dallas isd: racial equity office · madison 49 54 +10.2% roosevelt 129 126 -2.3% total targeted 198...

Dallas ISD: Racial Equity OfficeBoard Briefing: June 11, 2020

2

7 Pillars | REO 2019-2020 Initiatives

Programmatic Equity

Instructional Equity Internal & External Community Partnerships

Leadership & Operations

Workplace & Workforce Culture

Facility & Location Impact

Academic Achievement Equity & Cultural Competence

✓ African American & Mexican American Studies Courses

✓ African American Read-In

✓ Creating Accelerated Performance (CAP) Program

✓ FARE School Support

✓ High-Quality Teachers

✓Magnet Schools Application Initiative

✓ Pre-K Initiative

✓ Advanced Course Access

✓ Out-of-School Suspensions : Disproportionality

✓ Racial Equity Professional Learning Plan

✓ Education Resource Strategies (ERS) Partnership

✓ Equity in Bond Planning

✓ Internet Access

✓ Advisory Council Engagement

✓ No Place for Hate

✓Mentoring Programs

All 7 Pillars Addressed in 2019-2020 School Year

Slide 1

African American and Mexican American Studies Courses

Pillar 1 | Academic Achievement Equity & Cultural Competence

Slide 2

350

537

1170

2059

0

500

1000

1500

2000

African American Studies Mexican American Studies

Fall 2019 Enrollment Fall 2020 Course Requests

• The first high school African American Studies course in the State of Texas was developed by the Dallas ISD

Racial Equity Office in collaboration with the Social Studies Department, and approved for statewide use by a

unanimous vote of the State Board of Education in April 2020

Note. Fall 2020 scheduling data are current as of 6/04/20.

Looking Forward: All Dallas ISD students will have the opportunity to take African American Studies or

Mexican American Studies during high school

High Schools Scheduling African American

Studies (AAS) and Mexican American

Studies (MAS) Courses

Courses Offered Fall 2019 Fall 2020

AAS and MAS 14 34

AAS only 4 0

MAS only 7 1

Total 25 35

Advanced Course Access Slide 3

4962

80 78

6073

8493 89

82

0

20

40

60

80

100

AfricanAmerican

Hispanic White Other EnglishLearners

Reading/Language Arts Grades 6-8

The percentage of students scoring at the Meets or Masters Level on the STAAR test who were enrolled in

Middle School advanced courses grew from 2018-19 to 2019-20:

4353

7466

5264

73

8782

69

0

20

40

60

80

100

AfricanAmerican

Hispanic White Other EnglishLearners

Mathematics Grades 6-8

Reading/Language Arts

Student Group Increase

African American 24 pts

Hispanic 22 pts

White 13 pts

Other 11 pts

English Learners 22 pts

Mathematics

African American 21 pts

Hispanic 20 pts

White 13 pts

Other 16 pts

English Learners 17 pts

The largest percentage point increases in Pre-AP

enrollment were among African American, Hispanic, and

English Learner students

Note. “Other” includes Asian, Native American, Hawaiian/Pacific Islander, and Two or More Races.

Data obtained from Dallas ISD Evaluation & Assessment Course Enrollment files. .

Pillar 3 | Programmatic Equity

Magnet Schools Application Initiative Slide 4

First and Second Choice Magnet School

Acceptances

Feeder Pattern

Number

Accepted

2019

Number

Accepted

2020

Percent

Change

Lincoln 20 22 +1.0%

Madison 49 54 +10.2%

Roosevelt 129 126 -2.3%

Total Targeted 198 202 +2.0%


A collaborative effort of the Department of Centralized Enrollment and Magnet Programs and the REO to assist

students and families with applications to Dallas ISD schools of choice

▪ January 7: Dallas West Branch Library

▪ January 21: Highland Hills Library

▪ January 28: Paul Laurence Dunbar Lancaster-Kiest Library

▪ January 18: Friendship West Baptist Church

▪ January 25: Gilliam Collegiate Academy

REO Recruitment Efforts:

➢ 1,200 letters sent inviting families to December workshops

➢ 800 more sent for intensive mentoring workshops held in

January

➢ Workshops publicized on the Dallas ISD website and other

social media sites

➢ Mentors recruited and trained by REO and Magnet Programs

Attendance zones targeted were Lincoln,

Madison, and Roosevelt Feeder Patterns

Looking Forward: REO recruitment and support for applicants from neighborhoods with low enrollment in

schools of choice will continue for the 2020-21 school year.

Note that 2020 reporting is preliminary, as the

application window for some programs is still open.

Out-of-School Suspensions


Note. Data obtained from the Dallas ISD Student Discipline Data System and Evaluation & Assessment Student Demographics Reports.

27732957

2471

22202449

1954

232 244 194

12701488

1232

0

500

1000

1500

2000

2500

3000

3500

2017-18 2018-19 2019-20

Number of Out-of-School Suspensions

African American Hispanic

White & Other English Learners

1

13

19

3

30

34

4

35

10

5

37

11

0 10 20 30 40

White and OtherFemale

Hispanic Female

African AmericanFemale

White and Other Male

Hispanic Male

African AmericanMale

Percentage of Enrolled Students

Percentage of Student Suspensions

Three-Year Comparison

Fall Semesters 2017- 2019

Percentage Enrolled and Percentage of Suspensions

by Student Group

Looking Forward: Ongoing REO involvement in District task force addressing Significant Disproportionality in

Out-of-School Suspensions of African American and Special Education students

Slide 5

During Spring 2019, REO

participated in School

Support Roundtables at

schools with the highest

discipline rates, in

collaboration with Student

Services, Counseling

Services, Psychological

Services, Social Emotional

Learning, the Student

Discipline Office, Special

Education, and Youth and

Family Centers. The

purpose was to provide

alternative support and

resources to campus

administrators beyond

discipline referrals for

dealing positively with

student issues.

7

Ca

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Sta

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2021-22CQ and UB

Training for:up to 65

campuses or 5,000 people

2022-23CQ and UB



2020-21CQ and UB

Training for: Operations

FinanceTeaching &

LearningStrategic Initiatives

2021-22CQ and UB

Training for: Human Capital Management

CommunicationsChief of Staff

School Leadership

Professional Development Plan

Districtwide Cultural Intelligence (CQ) and Unconscious Bias (UB) Training

Pillar 4 | Workplace and Workforce Culture

2020-21CQ and UB



Slide 6

Looking Forward: In 2020-2021, Dallas ISD CQ Certified Trainers will lead face-to-face or virtual training sessions

and follow-up coaching for up to 5,000 campus staff and up to 2,000 Central Office personnel

Training Fall/Spring 2019-2020:

➢ 40 In-House Certified CQ and

UB Trainers

Summer 2020:

➢ In-house CQ and UB

trainings for 60 participants

➢ 100 CQ Certified Trainers by

end of Summer 2020

The Dallas ISD REO, in

collaboration with the

Professional and Digital Learning

Department, received the “Team

Excellence in Professional

Learning Award” at the Texas

Association of School

Administrators Midwinter

Conference in January 2020

No Place For HatePillar 6 | External and Internal Partnerships

May 2020: 18 Dallas ISD schools were awarded No Place For Hate Designation

High Schools Middle Schools

W. H. Adamson HS E. B. Comstock MS

D. W. Carter HS O. W. Holmes MS

Emmett J. Conrad HS Kennedy-Curry MS

IDEA at J. W, Fannin J. L Long MS

Lincoln HS Thomas C. Marsh MS

W.W. Samuell HS A. W. Spence MS

South Oak Cliff HS L. V. Stockard MS

Woodrow Wilson HS Sam Tasby MS

W. T. White HS Young Men’s Leadership Academy

Schools completed schoolwide activities on bias and social justice:

❖ Carter HS : Blackout Hate and Bullying Day

❖ Conrad HS: Black History Month - RISE, Tomorrow is Starting NOW

❖ Lincoln HS: Together We Can! Stop the Violence in Our Schools and Community

❖ Samuell HS: No Place for Hate Poster Contest

❖ Comstock MS: No Place For Hate Scavenger Hunt

❖ Marsh MS: Mood Meter Classroom Entry

❖ Tasby MS: Anti-Bullying Video

❖ Young Men’s Leadership Academy: Anti-Gun Violence March in the Community

Slide 7

Looking Forward: Twelve (12) additional schools will receive the No Place for Hate Designation in 2020-21

Equity in Bond Planning: Community Conversations

Pillar 7 | Facility and Location Impact

Slide 8

Lincoln, Pinkston, Roosevelt, and Spruce school communities were selected for

investment using 2020 Bond dollars, based on:

➢ Location in historically redlined areas

➢ Community Resource Index (CRI) data

Pre- COVID-19, REO planned in-person community workshops to:

➢ Inform community members about the CRI

➢ Connect CRI data to lived experiences of the community

➢ Identify and prioritize community needs

During the COVID-19 crisis, REO is conducting virtual interviews,

focus groups, and community meetings through July 2020:

➢ Informational interviews with Trustees

➢ Community Conversations in Districts 4, 5, and 9

➢ Focus groups and interviews with principals and teachers

Goals, Strategic Initiatives, and Focus Areas2019-20 Outcomes and 2020-2021 Goals

PG. 3

Pillar/Strategic

Initiative

Focus Area Purpose Partnerships Baseline and 2019-20 Outcomes 2020-21 Goals

Pillar 1

Academic

Achievement

Equity & Cultural

Competence

African American and

Mexican American

Studies Courses

Engage students

inclusively, with

culturally competent

and responsive

pedagogy

Social Studies

Department

Counseling Services

School Leadership

2019-20 Enrollment

AAS: 350 students, 17 schools

MAS: 537 students, 22 schools

2020-21 Scheduling:

AAS: 1,170 students, 34 schools

MAS: 2,059 students, 35 schools

Increase course enrollment:

AAS: 350 to 1200

MAS: 537 to 2000

One or both courses will be available to

students at all 37 district high schools

African American

Read-In

Sponsor culturally

relevant student

activities

Celebration of Black

History Month

Department of Reading

and Language Arts

February 2020: 23 schools attending

District 5: 8 schools



Students from 13 other schools

districtwide attended with parents

African American Read-In will expand to

include students from all sectors of the

district

Virtual Read-In will be developed to

increase participation

Funds for

Achievement and

Racial Equity (FARE)

Increase the

percentage of students

on grade level

School Leadership

Teaching and Learning

ACP percent passing, Fall 2018 and

2019, STAAR & EOC tested courses:

FARE schools showed positive growth in

percentage passing on 23 of 38 tests

(61%)

New FARE components for 2020-21:

Accelerating Campus Excellence (ACE)

Achieving in the Middle (AIM)

High Priority Campus (HPC)

Creating Accelerated

Performance (CAP)

Program

Improve reading skills

of rising 3rd, 6th, and 9th

grade African American

and English Learner

students

Department of Reading

and Language Arts

Summer 2019:

Average Oral Reading Fluency Rate

(words correct per minute) increase: from

75.5 to 83.6 pre/post (gain of 8.1)

Accuracy Percentage increase:

from 87.3 to 90.3 pre/post (gain of 3.0)

Comprehension Questions increase:

2.4 to 2.9 pre/post (gain of 0.4)

Students will demonstrate gains in

reading fluency, accuracy, and

comprehension, based on individual

pretest scores

Students will show an increase of positive

perceptions about their reading ability

Slide 9

Goals, Strategic Initiatives, and Focus Areas2019-20 Outcomes and 2020-2021 Goals

PG. 3

Pillar/Strategic

InitiativeFocus Area Purpose Partnerships Baseline and 2019-20 Outcomes 2020-21 Goals

Pillar 2

Instructional

Equity

Equitable Access to

High-Performing

Teachers

Increase access to

Highly Qualified

Teachers for AA and EL

students

Human Capital

Management

TEI Level Districtwide, January 2020:

Proficient I or above: 55.3%

60% of AA and EL students will have a

core subject teacher with a TEI rating of

Proficient I or above

Pillar 3

Programmatic

Equity

Advanced Course

Enrollment

Increase enrollment in

rigorous, advanced

coursework to prepare

all students for college

and career

Teaching and Learning

School Leadership

Counseling Services

Advanced Academic

Services

The largest increases in Pre-AP

enrollment of Proficient students were

among AA, Hispanic, and EL students

In 2019-20, more than 60% of AA and EL

students were enrolled in Pre-AP courses

in R/LA and Mathematics

Increase Grades 6-8 Pre-AP enrollment

of Proficient AA and EL students to 70%

Pre-K Initiative Increase AA

enrollment in Pre-K 3

and Pre-K 4 through

Scholarships

Early Learning AA Pre-K Enrollment:

2017-18: 2,238

2018-19: 2,055 (8.2% decrease)

2019-20: 2,119 (3.1% increase)

Continued increase in AA enrollment in

District Pre-K

Aligned with Early Learning goals

Magnet Schools

Application Initiative

Increase enrollment of

AA and EL students in

Magnets and other

Choice Schools

Department of

Centralized Enrollment

and Magnet Programs

Office of Transformation

& Innovation (OTI)

Applicants accepted at First and

Second Choice Schools, Spring 2020:

Students from targeted Feeder Patterns

(Lincoln, Madison, and Spruce) showed a

slight increase in acceptance rate (+2.0%)

compared to a slight decrease for student

from other Feeder Patterns (-3.5%)

Increase percentages of African American

and English Learner students accepted to

Magnet and Transformation schools by

5%

Out-of-School

Suspensions

Decrease

disproportionality in

OSS for AA and Special

Education students

Decrease OSS among

all student groups

School Leadership

Social Emotional

Learning

Student Discipline

Special Education

Districtwide Out-of-School

Suspensions:

Fall 2018: 5,650 (total)

Fall 2019: 4,619 (total)

Fall 2018 to 2019 decrease: 18%

Decrease disproportionate number of

suspensions of AA male and female

students by 5 percentage points for each

group

Slide 10

Goals, Strategic Initiatives, and Focus Areas

2019-20 Outcomes and 2020-2021 Goals

PG. 3

Pillar/Strategic


Pillar 4:

Leadership and

Operations

Effective Leaders Improve access of AA

and EL students to

highly effective

leaders

Human Capital

Management

School Leadership

2018-19 PEI Evaluation Rating:

Proficient I or above: 56% districtwide

60% of African American and English

Learner students will be enrolled in

schools with Principals rated Proficient I

or above

Pillar 5:

Workplace and

Workforce

Culture

Professional

Development Plan

Develop a culturally

responsive workforce

Professional & Digital

Learning

Cultural Intelligence

Center

Cultural Intelligence Center Trainings

December 2019 and February 2020:

40 In-House CQ Certified Trainers

(Trainer-of-Trainer Model)

100 CQ Certified Trainers by end of

Summer 2020

Up to 65 campuses or 5000 employees

trained in CQ and Unconscious Bias

Pillar 6

Internal and

External

Partnerships

Advisory Council

Engagement

Improve

communication and

collaboration with

community leaders and

advisors

Parent & Community

Engagement

Trustee Appointed Advisory Council

Increased Council membership to 25:

• 9 Trustee-Appointed members

• 16 At-Large members selected from

more than 170 applicants

Formed four Subcommittees to provide

recommendations to REO and District

70% or more of participants report the

district’s equity efforts are moving in the

right direction

No Place for Hate Student development

and engagement

Anti-Defamation League 2019-20: Eighteen (18) schools received

NPFH Designation

Twelve (12) additional schools will receive

NPFH Designation

Student Mentoring

Programs

Increase opportunities

for student growth

and development

Family & Community

Engagement

Participants in REO mentoring partner

programs, 2019-20: As of December

2019. 257 students at 14 schools had

mentors

Increase number of students served at

current schools to 350, based on principal

and counselor recommendations

Slide 11

Goals, Strategic Initiatives, and Focus Areas

2019-20 Outcomes and 2020-2021 Goals

Pillar/Strategic


Pillar 7

Facility and

Location Impact

“Operation

Connectivity”

1Million Project

Providing broadband

Internet connectivity

to all Dallas ISD

families

Instructional Technology

Department

Estimated lack of Internet access:

36,000 Dallas ISD households

Hotspot distribution:

May 1: 15,800 mobile hotspots have been

distributed to district students

Additional 6,000 mobile hotspots

projected to be distributed

School community Wi-Fi projects

launched in high-need neighborhoods

Equity in Bond

Planning

Improve access to

high-quality facilities

to address quality of

life of students and

communities

Operation Services

Family & Community

Engagement

Child Poverty Action

League (CPAL)

Community Resource Index (CRI) used

in tandem with Facility Condition Index

(FCI) to determine categories of highest

need and recommend funding priorities

within those communities

To be determined, based on input from

community meetings through July 2020

and campus scores from 2020-2021 FCI

Slide 12

Trustee Appointed Advisory Council Update

Pillar 6 | External and Internal Partnerships

Slide 13

District Vision, Reputation, and Change

In order to ensure Dallas ISD is tracking towards its ultimate goal

of ensuring racial equity, the Committee recommends an annual

audit and report that is publicly shared, available online and as

requested

Community Involvement

The Committee recommends that the District work with public

and private partners to create the infrastructure needed to

become an Internet Service Provider (ISP) for district families

who otherwise lack this basic utility to ensure access to an

equitable education

Multiple Pathways to Student Success

The Committee recommends that the District and Racial Equity

Office (REO) conduct a study and publish data on curriculum

equity, parent and community involvement, and college and

career readiness at each Dallas ISD school

Systems and Policy Work

The Committee recommends that the District and/or Racial

Equity Office (REO) shall establish and manage a data

dashboard centered around racial equity across district

programs, performance and operations

AppendixREO Trustee Appointed Advisory Council Equity Recommendations

• Appendix A: Community Involvement• Appendix B: District Vision, Reputation, and Change • Appendix C: Systems and Policy Work • Appendix D: Multiple Pathways to Student Success

Community InvolvementPillar 7 | Facility and Location Impact

Appendix A

Recommendation: The Community Taskforce recommends that the District work with public and private partners to create the

infrastructure needed to become an Internet Service Provider (ISP) for district families who otherwise lack this basic utility to ensure

access to an equitable education.

Rationale:

As technology rapidly develops, the equity gap between the haves and

have-nots grows. To ensure that this does not translate into increasing

achievement gaps, this subcommittee recommends that the district

take the lead in establishing a team of public/private/nonprofit partners

who shall work to provide the resources needed to ensure that all

families have adequate access to robust and secure internet services.

• Further coordination and collaboration

with individuals and organizations already

engaged in community work.

• Tie identified needs to a relevant partner

that can lead the way toward meeting

those needs and provide leadership to

ensure that adequate funding is available

to build and maintain the ISP.

• Dallas ISD should strive to ensure that

95%(+) of families are connected to at

least one ISP and that 100% have the

hardware needed to access the internet.

Next steps:

District Vision, Reputation, and ChangePillar 4 | Leadership and Operations

Recommendation: In order to ensure Dallas ISD is tracking towards its ultimate goal of ensuring racial equity, The District Vision,

Reputation and Change Committee recommends an annual audit and report that is publicly shared, available online and as

requested.

Rationale:

This report will disaggregate key Dallas ISD target areas that include:

Race/Ethnicity, discipline, social class, achievement data, English

Learners, Bilingual Education, dis(ability), sexual orientation, gender

identity, budget, and resource allocation.

This annual audit and report will diagnose, prioritize, set goals, identify

strategies, and create and monitor an action plan. The district will

commit to tracking progress and adjusting as needed to ensure Dallas

ISD is systemically combatting racial inequity and creating

opportunities for all students of all abilities.

The report will also measure the REO department’s overall yearly

measurable goals in their seven pillars and budget allocation.

• Ensure equity statements are built into

the vision and mission statements for

Dallas ISD.

• Conduct district equity audit based on

key target areas identified, beginning Fall

2021.

• The district will set measurable goals in

yearly improvement plans at the campus,

network, and department level.

Next steps:

Appendix B

Systems and Policy WorkPillar 6 | External and Internal Partnerships

Recommendation: District and/or Racial Equity Office (REO) shall establish and manage a data dashboard centered around racial

equity across district programs, performance and operations.

Rationale:

Currently data reports are spread across several applications or

departments: MyData Portal, Public Information Portal, Demographic

Studies, Evaluation & Assessment.

Data should be accessible in a central location to easily “identify and

best address internal and external inequities” (Racial, Socio-economic,

and Educational Equity Resolution).

The dashboard will be an important tool to track progress towards

“eliminating systemic disparities and ensuring systemic equity through

implementation and progress monitoring” (Resolution).

• Amend policy to include language

establishing the data dashboard

• Collaboration between staff and/or the

Board to identify measurables to track on

the dashboard. Examples: correlation

between teacher experience, salaries

and demographics; Choice School

access

• Assignment of REO personnel and

department collaboration to oversee the

dashboard

Next steps:

Appendix C

Multiple Pathways to Student SuccessPillar 3 | Programmatic Equity

Recommendation: Conduct a study and publish data on curriculum equity, parent and community involvement and college and

career readiness at each Dallas ISD school.

Rationale:

Parental Involvement: The Choice or “Best Fit” school paradigm

privileges those with the most capacity and access. Families with the

resources to choose to leave neighborhood schools also tend to have

more capacity (time and financial resources) to be involved in schools.

Currently, 134 neighborhood schools do not have an active PTA.

Curriculum Inequity: Lower-performing schools must use district

curriculum; higher-performing schools have more teacher autonomy.

Higher-performing schools also can make more time for social-

emotional awareness.

College and Career Readiness: To achieve equity, Dallas ISD must

equip students for college, but provide different avenues if college is

not best suited for their future success. These pathways include job

readiness, trade school, and military service, as well as preparation for

two- or four-year colleges and universities.

• Compile data regarding parent

involvement in PTA, SBDM and Booster

Clubs: number of members and

connections to school, major programs,

budgeted funds and general categories of

expenditures

• Collect and report information on each

school’s use of curriculum, with

connections to school ratings and test

scores

• Provide data on access to student

College and Career Pathways by school

type

Next steps:

Appendix D

dallas isd: racial equity office · madison 49 54 +10.2% roosevelt 129 126 -2.3% total targeted 198...

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