Middle School Campus Improvement Plan 2012-2013

1. United South Middle School Campus Improvement Plan 2012-2013 Principal: Beth Porter Asst. Principal: Tomas Martinez Asst. Principal: Elena Pichardo Asst. Principal:Letticia Trejo September 2012

2. Table of Contents • District/Campus Mission Statement • District/Campus Goals • Committee Signatures • Comprehensive Needs Assessment • Campus Improvement Plan Goal 1 Student Achievement Goal 2 Safe and Nurturing Environment Goal 3 Parental Involvement Goal 4 Highly Qualified Teachers Goal 5 Dropout Reduction

3. Mission Statement

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

5. Campus Mission Statement • To prepare every student with the knowledge and skills needed for lifelong success in a changing world.

6. District/Campus Goals

7. District Goals UNITED INDEPENDENT SCHOOL DISTRICT 2012-2013 Goals • Provide consistent quality TEKS based instruction and/or an alternative curriculum for all students, resulting in improved student achievement. • Provide a safe and nurturing environment for all students and staff. • Provide all students the opportunity to graduate from college and/or be workforce ready, through the implementation of strategic instructional and drop out interventions. • Increase student participation in advanced academic courses and/or dual credit courses with successful completion, resulting in increased number of college credits earned. • Increase student participation at SAT/ACT preparation opportunities resulting in increased average SAT/ACT scores. • Promote community partnerships and parental involvement. • Ensure that the District is fiscally accountable and fiscally efficient, including efforts in the maximum possible reduction of the District’s electricity consumption. 8. Implement initiatives to ensure employee recruitment, development, and retention.

8. Campus Goals • Continue to improve student achievement • Continue efforts to provide safe and nurturing environments for staff and students • Continue to promote community partnerships and parental involvement • Create a strong employee development, recruitment, training, and retention initiative • Continue to increase the District’s graduation and completion rate.

9. Lead-ins for Campus Improvement Plan Initiatives/Strategies/Activities • CAMPUS GOAL 1: Continuous Academic Improvement in Reading, Math, Writing, Science, Social Studies, and ESL • Utilize instructional technology programs to accelerate student achievement. • Utilize instructional programs based on scientifically based research. • Analyze measurement of periodic academic progress in order to identify students areas of difficulty. • Develop individual / small group intervention plans to address areas of difficulty. • Implement enriched TEKS based curriculum to accelerate student achievement. • Utilize teacher assistants to include individualized and small group instruction. • Provide opportunities for students to explore future careers. • Increase the number of special education students meeting standard on state assessments. • Provide more inclusive opportunities/access to on-grade level curriculum/materials for special education students. • Increase the number of ELL students attaining advanced high on TELPAS.

10. Lead-ins for Campus Improvement Plan Initiatives/Strategies/Activities Campus GOAL 1.1: Fitnessgram Campus GOAL 2: Safe School • Continue efforts to provide safe and nurturing environments for staff and students • Reduce the number of special education students under discretionary placement at DAEP • Staff development on Bullying/Cyberbullying awareness and prevention for teachers, staff, students, and parents • Campus GOAL 3: Parental Involvement • Continue to promote community partnership and parental involvement • Campus GOAL 4: Qualified Employees • To create a strong employee development, recruitment, training, and retention initiative • Campus GOAL 5: Continue to increase the District’s graduation and completion rate. • Provide programs that will decrease the drop-out rate and increase the graduation/completion rate. • Provide all CTE students with opportunities to participate in an academically rigorous curriculum • Provide professional development opportunities to CTE teachers to ensure their students are provided with a quality education

11. Committee Signatures

12. Elected SBDM Teachers: Diana Perales Pamela Arredondo Zachary Sepesi Ana Laura Vela Elected Campus Non-Teaching Professional: Letticia Trejo Elected District Professional: 1. Javier Vera Community Members: Laura Morales Business Members: Sylvia Quinn Sylvia Barrera Parents: Alfredo Palapa United Independent School DistrictCampus Improvement PlanSBDM Signature Page Campus: United South Middle Year 2012-2013 Principal: Mrs. Beth Porter

13. CNA Campus Committees • CURRICULUM, INSTRUCTION & ASSESSMENT • Beltran, S. ________________ • Gonzalez, I. ________________ • Guzman, A. ________________ • Juarez, D. ________________ • Lozano, L. ________________ • Moncada, S. ________________ • Perez, Y. ________________ • Ramos, R. ________________ • Renteria, C. _________________ • Rodriguez, O.________________ • Samson, J. ________________ • Sepesi, Z. ________________ • Chair: J. Siegfried • DEMOGRAPHICS • Arredondo, B _______________________ • Bowers, S. _______________________ • Briseno, M. _______________________ • Garza, H. _______________________ • Huacuja, R. _______________________ • Jimenez, J. _______________________ • Mireles, H. _______________________ • Novido, M. _______________________ • Rodriguez, R. _______________________ • Terry, S. _______________________ • Chair: Esther Hernandez • SCHOOL CONTEXT & ORGANIZATION • Type Name • Arredondo, Naomi ____________________ • Bustamante, Joanna ____________________ • Cienfuegos, Karina ____________________ • Garcia, Ana I. ____________________ • Garcia, Rosalinda ____________________ • Gonzalez, Debra _____________________ • Gonzalez, Tomas ____________________ • Gutierrez, David _____________________ • Rodriguez, Myrna _____________________ • Vergara, Abel _____________________ • Chair: Elena Pichardo SCHOOL CULTURE & CLIMATE 1.Guadalupe Calderon ___________________ 2.Rosa A. Gonzalez ___________________ 3.Rosa I. Gonzalez ___________________ 4.Monica Jackson ___________________ 5.John E. Morales ___________________ 6.Juan Pena ___________________ 7.Diana Perales ___________________ 8.Blanca Polanco ___________________ 9.Sandra Serna ___________________ 10.Grace Villanueva ___________________ Chair: Letticia Trejo

14. CNA Campus Committees • Teacher Quality • Amador Arredondo _____________________ • Rebecca Benavides ____________________ • Alberto Garza ____________________ • Norman Hallman ____________________ • Christina Pena ____________________ • Diana Ruiz ____________________ • Dulce Sepulveda ____________________ • Jessica Silvas ____________________ • Gladys Vasquez ____________________ • Vianey Villa ____________________ • Chair: Rosita L. Coronado • Student Achievement • Guadalupe Calderon _____________ • Laura Gonzalez __________________ • Anna Izaguirre __________________ • Diana Perales __________________ • Jane Samson __________________ • Jessica Silvas __________________ • Chair: Ida Lopez • Family & Community Involvement • Flores, Maribel ___________________ • Fuentes, Greta ___________________ • Garcia, Annie ___________________ • Gonzalez, Laura ___________________ • Hernandez, Claudia _______________ • Moreno, Yolanda __________________ • Sepesi, Melissa __________________ • Vela, Ana ___________________ • Chair: Sandra Gutierrez / Veronica Luna Technology Arredondo, Pamela __________________________ Flores, Raul __________________________ Gribble, Clifford – Chairman _____________________ Gutierrez, Tony __________________________ Guzman, Ernestina ___________________________ Hagy, Nancye ___________________________ Mendez, Daniel ___________________________ Montemayor, irma – Co Chairperson _____________ Carlos, Pamela ___________________________ Peer, Sheila ___________________________ Plezia, lucila ___________________________ Trevino, Cleofas ___________________________ Chair : Clifford Gribble

15. Comprehensive Needs Assessment

16. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Demographics: Needs: . Enrichment classes in Science and Reading . Peer tutoring for ‘At -risk” students . Mainstream/Inclusion Program Strategies: . Offer Science & Reading Enrichment classes . High Achievers Ambassadors Club . Have special education teachers in the regular classroom

17. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. School Culture & Climate Needs: Increase Student Attendance Rate Increase Student Pride & Respect Increase Teacher Attendance Rate Increase Safety on Campus Strategies: Recognize Student Achievements (Academic and Extracurricular) by Six Weeks Create a Student Advisory Council Coordinate Student Activities Promoting Student Pride and Respect Schedule Grade Level Student Orientations (SCOC Presentation) Remodel School Appearance (Indoors and Outdoors) Incorporate Proactive Measures on Campus Procedures to Increase School Safety

18. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement: Needs: 1. Integration of technology use in students’ academic achievement across all content areas at least 30% of the time. (Student use) Allow teachers per content area to write 3T’s assessments. Increase students’ responsibility on academics. Strategies: 1a. School/class projects, on-line assessments, and research. 2a. Teacher created 3T’s exams per department/per campus to be submitted for approval. 3a. Provide access to students’ textbooks, or on-line school resources to entire student body. 3b. Provide student planners. 3c. Provide monthly newsletter per team to enhance parental awareness of students’ and school’s up coming events.

19. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Reading): Needs: STAAR Assessment Training Reading interventions for students reading 2 levels below grade level Reading specialist/District reading coordinator involvement Monthly RTI committee meetings Strategies: Inclusion instruction Cross-curriculum journal writing Foldables Use of graphic organizers Response to Intervention (RTI) Use of reading supplementary booklet

20. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Math): Needs: Math enrichment class STAAR math training HELP Math United Streaming Clickers for SMART board Monthly RTI committee meetings Strategies: Use of foldables Math flashcards Inclusion instruction Response to intervention (RTI) Implement TI-inspire calculators (7th & 8th grade)

21. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Writing): Needs: On-going updates training for COACH writing adoption STAAR Writing training Reading & writing cross curricular strategies Monthly RTI committee meetings Increase number of computers in the classroom More COWS (computers on wheels) per department DYNA-Notes Strategies: Foldables Inclusion instruction Utilize Thinking Maps

22. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Science): Needs: STAAR science training Classroom responders Science fair super Saturdays Monthly RTI committee meetings Strategies: Incorporate technology in science labs by utilizing (COWs) Use foldables as part of every student’s interactive journal Initiate small group intervention and accelerated instruction by developing a science carnival. Use DynaNotes, science explorer workbooks and TIME Magazine for KIDS. Implement the EDU Smart program to accelerate student achievement in science.

23. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Social Studies): Needs: STAAR social studies training More COWs for classroom instruction Monthly RTI committee meetings Strategies: Direct reading/thinking activities Utilize Cornell note-taking process skills during research projects Use of foldables to reinforce social studies concepts

24. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achieventent (ELL): Needs: Ongoing textbook training Reading assistance for students Monthly RTI committee meetings Strategies: Use of SIOP (sheltered interaction observation protocol) strategies Incorporate use of resources such as: bilingual dictionaries, glossaries, and picture dictionaries. Increase vocabulary by using: think-pair-share strategy, word walls, wordo, and zip-cloze methods Strengthen reading fluency through choral reading, reading aloud, repeated reading, echo reading, etc. Increase reading comprehension through the use of graphic and semantic organizers

25. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Student Achievement (Dropout Reduction): Needs: Monthly RTI committee meetings Student motivation Increase parental involvement, meaningful staff development and attendance rate Strategies: Provide monthly parental meetings to address topics of concern. Instill the value of higher education by providing activities such as: career day, Education “Go Get It Week”, and guest speakers.

26. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. School Context & Organization: Needs: Reward system school wide Master schedule-Balance classes Tutorials and Super Saturdays implementation Change In-School-Suspension (ISS) Location and Environment Strategies: Reward students every 3 weeks for following campus and district rules Assign students to full teams as best as possible Use At-Risk-Criteria and individual prescriptive plans to invite students to tutorials and super saturday Implement a more controlled environment for ISS by changing the location and assign a paraprofessional who has been trained with discipline strategies to provide an environment conducive to learning

27. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Teacher Quality: Needs: Character Education Training Provide Teachers with Consumables for Science Experiments, etc. More Training on STAAR Testing, Mainstreaming of Students, RTI Process Department Heads be part of hiring committee Teacher Recognition and Incentives Strategies: Implementation of Character Education Lessons thru Advisory periods (Peaceful Solutions) Allotting more monies campus or district-wide District, Staff or Professional Development In-Services Inviting Department Heads to be part of interviewing committees *Teacher of the Month having their own parking space * Raffles for Teachers every 6 weeks based on walkthroughs and 3Ts performance (Gift Cards, Extended Lunch – 1 hour, 15-30 minute Early Release, No morning Duty, etc.)

28. NCLB Comprehensive Needs Assessment Summary of Priority Needs Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. Family and Community Involvement: Needs: 1. We are still in need of striving for more community involvement. 2. Provide more services for our parents so they can be better informed on how to assist their child at home. 3. Provide more activities where parents are more visible and a part of our school climate. Strategies: 1. Suggestions: Fall Jamaica, stronger PTC, and Library Night for parents. Invite parents to end of Year Talent Show Suggestion: include town hall meeting. 2. More parent presentations on Drug Awareness, Gang Awareness, and parent trainings on classroom strategies. ESL classes for our parents. Suggestion: technology training with student and parent. 3. Parents volunteers to assist in monitoring lunches, or assist teachers in the classroom.

29. NCLB Comprehensive Needs Assessment Summary of Priority Needs • Chair Persons of CNA campus committees prioritize needs and recommend to SBDM Committee initiatives/strategies/activities that will meet campus needs. SBDM committee will approve initiatives/strategies/activities that will be placed in Campus Improvement Plan. • Technology: • Needs: All classrooms, including portables and vocational buildings, need to be connected to the wireless network, and • equipped with smart boards and student computers. Also- have hardware, and software available, which is compatible with • that which will be used at the various high schools, so students will already know how to use it • Provide extra equipment such as Eikis , Elmos, and Smart boards for use when originally issued equipment is stolen • or being repaired. • Request authorization for local administrators to unblock web sites being used for instruction, assignments, and research • Continue to provide technology training to teacher in instructional, assessment analysis, and various utilities, and to provide • printed user guides in “hard copy” or PDF format so teachers can self-tutor • Provide response systems and smart boards to all content areas in addition to core classes • Strategies: Providing infrastructure and hardware will enable all teachers to access technology for instruction in all contents., • especially CATE • Providing and updating training will enable teachers to use the technology being provided and printing user guides • will enable teachers self- tutor, thus allowing tech trainers time for other projects. • Providing response and smart board technology ti elective teachers will enable them to incorporate this technology into • their lessons.

30. Comprehensive Academic Achievement Needs Assessment Summary In order to ensure the continuous academic progress of all students toward meeting state and federal standards a comprehensive needs assessment is essential. Analysis of the subsequent data (NA 1 - 4) is summarized in this document. Elaborate on strategies. Extension of elaboration must be aligned to actual campus academic achievement; the greater the need for academic improvement the greater the need for extensive elaboration. • NA-1 __34__% of Sixth grade students met state standard (January 2013) on the STAAR Reading test. __35__% of Hispanic students, __0__% of White students, and __34___% of Economically Disadvantaged students met state standard. We must continue to address _Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps__in the Sixth grade in order to meet our long range goal of college and career readiness. • NA-1 __35___% of Seventh grade students met state standard (January 2013) on the STAAR Reading test. __35__% of Hispanic students, __100___% of White students, and __34__% of Economically Disadvantaged students met state standard. We must continue to address _ Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps _in the Seventh grade in order to meet our long range goal of college and career readiness. • NA-1 _32__% of Eighth grade students met state standard (January 2013) on the STAAR Reading test. __32__% of Hispanic students, _17____% of White students, and __27___% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps _in the Eighth grade in order to meet our long range goal of college and career readiness. • NA-1 _27____% of Sixth grade students met state standard (January 2013) on the STAAR Math test. __27__% of Hispanic students, ___0__% of White students, and __26__% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps __in the Sixth grade in order to meet our long range goal of college and career readiness. • NA-1 _21____% of Seventh grade students met state standard (January 2013) on the STAAR Math test. __22___% of Hispanic students, _0____% of White students, and __21___% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps _in the Seventh grade in order to meet our long range goal of college and career readiness. • NA-1 _25/100__% of Eighth grade students met state standard (January 2013) on the STAAR Math /STAAR Algebra I EOC test. __25/100___% of Hispanic students, __0/100___% of White students, and __22/100___% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps in the Eighth grade in order to meet our long range goal of college and career readiness.

31. NA-1 _19____% of Seventh grade students met state standard (January 2013) on the STAAR Writing test. __19___% of Hispanic students, _0__% of White students, and _18___% of Economically Disadvantaged students met state standard. We must continue to address __Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gapsin the Seventh grade in order to meet our long range goal of college and career readiness. • NA-1 __10___% of Eighth grade students met state standard (January 2013) on the STAAR Social Studies test. __11___% of Hispanic students, _0__% of White students, and __9___% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gaps_in the Eighth grade in order to meet our long range goal of college and career readiness. • NA-1 18% of Eighth Grade Students met state standard (January 2013) on the STAAR Science test. 18% of Hispanic students, 0% of White students, and 14% of Economically Disadvantaged students met state standard. We must continue to address Look at summary of needs, GPC students, Content analysis, special ed gaps, LEP gapsin the Eighth grade in order to meet our long range goal of college and career readiness. • NA-1 Adequate Yearly Progress preliminary results indicate 76% in the area of Reading and 74% in the area of Math. In order to meet the standards for 2012-2013, and achieve our long range goal of college and career readiness, we must disaggregate data to plan and formalize a rigorous and relevant curriculum in which our students will actively engage and consequently will positively increase the percent of students . • NA-2 55% of Sixth - Eighth grade students demonstrated progress of at least one proficiency level on the Texas English Language Proficiency Assessment System (TELPAS). In order to increase the percentage of students progressing a minimum of one proficiency level and meet the Annual Measurement Achievement Objectives (AMAO) #1, we will utilize instructional technology programs to accelerate student achievement. • NA-2 23% of Sixth - Eighth grade students enrolled in US schools between 1- 4 years, attained a composite score of Advanced High on the TELPAS assessment . In order to increase the percentage of students attaining a composite score of AH and meeting AMAO #2, we will . utilize instructional technology programs to accelerate student achievement. • NA-2 49% of Sixth – Eighth grade students enrolled in US schools 5 or more years, attained a composite score of AH on the • TELPAS assessment. In order to increase the percentage of students attaining a composite score of AH and meeting AMAO # 2, • we will utilize instructional technology programs to accelerate student achievement. • NA-3 __ % Sixth grade Special Education students met state standard (January 2013) on the determined Reading STAAR assessment. In order to meet our long range goal of college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths, weaknesses, and way to adjust interventions and instructions ..

32. NA-3 __ % Seventh grade Special Education students met state standard (January 2013) on the determined STAAR Reading assessment. In order to meet our long range goalof college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths weaknesses,and ways to adjust interventions . • NA-3 ____ % Eighth grade Special Education students met state standard (January 2013) on the determined STAAR Reading assessment. In order to meet our long range goalof college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths, weaknesses, and ways to adjust interventions and instructions . • NA-3 ___ % Sixth grade Special Education students met state standard (January 2013) on the determined STAAR Math assessment. In order to meet our long range goalof college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths, weaknesses, nd ways to adjust interventions and instructions . • NA-3 ____ % Seventh grade Special Education students met state standard (January 2013) on the determined STAAR Math assessment. In order to meet our long range goal of college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths, weaknesses, and ways to adjust interventions and instructions . • NA-3 ____ % Eighth grade Special Education students met state standard (January 2013) on the determined STAAR Math assessment. In order to meet our long range goal of college and career readiness, we will analyze performance data accommodations progress reports and interventions to identify strengths, weaknesses, and ways to adjust interventions and instructions . • NA-4 A comparison of the Annual Dropout Rate for the 2011 school year to the 2012 school year indicates a 0 % (increase or decrease). In order to achieve our long term goal of college and career readiness, we must promote a college readiness culture and invest all efforts to create learning environments that are more engaging and relevant for students.

38. TELPAS 11-12 Results (Texas English Language Proficiency Assessment System) DATA PENDING AMAO’S REPORTS NA - 2

39. Middle School Annual Drop-Out Rate NA - 4

40. Federal Programs Needs Assessment for Program Improvement

41. September 06, 2012 Page 1 United Independent School District Session Evaluation Responses Session Information SRN 25961232 Location UNITED MIDDLE SCHOOL Course # CAI2596 Status Active Course Title Federal Programs Needs-Assessment for Program Stipend Improvement Survey (CIP) Number of Seats 150 Credit Types Credits Hours Schedule CPE 0.00 0.00 03/22/2012 Thu 08:00 AM - 09:00 AM Evaluation Information FederalProgramNeeds-Assessment Online? Yes Required? Yes for Program Improvement(CIP)2 (Anonymous) Please rate the statements on the following scale. 5) Clearly Outstanding 4) Exceeds Expectations 3) Meet Expectation 2) Below Expectation 1)NA Number Attended 69 Evaluations Received 66 Questions/Answer 1 (PROJECT GOALS & OBJECTIVES THAT STATE HIGH EXPECTATIONS) Teachers' instructional objectives, activities, materials, assessments, are aligned with Federal and regular education programs. 1 2 3 4 5 1 3 20 19 24 1.49% 4.48% 29.85% 28.36% 35.82% Response Average: 3.93 2 (PROJECT GOALS & OBJECTIVES THAT STATE HIGH EXPECTATIONS) High Expectations, emphasizing academic achievement, is communicated to staff members, students and parents/community. 1 2 3 4 5 1 4 15 16 31 1.49% 5.97% 22.39% 23.88% 46.27% Response Average: 4.07 3 (PROJECT GOALS & OBJECTIVES THAT STATE HIGH EXPECTATIONS) Standards for learning for our students are both challenging and attainable. 1 2 3 4 5 2 3 14 27 21 2.99% 4.48% 20.90% 40.30% 31.34% Response Average: 3.93 4 (PROJECT GOALS & OBJECTIVES THAT STATE HIGH EXPECTATIONS) Students are expected to meet recognized standards of learning, established jointly by special programs and regular teachers. 1 2 3 4 5 1 4 16 15 31 1.49% 5.97% 23.88% 22.39% 46.27% Response Average: 4.06 5 (PROJECT GOALS & OBJECTIVES THAT STATE HIGH EXPECTATIONS) All school staff members believe that all students can learn Electronic Registrar Online Version 4.30 Build: 2033

42. September 06, 2012 Page 2 and will learn, provided the necessary time/resources. 1 2 3 4 5 1 5 14 24 23 1.49% 7.46% 20.90% 35.82% 34.33% Response Average: 3.94 6 (STUDENTS STRENGTHS AND NEEDS) Test data is disaggregated and analyzed through the CNA committee. 1 2 3 4 5 1 2 15 20 29 1.49% 2.99% 22.39% 29.85% 43.28% Response Average: 4.10 7 (STUDENTS STRENGTHS AND NEEDS) Student demographic information is analyzed through the CNA committee. 1 2 3 4 5 2 2 14 19 30 2.99% 2.99% 20.90% 28.36% 44.78% Response Average: 4.09 8 (STUDENTS STRENGTHS AND NEEDS) Attendance information is analyzed through the CNA committee. 1 2 3 4 5 2 2 14 20 29 2.99% 2.99% 20.90% 29.85% 43.28% Response Average: 4.07 9 (STUDENTS STRENGTHS AND NEEDS) Promotion/Retention/Dropout information is analyzed through the CNA committee. 1 2 3 4 5 4 4 15 20 24 5.97% 5.97% 22.39% 29.85% 35.82% Response Average: 3.84 10 (STUDENTS STRENGTHS AND NEEDS) Teacher-Development information is analyzed through the CNA committee. 1 2 3 4 5 3 3 19 21 21 4.48% 4.48% 28.36% 31.34% 31.34% Response Average: 3.81 11 (INSTRUCTIONAL MATERIALS, METHODS, AND APPROACHES RESULTING IN MAXIMUM LEARNING TIME) Materials and resources for teaching basic and advanced skills, strategies, and concepts are available to teachers. 1 2 3 4 5 2 2 24 21 18 2.99% 2.99% 35.82% 31.34% 26.87% Response Average: 3.76 12 (INSTRUCTIONAL MATERIALS, METHODS, AND APPROACHES RESULTING IN MAXIMUM LEARNING TIME) Teachers know and use a variety of instructional methods and strategies. 1 2 3 4 5 1 2 16 24 24 1.49% 2.99% 23.88% 35.82% 35.82% Response Average: 4.01 13 (INSTRUCTIONAL MATERIALS, METHODS, AND APPROACHES RESULTING IN MAXIMUM LEARNING TIME) Teachers' classroom behaviors primarily focus on instructional interactions with students on academic matters. 1 2 3 4 5 1 2 17 19 28 Electronic Registrar Online Version 4.30 Build: 2033

43. September 06, 2012 Page 3 1.49% 2.99% 25.37% 28.36% 41.79% Response Average: 4.06 14 (INSTRUCTIONAL MATERIALS, METHODS, AND APPROACHES RESULTING IN MAXIMUM LEARNING TIME) Teachers and students make effective use of class time. 1 2 3 4 5 1 2 19 19 26 1.49% 2.99% 28.36% 28.36% 38.81% Response Average: 4.00 15 (INSTRUCTIONAL MATERIALS, METHODS, AND APPROACHES RESULTING IN MAXIMUM LEARNING TIME) Students are actively and successfully engaged in appropriate learning activities (e.g., reasoning, analyzing, problem solving, inferring, and decision making). 1 2 3 4 5 2 0 18 20 27 2.99% 0.00% 26.87% 29.85% 40.30% Response Average: 4.04 16 (SPECIAL POPULATIONS) Our instructional programs meet the needs of historically unserved at-risk students. 1 2 3 4 5 2 4 25 13 23 2.99% 5.97% 37.31% 19.40% 34.33% Response Average: 3.76 17 (SPECIAL POPULATIONS) Our instructional programs incorporate gender-equitable practices and methods. 1 2 3 4 5 2 2 20 18 25 2.99% 2.99% 29.85% 26.87% 37.31% Response Average: 3.93 18 (SPECIAL POPULATIONS) Our instructional programs include integration of vocabulary and academic learning. 1 2 3 4 5 2 2 16 21 26 2.99% 2.99% 23.88% 31.34% 38.81% Response Average: 4.00 19 (SPECIAL POPULATIONS) Our school coordinates all resources to enable children to meet set standards. 1 2 3 4 5 2 1 21 15 28 2.99% 1.49% 31.34% 22.39% 41.79% Response Average: 3.99 20 (SPECIAL POPULATIONS) Our school provides access to all children (from earliest) grades to effective instructional strategies and challenging academic content. 1 2 3 4 5 2 2 13 26 24 2.99% 2.99% 19.40% 38.81% 35.82% Response Average: 4.01 21 (STRONG INSTRUCTIONAL LEADERSHIP) Administrators collaborate with teachers/staff/parents in program planning and goal setting. 1 2 3 4 5 4 3 21 21 18 5.97% 4.48% 31.34% 31.34% 26.87% Response Average: 3.69 22 (STRONG INSTRUCTIONAL LEADERSHIP) Administrators communicate positive attitudes about special programs to teachers, parents, Electronic Registrar Online Version 4.30 Build: 2033

44. September 06, 2012 Page 4 and students. 1 2 3 4 5 4 4 18 18 23 5.97% 5.97% 26.87% 26.87% 34.33% Response Average: 3.78 23 (STRONG INSTRUCTIONAL LEADERSHIP) Instructional leaders carefully monitor new practices. 1 2 3 4 5 5 3 21 18 20 7.46% 4.48% 31.34% 26.87% 29.85% Response Average: 3.67 24 (STRONG INSTRUCTIONAL LEADERSHIP) Instructional leaders recognize the contributions of others and celebrate accomplishments. 1 2 3 4 5 3 6 24 17 17 4.48% 8.96% 35.82% 25.37% 25.37% Response Average: 3.58 25 (STRONG INSTRUCTIONAL LEADERSHIP) Administrators are viewed by teachers as having relevant instructional expertise as well as management skills. 1 2 3 4 5 4 4 22 24 13 5.97% 5.97% 32.84% 35.82% 19.40% Response Average: 3.57 26 (PROFESSIONAL DEVELOPMENT AND TRAINING) Emphasis is given to staff development training and staff members participate in planning such training through their SBDM committee. 1 2 3 4 5 2 4 25 16 20 2.99% 5.97% 37.31% 23.88% 29.85% Response Average: 3.72 27 (PROFESSIONAL DEVELOPMENT AND TRAINING) Staff development opportunities are attractive to the staff. 1 2 3 4 5 2 6 22 23 14 2.99% 8.96% 32.84% 34.33% 20.90% Response Average: 3.61 28 (PROFESSIONAL DEVELOPMENT AND TRAINING) Staff development is supported with time and other necessary resources. 1 2 3 4 5 3 4 21 22 17 4.48% 5.97% 31.34% 32.84% 25.37% Response Average: 3.69 29 (PROFESSIONAL DEVELOPMENT AND TRAINING) Staff development addresses instructional issues and priorities. 1 2 3 4 5 3 4 16 24 20 4.48% 5.97% 23.88% 35.82% 2 9.85% Response Average: 3.81 30 (PROFESSIONAL DEVELOPMENT AND TRAINING) Feedback from instructional observations emphasizes improving instruction and boosting student achievement. 1 2 3 4 5 3 1 22 22 19 Electronic Registrar Online Version 4.30 Build: 2033

45. September 06, 2012 Page 5 4.48% 1.49% 32.84% 32.84% 28.36% Response Average: 3.79 31 (PARENT/COMMUNITY INVOLVEMENT) Procedures for involvement are clearly communicated to parents and used consistently. 1 2 3 4 5 1 5 21 21 19 1.49% 7.46% 31.34% 31.34% 28.36% Response Average: 3.78 32 (PARENT/COMMUNITY INVOLVEMENT) There is frequent two-way communication between parents and the staff. 1 2 3 4 5 1 2 21 21 22 1.49% 2.99% 31.34% 31.34% 32.84% Response Average: 3.91 33 (PARENT/COMMUNITY INVOLVEMENT) Parents are aware of their responsibilities for helping students learn. 1 2 3 4 5 2 5 21 20 19 2.99% 7.46% 31.34% 29.85% 28.36% Response Average: 3.73 34 (PARENT/COMMUNITY INVOLVEMENT) Communication with parents is done in the primary language of the parents. 1 2 3 4 5 1 2 17 20 27 1.49% 2.99% 25.37% 29.85% 40.30% Response Average: 4.04 35 (PARENT/COMMUNITY INVOLVEMENT) Parental involvement is viewed as important to the betterment of our school. 1 2 3 4 5 1 2 23 14 27 1.49% 2.99% 34.33% 20.90% 40.30% Response Average: 3.96 36 (SCHOOL FACILITIES STRENGTHS AND NEEDS) Our school facility takes into consideration the safety of students and staff. 1 2 3 4 5 1 3 20 17 26 1.49% 4.48% 29.85% 25.37% 38.81% Response Average: 3.96 37 (SCHOOL FACILITIES STRENGTHS AND NEEDS) Our facility is developmentally appropriate for students in order to carry our instructional goals. 1 2 3 4 5 2 3 22 20 20 2.99% 4.48% 32.84% 29.85% 29.85% Response Average: 3.79 38 (SCHOOL FACILITIES STRENGTHS AND NEEDS) Our school facility provides a positive learning environment (classroom size, lighting, temperature). 1 2 3 4 5 3 4 21 21 18 4.48% 5.97% 31.34% 31.34% 26.87% Response Average: 3.70 39 (SCHOOL FACILITIES STRENGTHS AND NEEDS) Our campus facility promotes active learning and parental involvement (noise level, location, traffic etc.). Electronic Registrar Online Version 4.30 Build: 2033

46. September 06, 2012 Page 6 1 2 3 4 5 1 5 25 16 20 1.49% 7.46:% 37.31% 23.88% 29.85% Response Average: 3.73 40(SCHOOL FACILITIES STRENGHTS AND NEEDS) Our campus facility is well maintained. 1 2 3 4 5 1 3 15 23 25 1.49% 4.48% 22.39% 34.33% 37.31% Response Average: 4.01 41 (STAFF STRENGHTS AND NEEDS) Instruction is performed by highly qualified professional staff. 1 2 3 4 5 1 1 16 27 22 1.49% 1.49% 23.88% 40.30% 32.84% Response Average: 4.01 42 (STAFF STRENGHTS AND NEEDS) Our staff is satisfied with the management/government of our school facility. 1 2 3 4 5 3 5 22 21 16 4.48% 7.46% 32.84% 31.34% 23.88% Response Average: 3.63 43 (STAFF STRENGHTS AND NEEDS) Teachers and staff get along with other staff members, parents and students. 1 2 3 4 5 1 2 18 28 18 1.49% 2.99% 26.87% 41.79% 26.87% Response Average: 3.90 44 (STAFF STRENGHTS AND NEEDS) Student/teacher interactions are positive and lead to student success. 1 2 3 4 5 2 1 17 27 20 2.99% 1.49% 25.37% 40.30% 29.85% Response Average: 3.93 45 (STAFF STRENGHTS AND NEEDS) Teachers/staff are provided with assessment data regularly to plan instruction. 1 2 3 4 5 2 1 14 28 22 2.99% 1.49% 20.90% 41.79% 32.84% Response Average: 4.00 46 (EVALUATION RESULTS USED FOR PROGRAM IMPROVEMENT) Methods of assessing special programs impact are reliable and valid and are closely aligned with program goals and objectives. 1 2 3 4 5 1 2 19 23 22 1.49% 2.99% 28.36% 34.33% 32.84% Response Average: 3.94 47 (EVALUATION RESULTS USED FOR PROGRAM IMPROVEMENT) Program outcomes are reviewed annually, and results are used to make decisions about program changes/improvement. 1 2 3 4 5 2 2 21 18 24 2.99% 2.99% 31.34% 26.87% 35.82% Response Average: 3.90 Electronic Registrar Online Version 4.30 Build: 2033

47. September 06, 2012 Page 7 48 (EVALUATION RESULTS USED FOR PROGRAM IMPROVEMENT) Goals/desired outcomes are stated in measurable terms. 1 2 3 4 5 2 3 19 22 21 2.99% 4.48% 28.36% 32.84% 31.34% Response Average: 3.85 49 (EVALUATION RESULTS USED FOR PROGRAM IMPROVEMENT) Multiple assessment measures are used. 1 2 3 4 5 1 3 19 22 22 1.49% 4.48% 28.36% 32.84% 32.84% Response Average: 3.91 50 (EVALUATION RESULTS USED FOR PROGRAM IMPROVEMENT) Local evaluation results are compared to state and national results as one gauge of program effectiveness. 1 2 3 4 5 2 3 15 16 31 2.99% 4.48% 22.39% 23.88% 46.27% Response Average: 4.06 51 (CAMPUS STRENGTHS) Comments: Special groups are in classes that target the needs of those students. Hard working Highly experienced and effective teachers. We have an excellent academic coordinator. Administrative support and resources provided to teachers. providing learning opportunities with technology Staff is working toward student success Good parent/campus relations Clean school good training admin and teachers work hard Staff works around the clock to serve students and to be able to meet student's needs. Dedicated staff, hard working teachers, supportive administration We are all working together with after school tutorials for at least 30 minutes each day with the kids. Teachers are committed to student success. Our strengths would be the open door policy that we have with our current administrators. Their support has been and continues to be clearly outstanding. - Athletics/Music Program. Parent involvement. The Strenghts the campus helds is that, the Mathematics Dept. is at the campus early to provide tutoring for all students. Espically for the Algebra students since they are enrolled in a high school credit class. The math dept. also meets frequently to discuess what we are all doing in the classroom to improve students success. Math department works strongly as a team. No response received from 49 respondents. 52 (CAMPUS NEEDS) Comments: Ways to relieve stress More regular communication with At-Risk students between administration, teachers, and counselors There are a good number of parents who do not support the educational needs of their children. This is a problem on Many campuses. It is difficult to encourage students who have no encouragement from home. Electronic Registrar Online Version 4.30 Build: 2033

48. September 06, 2012 Page 8 monitor special needs students with growth plans Morale is low Excessive expections on student work/test and many interruptions SBDM only met once OLD FACILITY. Classrooms lack shelves; therfore, teachers use floor and corners to store materials. Electrical outlets are not efficient: sometimes they go out without warning. Room temperatures are too extreme: some classrooms are too warm while others are too cold. good training more communication with at-risk students between admin, teachers, and councelors teachers need more time to implement new strategies, instructional methods and developments Focus in increasing rigor into the daily lessons Focus efforts on impacting At-Risk Populations through continued use of ELPS and HEQ's The campus is really doing well. Our administrators are good leaders. Teachers need more resources. Our facility is an old one so we do have plumbing problems as well climate control at times. We have out grown our building as well. The area for the bus drop off could be in better condition as well as the ramps for our wheelchair bound students or students on crutches. - Classrooms are warm and stuffy at times. Not only has traffic next to the campus prevented students/staff from arriving on time but has put students lives in danger. The campus needs is that they need to be more organized and consistent staring with administration. Consistency! No response received from 51 respondents. Evaluation Average: 3.88 Electronic Registrar Online Version 4.30 Build: 2033

49. Campus Improvement Plan

50. United Independent School DistrictCampus Improvement Plan 2012-2013 Reading 1 of 9 Needs Assessment AEIS, AYP, TELPAS, AMAOs, PBMA’s PS = Parent Survey (Title 1) CS = Climate Survey DR = Discipline Report LAS = Language Assessment Skills TPRI = Texas Primary Reading Inventory Special Populations AR = At Risk Bil = Bilingual ESL = English as a Second Language ED = Economically Disadvantaged G/T = Gifted and Talented SE = Special Education Mig = Migrant ALL = All Students 504 = Section 504 Funding Sources LC = Local itle III, Bilingual St. Bil = state Bilingual SCE – St. Comp. Ed. Program Voc./Tech. (Carl D. Perkins) Title I, Part A (all students) Others Specify Title I, Part C (Migrant only) Title II, Part A TPTR : . CIP - 1