State and Federal Laws from time-to-time mandate information be posted on a school district’s website. The requirements vary widely as well as the locations where these items might logically appear. With this page we are hoping to provide our community with a quick resource for locating such information.
For public information requests, concerns, and questions you may contact the School Board.
Mailing Address: 2616 N. MacArthur Blvd, Irving, Tx 75062
Contact Number: 972-255-1800
Email Address: uaschoolboard@universalacademy.com
- EDUCATION CODE-TITLE 2. – PUBLIC EDUCATION SUBTITLE C.
- LOCAL ORGANIZATION AND GOVERNANCE: CHAPTER 12. – CHARTERS
- CHARTER APPLICATION (link)
TEC Chapter 12 _Charter Schools – PDF
Adopted Budget Education code, §39.084, as amended by HB 3 (81st Legislature) requires a school district to prominently display on the district’s website for three years an external link of the budget adopted by the board of trustees.
Education code, §39.084, as amended by HB 3 (81st Legislature) requires a school district to prominently display on the district’s website for three years an external link of the budget adopted by the board of trustees.
- 2024-2025 Adopted Budget
- 2023-2024 Amendment Budget
- 2023-2024 Adopted Budget
- 2022-2023 Amendment Budget
- 2022-2023 Adopted Budget
- 2021-2022 Adopted Budget
- 2021-2022 Amendment Budget
- 2020-2021 Adopted Budget
- 2019-2020 Amendment approved at Sept 2019 Board Meeting
- Financial Statement Audit Report 2023
- Financial Statement Audit Report 2022
- Financial Statement Audit Report 2021
- Financial Statement Audit Report 2020
- Financial Statement Audit Report 2019
- Financial Statement Audit Report 2018
- Financial Statement Audit Report 2017
- Financial Statement Audit Report 2016
- Financial Statement Audit Report 2015
- Financial Statement Audit 2014
- Financial Statement Audit Report 2013
- 2016 Audit Report – View PDF
- Financial Statement Audit Report 2022
- Financial Statement Audit Report 2021
- Financial Statement Audit Report 2020
- Financial Statement Audit Report 2019
- Financial Statement Audit Report 2018
- Financial Statement Audit Report 2017
- Financial Statement Audit Report 2016
- Financial Statement Audit Report 2015
- Financial Statement Audit 2014
- Financial Statement Audit Report 2013
- 2016 Audit Report – View PDF
This component of a high-quality prekindergarten program aims to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education through intentional development and implementation of a family engagement plan.
An effective family engagement plan creates a foundation for the collaboration of mutual partners, embraces the individuality and uniqueness of families, and promotes a culture of learning that is child centered, age appropriate, and family driven.
This high-quality component aims to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education through intentional development and implementation of a family engagement plan.
Universal Academy Highly Qualified Prekindergarten (HQPK) Family Engagement Plan
The School Report Card (SRC) combines accountability ratings, data from the Texas Academic Performance Reports (TAPR), and financial information to give a broad view of campus performance. Available for each campus in Texas, the SRC is intended specifically to inform parents and guardians about a school’s individual characteristics and its academic performance.
The school report card definitions are updated each year, explain several of the terms used in the SRC. The school report card definitions are also available in Spanish . Please visit the Texas Education Website for more information. https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/school-report-cards
The U.S. Department of Education also requires an annual report card with specific district- and campus-level data.
The Texas Academic Performance Reports (TAPR) pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and socioeconomic status. The reports also provide extensive information on school and district staff, programs, and student demographics.
22-23 Texas Academic Performance Report DISTRICT
22-23 Texas Academic Performance Report IRVING CAMPUS
22-23 Texas Academic Performance Report COPPELL CAMPUS
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), requires each State education agency to prepare and publish an annual report card with state-, district- and campus-level data. ESSA also requires each State education agency to report annually to the Secretary of the U.S. Department of Education. Every district that receives Title I, Part A funding is responsible for distributing the state-, district- and campus-level report cards to each of its campuses, the parents of all enrolled students, and the general public.
Each LEA that receives Title I, Part A funding is responsible for disseminating the state, LEA and campus-level report cards to 1) all LEA campuses, 2) parents of all enrolled students, and 3) the general public via widely available public means such as posting on the Internet, distribution to the media, or distribution through public agencies.
For more information about the Federal Report Card and districts' responsibilities related to it, please visit the Title I, Part A webpage.
Universal Academy parents can review Federal Report Cards for the state, Charter/District and each of our campuses by visiting the Texas Education Agency website. The following information can be found on these report cards:
Part I: Student Achievement by Proficiency Level – Provides the State of Texas Assessment of Academic Readiness (STAAR) performance results for each subject area and grade level tested.
Part II: Student Achievement and State Academic Annual Measurable Objects (AMOs) –Provides the STAAR performance results for each subject area tested. Also includes four-year and five-year graduation rates and participation rates on STAAR for reading/English and mathematics.
Part III: Priority and Focus Schools – Priority schools are the lowest 5% of Title I served campuses based on performance in reading and mathematics and graduation rates. Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets.
Part IV: Teacher Quality Data – Provides information on teacher quality in three parts.
Part A – Percent of Teachers by Highest Degree Held – Professional qualifications of all public elementary and secondary teachers in Texas.
Part B and C – Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ)
Teachers Low Poverty/Low Poverty Summary Reports – Percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools.
Part V: Graduates Enrolled in Texas Institution of Higher Education (IHE) – Provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year following high school graduation.
Part VI: Statewide National Assessment of Educational Progress (NAEP) Results – Provides most recent NAEP results for Texas showing reading and mathematics performance results and participation rates, disaggregated by student group.
22-23 Federal Report Card DISTRICT
22-23 Federal Report Card IRVING CAMPUS
22-23 Federal Report Card COPPELL CAMPUS
HB 1844 80th Legislature
A school district is required to post on an Internet website maintained by the district the date the PSAT/NMSQT will be administered and the date any college advanced placement tests will be administered.
The notice must state that the PSAT/NMSQT or the advanced placement test is available for home-schooled students eligible to attend school in the district and describe the procedures for a home-schooled student to register for the test.
Additional Info: College Board Website
SB 282 80th Legislature
Requires school districts to notify the parent(s) and/or guardian(s) of all students in grades 9 – 12 of the availability of programs under which they may earn college credit, including Advanced Placement programs, International Baccalaureate programs, dual credit programs, and joint high school and college credit programs.
The notification may be provided on the district’s Internet website and must include the name and contact information of any public or private entity offering such a program.
The Texas Dyslexia Handbook is developed and adopted into administrative rule by the Texas State Board of Education. The handbook contains guidelines for school districts to follow as they identify and provide services for students with dyslexia.
In addition, information regarding the state’s dyslexia statutes and their relation to various federal laws is included.
On September 3rd, 2021, the State Board of Education (SBOE) gave final approval for updates to the Dyslexia Handbook.
The updated Texas Dyslexia Handbook, linked below, is in effect as of February 10th, 2022.
- The Dyslexia Handbook 2024 Procedures Concerning Dyslexia, Related Disorders, and updated FAQs
- Dyslexia Handbook 2021
Universal Academy is dedicated to providing students with high-quality and innovative educational opportunities both in and out of the classroom. A variety of support services provide assistance and resources to students and their families. Everyone deserves educational opportunities that match their ability to learn. We offer many support programs for children with disabilities from birth through age twenty-one.
Universal Academy works to create an environment where children of all learning types succeed. Each campus has a student support team for those struggling behaviorally or academically as well as a team of dedicated professionals for special education.
We provide campus-based Special Education and our ARD committees can create flexible services and programs designed for the specific children on campus. We encourage our parents to be a part of the process by participating in ARD meetings, asking questions and working closely with their child’s teacher and school.
Please contact your child‘s campus if you have a concern.
- Universal Academy-Irving, 972-255-1800
- Universal Academy-Coppell, 972-393-5034
- Universal Academy-Bartonville, 972-393-5068
For more information, Click Here
Transition and Employment Guide: A transition and employment guide developed and published by the Texas Education Agency for students enrolled in special education programs and their parents must be posted to the school’s website.
Information on statewide services and programs that assist in the transition to life outside of the public school system. This guide includes transition services; employment and supported employment services; social security programs; community and long-term services and support; postsecondary educational programs and services; information sharing with health and human services agencies and providers; guardianship, alternatives to guardianship, including a supported decision-making agreement under Chapter 1357, Estates Code; self-advocacy, person-directed planning, and self-determination; and contact information for all relevant state agencies.
The Texas Transition & Employment Guide ENGLISH
The Texas Transition & Employment Guide SPANISH
Title IX Coordinator / 504 Coordinator: Dr. Dana Jobe, 972-255-1800 ordana.jobe@universalacademy.com
Assistant Title IX Coordinator / 504 Coordinator: Please call 972-255-1800
Title IX Training – Investigation Process Evidence and Relevance: View Report
Universal Academy is committed to ensuring the protection and safety of our students, faculty, and staff, and will offer timely response and resolution of complaints as outlined in our policies. This form will be used for reporting to our Title IX Coordinator and will help ensure that your complaint is managed appropriately until it is resolved. Please provide as much information as possible in support of your claim. You are welcome to attach additional documents with information you believe is necessary.
Please print clearly.
This form and any attachments can be submitted to:
Dr. Dana Jobe, dana.jobe@universalacademy.com,
Title IX Coordinator
2616 N. MacArthur Blvd,
Irving, Texas 75062,
972-255-1800
SB 387 79th Legislature
School districts must implement the new requirements regarding posting notice of vacancies for which a license or certificate is required under Section 21.003.
The district must provide such notice by posting the position on a bulletin board at a place convenient to the public in the district’s central administrative office, a bulletin board at the central administrative office of each campus in the district during any time the office is open, and the district’s Internet website, if any.
Location: Employment
Local Government Code Chapter 176 Conflict of Interest The district must provide access to information concerning business relationships between local government officials and vendors that contract with local government entities. The manner by which information about these business relationships are disclosed was the subject of extensive interpretation and clarification by the Attorney General in GA-0446.
The records administrator for the entity is required to maintain a list of “local government officers of the entity and shall make that list available to the public and any person who may be required to file a questionnaire. In addition, entities are required to “provide access to the statements and questionnaires . . . on the Internet website maintained by the local governmental entity. Larger entities have additional internet website listing requirements.
HB 1491 from the 80th legislature codifies many of the rulings in GA-0446. It provides that a local governmental entity is not required to maintain an Internet site to provide access to statements and questionnaires.
Location: Conflict of Interest
Location: District Site (see link in footer of all pages)
House Bill No. 1059 Flu Information
Location: House Bill No. 1059 Flu Information
HB 1059 80th Legislature
This bill requires school districts with website capabilities to post information relating to immunizations exceptions, required and suggested immunizations for school age children, information on health clinics offering vaccines and links to the DSHS website. Information should be available in English and Spanish.
Location: Texas Department of Health & Safety
Background and Statutes In response to the increasing rate of students with diagnosed food allergies at risk for anaphylaxis, laws were passed. This occurred during the 2011, 82nd Legislative Session, and the 2015, 84th Legislative Session.
The bills were codified in the Texas Education Code, Chapters 25 and 38.
Guidelines For the Care of Students with Food Allergies At-Risk for Anaphylaxis
SB 1506, 88th
Texas Legislature, 2023, amended Texas Education Code (TEC) §38.032 requiring TEA to adopt and post a form on the agency’s website to be used in submitting a seizure management and treatment plan to a student’s school that includes a specific list of information and the signatures of the student’s parent or guardian and the physician responsible for the seizure treatment.
Location: TEA Seizure Management Treatment Form
SB 42 79th Legislature
The legislation adds an emphasis on proper nutrition and exercise to the health curriculum required for kindergarten through grade 12 in Education Code Sec. 28.004. A school district shall publish in the student handbook and post on the district’s Internet website,
- a statement of the policies adopted to ensure that elementary school, middle school, and junior high school students engage in at least 30 minutes per school day or 135 minutes per school week of physical activity; and
- a statement of:some text
- the number of times during the preceding year the district’s school health advisory council has met;
- whether the district has adopted and enforces policies to ensure that district campuses comply with agency vending machine and food service guidelines for restricting student access to vending machines; and
- whether the district has adopted and enforces policies and procedures that prescribe penalties for the use of tobacco products by students and others on school campuses or at school-sponsored or school-related activities.
Location: Child Nutrition
Bill of Rights for Property Owners
Bill of Rights for Property Owners – https://www.oag.state.tx.us/agency/landowners.shtml
Agenda for School Board Meeting (Government Code, §551.056) – Requires the agenda to be concurrently posted with the meeting notice on the website if the school district maintains a website and contains all or part of the area within the corporate boundaries of a municipality with a population of 48,000 or more.
- 7/29/2024
- 6/27/2024
- 5/16/2024
- 4/24/2024
- 3/25/2024- Cancelled
- 2/22/2024
- 1/18/2024
- 10/26/2023
- 9/28/23
- 8/24/2023
- 7/6/2023
- 6/8/2023
- 5/25/2023
- 5/4/2023
- 3/23/2023-Cancelled
- 2/27/2023
- 1/12/2023
- 11/3/2022
- 8/25/2022
- 6/23/2022
- 5/26/2022
- 5/5/2022
- 3/24/2022
- 02/24/2022
- 01/27/2022
- 12/20/2021 Special
- 9/23/2021
- 8/26/2021
- 8/16/2021 Special
- 8/5/2021 Special
- 7/29/2021 Special
- 7/1/2021 Special
- 5/27/2021
- 4/22/2021
- 3/25/2021
- 2/25/2021
- 1/28/2021
- 1/19/2021
- 10/22/2020
- 9/24/2020
- 8/27/2020
- 8/17/2020
- 7/23/2020
- 6/25/2020
- 5/28/2020
- 4/23/2020
- 4/06/2020
- 3/26/2020
Accountability Ratings
The Texas Education Agency (TEA) provides annual academic accountability ratings for our district and schools. The ratings are based mostly on how well our students do on state standardized tests like STAAR, but also include College, Career and Military Readiness, as well as, graduation rates. As Part of Senate Bill (SB) 1365, all districts and campuses receive a label of A, B, C or Not-Rated: Senate Bill 1365 for 2022. Not Rated - Senate Bill 1365: Assigned in 2022 for overall performance to districts and campuses that do not meet the performance target to earn at least a C
The accountability rating labels are based on performance in three different areas or domains:
- Student Achievement
- School Progress
- Closing the Gaps
1. Student Achievement: Evaluates performance across all subjects for all students, on both general and alternate assessments, College, Career, and Military Readiness(CCMR) indicators, and graduation rates. Student Achievement shows how much students know and are able to do at the end of the year.
2. School Progress: Measures district and campus outcomes in two areas: the number of students that grew at least one year academically (or are on track) as measured by STAAR results and the achievement of all students relative to districts or campuses with similar economically disadvantaged percentages. School Progress shows how students perform over time and how that growth compares to similar schools.
3. Closing the Gaps: Uses disaggregated data to demonstrate differentials among racial/ethnic groups, socioeconomic backgrounds, and other factors. The indicators included in this domain, as well as the domain’s construction, align the state accountability system with Every Student Succeeds Act (ESSA). The Closing the Gaps domain tells us how well different populations of students in a district are performing.
The Rating System
Districts and campuses receive an overall rating, as well as a rating for each domain. The rating labels for districts and campuses are as follows. A, B, or C: Assigned for overall performance and for performance in each domain to districts and campuses (including those evaluated under alternative education accountability [AEA])that meet the performance target for the letter grade. Not Rated - Senate Bill 1365: Assigned in 2022 for overall performance to districts and campuses that do not meet the performance target to earn at least a C.
View the District and Campus information.
The district and each school are assigned a letter grade for overall performance and for performance in each domain.
A = Exemplary Performance
B = Recognized Performance
C = Acceptable Performance
D = In Need of Improvement
F = Unacceptable Performance
In addition to the ratings, campuses that have a grade of A, B, C or D are eligible for Distinction Designations.
FREQUENTLY ASKED QUESTIONS
What are distinction designations and how do campuses earn them?
Districts and campuses that receive an accountability rating of A, B, or C are eligible to earn district designations. District designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and students’ demographics.
Distinction designations are awarded in the following areas:
• Academic Achievement in Reading/English Language Arts (campus only)
• Academic Achievement in Mathematics (campus only)
• Academic Achievement in Science (campus only)
• Academic Achievement in Social Studies (campus only)
• Top 25 Percent: Comparative Academic Growth (campus only)
• Top 25 Percent: Comparative Closing the Gaps (campus only)
• Postsecondary Readiness (district and campus)
Can I compare Universal Academy schools by looking at the number of distinction designations?
No, it is important to note that distinction designations cannot be used to compare Universal Academy campuses to each other. Each campus has its own unique comparison group comprised of campuses from around the state. The group may or may not include other Universal Academy campuses, therefore, a campus with six distinction designations or “gold stars” may be in an entirely different comparison group than another Universal Academy campus with no stars.
How do charters/districts earn distinction designations?
Charters/Districts that receive an accountability rating of A, B, or C are also eligible for one distinction designation, Postsecondary Readiness. A distinction designation is awarded toa district if at least 55% of all campuses’ postsecondary indicators are in the top quartile (25%) of their unique comparison groups
Our CHILD FIND efforts include advertising the availability of services through media, public notices, staff training, community health fairs and letters to private schools, physicians, nursing homes, group homes, and hospitals.
We have special services available for eligible infants, children and young adults identified with disabilities. Federal and state laws require that school districts maintain a CHILD FIND system for identifying, locating, and evaluating individuals with suspected disabilities (birth through age 21) within its jurisdiction who are in need of special education and related services. Once a referral is made, the campus follows the Student Support Team (SST) procedures. A full individual evaluation (FIE) is conducted to determine the child’s eligibility and educational need for services.
To Complete the Universal Academy CHILD FIND Referral Form: Click Here
What Is CHILD FIND?
CHILD FIND is a process designed to help identify, locate, and evaluate individuals from birth through 21 years of age with suspected disabilities who may need special education services.
Who Can Begin the CHILD FIND Process?
A parent, doctor, child care provider, friend, relative, or private school administrator can contact the school counselor or educational diagnostician at the neighborhood school or contact your child's Special Education Department.
Universal Academy-Irving, 972-255-1800
Universal Academy-Coppell, 972-393-5834
Universal Academy-Bartonville, 972-393-5068
Why should a child with a suspected disability be referred?
Early identification and intervention can prevent frustration and failure. Special attention to teaching and learning strategies may help individuals overcome barriers to learning.
What happens after the child is referred?
Who may qualify for special education services?
Individuals qualify for special education services when they have one or more of the following disabilities, according to state and federal guidelines:
- Auditory (hearing) Impairment (including deafness)
- Autism
- Deaf-blindness
- Emotional Disturbance
- Mental Retardation
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech or Language Impairment
- Traumatic Brain Injury
- Visual Impairment (including blindness)
What services are available?
An ARD (Admission, Review, Dismissal) Committee comprised of parent/guardian, evaluation personnel, age appropriate teacher, Special Education representative, and Universal Academy representatives will review assessment information, discuss eligibility, identify area(s) of need for specialized instruction, and develop a plan to meet the needs of the individual.
How much do assessments and services cost?
The services are provided at no cost.
How do I make a referral or get more information?
You may contact the Special Education Department at your child's campus.
Universal Academy-Irving, 972-255-1800
Universal Academy-Coppell, 972-393-5834
Universal Academy-Bartonville, 972-393-5068
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