Presentation signature sheets

LCDC – GIF – PBF, UISD Police- Campus

Counselors 5

44C

Dropout Student Support

Effective Intervention Strategies

Learning Time Reduce truancy referrals due to careful implementation of all possible district truancy preventive measures such as: using school messenger system to notify parents, and the use of the parent portal system.

September 2013

June 2014 Reduced number of truancy referrals to

truancy courts, higher attendance percentages

Tyler reports, Parent conferences, Counselor referrals, Campus Attendance

officers, Campus Attendance

Administrators, Office of Adm/Attend/

Dropout Recovery

5, 6

45C Graduation Student Support

Effective Intervention Strategies

Learning Time Monitor and increase awareness of attending school to achieve academic success for those students who have excessive excused (non-medical) absences. The use of the parent portal system so parents can monitor student’s attendance.

August 2013 June 2014 Reduced number of students with excused

absences.

Tyler Report, Excessive Absence

(EA), Campus Attendance

Officer, Campus Attendance

Administrator, School Messenger, Tyler Parent Portal,

Office of Adm/Attend/ Dropout Recovery

5, 6


Area Targeted

Major Systems

Components Critical Success Factors:

Accountability only


Start Date Projected

Completion Date



Person Responsible

47A

State Assessment


and Assessment,

Parents / Community

Parent / Community

Support


Family / Community

Support

Provide leadership, guidance and informative sessions to District stakeholders in order to meet and understand state mandated assessments, state and federal accountability ratings and new state requirements.

July 2013 June 2014 Evaluations of program participation, surveys, and analysis of general feedback

C & I, Office of Public Relations/

Communications, Office of

Superintendent, Campus staff

48A

State Assessment

Parents / Community

Parent Involvement

Family Support Increase communication to parents in a timely manner in the preferred language of the parents through School Messenger, Parent Portal, All forms of News Media, Campus Surveys, Websites, Newsletters, and Suggestions.

August 2013 June 2014 Newsletters, Surveys/Feedback, Agendas, Sign In

Sheets

Title I Funds $126, 948 Federal & State

Programs Executive Director and Parental Involvement Liaison, Campus Principals &

Campus Parental Involvement Contacts

49A

State Assessment

Parent Involvement

Parent Involvement

Family Support Ensure Parental Involvement Policy and Compact are reviewed with parents through the SBDM, Parent Volunteers or PTC as per the set timelines. Organize the Parental Involvement Fall Festival with input from Parents/Community Members and School District personnel.

August 2013 October 2014

Agendas and Sign Sheets

Title I Funds $126, 948, Federal & State Programs Executive Director, Parental

Involvement Liaison, Campus Principals, Campus Parental

Involvement Contacts

Goal 3 Family and Community Engagement: Promote community partnership and parent involvement A. Annual Performance Objective: To increase the percentage of parents represented at district based parental activities from 87% to 89%.

Perf. Obj.

Area Targeted

Major Systems Components


Accountability only


Start Date

Projected Completion Date



Core System

Concepts

46A

State Assessment


and Assessment,

Parents / Community

Parent / Community

Support


Family / Community

Support

Provide leadership, guidance and informative sessions to district stakeholders in order to meet and understand state mandated assessments, state and federal accountability ratings and new state requirements.

July 2013 June 2014

Evaluations of program

participation, surveys, and

analysis of general feedback

C & I, Office of Public Relations/ Communications,

Office of Superintendent, Campus staff

3, 5, 6

47A

State Assessment

Parents / Community

Parent Involvement

Family Support Increase communication to parents in a timely manner in the preferred language of the parents through School Messenger, Parent Portal, all forms of News Media, campus surveys, websites, newsletters, and suggestions.

August 2013

June 2014

Newsletters, Surveys/Feedback, Agendas, Sign In

Sheets

Federal & State Programs Executive

Director and Parental

Involvement Liaison, Campus

Principals & Campus Parental Involve. Contacts

5, 6

48A

State Assessment

Parent Involvement

Parent Involvement

Family Support ●Ensure Parental Involvement Policy and Compact are reviewed with parents through the SBDM, parent volunteers or PTC as per the set timelines. ●Organize the Parental Involvement Fall Festival with input from parents/community members and school district personnel.

August 2013

October 2014

Agendas and Sign Sheets

Federal & State Programs Executive Director, Parental

Involvement Liaison, Campus Principals, Campus Parental

Involvement Contacts 5, 6

49A

State Assessme

nt

Parents / Community

Parent Involvement

Family-Community

Support

Provide a Title III Parental Involvement Awareness Survey to parents of Bilingual/ESL students at the beginning of the school year at all campuses.

September 2, 2013

September 30, 2013

Attendance on District-Wide Parent Festival, Attendance

on the Bilingual Education

Awareness Month at all Campuses

Principals, Teachers of ELL Students, Parents of ELL

Students, Bilingual Department

5


Area Targeted

Major Systems


Accountability only


Start Date Projecte

d Completion Date



Person Responsible

50A

State Assessment

Instruction Use of Technology


Perform a Network Equipment Upgrade at 26 schools considered 90% eligible as per ERate guidelines. These upgrades will allow for greater network connectivity at those schools.

January 2014

Dependent Upon ERate

Funding

June 2014 RFP ERate 470 & 471

Implementation Plan Purchase Orders

Installed Network Equipment

Executive Director of Information

Technology, Director of Technology Services, Telecommunication Systems Supervisor,

Network Systems Supervisor, Computer

Support Specialists

51A

Data Systems

Student Support

Technology Integration

Data Quality Upgrade storage capability for Student Information System. The upgrade will allow for increased database performance and will improve responsiveness.

July 2013 July 2013 Faster Internet accessability

Director of Technology Services, Network

Systems Supervisor

52A

Data Systems

Student Support


Data Quality Upgrade e-mail for .net users. The upgrade will allow for a private cloud and will include a robust set of collaborative tools.

June 2013 September 2014

Better quality and speed on e-mail


Technology, Director of Technology Services,

Network Systems

53A

Data Systems

Student Support


Data Quality Sign an engagement letter outlying work to be performed for the external audit to be performed on FY 2013 records by the external auditors.

Spring 2013

December 2013

Renewal of RFP #2010-33 in Board Minutes.

Signed engagement letter

Asst. Supt. for Bus./Fin.; Dir. of

Accounting; Internal Auditor

Budget $32,000 (Local funds)

54A

Data Systems

Data Systems Auditing Process,

Accountability Process

Quality Data Perform an audit of the District’s transactions and test compliance with major federal programs in accordance with the Single Audit Act and General Auditing Procedures.

Summer 2013

December 2013

Meetings held with external auditors

throughout audit to check progress of the

audit. Final meeting held with top officials to discuss

audit findings and recommendations.

Director of Accounting, Accounting staff;

Internal audit staff; Purchasing staff; Tax

Office

Goal 4 Operational Effectiveness and Efficiency: Ensure that the District is fiscally accountable and efficient.

A. Annual Performance Objective: To maintain a Superior rating in the FIRST.

Perf. Obj.

Area Targeted



Accountability only


Start Date

Projected Completio

n Date



Core System

Concepts

50A

State Assessment

Instruction Use of Technology


Perform a network equipment upgrade at 26 schools considered 90% eligible as per ERate guidelines. These upgrades will allow for greater network connectivity at those schools.

January 2014

Dependent Upon ERate

Funding

June 2014 RFP ERate 470 & 471 Implementation

Plan, Purchase Orders, Installed Network

Equipment

Executive Director of Information Technology, Director of Technology

Services, Telecommunication Systems Supervisor,

Network Systems Supervisor,

Computer Support Specialists

6

51A

Data Systems

Student Support


Data Quality Upgrade storage capability for Student Information System. The upgrade will allow for increased database performance and will improve responsiveness.

July 2013 July 2013 Faster Internet Accessibility

Director of Technology

Services, Network Systems Supervisor 6

52A

Data Systems

Student Support


Data Quality Upgrade e-mail for .net users. The upgrade will allow for a private cloud and will include a robust set of collaborative tools.

June 2013 September 2014

Better quality and speed on e-mail


Technology, Director of Technology

Services, Network Systems Supervisor

6

53A

Data Systems

Student Support


Data Quality Sign an engagement letter outlying work to be performed for the external audit to be performed on FY 2013 records by the external auditors.

Spring 2013

December 2013

Renewal of RFP #2010-33 in

Board Minutes. Signed engagement

letter

Asst. Supt. for Business/Finance;

Director of Accounting; Internal

Auditor

6

54A

Data Systems

Data Systems

Auditing Process,


Quality Data Perform an audit of the district’s transactions and test compliance with major federal programs in accordance with the Single Audit Act and General Auditing Procedures.

Summer 2013

December 2013

Meetings held with external auditors

throughout audit to check progress of the audit. Final meeting

held with top officials to discuss audit findings and recommendations.

Director of Accounting,

Accounting staff; Internal audit staff; Purchasing staff;

Tax Office

6


Perf. Obj.



Accountability only


Start Date


Date



Core System

Concepts

55A

Data Systems



Quality Data Present audit to the Board Business Committee by the audit firm. Board action item to approve the audit is submitted. Present internal audit plan, for the fiscal year to the Board for approval.

January 2014

January 2014

Copies of audit made available to Board.

Approved audit made part of Board minutes. Copies sent to Texas Education Agency.

Assistant Superintendent for Business/Finance

6

56A

Data Systems



Quality Data Conduct audits to provide an independent appraisal of the audited areas’ operations and control activities but not limited to level of compliance with school policies and procedures, state and federal laws and government regulations.

Fall 2013

Fall 2014 Audit results are shared with respective

administrator and superintendent. Audit report submitted to the

Board of Trustees along with management’s

response on corrective actions to be taken.

Internal Auditor and Internal audit staff (5

FTEs)

6

57A

Data Systems



Quality Data Audit planning for the following year is based on risk assessments.

Summer 2014

Summer 2014

Copies of audit plan are made available to Board and management. Final audit plan for new fiscal year is presented to the

Board of Trustees

Internal Auditor

6

58A

Data Systems



Quality Data Review and compare FIRST results from prior fiscal years with district financial records and PEIMS submissions. Review FY 2014 financial and staff information and preliminary FIRST indicators are projected based on FY 2014 information and make final adjustments to prepare for end of year audit

Fall 2013

Summer 2014

All (20) indicators are reviewed for accuracy

and compared to district records.

Prior year FIRST rating is presented to the

Board of Trustees in a public hearing.

Preliminary indicator results, Final Audit

Figures

Assistant Superintendent. for Business/Finance,

Director of Accounting; Human Resources Dept.

MIS Dept. 6


Perf. Obj.



Accountability only


Start Date


Date



Core System

Concepts

59A

Data Systems

Data Systems Accountability Process

Quality Data Finalize and submit the Budget Document for 2013-2014 to GFOA for Distinguished Budget Presentation Award. Complete audited financial statements for fiscal year (FY) 2013.

Fall 2013

Fall 2013 Budget Document for 2014 will be made

available. Three (3) copies of the Budget Document for 2013-2014 submitted to GFOA for rating.

Assistant Superintendent for

Business and Finance, Director of Accounting Accounting Dept. Staff

6

60A

State Assessment

Instruction Instructional Processes, Data

Driven Instructional

Decisions

Academic Performance, Leadership

Effectiveness

Conduct ongoing assessments from the instructional plan of identified needs impacting budget.

Ongoing 2013

Ongoing 2014

Instructional Plan

Asst. Supt. for Bus./Fin.; Director of

Grants Administration; Ex. Dir. For Federal Programs; Associate

Director for Curriculum & Instruction; C & I Executive Directors

6

61A

Data Systems

Student Support


Quality Data Ensure funds to continue and expand the district’s technological initiatives to align and support the District’s Technology Plan and that the district’s faculty and professional staff continue to promote new and innovative initiatives.

Ongoing 2013

Ongoing 2014

Informal meetings to support the present

and/or new technological initiatives

Asst. Supt. For Bus./Fin.; Exe. Dir. IT;

Dir. Of Accounting; Principals; Dept.

Directors Accounting staff;

Purchasing staff, IT staff

6


Area Targeted

Major Systems


Accountability only


Start Date Projecte

d Completion Date



Person Responsible

62A

State Assessment


and Assessment


(PD) with Support


Teacher Quality

Train teachers on strategies to improve performance of CTE Special Populations students and monitor their performance in the core curriculum.

August 26, 2013

June 6, 2014

STAAR EOC Results, Grading Reports, ERO

Reports, PDAS

Middle and High Executive Directors,

CTE Director, SPED & Bilingual Staff,

Principals, Instructional Coordinators,

Department Chairs

63A

State Assessment


and Assessment,

Student Support


(PD) with Support


Teacher Quality

Provide recertification training for RTI, Special Education and 504 and on-going support using the eSped Management System and Tiered Instruction to all campus administrators.

August 2013 June2014 Walk-Throughs, STAAR/STAAR EOC Scores, Support Forms,

PDAS

School Improvement Executive Director, SE Director for Instruction,

School Improvement Coordinator

64A

Data Systems

Data Systems Targeted Professional Development

(PD) with Support, Data-

Driven Decision-Making,

Teacher Quality, Academic

Performance, Quality Data

Continue to conduct a series of District-Wide Trainings on the Professional Development Appraisal (PDAS) System utilizing PDAS on DMAC and varied training modules for new Assistant Principals And provide follow up training for all administrators on properly documenting professional development needs on walk through forms, Align Forms DMAC.

July 2013 July 2014 Teacher Evaluations, Walk-through Forms, STAAR,STAAR EOC

Results, 3Cs, 3Ts, Benchmark Results, PDAS, Summative

Evaluation

Elementary, Middle and High Executive

Directors, Director for Professional

Development, Campus Administrators

65A

Data Systems

Data Systems, Instruction, Assessment


(PD) with Support


Teacher Performance

Professional Development Committee to include key members from campus administration, teachers, and Central Office district personnel to determine current academic school year sessions.

September 2013

February 2014

Staff Development Plan Director for Professional Development

Goal 5 Implement Initiatives: To ensure employee recruitment, development, and retention. Recruit, develop, support and retain effective teachers, principals, and other instructional staff. Annual Performance Objective: To maintain the percentage of highly qualified teachers at 100%

Perf. Obj.

Area Targeted



Accountability only


Start Date

Projected Completion Date



Core System

Concepts

62A

State Assessment


and Assessment


(PD) with Support


Teacher Quality

Train teachers on strategies to improve performance of CTE Special Populations students and monitor their performance in the core curriculum.

August 26, 2013

June 6, 2014

STAAR EOC Results, Grading

Reports, ERO Reports

Middle and High Executive Directors,

CTE Director, SPED & Bilingual Staff,

Principals, Instructional Coordinators

3, 4

63A

State Assessment


and Assessment,

Student Support


(PD) with Support


Teacher Quality

Provide recertification training for RTI, Special Education and 504 and on-going support using the eSped Management System and Tiered Instruction to all campus administrators.

August 2013

June2014 Walk-Throughs, STAAR/STAAR

EOC Scores, Support Forms,

PDAS

School Improvement Executive Director, SE Director for Instruction,

School Improvement Coordinator

4, 6

64A

Data Systems

Data Systems


(PD) with Support, Data-

Driven Decision-Making,

Teacher Quality,

Academic Performance, Quality Data

Continue to conduct a series of District-Wide Trainings on the Professional Development Appraisal (PDAS) System utilizing PDAS on DMAC and varied training modules for new Assistant Principals, and follow up training for all administrators

July 2013 July 2014

Teacher Evaluations, Walk-

through Forms, STAAR,STAAR

EOC Results, CBAs, Benchmark

Results, PDAS, Summative Evaluation

Elementary, Middle and High Executive

Directors, Director for Professional


3, 4

65A

Data Systems

Data Systems,

Instruction, Assessment


(PD) with Support


Teacher Performance

Professional Development Committee to include key members from campus administration, teachers, and Central Office personnel to determine current academic school year sessions.

September 2013

February 2014

Staff Development Plan

Director for Professional Development

3, 4

66A

SPED Student Support

Monitoring and Evaluation of

Curriculum and IEP

Implementation


Conduct staff trainings regarding the legal requirements of an ARD Committee

August 2013

June 6, 2014

Sign-in Sheets, Audit of Student

Folders


Director of Compliance 6

67A

State Assessment


and Assessment


(PD) with Support

Teacher Quality,


Train teachers in collaboration with Region 1 on the South Tx School District Curriculum Project, to learn the effective design of delivery of instruction to support rigor.

December 2013

August 2014

STAAR/STAAR EOC Scores, CBAs

Director for Professional


1, 2, 3, 6


Perf. Obj.



Accountability only


Start Date


Date



Core System

Concepts

68A

State Assessment

Student Support


Teacher Quality Provide administrative and technology support allowing efficient reporting of employee absences through Smart Find Express, grading and attendance recording thru Tyler, District Intra-Net and communication through E-Chalk

August 2013 On going 2014

Job Postings via available media

resources, Employment records of

new personnel. Record of media and

internet advertisements

Human Resources Administrative

Personnel

6

69A

State Assessment

Student Support


Teacher Quality ●Procure and implement new application software. ●Use different media sources, including electronic media, to announce new and vacant positions, including teacher substitutes. ●Provide up to date applicant listings to department and campus administrators for all posted positions. ●Establish a “Recognition Program” for teacher substitutes district wide.


Job Fair participation. Employment records of

new personnel. Record of media and

internet advertisements


Personnel

5, 6

70A

State Assessment

Curriculum / Assessment, Instruction


(PD) with Support

Teacher Quality ●Schedule Inservice trainings for Educators within the calendar year with rigor and relevance. ●Schedule mentoring visits for new educators at assigned campuses. ●Ensure trained teacher substitutes are available. ●Recommend salary adjustments for employees based on service year. ●Ensure annual competitive review of benefits for employees for lowest cost when needed.


Employment Retention Records. Attendance records of Educators.

PDAS Evaluation Review of Educators.

AEIS results, State Testing results.


Personnel, Curriculum and

Instruction Department

3, 4, 6


Several United ISD policies are currently in place to address district and campus planning and decision-making processes. These policies ensure statutory compliance found in Chapter 11, Subchapter F, of the Texas Education Code. District policies include: BQ (Legal and Local), BQA (Legal and Local) and BQB (Legal and Local).

Appendix A

District Policy


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

$8,484,453 $285,819 $951,779 $1,506,218 $3,805,656 $0 $19,000 $ $

6200 Contracted Services

$2,528,588 $31,496

$0 $0 $706,000 $15,000 $30,000 $ $0

6300 Supplies & Materials

$976,043 $32,565 $0 $84,710 $634,250 $11,862 $56,203 $ $

6400 Other Operating Costs

$361,078 $35,100 $2,144 $2,100 $0 $0 $26,000 $ $

6600 Capital Outlay $105,381 $5,000 $0 $50,000 $21,900 $0 $432,764 $0 $0

Total Program Budget

$12,455,543 $389,980 $972,250 $1,696,562 $5,167,806 $26,862 $563,967 $ $

State

Compensatory General Bilingual Special

Education Career &

Technology Athletics G.T. High School

Allotment Fruit &

Veg Prog 6100

Payroll Costs $13,998,468 $210,339,236 $1,793,684 $26,157,124 $8,115,032 $3,799,090 $489,772 $15,000

6200 Contracted Servs

$269,213 $19,171,107 $23,600 $0 $11,354 $304,104 $44,000 $1,309,869

6300 Supplies & Materials

$1,779,353 $9,270,109 $891,680 $118,500 $484,779 $636,260 $218,184 $150,000 $

6400 Other Operating Costs

$101,523 $4,920,692 $126,582 $0 $104,355 $474,562 $5,100 $7,500 $

6500 Debt Serv. $3,723,196

6600 Capital Outlay

$19,700 $4,339,244 $10,286 $0 $0 $12,966 $900 $0 $

Total Program Budget

$16,168,257 $251,763,584 $2,845,833 $26,275,624 $8,915,520 $5,226,982 $757,956 $1,482,369 $

Source: United ISD Accounting Department Total: $334,709,095 As of 10-1-2013


Appendix C United Independent School District

Federal and State Compensatory Programs Office Migrant Education Program

Priority For Service Action Plan 2013-2014

Priority for Services Definition

As part of the NCLB Consolidated Application for Federal Funding, Part 4 of the Title I, Part C Migrant Education Program schedule, the Priority for Service (PFS) Action plan is required Program Activity for the Migrant Education Program. Priority for Service students are migratory children who are failing, or most at risk of failing, to meet the state’s challenging state academic content standards and challenging state student academic standards, and whose education has been interrupted during the regular school year [P. L. 107-110] The Priority for Service Report on NGS must be used to determine who to serve first and foremost with MEP student funds. Students are identified as PFS if they meet both the following criteria:

Criteria for 2013-2014 Grades 3-12

Students who failed one or more sections of the STAAR, or are LEP Exempt, ARD Exempt, Absent or were not enrolled in a Texas school during the STAAR testing period for their grade level, including

Ungraded (UG) or Out of School (OS) students; and have their school interrupted during the previous or current regular school year.

Grades K-2

Students who are designated LEP in the Student Designation section of the New Generation System (NGS) Supplemental program Component, or have been retained, or are overage for their current grade

level and have their school interrupted during the previous or current regular school year. In Texas, the NGS report provides the most current listing of migrant students at a campus coded as Priority for Services (PFS). The report is delivered to all campuses as required by TEA on a monthly basis to facilitate the information to the administrators and assure that MEP services are first targeting those identified students as Priority for Services. The report contains enrollments from the current regular school year and assessment data from previous regular school year or the current school year.


United Independent School District Federal and State Compensatory Programs Office

Migrant Education Program Priority For Service Action Plan

2013-2014

In accordance with section 1304 (d) of the NCLB Act of 2001, the district must ensure appropriate delivery of services to 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. For the implementation of this provision effectively, United ISD has developed a Priority for Services Action Plan based on activities conducted as part of the district’s ongoing, comprehensive needs assessment and to meet the eight identified needs of the Texas Migrant Education Program Students.

The LEA must maintain auditable documentation that the PFS Action Plan has been implemented and incorporated into the District’s Improvement Plan (DIP). Goal : Ensure that identified Priority For Service Migrant Students have the same opportunity to meet the state’s academic

content standards and student achievement expected for all students by providing academic, non-academic and support services that will ensure student success.

Objectives for Migrant Early Childhood and Primary Students: IDENTIFIED NEED #1: More migrant first-graders must develop sufficient affective, cognitive and psychomotor skills to be promoted to grade 2

Decrease by 1%, per year, the retention gap between MEP state goal for 1st graders and United ISD MEP 1st graders.

Objectives for Migrant Students in Grades 3-11:

IDENTIFIED NEED #2: More Migrant Students who failed State Assessment Level in any content area Must attend Summer Remediation

Increase summer remediation participation by 5%, for migrant students who fail the state student achievement standards.




2013-2014

Objectives for Middle School Students:

IDENTIFIED NEED # 3- More Migrant Middle School students Must have use of effective learning and study skills

Decrease by 4%, the number of students that are in need of effective learning and study skills.

IDENTIFIED NEED # 4- More Migrant Middle School Students must have timely attention to appropriate interventions.

Decrease by 4% the number of students that state they are not receiving timely attention and appropriate interventions.

IDENTIFIED NEED # 5: More Migrant Middle School students must have necessary homework assistance

tools at home.

Decrease by 4% the number of students that do not have the necessary homework assistance tools at home. Objectives for Secondary Students:

IDENTIFIED NEED # 6: More Migrant Secondary Students must earn required credits for on-time graduation. Increase the PFS Migrant graduation rate by 2 %

IDENTIFIED NEED # 7: More Migrant Secondary Students must make up coursework missing due to Late

Entry or Early Withdrawal

75% of PFS students will receive the opportunity to make up course work due to Late Entry or Early withdrawal.

Objectives for Students Migrating Outside of Texas during Summer Months:

IDENTIFIED NEED # 8: More students migrating outside of Texas in summer must be served in out-of-state summer migrant programs through interstate coordination efforts.

Increase PFS students served in out-of-state migrant summer programs by 2 %




2013-2014

Required Activity 1: The Migrant Coordinator will provide campus principals, appropriate campus staff and parents, the Priority for Service criteria and updated NGS Priority for Service Information

Required Activity: Staff Responsible

Estimated Time Frames

Performance Indicators/Documentation

Run, review and check the New Generation System (NGS) Report “Priority For Service” student lists prior to sending it to district administrators, campus principals, instructional coordinators, teachers, and appropriate staff.

Migrant Program Counselor Migrant Program Coordinator NGS Clerk

Every month

Aug - Jun

• NGS Priority For Service (PFS) reports • E mails: communications to district

administrators, campus principals, instructional coordinators, teachers, and appropriate staff at each campus

• PFS Report presented at Leadership meetings

Based on PFS criteria, the Migrant Department will generate a monthly Priority For Service list of students that will include STAAR information, to all campuses that will also include LEP student status information.

Migrant Program Coordinator Migrant Program Counselor Bilingual /ESL Director

Every month

Aug - Jun

• Language Survey • Progress report • Report Card • TAKS/STAAR Scores

(3-12) • TPRI Scores (K-2) • Late Entry & Early Withdrawal reports from

current and previous year. • MEP Campus Awareness session agendas

Train campus principals, and/or appropriate campus designee with the Priority For Service criteria during Leadership Team meetings; and also provide parents information about child’s academic progress.

Migrant Program Coordinator Migrant Program Counselor Campus Administrators Instructional Coordinators Teachers Migrant Recruiter Migrant Home Educator NGS Clerk

Every Six Weeks

• NGS Priority For Service (PFS) reports • Parent Advisory Council (PAC) Meetings • MEP Awareness session agendas • PFS status notification by email to campus

administrators




2013-2014

Required Activity 2: Title 1 Migrant Coordinator, Migrant Counselor and MEP staff will make home and /or community visits to update parents on the academic progress of their children.




Track the academic progress of students identified as “Priority For Service” to ensure that their needs are being met.

Migrant Program Coordinator Migrant Program Counselor Campus Administrators Instructional Coordinators Campus Academic Counselor Teachers

Every 6 / 9 weeks Beginning/ End of year

• Report card • TAKS/STAARS Scores

(3-12) • TPRI Scores (K-2) • PFS notification status by email to campus

administrators • MEP Credit Monitoring Binder • MEP Report Card Monitor Binder

Update address rosters of PFS students Migrant Program Coordinator Migrant Program Counselor Migrant Recruiter Home Educator

Beginning of year and when students arrive

NGS update students demographics NGS Mail out list

Make periodic home visits to update parents on the academic progress of their children.

Migrant Program Coordinator Migrant Program Counselor Migrant Recruiter Home Educator

Every 3 – 6 weeks

• Progress report • Report card • Recruiter’s Log • Home Educator’s Log • PFS Individual Migrant Student Profile • MEP Credit Monitoring Binder • MEP Report Card Monitor Binder • School Binder/PFS • School documentation that indicates PFS

students are provided with the Eight Identified Needs for Texas Migrant students




2013-2014 Required Activity 3: Migrant Coordinator will use NGS “ Priority For Service” reports to give priority placements to Migrant students in Migrant Education Program Activities.

Required Activity Staff Responsible



Review NGS “Priority For Service” report to give priority placement to these students in MEP activities

Migrant Program Coordinator Migrant Program Counselor Campus Administrators NGS Clerk Migrant Recruiter Home Educator

15th of every month

Aug - Jun

• NGS Priority of Service report • District Priority For Service List • PFS student profile • School Binder/PFS • After school tutorials log • PFS-MEP Activities sign in

Migrant Coordinator will run PFS reports and create an individualized student profile for each student to meet their needs to ensure priority and proper academic placement.

Migrant Program Coordinator Migrant Program Counselor

Beginning of the

school year and the 15th of every month

• NGS Priority of Service report • District Priority For Service List • Report card • TAKS/STAARS Scores • (3-12) • TPRI Scores (K-2) • PFS Individual Migrant Student Profile • School documentation that indicates PFS

students are provided with the Eight Identified Needs for Texas Migrant students

Migrant Coordinator will meet with campus administrators and school personnel, and will provide information regarding PFS criteria, and discuss the utilization of PFS reports in order to ensure priority and proper academic placement of the students.

Migrant Program Counselor Migrant Program Coordinator School Academic Counselors Campus Administrators Teachers

On a monthly basis

• NGS Priority of Service report • District Priority For Service List • Report card • TAKS/STAARS Scores • (3-12) • TPRI Scores (K-2) • After School Tutorials forms • PFS School Binders/ • PFS notification status by email to school

administrators. • PFS Individual Migrant Student Profile





Required Activity 4: The Migrant Coordinator will ensure that “Priority for Services” students receive priority access to instructional services, as well as to social workers and community social services/agencies.

Required Activity Staff

Responsible Estimated

Time Frames Performance

Indicators/Documentation

Migrant Coordinator evaluates “Priority For Service” Student needs to ensure access to instructional, social services, and community agencies.

Migrant Program Coordinator Migrant Program Counselor Campus Administrators Migrant Recruiter Migrant Home Educator

Every grading

period

• Referral Forms • Confirm Services referred • PFS individual profile

Migrant Coordinator will run PFS reports and e- mail school administrators on monthly basis the list of PFS students detailing academic and social services needed per student, to ensure priority services for the students. As mandated by the state, every Principal must acknowledge receipt of Priority for Service report on a monthly basis.


The 3rd week of

every month

• NGS Priority of Service report • District Priority For Service List • Report card • TAKS/STAARS Scores

(3-12) • TPRI Scores (K-2) • School Binder/PFS • PFS notification status by email to school

administrators. • PFS Individual Migrant Student Profile

Migrant Coordinator will inform parents of PFS students of the Social, Health and Human services available during meetings, phone calls, and mail outs


Quaterly basis

• NGS Priority of Service report • District Priority For Service List • MEP program Agendas • Referral • Confirm Services referred





Activity 5: Type of federal, state and local programs that service Priority for Service Students




Migrant Coordinator will coordinate access to existing campus remedial programs such as Title I and State Comp. Ed. funded

Migrant Program Counselor Migrant Program Coordinator

August 26, 2013 –

June 5, 2014

• NGS Priority For Service (PFS) reports • Referral

Migrant Coordinator will provide information about Early Childhood education, and refer students and parents to local agencies, to include adult education programs for our Migrant parents.

Migrant Program Coordinator Migrant Program Counselor Migrant Recruiter Home Educator

August 26, 2013 –

June 5, 2014


Migrant Coordinator will refer PFS students who may qualify under the McKinney Vento Homeless Education Act, to the District Homeless Ed. Liaison, for services such as transportation, clothing, and temporary shelter. Coordinator will also seek partnership with local service agencies.

Migrant Program Coordinator Migrant Program Counselor Campus Administrators Migrant Recruiter UISD McKinney –Vento Liaison. Home Educator

August 26, 2013 –

June 5, 2014



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 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

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 TExES in subject taught, OR; b) Holding a college major or coursework equivalent to a major in subject, OR; c) Meeting High, Objective, Uniform Standard of Evaluation (House). * SBEC data do not include information related to classes. The United ISD continues to maintain a competitive Teacher Pay Scale, continues to offer Priority I and II school stipends and retention incentives for teachers in our Southernmost campuses. In addition, the district offers Mentor, Critical Shortage Areas, ESL/Bilingual, Math, Science, Special Education, and Advanced Degree stipends. The district maintains and updates the district website with current Human Resources initiatives such as job fairs and salary schedules. Employment vacancies and applications are available via remote site or the Human Resources office.


Appendix E STAAR 3 – 8 Comparison

READING

2013 % Met Standard

Level 2 @ Phase In I

2012 % Met Standard Level 2 @ Phase

In I

% Difference (2013 vs.

2012)

3rd Grade 67.3% 67.9% -0.6%

4th Grade 61.2% 65.3% -4.1%

5th Grade 80.6% 67.8% 12.8%

6th Grade 57.8% 63.5% -5.7%

7th Grade 66.6% 64.3% 2.3%

8th Grade 80.8% 69.2% 11.6%

MATH

2013 % Met Standard



In I


2012)

3rd Grade 68.6% 63.6% 5.0%

4th Grade 66.2% 64.2% 2.0%

5th Grade 85.9% 73.5% 12.4%

6th Grade 64.0% 70.5% -6.5%

7th Grade 69.6% 68.0% 1.6%

8th Grade 83.1% 73.6% 9.5%

WRITING

2013 % Met Standard



In I


2012)

4th Grade 65.9% 63.8% 2.1%

7th Grade 60.8% 60.7% 0.1%

SCIENCE

2013 % Met Standard



In I


2012)

5th Grade 62.7% 64.3% -1.6%

8th Grade 64.2% 57.1% 7.1%

SOCIAL STUDIES

2013 % Met Standard



In I


2012)

8th Grade 49.6% 48.5% 1.1%

Percentages include STAAR, STAAR Spanish, STAAR - L, and STAAR - Modified versions. In addition, 2013 includes 1st and 2nd administration of 5th/8th Reading and Math


Appendix F

UNITED INDEPENDENT SCHOOL DISTRICT Office of Federal and State Compensatory Programs

2013-2014 Compensatory education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school. The purpose is to increase the academic achievement and reduce the drop out rate of these students. The goal of state compensatory education is to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school and all other district students (Section 29.081, Texas Education Code and 77(R) SB702 Enrolled - Bill Text).

The Texas Education Code requires each school district (including charter schools) to have a district and campus improvement plan. The state compensatory education program must be described in the campus improvement plan if the program is implemented at the campus level or be described in the district improvement plan if the state compensatory education program is implemented district wide. Law requires the district/campus improvement plan and is the primary record supporting expenditures attributed to the state compensatory education program. In determining the appropriate accelerated, intensive compensatory programs and/or services, districts must use student performance data from the STAAR/STAAR EOC/TAKS and other appropriate assessment instruments and achievement tests administered under Subchapter B, Chapter 39 of the Texas Education Code. The district must design the state compensatory education program based on the identified needs of students at risk of dropping out of school. In addressing the needs of students at risk of dropping out of school, the district and/or campus improvement plan, as appropriate, must include the following:

• Total amount of state compensatory education funds allocated for resources and staff • Comprehensive needs assessment • Identified strategies • Supplemental financial resources for state compensatory education • Supplemental FTEs for state compensatory education • Measurable performance objectives • Timelines for monitoring strategies • Formative and summative evaluation criteria

State compensatory education resources must be redirected when evaluations indicate that programs and/or services are unsuccessful in producing desired results for students at risk of dropping out of school.

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/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

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 $1,668,691.95 801 Curriculum & Instruction $247,041.17 802 Secondary Department $19,800 803 Elementary Department $1,800

001-054 Secondary Campuses $7,785,576.24 103-132 Elementary Campuses $4,360,149.12

122 Col. Santos Benavides Elementary

$169,565.98

804 Instructional Accountability $204,072.44 805 School Improvement $0 831 Discipline Management $459,516.82 833 Teen Parenting (PEP) $432,939.53 878 Federal Programs $151,975.08 882 Drop Out $363,131.90

TOTAL ALLOCATION FOR 2013-2014

$15,864,260.23

DISTRICT BUDGET PAYROLL 6100 Total Budgeted: $13,898,340.23 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: $272,744.00 Consultant services for staff development, technology leases, and site licenses. JUSTIFICATION: The goal of the United District is to keep students in school and provide them with quality instructional services. Teachers receive quality professional development and training in an advanced 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: $1,562,403.00

• STAAR/STAAR EOC/TAKS resource materials for STAAR/STAAR EOC/TAKS remediation • Tutorial Supplies and Materials • Extended Day and Week Supplies and Materials • Alternative Education Program • General Instructional Supplies and Materials • Professional Development Supplies and Materials

JUSTIFICATION: Supplies and materials are purchased for instructional use with students in at-risk situations as identified in the goals and objectives listed in the district and campus improvement plans. Supplies are also purchased to enhance staff development activities district-wide.

DISTRICT BUDGET OTHER OPERATING EXPENSES 6400 Total Budgeted: $117,263.00

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: $4,200 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. Analyze 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.


Appendix J Glossary of Acronyms

ACT American College Testing

AP Advanced Placement

BIP Behavior Improvement Plan CBA Curriculum Based Assessment CIP Campus Improvement Plan

CNA Comprehensive Needs Assessment

CTE Career and Technology Education

DIP District Improvement Plan

DMAC Data Management for Assessment and Curriculum

DUAL Developing Unity and Achievement through Language

EOC End of Course

ELL English Language Learner

ESL English as a Second Language

FTE’s Full Time Equivalent

GOLD Garnering On-Line Dual credit

GT Gifted and Talented

IRIS Instructional Reports and Information System (locally developed student information system)

LEA Local Education Agency LEP Limited English Proficient

LRE Least Restrictive Environment

MEP Migrant Education Program

NCLB No Child Left Behind

PBMAS Performance Based Monitoring Analysis System

PEIMS Public Education Information Management System

PFS Priority For Service (Migrant)

PSAT Pre Scholastic Aptitude Test

RF Residential Facilities RtI Response to Intervention

SAT Scholastic Aptitude Test

SBEC State Board of Education Commission

SCE State Compensatory Education

SHAC School Health Advisory Council

SLR Student Level Review

SPED Special Education

STAAR State of Texas Assessments of Academic Readiness

STEM Science, Technology, Engineering and Mathematics TAIS Texas Accountability Intervention System TEA Texas Education Agency

TEKS Texas Essential Knowledge and Skills

TELPAS Texas English Language Assessment System TPSP Texas Performance Standards Project UIL University Interscholastic League


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