Ulrich Intermediate

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

Ulrich has become a successful PLC because of the incredible passion and energy of our students, staff, parents and district. Seven years ago Ulrich began to refine the PLC process through a combination of common planning periods, professional development, improving RTI practices, and a commitment to student achievement. Our focus as a campus is always about what is best for students and finding a way to help all students achieve success.  A need we addressed was the inclusion of Campus Impact Teams to address specific needs such as our growing ELL population, Special Education students, a focus on Writing and increased parental involvement and student voice.

As a campus we have implemented a 41-minute intervention/extension period into the school day that focuses on areas of student need both academically and in character education. Thanks to the incredible resources and professional development provided by Solution Tree, Lead4ward and the Visible Learning Institute we have been able to educate our staff on effective ways to look at student data and deconstruct TEKs and learning standards to improve initial instruction in the classroom. This in turn has also allowed our campus to utilize these researched based practices related to academic and behavior RTI to help reach students in a timely manner and provide the necessary resources for them to improve in their academic course work.

Our campus has sent staff members to the PLC conference in San Antonio and/or the Klein ISD PLC conference where teachers, specialists and administrators have been given opportunities to take away strategies, tools and innovative concepts to help reshape our campus mission, vision and goals. At Ulrich we believe in living everyday with Bulldog P.R.I.D.E. (Perseverance, Respect, Integrity, Discipline & Excellence) and setting high expectations for our students, staff and community.

There are multiple PLC teams collaboratively working together at Ulrich:

 Academic Teams:  Teams at Ulrich are organized by content and grade level. The master schedule provides common planning opportunities weekly. Each team is also provided ½ day a quarter to plan.  This time affords the team opportunities to problem solve and deeply plan so that during the week, they can fine tune and adjust based on real data.  

 Leadership Teams: The leadership team is composed of content teachers, counselors, administrators, and specialists that meet weekly to collaborate based on the PLC model. The focus is on student success and how intervention is working and can be improved for student success.

Impact Teams: We have several areas of need served with regularly scheduled impact team meetings. Impact teams are created by member of our learning community focused on specific needs.  Currently we have impact teams that work to solve problems with ELL population, SPED population, Advanced Academics, Writing across the Curriculum, Family Involvement, etc. the beauty of these particular groups is in their cross curricular nature, they provide our faculty opportunities to meet in a PLC environment nor governed by content or GL level specifics and provide needed voice for positive change in areas of shared need.

 District Teams: There are a handful of students on our campus that have the opportunity to accelerate through 3 grade levels of math in 6th grade. There is only one section of the course and the teacher collaboratively meets with teachers from 6 other campuses to PLC per grading period. The team uses the PLC to continue to build and strengthen the students’ acceleration through the curriculum.

Finally, our campus continuously works to improve every day understanding that there is always progress to be made. The stake holders for Ulrich work hard to make sure every student enters with a promise and exits with a purpose.

1. Monitoring student learning on a timely basis.

Academic RTI:

Our PLC teams each six weeks utilize the RTI model to focus on Tiers of instruction for students. Each Tier provides a different level of support provided by the team in order to reach students. The model is fluid and allows for students to move among all three Tiers while the team as a whole focuses on what interventions are needed outside of effective initial instruction. Students who are in Tier III are reviewed by our academic RTI committee each six weeks to determine campus level support needed for students.

Behavior RTI:

Our PLC teams each six weeks utilize the RTI model to focus on Tiers of instruction for students. Each Tier provides a different level of support provided by the team in order to reach students. The model is fluid and allows for students to move among all three Tiers while the team as a whole focuses on what interventions are needed outside of effective initial instruction. Students who are in Tier III are reviewed by our behavior RTI committee each six weeks to determine campus level support needed for students. This committee has helped our campus to reduce campus discipline by almost 15% within just the past school year. 


Monitoring lists and data reports from Eduphoria have been a tool that our campus uses daily to effectively track student progress and the overall effectiveness of interventions as well.


Common assessment written by each PLC before the units are taught have help to provide accurate and reliable data for teachers to help be more proactive when it comes to interventions for students.

Common Grading Guidelines for Campus:

For two years now our campus has been able to agree on one campus grading guideline for the entire campus which has greatly benefited our students and parents. The grading guidelines focus on student achievement and not allowing for students to opt out of learning or receive zeroes.

Standards Based Grading:

The 2017-2018 school year was an exciting one as we shifted all of our work towards a more equitable standards based grading system.  An extension of the commongrading guidelines, we opted to focus on the work and the standards rather than completion.  By affording students the opportunity to continualy improve on the essential standards, we are beginning to see true growth  and a deeper understanding of said standards. 

Data Folders:

This school year we have begun the process of implementing data folders in each of the four core areas. Students are expected to set goals, track their progress and conference with teachers about strengths and areas for growth.  This concept of self evaluation and goal setting really affords the student ownership over their learning. 



2. Creating systems of intervention to provide students with additional time and support for learning.

Bulldog Period:

For the past three school years our campus Intervention period has been used to pull students for different types of intervention based on student need and decisions made by each PLC. Students not pulled for intervention can use this time to read, focus on upcoming assignments or make-up work that has not been completed or even re-take tests. Each three week period the different PLC teams determine students who need intervention based on data.

Grade Repair:

Grade Repair is an online computer program that allows students who failed a particular six weeks period to go back and relearn the information in an online setting. This program has been used at Ulrich for the last 4 years.

Before/After School Tutoring:

All teachers and PLC teams provide students at the beginning of the school year with dates and times in the morning and afternoon where students can come and get help in their content areas.

STAAR Saturdays:

Program at Ulrich for three years now where students are provided six Saturday sessions where students who need particular interventions are provided additional support two months out from testing. Student groups range from those in danger of passing to those groups who are borderline of reaching the advanced level of performance. As a campus we have average over 300 students each Saturday.

Power Math & Power Reading Classes:

Additional math and reading classes provided for students during the school day who failed or barely passed the previous year STAAR test or struggled academically in the content area. Students in these courses already have a math and reading class for the grade level but these courses are additional and provided targeted support with small class sizes and targeted interventions.

Master Schedule:

Our master schedule has been built to follow the Stetson model which provides the best possible setting for SPED, 504, ESL and Dyslexia students. 

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.


Campus instructional team that works on developing and reviewing our Campus Needs Assessment and Improvement plan.  We decided to create a more active improvement concept through the implementation of Impact Teams to address the issues identified through the CIP.  These Impact teams are lead by teacher leaders throughout the campus.  They man their teams with like mined individuals with a passion for solving the issues.  these teams create owership and leadership opportunities throughout the staff. 

Leadership Team:

Team made up of our department chairs, administrators, counselors, specialists and librarian. This team meets every Monday during first period to review needs of each department, discuss instructional strategies and to provide a forum for ideas and strategies to help our campus improve.

Campus Committees:

Several opportunities are provided for staff to be involved in the decisions of the campus. Committees we have had for the past three years are:

Academic RTI, Behavior RTI, CIDC, Communication Committee, Discipline Committee, No Place for Hate Committee, Attendance Committee

Professional Development Training & Ongoing Support:

PLC conference both in Klein and San Antonio

District wide training throughout the school year and during the summer


Visible Learning

RTI Conference

Lead4ward & Heat Maps:

Our staff by using Lead4ward and heat maps have been able to focus on areas of need and areas of growth. This has allowed our staff to be more strategic and efficient in the way we look at data and reach students

Campus Specialists:

Our campus has used funds provided to us for a full time specialist in math, reading and science. These specialists provide support for teachers through modeling in classrooms, providing data and activities, and being a resource for teachers as we work through the curriculum.


Achievement Data Files

Additional Achievement Data

2017 STAAR State District Campus  
Reading 72% 78% 79%  
Writing 67% 70% 73%  
Mathematics 79% 85% 84%  
Science 79% 85% 85%  
Social Studies 77% 82% 66%  
2016 STAAR State District Campus  
Reading 73% 79% 81%  
Writing 69% 72% 68%  
Mathematics 76% 83% 82%  
Science 79% 85% 84%  
Social Studies 77% 83% 75%  
2015 STAAR State District Campus  
Reading 77% 83% 87%  
Writing 72% 76% 72%  
Mathematics 81% 87% 98% (Only Algebra students)
Science 78% 86% 87%  
Social Studies 78% 83% 77%  
2014 STAAR State District Campus  
Reading 76% 83% 90%  
Writing 72% 77% 71%  
Mathematics 78% 84% 86%  
Science 78% 85% 78%  
Social Studies 76% 83% 74%  
2013 STAAR State District Campus  
Reading 80% 86% 87%  
Writing 63% 67% 78%  
Mathematics 79% 85% 80%  
Science 82% 88% 77%  
Social Studies 76% 82% 60%  

2016-2017 Met Standard - Distinction in 8th grade science for mastering grade level.


2015-2016 Met Standard - Distinction in 6th Reading, 7th Reading, 8th Reading, and 8th Science for level III performance.


2014-2015 Met Standard - Distinction in Science


2013-2014 Met Standard - Distinction top 25% student progress


2012-2013 Met Standard - Distinction in reading


No Place for Hate Campus (6 years)


Speak - Up Loud and Clear - top 244 school in the nation for 2014-15


Holocaust Museum displayed Ulrich Intermediate students poems May through August 2017