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Needs Assessment
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Overview of Stakeholder Input Via Survey
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A total of 99 responses were collected from across the district, including teachers, administrators, paraprofessionals, and support staff. The largest respondent groups were from Uvalde High School, Uvalde Elementary at Flores, and Morales Junior High. Staff input reflected a diverse range of experiences, with tenure ranging from 0 to 35+ years within UCISD.
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Focus Area #1
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Staff Voice
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Themes identified across campuses and departments:
- A need for consistent leadership visibility and transparency in decision-making.
- Gaps in onboarding, training, and follow-up for new curriculum rollouts (Amplify, Bluebonnet, Zearn, etc.).
- Inconsistent implementation of MTSS for both academic and behavioral supports.
- Disparities in communication across departments, particularly affecting SpEd and Recovery Services.
- Stronger morale and trust needed, particularly in administrative follow-through.
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Focus Area #2
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Facilities & Safety
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In direct response to the concerns, Uvalde CISD implemented a structured response process during the 2024–2025 school year, which included monthly District Safety Committee meetings to assess, prioritize, and monitor safety-related needs across campuses. As a result of these meetings, the district made measurable progress in:

Conducting campus-level safety audits aligned to the Texas School Safety Center’s best practices

Updating and standardizing Emergency Operations Protocols (EOPs) across all sites

Installing or repairing access control systems, classroom door hardware, and perimeter fencing

Implementing real-time communication procedures for emergency response and drills

Strengthening cross-department coordination with local law enforcement and first responders

This work has led to improved consistency, clarity, and execution of safety protocols at every level—from early childhood centers to secondary campuses.

Uvalde CISD recognizes that facility condition and student safety are foundational to instructional quality and student outcomes. Moving forward, the district will continue leveraging data from safety meetings, facility assessments, and stakeholder surveys to guide ongoing improvements and ensure that every learning environment is secure, modernized, and aligned to operational safety standards.

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Focus Area #3
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Teacher & Staff Support
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1. Curriculum and Instruction – Deepen implementation fidelity of HQIM (Amplify, Bluebonnet, Zearn), with embedded modeling and coaching cycles.
2. Professional Learning – Strengthen onboarding and continued PD for new hires and returning staff, with job-embedded cycles, particularly in MTSS, ELAR, and Math.
3. Assessment and Monitoring – Refine CFA/CSA systems and ensure alignment to TEKS and STAAR readiness standards.
4. Climate and Culture – Address campus-specific morale and trust gaps through targeted leadership visibility and proactive communication strategies.
5. Special Education and Student Supports – Clarify SpEd delivery models and MTSS practices to improve consistency and compliance.
6. Organizational Management – Continue cross-departmental systems alignment to streamline operational procedures and reduce barriers to teacher support.

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Focus Area #4
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Student Behavior & Discipline
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While continued refinement is necessary, the data confirms that non-exclusionary, restorative-based strategies are having a measurable impact on school culture and student success. Uvalde CISD remains committed to sustaining and scaling these efforts to ensure all students thrive in a positive, structured, and responsive learning environment. Continued focus on discipline and coding will maintain in the 25-26 school year.
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Focus Area #5
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Academic Support & Curriculum
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While there were isolated gains in Meets and Masters performance in Biology, other subject areas showed declines in overall student performance compared to prior years. Specific areas of concern include:
- Algebra I: 11.72% Meets, down from 17.79% in 2023.
- English II: Meets decreased from 35.52% (2023) to 29.62% (2025).
- US History: 13.88% Masters, down from 22.03% (2023).
This data points to a need for continued targeted academic intervention, progress monitoring, and capacity-building among teachers, particularly in high school tested areas.
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