district improvement plan 2016-2017 - ut...

DistrictImprovementPlan Page1

TheUniversityofTexasCharterSchoolSystem

DistrictImprovementPlan

2016‐2017

Vision

Infullpartnershipwithourcommunities,theUniversityofTexas–UniversityCharterSchool’svisionistoprovidethebesteducationalsystemforstudentswithspecializedlearningneedsinuniquesettingswhereeachstudentwillachieveacademic,

socialandemotionalsuccess.

Mission

TheUniversityofTexas‐UniversityCharterSchool’smissionistoprovideexceptionaleducationalopportunities,bycreatingsafeenvironmentsandholdinghighexpectationsforall.


TheUniversityofTexas–UniversityCharterSchoolAdvisoryBoard

The Sponsoring Entity and Charter Holder of the University of Texas-University Charter School (UT-UCS) is The University of Texas at Austin. The Board of Regents of the University of Texas System is the Governing Body for UT-UCS. Responsibility for oversight and supervision of the charter school has been delegated from the President to Vice President of the Division of Diversity and Community Engagement.

Members of the Advisory Board Jennifer W. Maedgen, Ph.D. - Chair

Elvia Rosales, MPA, CPA - Vice-Chair Judith Loredo, Ph.D. - Member

Octavio N. Martinez, M.D. - Member David Anderson, - Member

Leslie Saucedo, MBA - Member Linda Kokemor, - Member

Melissa M. Chavez, Ph.D., Superintendent - Non-Voting About the Advisory Board: The Advisory Board of the University of Texas-University Charter School is appointed by the President of the University of Texas-University Charter School to advise and make recommendations to the Vice President of the Division of Diversity and Community Engagement on matters related to the management, operation, and accountability of UT-UCS that include but are not limited to:

• Implementation and evaluation of long and short term policy and programs of UT-UCS to assure its continuous improvement and educational excellence;

• The annual operating and capital budgets; • Recruitment and selection of Superintendent candidates; recommendation of finalists to the Vice President; • Generation of Advisory Board nominees; recommendations of new Board appointees to the President; • Monthly monitoring of budgets to identify and explore significant variances; • Facility contracts, Student Information Guide, and the Student Code of Conduct; • The annual external audit of UT-UCS financial statements; • Review and make recommendations concerning the annual report submitted to the President of The University of Texas at Austin; • Review parental grievances that the Superintendent is unable to resolve at the school level; and • Review and/or make recommendations concerning any other reports or items required by state or federal law. • All members of the Advisory Board are expected to attend monthly Advisory Board meetings. All members of the Advisory Board are

required to participate in training as required by Chap. 100, Sec. 100.1102 of the Commissioner’s Rules.


THESTATEOFTEXASPUBLICEDUCATIONMISSIONANDACADEMICGOALS ThemissionofthepubliceducationsystemofthisstateistoensurethatallTexaschildrenhaveaccesstoaqualityeducationthatenablesthemtoachievetheirpotentialandfullyparticipatenowandthefutureinthesocial,economic,andeducationopportunitiesofourstateandnation.Thatmissionisgroundedontheconvictionthatageneraldiffusionofknowledgeisessentialforthewelfareofthisstateandforthepreservationofthelibertiesandrightsofcitizens.Itisfurthergroundedontheconvictionthatasuccessfulpubliceducationsystemisdirectlyrelatedtoastrong,dedicated,andsupportivefamily;andthatparentalinvolvementintheschoolisessentialforthemaximumeducationalachievementofachild.

THESTATEOFTEXASPUBLICEDUCATIONGOALS

GOAL#1: Thestudentinthepubliceducationsystemwilldemonstrateexemplaryperformanceinthereadingandwritingofthe Englishlanguage.GOAL#2: Thestudentsinthepubliceducationsystemwilldemonstrateexemplaryperformanceintheunderstandingof

mathematics.GOAL#3: Thestudentsinthepubliceducationsystemwilldemonstrateexemplaryperformanceintheunderstandingofscience.GOAL#4: Thestudentsinthepubliceducationsystemwilldemonstrateexemplaryperformanceintheunderstandingofsocial

studies.

THESTATEOFTEXASPUBLICEDUCATIONOBJECTIVES

Objective#1: Parentswillbefullpartnerswitheducatorsintheeducationoftheirchildren.Objective#2: Studentswillbeencouragedandchallengedtomeettheirfulleducationalpotential.Objective#3: Throughenhanceddropoutpreventionefforts,allstudentswillremaininschooluntiltheyobtainahighschooldiploma.Objective#4: Awell‐balancedandappropriatecurriculumwillbeprovidedtoallstudents.Objective#5: Qualifiedandhighlyeffectivepersonnelwillberecruited,developed,andretained.Objective#6: Thestate’sstudentswilldemonstrateexemplaryperformanceinthecomparisontonationalandinternationalstandards.Objective#7: Schoolcampuseswillmaintainasafeanddisciplinedenvironmentconducivetostudentlearning.Objective#8: Educatorswillkeepabreastofthedevelopmentofcreativeandinnovativetechniquesasappropriatetoimprovestudent

learning.Objective#9: Technologywillbeimplementedandusedtoincreasetheeffectivenessofstudentlearning,instructionalmanagement,

staffdevelopment,andadministration.


DistrictInformation

Superintendent:MelissaChavez

FinancialManager:JennyDavis

HumanResourceManager:JulieNance

TitleOneCoordinator:BobMicks

Address:2200East6thStreet,Austin,TX78702

Phone:512‐471‐4365

Date:August12,2015

DistrictLevelImprovementPlanCommittee

NAME POSITION DATE SIGNATURE

MELISSAM.CHAVEZ SUPERINTENDENT

JENNYDAVIS FINANCIALMANAGER

BOBMICKS TITLE1COORDINATOR

MELISSARUFFIN DIRECTOROFCURRICULUM

HOLLYENGLEMAN PRINCIPAL

JULIENANCE HUMANRESOURCES

ALLISONLAUGHLIN PARENT


KATHLEENDANIELS ARDFACILITATOR


DistrictKeyResults:

TheUT‐UCSandUTESwillhaveabalancedbudgetbythe2017–2018schoolyear.

IncreaseADAforUT‐UCSto650bythe17‐18schoolyear.

Bothdistrictswillbein100%compliancewithteaonthefollowing:FirstReport,iCAPReport,andPBMAS.

Increasedistrictstudentachievementby10%inalltestingcategoriesthatneedimprovement,inallstudentgroups.

Increasedistrictgraduationrateto100%.

Thedistrictwillbein100%compliancewithspecialeducationregulations(RF).

Planforthe2017‐2018constructionofthreepermanentbuildingsfortheUniversityCharterSchoolSystem.

Increaseuniversityandcommunitypartnershipsby20%tosupportindividualcampusneeds.

ContinuetoimplementadistrictResponsetoInterventionmodelalignedtoresearchedbasedinterventionsandassessments.

ContinuetoimplementSocialandEmotionalLearningcurriculumthroughoutthedistricts.ThisyearafocuswillbeplacedonResilience.

Continuetoimplementthefundraising/developmentplanforUT‐UCSdistrict.

Researchanddevelopthestaffsalaryscale.


DistrictPerformanceGoals

PerformanceGoal1:Allstudentswillreachhighstandards,ataminimumattainingproficiencyorbetterin

reading/languageartsandmathematics.

PerformanceGoal2:AlllimitedEnglishproficientstudentswillbecomeproficientinEnglishandreachhighacademic

standards,ataminimumattainingproficiencyorbetterinreading/languageartsandmathematics.

PerformanceGoal3:Allstudentswillbetaughtbyhighlyqualifiedteachers.

PerformanceGoal4:Allstudentswillbeeducatedinlearningenvironmentsthataresafe,drug‐free,andconduciveto

learning.

PerformanceGoal5:Allstudentswillgraduatefromhighschool.

PerformanceGoal6:Allparentsareprovideopportunitiestobeinvolvedandmakedecisions.

PerformanceGoal7:Provideanurturingenvironmentforallchildren,parents,staff,andteachers.


COMPREHENSIVENEEDSASSESSMENTSUMMARY‐SCHOOLYEAR:2016‐2017

DataSourcesReviewed(Appendix2): AttendanceData EnrollmentandMobilityData AssessmentData–TARP,STAAR,TAKS/SDAA,PBMAS,iCAP,TPRI,AYP,EOC,DRA,DOMA,DORA,andADAM GraduationData‐completion,dropout,andGEDrates,anddiplomatypes StrategicPlanningData SurveyData–parents,teachers,staff,facilitydirectors HighlyQualifiedTeacherData ContinuousImprovementPlansfromPerformance‐BasedMonitoringAssessmentSystem ProgramEvaluationforStateCompensatoryEducationProgram ProfessionalDevelopmentEvaluations TeacherRetentionandAttritionData TeacherEvaluations DistrictBudget

AreaReviewed SummaryofStrengthsWhatweretheidentifiedstrengths?

SummaryofNeedsWhatweretheidentifiedneeds?

PrioritiesWhataretheprioritiesforthedistrict,includinghowfederalandstateprogramfundswillbeused?

Budget

Budgetdeficitwasreducedby70%thisfiscalyear.

IncreaserefinedADAto500students.

Startingpartnershipswithsevenotherfacilitypartners.Increaseourrevenuebyapproximately$1,000,000.

Demographics

Demographicshavebecomemorediversethisyear.ThedistrictisservingmoreHispanicstudentsthaneverbefore.

Duetothediversityintheschool,thereisaneedfordifferentiatedinstruction.

Duetothehighmobilityrateinthedistrict(88%),thedistrict’sschoolsneedtousecontinuousdataandefficientdatatoplanforinstruction.

Understandingourchangingdemographicsandtheeffectivenessofourinstructionforeverysubpopulationisahighpriority.Focusonresponseointerventionanddifferentiatedinstructionatthedistrict‐wideTeachandShareDayonOctober12.

StudentAchievement

Graduationratesareincreasing. Datacollectedonstudents

Studentperformancedataandothercampusinformation

Improvingstudentachievementinallacademicareas.


whoselengthofstayatUT‐UCSis6monthsorlongerhaveshowsignificantacademicgrowth.

indicateaneedforimprovementininterventioninstructionandacceleratedinstructioninallgradelevel.

Studentperformancedataindicateaneedforimprovementingraduation.

AccordingtothePBM,thespecialeducationproficiencyrateswerelowerthanthestaterequires.

Didnotmeettheproficiencyratesofthespecialeducationstudentsin3‐8gradeSTAARinmathandreading.

Ofthe50ELLstudentswhoenrolledinourdistrictlastyear,only1passedtheSTAARtest.

ThereisadisproportionalityofwhitestudentsidentifiedasEDinourdistrict.

Dropoutdatashowthatourtitle1,specialeducation,andLEPstudentsaredroppingoutofschool.

Wehaveunreportedstudents–leavers.

Improvingstudentachievementinallsubpopulations.

Improvinggraduationratesto100%. DistrictwillcontinuetousetheTEKS

ResourceSystemandacademicplanningguides.

DistrictwillimplementthenewResponsetoInterventionprocess.

ReviewIEPsfortheSTAARparticipationratesofthestudentsinspecialeducation.

ConductadatareviewtounderstandthedisproportionalityofwhitestudentsidentifiedEDinourdistrict.

SchoolCultureandClimate

Surveyresultsshowedthatthedistrictclimateandhappeningsasverypositive.

Schoolsituation,payscale,stress,otherworkingconditionsmakeaneedtoaddressteacherrecruitmentandretentionandmorale.

Districtwillconductclimateandsatisfactionsurveysoneachcampus.

DistrictwillimplementTBRIandWhyTry?resourcesandstrategies.

Districtwillimplementnewsocialandemotionallearningcharactertraits.

StaffQuality/Professional

AllteachersintheschooldistrictmeettheHighly

Strategicplanningsurveysrevealedthattherearenot

DistrictwillpilotthenewteacherandprincipalevaluationsystemT‐TESSand


Development QualifiedTeacherrequirement. Highnumberofteacherswith

specialeducationcertification.

enoughteachingassistants. Strategicplanningsurveys

showedthatthereneedstobemoreprofessionaldevelopmentopportunitiesforteachersandstaff.

TeachersandprincipalsdonotliketheI‐Observationtoolusedforteacherdevelopmentandevaluation.

Teachersneedtobepaidequitably.

Multi‐gradeandmulti‐subjectclassroomsaddedtothefactthatthereisonlyonecontentteacherformanyschoolscreateaneedforlongtermandintensiveprofessionaldevelopment.

P‐TESS. Developsystemwidealignmentwith

professionaldevelopment. Developandimplementequity

adjustmentforteachersalaries. Fundraisingplanwillfocuson

professionaldevelopmentforteachers.

Curriculum,Instruction,Assessment

Improvementsintheinterventionprovidedtostudentsinreadingandmatharenotstrong.

Districtwilldevelopandimplementaresponsetointerventionmodelforstudentsandwillbegintheimplementationofthemodelthisyear.Professionaldevelopmentwithregardstothenewmodel

FamilyandCommunityInvolvement

Over90%ofthefacilitydirectorsbelievethattheybenefitfromthepartnershipwithourdistrict.

Over90%ofthefacilitydirectorsbelievethatthepartnershipisproductiveandhasapositiveimpactontheirorganizationandthechildren.

Differencesinschoolsandstudentsituationsmakeparentinvolvementproblematicandbecausethetraditionalsituationisnotthenorm,thereisneedforoutreachandsupportofthoseinaparentrole.

ContinuetoproduceadistrictnewsletterinEnglishandinSpanish.

Continuetohaveanopenhouseoneachcampus.

SchoolContextandOrganization

Abovestateaverageinattendancebecausemost

DistrictneedstoincreaseADAto500.

Implementresearch‐basedfundraisingmodeltosupportacademic


studentsresideoncampusinastructuredenvironment.

Over90%ofthefacilitydirectorsbelievethereiseffectivecommunicationfromthedistrictprincipals,staffandsuperintendent.

Districtneedstoincreasefundingtosupportacademicprograming.

programming,technologyresources,andprofessionaldevelopment.

Providesharedprofessionaldevelopmentforfacilitiesandteachers.Itisimportanttokeepallstaffworkingwiththestudentsonthesamepage.

Technology

Thereisanincreaseoftechnologyonthecampuses.

Technologyisagingandneedstobereplaced.

Technologyreplacementplanwillbedeveloped.

Fundraisingeffortswillfocusontechnologyreplacement.


TitleI,PartA

School‐wideComponents:

1. Acomprehensiveneedsassessmentoftheentireschool(includingtakingintoaccounttheneedsofmigratorychildrenasdefinedinsection1309(2))thatisbasedoninformationwhichincludestheachievementofchildreninrelationtotheStateacademiccontentstandardsandtheStatestudentacademicachievementstandardsdescribedinsection1111(b)(1).

2. School‐widereformstrategiesthatprovideopportunitiesforallchildrentomeettheState’sproficientandadvancedlevelsofstudentacademicachievement,useeffectivemethodsandinstructionalstrategiesthatarebasedonscientificallybasedresearch,andthatincludestrategiestoaddresstheneedsofallchildrenintheschool,butparticularlytheneedsoflow‐achievingchildrenandthoseatriskofnotmeetingtheStatestudentacademicachievementstandardswhoaremembersofthetargetpopulationofanyprogramthatisincludedintheschool‐wideprogram.

3. Instructionbyhighlyqualifiedteachers.4. Inaccordancewithsection1119andsubsection(a)(4),high‐qualityandongoingprofessionaldevelopmentforteachers,

principals,andparaprofessionalsand,ifappropriate,pupilservicespersonnel,parents,andotherstafftoenableallchildrenintheschooltomeettheState’sstudentacademicachievementstandards.

5. Strategiestoattracthigh‐qualityteacherstohigh‐needschools.6. Strategiestoincreaseparentalinvolvementinaccordancewithsection1118,suchasfamilyliteraryservices.7. Plansforassistingpreschoolchildreninthetransitionfromearlychildhoodprograms,suchasHeadStart,EvenStart,Early

ReadingFirst,oraState‐runpreschoolprogram,tolocalelementaryschoolprograms.8. Measurestoincludeteachersinthedecisionsregardingtheuseofacademicassessmentsdescribedinsection1111(b)(3)inorder

toprovideinformationon,andtoimprove,theachievementofindividualstudentsandtheoverallinstructionalprogram.9. Activitiestoensurethatstudentswhoexperiencedifficultymasteringtheproficientoradvancedlevelsofacademicachievement

standardsrequiredbysection1111(b)(1)shallbeprovidedwitheffective,timelyadditionalassistancewhichshallincludemeasurestoensurethatstudentdifficultiesareidentifiedonatimelybasisandtoprovidesufficientinformationonwhichtobaseeffectiveassistance.

10. CoordinationandintegrationofFederal,State,andlocalservicesandprograms,includingprogramssupportedunderthisAct,violencepreventionprograms,nutritionprograms,housingprograms,HeadStart,adulteducation,vocationalandtechnicaleducation,andjobtraining.


PerformanceGoal1:Allstudentswillreachhighstandards,ataminimumattainingproficiencyorbetterinreading/languageartsandmathematics.Objective(s):

1. Show10%growthinallcoreacademicareaincludingmath,languagearts,science,andsocialstudies.2. Show10%growthinallsubpopulationandat‐riskcategories.3. Developandimplementaresponsetointerventionmodel(RTI)alignedtoresearchbasedinterventionsandassessments.

StrategiesandActionSteps Person(s)Responsible Resources Timelines Evidenceof

ImplementationEvidenceofImpact

Formative/Summative

TitleISchoolwideComponents(Codeby#)

ContinuetheimplementationoftheTEKSResourceSystemcurriculumandimplementationofplanningguides.

Allcurrentstaff TEKSResourceSystemOnline

Continuous WalkthroughLessonplans

IncreaseinSTAARscoresandEOCExams

STAARResults 1,2,and3

Infusetechnologyintoallcontentareastoincreasestudentengagement

Allcurrentstaff Coordinatedlocal,state,federalfunds

Continuous WalkthroughLessonplans

Increase inSTAARscoresandEOCExams

STAARResults 1and2

Continueinitiativefordatadriveninstructionalplanningbyprovidingtrainingandsupportforallstaff

CurriculumDirector

Benchmarktimeline

YearlyandContinuous

DataReports&WalkthroughLessonplans



Usemathdiagnostictoassessindividualstudentmathabilities,guideinstruction,andmeasuregrowth(DOMA)

CurriculumDirector

MathBenchmarktimeline

YearlyandContinuous

DataReports&WalkthroughLessonplans



Increaseinterventionopportunitiesonhighneedcampuses,whichwillprovidesupplementalsupporttostudentswhoareat‐riskofdroppingout.

PrincipalsandschoolStaff

InterventionResources

YearlyandContinuous

DataReports&WalkthroughLessonplans,Schedules

IncreaseinSTAARscoresandEOCExamsIncreaseGraduationRates

STAARResults 1,2,3,and9

Increasetheuseofsupplementalinstructionalmaterialstoaddressspecialneedsstudents.(Achieve3000,Lexia)

Principals,teachers,andinstructionalaides

TimeSupplementalMaterialsfundsforcopiesandpurchase$500

Ongoing LessonPlansandIEPs

Increaseacademicachievementforstudentswithspecialneeds

STAARResults 1,2,3,and9


PerformanceGoal2:AlllimitedEnglishproficientstudentswillbecomeproficientinEnglishandreachhighacademicstandards,ataminimumattainingproficiencyorbetterinreading/languageartsandmathematics.Objective(s):1. Showa50%increaseinthepassingrateforSTAARMathandReadingwithELLstudents.2. Showa50%increaseinthereadinglevelforELLstudentsontheDRAandDIBELSassessment.3. Train100%oftheteachersandadministratorsoncampuseswithELLstudentsinShelteredInstruction.



Formative/Summative

TitleISchoolwideComponents

BeginLPACmeetingsinSeptembertocreateindividualaccelerationplansforELLswhodidnotpassSTAAR.

KathleenDanielsandAllPrincipals

Time September2016–May2017

LPACDocumentation

ImprovedAcademicPerformance

STAARResultsTELPASResults

1,8and9

Parentinvolvementsessionforfacultyandstaff.

KathleenDanielsandMelissaRuffin

Time Annually AgendaItemontheDistrictPrincipalMeeting


STAARResults 6

IncreaseteacherparticipationintheELLworkshopsbymakingthemrequired.


Time YearlyPD Agenda ImprovedAcademicPerformance

STAARResults 4

Complianceincertification/ShelteredInstructionpernewcampus


Time andmoneyformaterials$200

YearlyPD Agendasandcertificates


STAARResults 4

CollectdataonELLstudentsonreadingassessmentandusetodevelopinstructionandinterventionsforELLstudents.

Principalsandteachers

DIBELStrainingandmaterials

Ongoing Data ImprovedAcademicPerformance

EOYDATAResults

1,2,3and9


PerformanceGoal3:Highlyqualifiedteacherswillteachallstudents.Objective(s):

1. Developandimplementaprofessionaldevelopmentplantiedtoourdistrictimprovementplan.2. Maintain100%staffingofhighlyqualifiedteachers.3. Examinepossibleteacherrecognitionsystems



Formative/Summative


Provideopportunitiesforteachersandstafftoattendtrainingtoincreaseknowledgeofcoreacademicareas.

Principal PDBudget Ongoing PDcertificates ImprovedStudentAcademicPerformance

TeacherEvaluations

4

ProvidetimeduringprincipalmeetingstocollaborateandsharesuggestionsrelatedtoHQissues.

Superintendent PDBudget Ongoing PDcertificates ImprovedStudentAcademicPerformance

TeacherEvaluations

4

Createasystemofsupportforassistingteachersinpreparingforcertificationexams.

Principal PDBudget Ongoing PDcertificates ImprovedStudentAcademicPerformance

TeacherEvaluations

4

Providestipendforteacherswhoarenationallyboardcertifiedandfortesting/certificationfees.

Superintendent PDBudget Ongoing PDcertificates Improved StudentAcademicPerformance

TeacherEvaluations

4

TeachandShareDayOctober7 DistrictStaff TeachandShare$2,000

Annual Walkthroughsandlessonplans

Improvedteaching–evaluation

TeacherEvaluations

4,10

ImplementthenewteacherevaluationsystemofTEXAS(T‐TESS)

Superintendent PDBudget Ongoing Agenda ImprovedStudentAcademicPerformance

TeacherEvaluations

4

Implementnewsalaryscaleinthe2016‐2017schoolyear.

Superintendent Budget 2016‐2017SY SalaryScaleDocumentation

ImprovedStudentAcademicPerformance

TeacherSatisfactionSurvey

5

PerformanceGoal4:Allstudentswillbeeducatedinlearningenvironmentsthataresafe,drug‐free,andconducivetolearning.


Objective(s):1. Reducethenumberofreferralsoncampus.2. Increaseschoolsafetysatisfactiononsurveys.3. Improveschoolcultureandclimate.



Formative/Summative


Requirestafftoattendworkshopsthroughdistrict‐wideand/orcampus‐basedmeetingsoncampuscultureandclimate

Principals Time Ongoing Agendasandsurveys

Improvedschoolclimateandculture

SafetySurveyResults

4and10

Continuetocollectdatatomonitorremovalsandschooldisciplineinfractions

PrincipalsandBehaviorSpecialist

Time Ongoing Decreaseindisciplinereferralsandclassroomremovals

DatatrackingfromSkyward

SafetySurveyResults

10

ImplementTBRIandotherbehavioralstrategiesinallschools

Principals TBRIresourcesandPD

Ongoing Decreaseindisciplinereferralsandclassroomremovals

Campuswalkthrough

ClimateSurvey 2 and10

Trainteacherstoutilizeclassroomresourcesandsupportstaffavailabletosupportstudentlearning

PrincipalsandBehaviorSpecialist

PDprovidebyBehaviorspecialist

Ongoing Improvedschoolclimateandculture

Campuswalkthrough

ClimateSurvey 4, 8,and10

Implementfacilitymandatedverbalde‐escalationtechniques


Facilityprovides Ongoing Improvedschoolclimateandculture

Campuswalkthrough

ClimateSurvey 2,4,and10

Incorporatecharactereducationandsocialandemotionallearningtrainingintothedailycurriculum.


SELresources Ongoing–Monthlycharactertraits

Improvedschoolclimateandculture

Campuswalkthrough

ClimateSurvey 2 and10

Sendoutdistrictsurveyandcollectdataonschoolculture

SuperintendentPrincipals

Time April Datafromthesurveys

Increasedsenseofsafetyoncampuses

satisfactionsurvey 6


PerformanceGoal5:Allstudentswillgraduatefromhighschool.Objective(s):1.Allstudentswillhavea4yeargraduationplanestablishedforthembytheendoftheir8thgradeyearand/orastheyenter9th grade.



Formative/Summative


Graduationplanswillbereviewedattheendofeachsemesterforstudentsingrades9‐12andannuallyforSpecialEducationstudents.

CampusStaff, ATCandSpecialEdCoordinator

Time Endof3rd and6thsixweeksandongoing

GraduationPlans Increasedgraduationrates

NumberofGraduatesforthe2015‐2016SY

2

Establishsummerandintersessionprogramtoallowforcreditrecoveryandenrichmentcoursesforat‐riskstudents.

Principals TimeSupplementalfundsforteachers

Summer2017 GraduationPlansandSummerschoolPlans

Increasedgraduationrates

SummerCreditsAwarded

2

Continuecollege‐goingcultureonallcampuses(Informaldisplays,colleget‐shirtdays)

PrincipalsandATC

Funds$200

Ongoing SchoolWalkthroughs


StudentSurvey 2

TransitionPacketon“LeavingUT‐UCS”referrallistforareaagencies,portfolioofacademicwork

Principals,teachers,andATC

Timeandcopies Ongoing Copyofthepacket Increasedgraduationrates


2

Professionaldevelopmentforstaffinfacilitatingtransitionsforstudents

PrincipalandATC Time Ongoing Meetingagendas Increasedgraduationrates


2

Assessstudentsstrengthsandneedsintheareaofcareerknowledgeandplanningingrades8‐12

ATC Time Ongoing Datareportonresultsoftheassessment



2

Maintainrelationshipswithpost‐secondaryinstitutionsandfosterstudentsupportorganizations

ATC Time Ongoing Increasedgraduationrates


2

Coordinatetransitiontohomeschooldistrict

ATC Time Ongoing Transitionplan–noleavers



2,10

ProvidePRStostudentinneed Principals Time Ongoing PIEMSdocumentation,homeboundforms

Increasedgraduationandattendancerates


2,10


PerformanceGoal6:Allparentsareprovided opportunitiestobeinvolvedandmakedecisions.PerformanceGoal7:Provideanurturingenvironmentforallchildren,parents,staff,andteachers.Objective(s):

1. Takestepstoincreaseschoolanddistrictcommunication2. Conductorganizationalhealthsurveys3. Provideopportunitiesforparentstoparticipateinschool



Formative/Summative


Buildsystemsofcontinuouscommunication‐SendoutDistrictnewsletter4timesayearinEnglishandSpanish.

Superintendent Time Ongoing Surveysevaluatingcommunicationsystem

PositiveSurveyResults

EOYSurveyDistrictCommunication

6

Facilitystaffdeterminehowtobestinvolveparentalentitiesintheirchild’seducation

Principals Time Ongoing Agendas/calendarofparentevents

Increasedparentinvolvement

Parentsatisfactionsurvey

6

Distributionofinformationonenrollment;Handbook,parentinvolvementbrochure,etc.…

Principals,campusclerks

TimeandCopies Ongoing Copiesofeachdocument–receiptsignatures



6

Implementcontracttoprovideon‐demandtranslationformeetingswithparententities

Principals Cost Ongoing Translationsatmeetings



6

Requireprincipalstoholdopenhouseforstudentstoshowcaseschool/workprojects

Principals Time SeptemberorOctober

Agendasandsigninsheets



6

Developworkshopsforparents,surrogates,andguardians:Communicationskills,angermanagement,specialeducation,homework,completiontips,instructionalstrategies,ESLworkshops

AllStaff TimePDBudget$500

Ongoing Agendasandsign–insheets



6

Sendoutdistrictsurveyandcollectdataonschoolculture

SuperintendentPrincipals

Time April Datafromthesurveys



6


Appendix1

OverviewofRegularFoundationSchoolProgram

Personnel––UT—UCSprovidesfundingforteachers,instructionalaides,andcampusclerksforeachcampus,asdescribedintheManagementServicesAgreementthatisexecutedwitheachfacility.ThenumberofpersonnelfundedbyUT—UCSwillincreasewhenaveragedailyattendance(ADA)increasesasdescribedinthecontractsandintheManagementServicesAgreements.Principalsareassignedtoeachcampusfromthedistrictleveltoprovideinstructionalleadershipandoversight.Teachers,instructionalaides,andcampusclerksareassignedtocampusesbasedonaverageenrollmentandstudentpopulation.

ProfessionalDevelopment––Inanefforttobemoreefficientinprovidingprofessionaldevelopmenttostaffatthebeginningoftheschoolyearandtobettermeettheneedsofindividualcampuses,UT‐UCSimplementedayearlongprofessionaldevelopmentprocessfocusedonmasteringthetoolsandaspectsofqualitydifferentiatedinstruction.Insubsequentyears,thetopicswillvaryaccordingtotheneedsofourteachersandstaff.Theentireprocessincludestrainingprovidedthroughouttheyear.Itthenrequiresimplementationofthespecifictrainingtopicintheclassroomenvironment,refection,followupandcollaborativefeedback.Teachers,instructionalaides,instructionalcoaches,andprincipalsallparticipateinthetraining.InstructionalCoachesplanandsupporttheprofessionaldevelopmentprocesswithinput,reviewandapprovalfromprincipals.

Teachers,instructionalaides,curriculumspecialists,andprincipalsareencouragedtoattendsupplementalprofessionaldevelopmentconferencesandworkshops.Theseofferopportunitiestoincreasetheircoresubjectknowledge,toimprovetheirunderstandingofclassroommanagementstrategiesthatareeffectivewiththecharterschool’sstudentpopulations,andtodeveloptheirskillsinapplyingstrategiesandactivitiesthatareconsistentwiththeResponsetoIntervention(RTI)framework.

Curriculum––TheprimarygoaloftheUT‐UCScurriculumprogramistoensurevalue‐addedstudentlearning.ThedistricthasadoptedacurriculumdevelopedbytheRegionalservicecenters.TEKSRESOURCESYSTEMusesthe5Emodelofinstruction.AllcurriculumelementsarebuiltontheTEKS(TexasEssentialKnowledgeandSkills)toensurethatthestudentssuccessfullymeetthestandardsforlearningateachgradelevel.TheStateBoardofEducationhasadoptedtheTEKSasthecurriculum


standardsforallTexasschools.TheTEKSidentifywhatTexasstudentsshouldknowandbeabletodoateverygradeandineverycourse.

IntheUT‐UCSinstructionalprogram,supportisgiventomeetacademicchallengesbyprovidingtheresourcesandstrategiesthatwilladdresstheuniqueteachingandlearningneedsofourteachersandstudents.

TheUT‐UCSusesStateadoptedtextbooksandapprovedsupplementalinstructionalmaterialstoaddresstheTexasEssentialKnowledgeandSkills(TEKS)intheclassroom.Teachersaretrainedtoprovideinterventionsoraccommodationsintheinstructionalprocessinordertomeetthelearningneedsoftheindividualstudent.OurhighschoolstudentsareexpectedtomeettherequirementsofoneoftheState‐approvedgraduationprograms.AllcoursesofferedtothestudentsareontheTexasEducationAgency’s(TEA)approvedlistofcoursestomeetgraduationrequirementsorapprovedasaninnovativecourse.Thesecoursesincludeelectivesaswellascorecourses(TexasEducationCode28.002).

Smallgroupinstructionisanessentialpartofourclassroomsetting.Thelowstudent‐staffratiosallowforintensiveindividualizededucationthatwillbenefitstudentswithspecialneedssuchasspecialeducationandlimitedEnglishproficiency,aswellasthosestudentswhoarefunctioningabovegradelevel,atgradelevel,andbelowgradelevel.

ThereadingandlanguageartsprogramatUT‐UCSutilizesthestate‐mandatedTexasEssentialKnowledgeandSkills(TEKS)throughtheTEKSRESOURCESYSTEMcurriculum.TEKSRESOURCESYSTEMenablesteacherstoprovidestudentswithacomprehensiveliteracyprogrambyincorporatingtheinterrelatedcomponentsofreadingintodailyclassroominstruction.Thesecomponentsincludephonemicawareness,vocabularydevelopment,comprehension,andanalysisoftextstructureandliteraryconcepts.Inaddition,writingisintegratedacrossthecurriculumwithanemphasisplacedontheprocessofwriting.

UT‐UCSteachersuseacombinationoftextsandmaterialstoteachmathematicsconceptsoutlinedbytheTexasEssentialKnowledgeandSkills.Teacher’sfocusonhelpingstudentsattainsmathematicalproficiencyacrossfivestrands:(1)conceptualunderstanding,(2)proceduralfluency,(3)strategiccompetence,(4)adaptivereasoning,and(5)productivedisposition.Theresourcesusedoneachcampusvarydependingontheparticularstudentneedsthere.Atallcampuses,theregularinstructionissupplementedwiththeuseofmanipulativesatalllevels,aswellasgraphingcalculatorsandCalculatorBasedLaboratory(CBL)datacollectiondevicesatthesecondaryschoollevel.Thelessonsfollowa5Emodelofinstructionusinghands‐onactivitiesandtechnologytosupportthemathematicscurriculum.Teachersareencouragedtocreateinterventionplanstobetterdifferentiateinstructionandtargetspecificstudentskillneeds.


TheUT‐UCSSciencedepartmentoffersscienceatalllevelsandforalllearners,andassuch,varioustextbooksandancillaryguidesaresuppliedtotheteacher.Sincescienceincludesnotonlyreadingandwritingskillsbutalsoisexperiential,allstudentswithintheUT‐UCSareencouragedtouseatactileandkinestheticapproachtolearning,whichgoesbeyondbook,pen,andpaper.Againutilizingthe5Emodelofexperientiallearningofsciencemeansthatallstudentsmustbeinvolvedandengagedin“hands‐on”scientificlaband/orfield‐basedactivitieseachweek.Toaccomplishthisimportantrequirement,allteachersaresuppliedwithscienceequipmentforsimpleandsafehands‐onactivitiesthatcanbeperformedintheclassroomandoutsideonthecampusgrounds(fieldlabs).Together,allUT‐UCSscienceteachers,sciencecoordinatorsandtheirstudentsarefocusedonhowtobestindividualizethelearningexperiencesothatallstudentscanbesuccessfulinthescienceclassroom.

TheSocialStudiesprogramatUT‐UCSutilizesthestate‐mandatedTexasEssentialKnowledgeandSkills(TEKS).TEKSRESOURCESYSTEMprovidesteachersandstudentswithaseamlessintegrationofcontentandskillscenteredontheeightstrandsofsocialstudiesasdefinedbytheTexasEducationAgency.Thesestrandsincludehistory;geography;economics;government;citizenship;culture;science,technology,andsociety;andsocialstudiesskills.Inaddition,cross‐curriculumintegrationisincorporatedwithanemphasisplacedonreading,writing,andvocabularydevelopment.

StudentswhomeettheeligibilitycriteriaforspecialeducationareprovidedanIndividualEducationPlan(IEP)thataddressesrequiredaccommodationsandinterventionsaswellasanymodificationsofthegrade‐levelTEKS.TeachersandUT‐UCSsupportpersonnelmonitorprogressinmeetingthegoalsandobjectivesstatedintheIEPs.AcademicCounselors[LSSP/EducationalDiagnostician]employedbyUT‐UCSensurethattheprocessofholdingAdmission,Review,andDismissal(ARD)meetingsandplanningandimplementingIEPsaretimelyandthorough.

StudentsmeetgraduationrequirementsasoutlinedintheTexasAdministrativeCode,Title19,PartII,andChapter74ofSubchapterBissuedundertheTexasEducationCode,§§7.102,28.002,28.023,28.025,28.054,and38.003.

ComputersaremadeavailableusingtheappropriatesoftwarewithfilteredaccesstotheInternet.Theeducationstaffusesthecomputersininstructionwithstudents,structuringresearchandcommunicationactivitiesaroundthetechnology.


InstructionalstrategiesareindividualizedaccordingtotheparticularneedsofthestudentandthegoalsandobjectivesoftheIEPorIndividualFamilyServicePlan(IFSP).Teachersusegroupinstructionwhenparticularindividualstudentscanbenefitfromit,andstudentsreceiveinstructionthroughparticipativeprojects,"handson"activitiesthatallowstudentstocreatewhilelearningandpracticingacademicskillsandwhichallowteacherstoevaluatestudentworkusingauthenticassessmentmethods.Whenappropriate,guidedinstruction,self‐pacedmonitoredinstructionandacceleratedremedialteachingmethodsareused.

DyslexiaProgram

ThegoalofUT‐UCSistoprovideappropriateinterventionstostudentswhohavebeenidentifiedashavingdyslexiaorrelateddisorders.Referralsandscreeningsareprovidedforstudentswhohavebeenidentifiedashavingprimarydifficultiesinreading,writing,andspellingandwhoarenotprogressingacademicallydespiteconventionalinstruction,adequateintelligence,andsocio‐culturalopportunity.AppropriateinterventionwilltakeplaceifscreeningsindicatedyslexiaandtheLocalSupportTeam(LST)ofeachcampussupportstheidentification.

ItisthepolicyofUT‐UCSto:

1. Provideasystemforscreeningstudentstoidentifythosewhommayhavedyslexiaorrelateddisorders.2. Provideremedialordifferentiatedinstructiontomeetthespecialneedsofstudentswhoaredyslexicorhaverelated

disorders.3. Providestaffdevelopmenttotrainschoolpersonnelinthescreeningandremediationofdyslexicstudents.

ESLProgram

Thegoalofthecharterschool’sEnglishasaSecondLanguageprogramistoenablelimitedEnglishproficientstudentstobecomecompetentinthecomprehension,speaking,reading,andcompositionoftheEnglishlanguagethroughtheintegrateduseofsecondlanguagemethodsdesignedtomeetthespecialneedsoflimitedEnglishproficientstudents.

ItisthepolicyofUT‐UCSthat:

1. EverystudentwhohasahomelanguageotherthanEnglishandisidentifiedaslimitedEnglishproficientwillbeprovidedafullopportunitytoparticipateinanESLprogrambasedoncriteriaestablishedbythestate.


2. TheESLprogramwillbeanintegralpartoftheregularprogramandtaughtbyacertifiedESLteacher.3. Thebasiccurriculumcontentoftheprogramwillbebasedontheessentialknowledgeandskillsrequiredbythestate

andstudentswillbeassessedforachievementinmasteringtheessentialknowledgeandskills.

SpecialEducationServices

UT‐UCSfundsthefollowingstafffromstateSpecialEducationfunds:

• LicensedSpecialistsinSchoolPsychology(LSSPs)• BehaviorSpecialists• AdministrativeSupportStaff

UT‐UCSprovidesspecialeducationservicesforstudentswithdisabilitieswhohaveaneedforspeciallydesignedinstructionandisactivelyinvolvedwith“childfind”effortstoensurethatchildrenwithlearningchallengeshaveaccesstoevaluationsandservices,whenappropriate.

AnAdmission,Review,andDismissal(ARD)CommitteeMeetinginitiateservicesforstudentswithdisabilitiesuponeligibilitydetermination.Toqualifyforservices,astudentmustmeeteligibilitycriteriainoneofthefollowingareas:auditoryimpairment,autism,emotionaldisturbance,learningdisability,mentalretardation,orthopedicimpairment,otherhealthimpairment,speech/languageimpairment,traumaticbraininjuryorvisualimpairment.

UT‐UCSbelievesineducatingstudentsintheleastrestrictiveenvironment.Afullcontinuumofinstructionalandrelatedservicesisavailabletoeligiblestudentstosupportandmaintainmaximumaccesstogeneraleducation.

Studentsspendvariousamountsoftimeingeneraleducationandspecialeducationsettings,dependingupontheirspecificneeds.Avarietyofsupportservicesareavailableonthecampusincludinginstructionalandrelatedservices.

BelowisalistingoftheservicesprovidedthroughtheUT‐UCSSpecialEducationProgram:


AssistiveTechnology—UT‐UCSensuresthatassistivetechnologydevicesandservicesneededtobenefitforinstructionareprovidedtoanystudentwithadisability.

BehaviorSpecialists—Throughconsultationandtraining,BehaviorSpecialistssupportgeneral andspecialeducationteachersinprovidingqualityeducationtostudentswhohavebehavioralproblems.TheroleoftheBehaviorSpecialististodevelopsystemsofsupporttomaintainstudentsintheleastrestrictiveenvironment.Individualconsultationsincludeteacherinterviews,observationsandassessment,andrecommendationsbasedonthefunctionofastudent’sbehaviorormodifications neededintheclassroom.Trainingworkshopsforlocalschooldistrictstaffandparentsfeatureeffective,practical,research‐basedbehaviorandmotivationalstrategiesfocusedon assistingstaffindevelopingproactiveplansthatincludetechniquesforprevention.

CampusInstructionalSettings/ServiceDeliveryModels—anARD/IEPCommitteemakesalldecisionsregardingplacementandservicesonanindividualbasis.Studentsmustreceiveservicesintheleastrestrictiveenvironmentwithanemphasisonaccesstothegeneraleducationcurriculum.

DeafEducationServices—StudentswhoareDeaforHardofHearingareprovidedawidearray ofsupportservicesinthedistrict.Accordingtoindividualneeds,servicescanincludeconsulting,directinstructionbycertifiedteachersoftheDeafthroughinclusionsupport,resourceclassrooms,andself‐containedclassrooms,speechandlanguageservices,audiologicalmanagement,andcounseling.TheDeafEducationProgramsupportsavarietyofcommunicationoptionsaccordingtoIndividualstudentneeds.OurprogramsupportsbothTotalCommunicationandAuditory/OralCommunication.

OccupationalTherapy(OT)—TheOccupationalTherapyteamusespurposeful,goaldirectedactivitiestoenableastudentwithadisabilitytobenefitfromspecialeducationservices.Specifically,therapyisdesignedtoassistinthedevelopmentofskillsthatareprerequisitestoacademiclearningwithintheeducationalsetting.Dependingonstudentneeds,itmayincludeimprovinggrossandfinemotorskills,coordination,adaptingenvironments,organizingandusingmaterialsappropriately,and/ordevelopingroutinesfordressingandfeedingskills.DeliveryofOTservicesintheeducationalsettingisdistinctlydifferentfromclinicallybased,medicallynecessitatedtreatment.Eligibilityforthissupportserviceisdeterminedbyformalassessment,requestedbytheARD/IEPCommitteeorviathediagnosticianorlicensedspecialistinschoolpsychologyasapartoftheinitialevaluation.


PhysicalTherapy(PT)—ThePhysicalTherapistplansandimplementsprogramsthatwillhelpstudentsmeettheireducationalgoalsandobjectivesandbenefitfromspecialeducationservices.Thetherapistisconcernedwithfacilitatingthechild'soverallperformanceintheclassroom,consideringthestudent'sdevelopmentallevelandphysicaldisability.Servicesareprovidedtoenhanceindependentfunctioningandmayincludepositioning,strengthening,modificationsandadaptationstotheenvironment.Althoughmedicalconcernsaresignificant,rehabilitationisnotthefocusofschool‐basedphysicaltherapy.EligibilityforthisspecialeducationsupportserviceisdeterminedbyassessmentrequestedbytheARD/IEPCommitteeorviathediagnosticianorlicensedspecialistinschoolpsychologyasapartoftheinitialevaluation.

RelatedServices—Specialeducationrelatedservicesarenecessarytoenableeligiblestudentstoprofitfromspecialeducation.Theseservicesmayinclude:Audiology,PhysicalTherapy,Counseling,OccupationalTherapy,OrientationandMobility.

SpecialEducationTransition—SpecialeducationtransitionservicesprovidesupporttoUT‐UCSstaffintheareasofcompliancewithFederalandStatelawsregardingtheprovisionoftransitionservicestostudentswithdisabilitiesandrelatedlawspertainingtotheemploymentofindividualswithdisabilities.Additionally,thetransitionspecialistprovidessupporttoUT‐UCSstaff,individualstudentsandfamiliesbyprovidingreferralandservicecoordinationbasedonindividualneeds;conductingfunctionalvocationalevaluationsforspecifiedstudents;providingindividualconsultationsincludingteacherinterviews,observationsandassessmentsandmakingrecommendationsfortheintegrationoftransition‐relatedservicesintotheIEP;collaboratingwithcommunityagenciestoestablishfacilitiesandprogramstoassistpersonswithdisabilities;providingtechnicalassistanceandinnovativeprogramsforcampus‐basedtransitionassessments;andconductingworkshopsontransition‐relatedtopicssuchas:self‐determination,selectionofpost‐secondarygoalsandcoordinatedactivities,complianceupdates,transitionassessmentandwork‐basedlearning.

SpeechLanguagePathologyServices—CertifiedSpeechLanguagePathologistsprovideservicestostudentswhohavebeenidentifiedthroughtheevaluationprocessashavingadisabilityinspeechand/orlanguage.Servicesareprovidedinbothgeneralandspecialeducationsettings.

StudentRecords—Itistheresponsibilityofthespecialeducationdepartmenttoprocess,maintainandsafeguardallstudentrecords.Thedepartmentprotectstheprivacyofthestudentsandtheirfamiliesbyimplementingfederaland


statelawsandguidelines,whichgovernstudentrecords.Allwrittenrequestsforthereleaseofstudentinformationareprocessedthroughthisdepartment.

SurrogateParentTrainingProgram—Studentswhosenaturalparents,foravarietyofreasons,cannotmakeeducationaldecisionsforthemmayhaveasurrogateparentappointed.Thesurrogateisassignedtoprotectthestudent'srightsandactasthestudent'sadvocateintheeducationaldecisionmakingprocess.SurrogatesattendARD/IEPmeetingsandrevieweducationalrecords.TheSpecialEducationDepartmentprovidestrainingforsurrogateparentsidentifiedbythecampusorforfosterparentsactingassurrogateparents.

VisualImpairmentServiceforStudents(VI)—VICertifiedTeachersprovideservicesforstudentswithvisualimpairments.Theseteacherstraveltothestudents'assignedschoolsoreducationalsettingstoprovideconsultativeservicesand/ordirectinstruction.Programmingadaptationsandmodificationsaremadeavailableinthestudents'learningenvironment.Specificskillstraining,uniquetothevisualimpairment,isassured,(e.g.Braille,largeprint,lowvisionaides,tactileandrecordedmaterials,assistivetechnology,anddailylivingskills.)EvaluationinformationandrecommendationsfromtheOrientationandMobilitySpecialistmaybeincludedintheIEP.TraininginorientationandmobilitymaybeprovidedifapprovedbytheARD/IEPcommittee.

VocationalServices—Vocationaltrainingisprovidedtostudentsinavarietyofclassesandsettings.

Classesprovidedare:

OccupationalSkillsDevelopment:Thisclassprovidesopportunitiestoexperiencefreeenterprisebyoperatingon‐campusbusinesses(e.g.schoolstore,delietc.).

CommunityBasedVocationalInstruction(CBVI):Theclassroomisextendedtonon‐paidworksitesinthecommunityprovidinghands‐onactivitiestoexplorecareers,jobshadow,andbuildemploymentskills.

SupportedEmployment:Studentsparticipateinpaidemploymentwiththesupportofajobcoach. WorkProgram:Studentsearnhighschoolcreditwhileparticipatinginfullorpart‐timeemploymentwithwork

progressmonitoredbytheVACteacherandemployer.


VocationalAdjustmentClass:Thisinstructionalarrangement/settingisforprovidingspecialeducationandrelatedservicestoastudentwhoareplacedinpaidemploymentwithregularlyscheduleddirectinvolvementbyspecialeducationpersonnelintheimplementationofthestudent’sIEP.

CampusAllotments

Atotalof$49,470ofUT—UCS’sStateFoundationFundsisallocatedamongUT‐UCScampusestoassistprincipalsinmeetingthefollowingneeds:

• TeacherTextbookEditions• Ancillarystudentbooks/workbooks• Correspondencecourses• Fieldtrips[admissionfees,transportationcosts]• Studentincentives/awards[inexpensive,educationallyrelateditems,suchasbooks,pencils,etc.]• Teacherincentives/awards[inexpensive,educationallyrelateditems,suchasbooks,pencils,etc.]• Smallequipmentandmiscellaneousneeds• Professionaldevelopment• Generalofficesupplies• Foodcosts• Printingcosts

AchartillustratingthecampusSFFallocationsfollows:


SH PF KOZ AMH PW TNC MCH DRIC LR OH HHH REFUGEEnrollment as of Spring 2016 36 19 32 10 27 68 130 14 38 24 24 8Enrollment * $85 3,060 1,615 2,720 850 2,295 5,780 11,050 1,190 3,230 2,040 2,040 680

Total Campus Allocation 3,060 1,615 2,720 850 2,295 5,780 11,050 1,190 3,230 2,040 2,040 680

420-11-6399-XXX-6-11 1,836 969 1,632 510 1,377 3,468 6,630 714 1,938 1,224 1,224 544420-11-6499-XXX-6-11 612 323 544 170 459 1,156 2,210 238 646 408 408 68420-13-6499-XXX-6-11 612 323 544 170 459 1,156 2,210 238 646 408 408 68

HP MH SHC AO UVA HBH UHS GBH CC SETON CAEnrollment as of Spring 2016 18 21 5 12 37 11 11 19 33 17 17Enrollment * $85 1,530 1,785 425 1,020 3,145 935 935 1,615 2,805 1445 1445

Total Campus Allocation 1,530 1,785 425 1,020 3,145 935 935 1,615 2,805 1,445 1,445

420-11-6399-XXX-6-11 918 1,071 340 816 2,516 748 748 1,292 2,244 1,156 1,156 420-11-6499-XXX-6-11 306 357 43 102 315 94 94 162 281 145 145 420-13-6499-XXX-6-11 306 357 43 102 315 94 94 162 281 145 145

HighSchoolAllotment

Basedonthepreliminarycharterschoolfundingtemplateforthe2016‐2017schoolyear,UT‐UCSwillreceive$106,775inStateFoundationFundsthatareearmarkedasitsHighSchoolAllotment,tobeusedforactivitieslistedintheTexasEducationCode§61.1093.Whenfundsfromthe2015‐2016schoolyeararerolledforward,atotalof$107,634willbeinthe2015‐2016program.Aftertakingset‐asidesfordistrict‐wideinitiatives,UT‐UCSwilldistributethesefundstocampusesbasedonthenumberofstudentsenrolledingrades9through12.

• $44,114hasbeenreservedtofund.5ofanAcademicTransitionCoordinator’ssalary.• $55,000hasbeenreservedfundtravelforAcademicTransitionCoordinatorsacrossthedistrict.• $2,000hasbeenreservedtopurchaselicensesfortheOdysseywareprogram.• $2,500hasbeenreservedtoprovideprofessionaldevelopmenttostaffresponsibleforcreatingcollege‐goingcultures,

increasingthenumberofstudentsontheRecommendedHighSchoolPlan,establishingsummerandtransitionprograms,andotheractivitiesallowedundertheHighSchoolAllotmentprogram.

• Theremainingbalancehasbeenallocatedtocampusesbasedonthenumberofstudentsingrades9through12.


Note:AnysupplementalfundsallocatedtoindividualcampusesthatremainunobligatedafterApril15aresubjecttobeingredirectedtodistrictwidesupplementalactivities.

PlannedActivities(AllowableunderTEC§61.1095)

UT‐UCSwillfocusprogrameffortsonprogramsandactivitiesto—

• Provideunder‐achievingstudentswithinstructioninstudyskillsforsuccessincollegelevelwork,academicandcommunitysupportforsuccessincollegepreparatoryclasses,andinformationaboutandaccesstocollegeandfinancialaid;

• Createsmalllearningcommunities,advocacyprograms,oradvisoryprogramsforstudents;• EstablishsummerandtransitionprogramsthatprovideacademicsupportandinstructionofstudentsenteringGrade9;• ProvideacademicsupportandinstructiontoincreasethenumberofstudentswhocompletetheRecommendedHigh

SchoolPlan;• Increasethenumberofstudentsparticipatingindualenrollmentorconcurrentenrollmentcourses;• Createacollege‐goingculturewithinthedistrict;and• Increasethenumberofstudentstakingpreparatoryandcollegeentranceexams.•

AllowableExpenditures—HighSchoolAllotment

TheHighSchoolAllotmentfundsmaybeuseforthefollowingitems,aslongastheitemssupportatleastoneoftheactivitiesallowedunderTEC§61.1095:

• Tuitionandfees(forstudent• Textbooksandotherinstructionalmaterials;• Transportation(relatedtotheallowableactivities);• Equipment,includingsciencelaboratoryequipment;• Technology;• Parentandcommunityinvolvementandoutreach;• Professionaldevelopment;• Technicalassistanceservices;• Performancerewardsandincentiveprogramsforstudents;


• Personnelcosts,includingsalariesandbenefits;• Stipendsandextra‐dutypay;and• Performancerewardandincentiveprogramsestablishedindistrictpolicyoremploymentcontracts.•

UnallowableExpenditures

• Indirectcosts;• Administrativecosts;• Athleticprograms.

AnnualPerformanceReview

AtameetingofitsAdvisoryBoard,UT‐UCSwillestablishannualperformancegoalsfortheprograms,activities,andstrategiesfundedthroughtheHighSchoolAllotment.Thesegoalswillberelatedtothefollowingindicatorsandwillbereviewedannually:

(1) Percentageofstudentsgraduatingfromhighschool;(2) Enrollmentinadvancedcourses,includingCollegeBoardadvancedplacementcourses,InternationalBaccalaureate

courses,anddualorcollegecreditcourses;(3) PercentageofstudentssuccessfullygraduatingontheRecommendedHighSchoolProgramorDistinguished

AchievementProgramdescribedinChapter74,SubchapterE,ofthistitle(relatingtoGraduationRequirements,BeginningwithSchoolYear2004‐2005),orChapter74,SubchapterF,ofthistitle(relatingtoGraduationRequirements,BeginningwithSchoolYear2007‐2008);

(4) PercentageofstudentswhoachievethehighereducationreadinesscomponentqualifyingscoresontheEnglishlanguageartssectionoftheexit‐levelTexasAssessmentofKnowledgeandSkills(TAKS);and

(5) Percentageofstudentswhoachievethehighereducationreadinesscomponentqualifyingscoresonthemathematicssectionoftheexit‐levelTAKS.

UT‐UCSshallensurethatdecisionsaboutthecontinuationorestablishmentofprograms,activities,andstrategiesimplementedwithhighschoolallotmentfundsarebasedon:


(1) Stateassessmentresultsandotherstudentperformancedata;(2) Standardsforsuccessandcost‐effectivenessasestablishedbythecommissionerofeducationinaccordancewiththe

TexasEducationCode(TEC),§39.113(a)(1);and(3) Guidanceforimprovinghighschoolcompletionandsuccessandcollegereadinessprogramsasestablishedbythe

commissionerinaccordancewithTEC,§39.113(a)(2).

IndividualswithDisabilitiesEducationAct(IDEA)

IDEA–BProgram

IDEA‐BFormulaandPreschoolfundsareusedonlyfortheexcesscostofspecialeducationandrelatedservicesforstudentswithdisabilities.Beforethesefundsareused,UT‐UCSmustexpendontheeducationofstudentswithdisabilitiesatleastanamountofstateandlocalfundsequaltotheaverageamountoffundsspentonallstudentsatUT‐UCS.

AllIDEA‐Bfundsmustbeusedtosupplementthelevelofstateandlocalfundsexpendedfortheeducationofstudentswithdisabilitiesandinnocasetosupplantstateandlocalfunds.Allavailablestatefundsourcesshouldbeexploredbeforeadecisionismadetoexpendthesefunds.

IDEA‐BFormula

The2016‐2017IDEA‐BFormulatentativeentitlementsforUT‐UCSare$413,376.Whenthe$84,804incarryoverfundsfrom2015‐2016isaddedtothisamount,UT‐UCShasatotalof$498,180forits2015‐2016IDEA‐BFormulaprogram.

Formulafundsaredistributedtosupplementpayrollcosts,professionalandcontractedservices,suppliesandmaterialsandotheroperatingexpenses.Followingisageneralexplanationofthemajorusesineachcategory.

$365,804—PayrollCosts

1.5FTEBehaviorSpecialistsarefundedbyIDEA‐Binordertosupportindividualstudentandcampusanddistrictlevelbehavioralconcerns.


1FTEDistrictMonitorisfundedbyIDEA‐Binordertoensurecompliancewithstateandfederaleducationspecialeducationregulation.

1ARDFacilitatorisfundedbyIDEA‐Binordertoensurecompliancewithstateandfederaleducationspecialeducationregulation.

$117,736—ProfessionalandContractedServices

SurrogateParentsareutilizedforstudentswithdisabilitieswhorequireasurrogateparentbeappointedbasedonstatelaw.Thesurrogateparentensuresthatthestudentisaffordedallhisrightsunderfederallaw.

SpeechTherapistsarerequiredtoprovideidentifiedstudentsthenecessaryevaluationandspeechandlanguagetherapyservicesdocumentedinthestudent’sIEP.IDEA‐Bfundsthehourlyratesof11speechtherapists.

RelatedServicesProvidersmayincludeprofessionalsuchasoccupationaltherapist,physicaltherapist,specialeducationtransitionserviceproviders,andteacherscertifiedintheeducationofstudentswithauditoryimpairmentsorvisualimpairments.Theseprofessionalsarerequiredtoprovideidentifiedstudentsthenecessaryevaluationandtherapyservicesdocumentedinthestudent’sIEP.

$3,000—SuppliesandMaterials

ClassroomMaterialsandSuppliesareprovidedtotheteacherinordertoprovidedirectservices toidentifiedstudentswithdisabilities.Purchasedmaterialsarenecessaryinordertoimplementthestudent’sIEP.

AssessmentToolsfordistrictassessmentpersonnelisupdatedannuallytoensurethemostcurrentmeasuresareutilizedfortheevaluationofstudents.

TrainingMaterialsarepurchasedinordertoenhanceteachertraining.Materialsmayincluderesourcessuchasbooks,charts,orlikematerials.

$2,500—StaffDevelopment


StaffDevelopmentwillincludeconferences,workshopsandpresentationsdesignedtoincrease UT‐UCSstaffknowledgeofcurrentpractice,researchandlegalissuesineducation.

MembershipsareobtainedtoprovidetheLSSPs,EducationalDiagnosticians,BehaviorSpecialist,andTransitionSpecialistsupportandtraining.

$7,140—CapitalOutlay

Technologysoftwarewillbeusedforstudentspecialeducationdatamanagement.

TitleI,PartA

The2016‐2017TitleI,PartatentativeentitlementforUT—UCSis$529,618.Atotalof$201,000willcarryoverfromthe2015‐2016schoolyear,makingthetotalTitleI,PartAfundsavailableforthe

2016‐2017program$730,618.

ReservationofFunds.UT—UCShasreservedapproximately98.4%ofitsTitleI,PartAfundsforthefollowingpurposes:

$440,162toprovideneglectedshareservicestostudentsresidinginfacilitiesforneglectedchildren.Theseneglectedshareserviceswillconsistofaninstructionalcoachwhowillprovidepeercoachingtoteachersofthesestudents,aswellindividualizedinstructiontostudentsingreatestneedofassistance.Itwillalsoincludesupplementalcurriculummaterialsinreading,math,science,andsocialstudiesforusewithstudentswhoresideinfacilitiesforneglectedstudents.

$500toprovideservicestohomelessstudentsattendingcampusesnotservicedbyTitleI,PartA. $60,160fortheAdministrationofTitleI,PartA,Programs $5,296fordistrict‐levelparentalinvolvementtrainingandactivities. $15,000forsupplementalprofessionaldevelopment,includingprofessionaldevelopmenttoassistteachersinmeeting

theNCLBHighlyQualifiedTeacherrequirements,andtoassistparaprofessionalsinmeetingtheTitleI,PartAqualificationrequirements.

CampusAllocations.Atotalof$8,550hasbeenallocatedtothecampusesdesignatedasTitleI,PartA


AllstudentsontheoneTitleI,PartAcampuseswillbenefitfromtheTitleI,PartAprogramatthecampus.

UT—UCShasoutlinedthefollowinggeneralparametersthatallTitleI,PartAcampuseswilluseinordertoprioritizechildrenfortheappropriatelevelofTitleI,PartAservices.

PKthroughGrade2

StudentsinPKthroughGrade2willbeassessedusingGoMathformathprimarytestsinandDIBELSforreading,orifstudentsareunabletoperformontheseassessments,usingdevelopmentallyappropriatealternateassessmentsintheseareas

Grades3‐8

StudentsinGrades3‐8willbeassessedinreadingusingDIBELSandThinkThroughMathformath,orifstudentsareunabletoperformontheseassessments,usingdevelopmentallyappropriatealternateassessmentsintheseareas.

Ineachsubject,studentswillberankedinorderofgreatestneed,andthelevelofservice.

Grades9‐12

StudentsinGrades9‐12willbeassessedinreadingusingAchieve3000andThinkThroughMathformath,orifstudentsareunabletoperformontheseassessments,usingdevelopmentallyappropriatealternateassessmentsintheseareas.


TitleI,PartD,Subpart2

TitleI,PartD,Subpart2providessupplementalfundingdesignedtoimprovetheeducationalservicetochildreninfacilitiesfortheneglectedordelinquentsothatthesestudentswillhavetheopportunitytoacquiretheknowledgeandskillscontainedinthestatecontentstandards.Thegoalisthatthesestudentswillmeetthesamestudentperformancestandardsthatall


childreninthestateareexpectedtomeet.TitleI,PartDhasaprimaryfocusoffacilitatingthetransitionandacademicneedsofstudentsfromcorrectionalprogramstofurthereducationoremployment.

The2016‐2017TitleI,PartD,Subpart2tentativeentitlementforUT—UCS,is$130,249.Whenthe$215,000incarryoverfundsfrom2015‐2016isaddedtothisamount,UT—UCShasatotalof$345,249forits2015‐2016TitleI,PartD,Subpart2program.

• Atotalof$215,145oftheUT—UCSTitleI,PartD,Subpart2entitlementhasbeenretainedatthecentralofficetoprovideInstructionalCoaches,andAcademicTransitionCoordinatorsalariesforservicestostudentsattendingUT—UCScampuseslocatedatfacilitiesforthedelinquent.

• Theremainingbalanceof$130,104willfundsupplementalteachersandaninstructionalaideatUT‐UCScampuseslocatedatfacilitiesforthedelinquent.

PKthroughGrade2

StudentsinPKthroughGrade2willbeassessedusingGoMathformathprimarytestsinandDIBELSforreading,orifstudentsareunabletoperformontheseassessments,usingdevelopmentallyappropriatealternateassessmentsintheseareas

Grades3‐12

StudentsinGrades3‐12willbeassessedinreadingusingDRA2andDOMAformath,orifstudentsareunabletoperformontheseassessments,usingdevelopmentallyappropriatealternateassessmentsintheseareas.


TitleII,PartA

The2016‐2017TitleII,PartAtentativeentitlementforUT—UCSis$24,673.Whenthe$0incarryoverfundsfrom2015‐2016isaddedtothisamount,atotalof$24,673isavailableforthe2015‐2016TitleII,PartAprogram.


• $24,673willbeusedtofundanadditionalteacherattheGeorgeM.Kozmetskycampusinordertoreduceclasssizes.

TodeterminethedistributionofTitleII,PartAfundstocampuses,eachcampuswasassignedweightsbasedonthepercentageofcoreacademicsubjectclassesin2015‐2016thatweretaughtbyteacherswhowerenothighlyqualifiedinthesubject,eitherforregulareducationclassesorforspecialeducationclasses.

StateCompensatoryEducation

Therevised2016‐2017charterschoolfundingtemplateindicatesthatUT—UCSwillreceiveapproximately$806,039infundsfortheSCEprogram.Aminimumof52%ofthesefunds,or$419,140mustbeexpendedforprogramactivitiesallowableunderSCE.Prior‐yearcarryoverforthisprogramis$0.Whencombinedwiththecurrent‐yearamount,thisresultsinapproximately$419,140thatmustbeexpendedforthe2016‐2017program.Ofthisamount,thefollowingreservationswillbemadeatthedistrictlevel:

• $161,104willbeallocatedtoprovideTitleI,PartA‐equivalentservicestothecampusesthatarebeing“skipped”ontheTitleI,PartAcampusselectionschedule.ThesearetheamountsthatthesethreecampuseswouldhavereceivedinTitleI,PartAfundsiftheyhadnotbeen“skipped.”Asrequiredbyfederalstatute,thesesupplementalstatefundswillbeusedinaccordancewithP.L.107‐110,Section1114.

• $233,036willbedistributedtoUT—UCScampusesforservicestostudentswhomeetthestatecriteriaforat‐riskstudents.ThirteenUT—UCScampuseshave100%oftheirenrollmentidentifiedasbeingatriskbyvirtueofresidinginaresidentialfacilityforneglectedordelinquentchildren.StudentsattheremainingUT—UCScampuses[OlympiaHills]whoreceiveSCEservicesareidentifiedbythestateat‐riskcriteria.Thesefundswillbeusedtoprovidesupplementalinstructionalservicesasdeterminedbytheindividualcampusimprovementplans.


• 25,000willbeusedtoprovidecreditrecoveryandsummerenrichmentprogramstoat‐riskstudents.Odysseywareisincludedinthisamount.

CampusesreceivingSCEfundswillusethesefundsforthefollowingpurposes,asdeterminedbytheircampusimprovementplans:

• Toprovidesupplementaltutorialservicestostudentsidentifiedasatriskoffailingtomeetthestatestudentperformancestandards.

• Toprovidetransitionservicestoidentifiedat‐riskstudentstoassistintheirtransitiontoalessrestrictiveenvironment.• Toprovidesupplementalinstructionalsuppliesandmaterialstoidentifiedat‐riskstudents.• TitleI,PartAschool‐widecampuseshavetheoptiontocombinetheirSCEfundstoupgradetheirentireeducation

program,asdescribedintheirindividualcampusplans.

Note:AnysupplementalfundsallocatedtoindividualcampusesthatremainunobligatedafterApril15aresubjecttobeingredirectedtodistrictwidesupplementalactivities.

district improvement plan 2016-2017 - ut...

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