Dallas ISD Racial Equity Office...Dallas ISD Has Gained 13 pts (6 pts. vs. State) Economically Disadvantaged (EcoDis) Dallas ISD Has Gained 11 pts (3 pts. vs. State) African American

Dallas ISD Racial Equity Office

Board Briefing | June 13, 2019

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Contents

Historical Progress Racial Equity Office 2018-19 Achievements 2019-20 Priorities

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Contents


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Context | Demographics

22%

70%

8%

African American

Latino

White/Other

Ethnicity

Enrollment Statistics

56%

44%

English Speaker

English Learner

87%

13%

Non-Economically Disadvantaged

Economically Disadvantaged

Language Income

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Improving Equitable Resources | 2014 - 2019

✓ Breakfast-in-the-Classroom ✓ Provision of meals to students during school holidays

✓ EHBG policy calling for enrolling all eligible PreK3 & PreK4 students

✓ Strategic staffing at “Improvement Required” campuses✓ Creation of socio-economically diverse choice models✓ Adoption of racial equity policy and creation of Racial Equity Office✓ Development of Funds for Achievement and Racial Equity (FARE)✓ Launch of Creating Accelerated Performance (CAP) for summer 2019

✓ Expansion of early colleges to every comprehensive high school✓ Partnership with Dallas County Promise

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Historical Progress

✓ Strong Achievement Growth - Per STAAR across all grades and subjects, Dallas ISD has grown

proficiency faster since 2012 than both the state and almost all of its urban peers (Houston, Fort Worth, Austin, El Paso, San Antonio) for all students as well as its major student populations (e.g. low income, African Americans, English learners)

✓ Reduction in Underperforming Schools - Since 2014, Dallas ISD had reduced the number of

students enrolled in an “Improvement Required” campus from 19% of all students to 1%, shrinking the number of campuses 43 to 4 over 4 years.

- These campuses were disproportionately African American (40% vs. 23% for Dallas ISD overall)

- The Accelerating Campus Excellence program, or “ACE”, saw 12 of 13 campuses go off the multi-year IR list, collectively averaging a “B” grade per state accountability in 2018. The campuses were disproportionately African American (50% vs. 23% for the district overall). Discipline referrals also declined in both elementary and middle schools.

✓ Strong Growth in 4-Year H.S. Graduation Rates for Students of Color since 2011

- From 81% to 89% for Hispanic students

- From 78% to 87% for African American students

✓ Strong Growth in Early Childhood Education for Students of Color Since 2012

- African American Pre-K enrollment up 44% to 63%

- EL Pre-K enrollment of those eligible up 70% to 80%

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24

3639

33

26

32

19

40

4750

44

34

40

27

0

10

20

30

40

50

60

Dallas ISD (88%) TX (59%) Austin ISD (53%) El Paso ISD (70%) Ft. Worth ISD ( 76%) Houston ISD (80%) S. Antonio ISD (90%)

2012 2018

Academic Achievement

HISTORICAL PROGRESS

School District (% Eco. Dis.)

Achievement | All Grades, All Subjects | STAAR “Meets”All Students

+16%

+11%+11%

+11%

+8%

+8%

+8%

88

1915 16 16

14

21

12

35

24 2522 22

24

16

0

5

10

15

20

25

30

35

40

Dallas ISD(88%/44%)

TX (59%) Austin ISD(53%/38%)

El Paso ISD(70%/28%)

Ft. Worth ISD (76%/31%)

Houston ISD(80%/32%)

S. Antonio ISD(90%/19%)

2012 2018

Academic Achievement|

EnglishLearners

HISTORICAL PROGRESS

School District (% Eco. Dis./% EL)

Achievement | All Grades, All Subjects | STAAR “Meets”English Learners

+16%

+9%+9%

+6% +8%+3%

+6%

99

17

2420

16 16

23

12

2831

28

42

22

30

18

0

5

10

15

20

25

30

35

40

45

Dallas ISD(88%/23%)

TX (59%/13%) Austin ISD (53%/7%) El Paso ISD(70%/4%)

Ft. Worth ISD (76%/23%)

Houston ISD(80%/24%)

S. Antonio ISD(90%/6%)

2012 2018

Academic Achievement |

African American

HISTORICAL PROGRESS

School District (% Eco. Dis./% African American)

Achievement | All Grades, All Subjects | STAAR “Meets”African American

+11%

+9%

+8%

+14%

+6%

+7%

+7%

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HISTORICAL PROGRESS

State of Texas vs. Dallas ISDAll Grades, All Subjects | STAAR “Meets”

40%

47%

28%

40%

20%

30%

40%

50%

2015 2016 2017 2018

17%

24%22%

35%

10%

20%

30%

40%

2015 2016 2017 2018

28%

36%

27%

38%

20%

30%

40%

2015 2016 2017 2018

26%

33%

19%

28%

10%

20%

30%

40%

2015 2016 2017 2018

All StudentsDallas ISD Has Gained 12 pts (5 pts. vs. State)

English Learners (EL)Dallas ISD Has Gained 13 pts (6 pts. vs. State)

Economically Disadvantaged (EcoDis)Dallas ISD Has Gained 11 pts (3 pts. vs. State)

African American StudentsDallas ISD Has Gained 9 pts (2 pts. vs. State)

+7 State

+12 Dallas ISD

+8 State

+11 Dallas ISD

+7 State

+9 Dallas ISD+7 State

+13 Dallas ISD

Source: TEA STAAR 2015-2018 “Meets Grade Level” rates, all grades and all subjects

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HISTORICAL PROGRESS

State of Texas vs. Dallas ISDAll Grades, READING| STAAR “Meets”

Source: TEA STAAR 2015-2018 “Meets Grade Level” rates, all grades and all subjects

41%

44%

28%

37%

20%

30%

40%

50%

2015 2016 2017 2018

18%

23%24%

35%

10%

20%

30%

40%

2015 2016 2017 2018

28%

33%

26%

35%

20%

30%

40%

2015 2016 2017 2018

28%31%

20%

25%

10%

20%

30%

40%

2015 2016 2017 2018

All StudentsDallas ISD Has Gained 9 pts (6 pts. vs. State)

English Learners (EL)Dallas ISD Has Gained 11 pts (6 pts. vs. State)

Economically Disadvantaged (EcoDis)Dallas ISD Has Gained 9 pts (4 pts. vs. State)

African American StudentsDallas ISD Has Gained 5 pts (2 pts. vs. State)

+3 State


+9 Dallas ISD

+3 State


+11 Dallas ISD

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Contents


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Racial Equity Office

Purpose

Systematically and systemically

change District practices in order

to achieve and maintain racial

equity in education

✓ Shall develop and implement projects in adherence

to racial, socio-economic, and educational equity

✓ Shall function to create opportunities to eliminate

inequitable practices within the District

✓ Shall work to identify and best address internal and

external inequities

✓ Shall work to eliminate systemic disparities and ensure

systemic equity through implementation and progress

monitoring

PRACTICES

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Racial Equity Office

Academic Achievement, Equity & Cultural

Competence

7 Pillars

Instructional Equity

Programmatic Equity

Internal & External Community Partnerships

Leadership & Operations

Workplace & Workforce Culture

Facility & Location Impact

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7 Pillars | Prioritized Focus

Currently focused on first four pillars… …moving later into the last three pillars

Academic Achievement, Equity &

Cultural Competence


Programmatic Equity


Leadership & Operations

Workplace & Workforce Culture

Facility & Location Impact

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Contents


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2018-19 Progress

Pillar 1


Competence

Enhance educational & instructional

practices for African Americans and

English Learners

✓ Student Outcome Goals

✓ Academic Course Performance (ACP) Results

✓ Advanced Placement Participation & Exam Scores

✓ Out-of-School Suspensions

Analyzed Student Achievement Data

✓ African American Read-In

✓ African American Male AcademicBowl

✓ Youth Leadership Summit (Young Leaders, Strong City)

Offered Culturally Relevant Activities

✓ Acquisition of Culturally Relevant Literature

✓ African American Studies Course

✓ Acquisition of Flocabulary

Supported Culturally Relevant Pedagogy

✓ Funds for Achievement and Racial Equity (FARE)Provided Academic Supports

Objective

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2018-19 Progress

Pillar 2

Secure training programs that

support teachers growth &

development with cultural competency

& responsive instructional

practices

✓ New Teachers

✓ Existing Teachers

✓ Principals

✓ Executive Directors

✓ Central Office Department Staff

✓ Trustees and Executive Leadership Team

✓ Advisory Councils

Offered Culturally Relevant Training to...


Objective

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2018-19 Progress

Pillar 3

Remove systematic differences & create equitable access to

programs

✓ CollegiateAcademies

✓ Magnet Schools

✓ Transformation Schools

✓ Innovation Schools

Monitored Access to Programs

✓ Scholarship Policy ProposalIncreased Access to PreK/Kindergarten

✓ African American Student Enrollment

✓ Marketing to Areas Surrounded by Charters

Supported District Enrollment

Programmatic Equity

Objective

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2018-19 Progress

Pillar 4

Foster collective impact for racial & educational equity

✓ Trustee Appointed Council

✓ Multicultural Studies and History Council

✓ Internal Site Team

Launched Advisory Councils

Enhanced Communication

✓ Project Males of Dallas

✓ Pipeline to Possibilities

✓ DPD Youth Summer Program

✓ City of Dallas Collaboration

✓ District Collaborations - Fort Worth and Richardson

✓ SMU & Harvard Institute Conferences

Fostered Partnerships

Objective


✓ Developed Communications/Marketing Plan

✓ Website Development

✓ Compression Planning

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Contents


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Competence

2019-20 Priorities

Pillar 1

Focus Area PurposeOutcome Goal

By the end of 2019-20…

Creating Accelerated Performance (CAP)

Improve reading skills of rising 3rd, 6th,

and 9th grade African American

students and English Learners

• __% of students will increase their Oral

Reading Fluency Rate (words correct per

minute) a minimum of _____ additional

words per minute to increase proficiency

as compared the national grade level

scale.

• ___% of participating students will increase proficiency on standards-based comprehension assessments by a span of ____ % on pre/post benchmarks.

• 65% of students increase positive

perceptions about themselves

academically

Advanced Placement (AP) Access & Performance

Provide early exposure to rigorous courses

• Increase number of AA students enrolled in middle school advanced courses by __%

FARE School SupportIncrease the percentage of students on grade level

• AA students obtain a disproportionate

gain in reading compared to other

represented student groups

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2019-20 Priorities

Pillar 2



Culturally Responsive Training

Build common language,

understanding, frameworks and

mindset amongst: Principals,

Executive Directors, Special Ed and

EL Central Staff, Chiefs, Trustees,

and Advisory Council Members

• 80% of identified participants receive

Culturally Responsive Training

Equitable Access to High-Performing Teachers

Increase number of Highly

Qualified Teachers at FARE

campuses

• Increase Proficient 1 and above teachers at FARE schools by __% over a 3 year period


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2019-20 Priorities

Pillar 3



Out-of-School Suspensions Reduce out-of-school suspensions

• Decrease out-of-school suspensions by

___% in campuses with the highest

suspension rates (bottom 5%) and an

accountability rating of Competing,

Developing or Focus.

• Increase “supportive relationship

dimension” on student survey by %__

for each campus

• 80% of all teachers at identified

campuses receive SEL training

Specialized Program AccessIncrease enrollment of African American and EL students in specialized programs

• Offer & promote quarterly workshops to educate families and support the enrollment process in specialized programs

• Increase African American enrollment in PreK by ____ % of total enrollment

Programmatic Equity

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2019-20 Priorities

Pillar 4



Advisory Council Engagement

Improve communication and

collaboration with community

leaders and advisors

• 70% or more of the participants report

the district’s equity efforts are moving

in the right direction

CommunicationsImplement comprehensive communication strategy

• Publish annual report • Number of “hits” on social media

account and website reflects incremental gains each month

• Quarterly newsletter distributed• 70% or more of staff, students and

parents report the district’s equity efforts are moving in the right direction

Student Development & Engagement

Increase opportunities for studentgrowth and development

• ___% of students have mentors

• Conduct annual student symposium


Thank you!

Documents

Dallas ISD Racial Equity Office...Dallas ISD Has Gained 13 pts (6 pts. vs. State) Economically Disadvantaged (EcoDis) Dallas ISD Has Gained 11 pts (3 pts. vs. State) African American