2015-2016 District Action Plan The Dallas ISD Improvement Plan DRAFT Revised – 31 Jan 2015 2015-2016 District Action Plan District Goals The District goals represent key targets for the administration to focus on as we continue to improve outcomes for all students. Board policy AE (Local) reads as follows: In everything we do, our goal is to improve the quality of education for all our students. We expect every employee to believe that every student can succeed. We will pursue the following operational goals, in order of priority: 1. TEACHERS: Ensure highly effective teachers for all students. 2. PRINCIPALS: Ensure a highly effective leader for every school. 3. SAFE AND SECURE SCHOOLS: Ensure a safe, secure and welcoming environment for all students, parents, staff, and the community. 4. PARENTAL INVOLVEMENT: Develop shared responsibility between parents/guardians and schools that foster academic success and self-management of learning. 5. RIGOR: Implement rigorous curriculum and engaging educational practices and experiences. 6. CULTURE: Create and sustain a positive and compassionate “common culture” throughout the district that leads toward accomplishing our vision and mission. 7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position. 8. DATA AND INNOVATION: Make managerial decisions based on appropriate, reliable, and valid data and best practices, and to develop and continually improve new, innovative ways of schooling to meet the needs of students in the 21st century. 9. CENTRAL OFFICE: Organize central services to encourage and enhance a positive culture throughout the district, support the campuses and positive culture on each campus by removing barriers that prevent achieving our goals. 10. FACILITIES: Systemically upgrade and maintain our facilities to provide every student an efficient learning environment. Three years ago we created Destination 2020, the plan to transform the Dallas Independent School District. The plan was designed to significantly increase the number of students who would be college- and career- ready by the Year 2020. 2015-2016 District Action Plan Page 2 The picture of success involved high school graduates who were entering college straight from high school or entering the workforce prepared for a Year 2020 workplace. We resolved to have the highest college- and career-ready percentage of graduates of any large urban district in the nation. This goal continues to guide our work. Specifically, by September 2020, we expect: 90% of our students to graduate on time 40% of our students to attain a 21 or higher composite score on the ACT exam or SAT of 990 on Reading/Math 75% of our students to be proficient on the “Year 2020 workplace readiness assessments”1 80% of our students to enter college, the military, or a “career-ready job” straight from high school Progress The District made considerable progress on a number of fronts last school year. School leaders and teachers are working with a sense of urgency and almost a singular focus on improving the quality of instruction. Recent increases in our mid-year exams and Advanced Placement exams signal greater achievement gains down the road as the District’s initiatives start to take hold. The collaboration among schools and central office departments have also led to a number of “firsts” in Dallas ISD during the fall semester. As a result of fundamental changes in our hiring and recruitment processes, we started the school year with the smallest number of classroom teacher vacancies in recent memory. The launch of the Teacher Excellence Initiative, the new teacher evaluation system, included the first-of-itskind certification of school leaders and the convening of focus and expert groups to help improve the system. Another milestone was reached in December when school leaders identified over 1,400 teachers as eligible for the distinguished teacher review process and 1 In the short term, we will increase the number of industry-recognized certifications that are students earn before graduation. The Year 2020 workplace readiness assessments will be designed by the business and non-profit communities and will include critical thinking, communications, teamwork, information literacy, technology skills, and work ethic. 2015-2016 District Action Plan Page 3 1,390 teachers submitted applications to undergo a review. These teachers will help the District establish the bar for what distinguished teaching looks like. By the Year 2020, Dallas ISD will have the highest college- and career-ready percentage of graduates of any large urban district in the nation. While the effort to implement TEI has been extensive, enormous strides have been made in other areas. Our early childhood initiatives caused a growth in Pre-K enrollment and support for hundreds of teachers through the addition of new Pre-K specialists and coaches. The expansion of school choice options took a leap forward with the roll-out of an application process, support of eight schools through a program development phase, and the selection of five schools that will begin enrolling students next year. For the first time in the District, we tied principal compensation to evaluations; implemented a large-scale literacy program with hundreds of community members in 92 elementary schools; deployed “The HUB,” which will greatly enhance our ability to inform stakeholders and staff about key stories, the progress of the District, and challenges we are facing; revamped the Alternative Certification program for teachers; and received an upgraded bond rating to AA+, confirming that the District is in its healthiest financial position ever. Despite these successes, we recognize that our reform initiatives are far from complete and that achieving our goals will require us to maintain a sense of urgency. In the 20152016 school year we will stay the course. We will continue to change and improve, while understanding that any organization can only sustain change commensurate with its capacity, resources, and leadership density. Performance and achievement goals Our short- and long-term student achievement and performance goals remain the same and are outlined in the pages that follow. Progress monitoring metrics are outlined in Appendix C. 2015-2016 District Action Plan Page 4 Overarching outcomes By the Year 2020, we expect: 90% of our students to graduate on time 40% of our students to attain a 21 or higher composite score on the ACT exam or SAT of 990 on Reading/Math 75% of our students to be proficient on the “Year 2020 workplace readiness assessments” 80% of our students to enter college, the military, or a “career-ready job” straight from high school Student achievement outcomes Outcomes Baseline (2013) Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 A1. 90% of students graduate on time A2. 40% of our students attain a 21 or higher composite score on the ACT exam or SAT of 990 on Reading/Math A3. 75% of our students to be proficient on the “Year 2020 workplace readiness assessments” A4. 80% of our students to enter college, earn a career certificate, or pass the military ASVAB A5. 50% of our students pass the Grade 3 STAAR Reading (Level II – Recommended) [the State 2013 average was 39%] A6. 50% of our students pass the Grade 4 STAAR Writing (Level II – Recommended) [the State 2013 average was 34%] A7. 55% of our students pass the Grade 8 STAAR Math (Level II – Recommended) [the State 2013 average was 42% w/o Algebra I scores included] A8. 25% of our students pass the Grade 8 NAEP test in reading [the National 2013 average was 32%] 83.2 84% 85% 86% 86% 88% 90% 14.4% 15% 18% 22% 27% 33% 40% (16-17) na na 60% 65% 70% 75% (14-15) 55% 60% 65% 70% 75% 80% 32.4% 33% 35% 37% 40% 45% 50% 27.8% 32% 34% 37% 40% 45% 50% 28.6% 30% 33% 37% 40% 45% 50% 16% na 17% na 20% na 25% 2015-2016 District Action Plan Page 5 Key Performance Outcomes (The red bars indicate suggested indicators for the Superintendent’s evaluation.) Core Beliefs Baseline P1. 75% of the staff agree or strongly agree with the direction of the District as measured by the spring climate survey P2. 85% of community stakeholders are neutral, agree or strongly agree with the direction of the District as measured by a survey conducted by a third party 44.4% Investing in people P3. 80% of principals are proficient or higher as measured by the principal evaluation system Improvement in the principal evaluation scores is highly correlated (r ≥ .4) with growth in student achievement (beginning in 2016) Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 50% 55% 60% 65% 70% 75% - 65% 70% 75% 78% 82% 85% Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 58% 61% 65% 70% 75% 80% (14-15) 53% 55% 57% 60% 63% 65% (16-17) na na 63% 65% 70% 75% (13-14) 55% (12-13) P4. 65% of teachers are proficient or higher as measured by the new teacher evaluation system (TEI) Improvement in the teacher evaluation scores is highly correlated (r ≥ .4) with growth in student achievement (beginning in 2016) P5. 75% of central office employees are proficient or higher as measured by the new support staff evaluation system 2015-2016 District Action Plan Page 6 Focusing on the classroom P6. 80% of classroom teachers are proficient or higher on key instructional priorities as measured by individual District spot observations P7. 80% of students entering kindergarten are “school ready” as assessed by Brigance Early Childhood Screening assessment P8. The students in the 25 choice schools (started by 1 Oct 2018) will collectively score at 110% of the State average in reading, writing, and math P9. 25% of Dallas ISD classroom teachers are proficient in personalized learning instructional delivery as measured by a district-created rubric Strengthening our systems P10. Accomplish 90% of the annual targets for key leading indicators (identified by Departments) P11. Exceed average performance of other large urban districts as measured by common indicators (specific metric and independent evaluation still to be determined) Engaging parents and the community P12. Increase volunteer minutes per student P13. Receive approval for the construction of new schools and the renovation or maintenance of existing structures 2015-2016 District Action Plan Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 (14-15) 62% 65% 68% 70% 75% 80% (15-16) 40% 45% 50% 60% 70% 80% (16-17) na na 95% 100% 105% 110% (14-15) 2% 5% 10% 15% 20% 25% Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 (14-15) 80% 85% 90% 90% 90% 90% (17-18) na na na exceed exceed exceed Baseline 105 (13-14) na Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 110 112 115 118 120 122 na TBD na na na na Page 7 Stay the course Given our progress and where we are in change and transformation process, we will stay the course. Destination 2020 continues to be our guidebook. Our key actions fall under four core domains: investing in people, improving instruction, strengthening our systems, and engaging parents and community. Investing in People Schools systems are only as good as their school leaders and teachers. No matter what reform initiative is undertaken, if the teachers in a school are not effective, the school will continue to struggle. A similar statement could be made about school principals. Leaders matter, and principals are the key to reform. Indeed, one would be hard-pressed to Principals are the key to point to a large-scale education transformation reform. that has taken place without the development of principals into effective instructional leaders. 2015-2016 District Action Plan Page 8 Dallas ISD is in its third year of a rigorous principal evaluation system that ties principal evaluations to student achievement results. In September of 2014-2015, we paid principals based on their evaluations; for the first time, principal compensation is tied to effectiveness rather than years of experience. As a result of these changes, our principal corps continues to get stronger and more effective. The development of principals under the new system will continue in the 2015-2016 school year. Additionally, if approved by the Board, we will begin a new pay-for-performance system for assistant principals and counselors in the d2015-2016 school year. In the 2014-2015 school year, Dallas ISD implemented the most “fair, accurate, and rigorous” teacher evaluation system in the nation. The Teacher Excellence Initiative (TEI) ties evaluation to student achievement and performance results. In September 2015, we will pay teachers based on their evaluations, awarding higher salaries to those who get stronger results. Once we have determined the effectiveness level of all of our 10,400 teachers, we will analyze the distribution of these teachers across the District. In the meantime, we will incentivize the movement of “distinguish eligible” teachers to our campuses that did not meet state accountability. Focusing on the classroom Over the last three years, the District has focused on improving the quality of instruction. The District not only developed principals and assistant principals into instructional leaders, but also invested in building-level instructional coaches and division-level academic facilitators to support and provide teachers with direct, job-embedded professional development. We identified and trained teachers on instructional priorities, aligned the curriculum to the new, more rigorous Texas standards, and began to shift the focus from seat time to demonstrations of learning. Central to all of the efforts in improving the quality of instruction was creating a culture of instructional feedback. “What gets feedback, gets done better,” and teachers came to expect effective feedback after spot observations from administrators. Building leaders conducted five spot observations per teacher per semester. Mid-year reviews and system reviews in the spring provided feedback to principals that supplemented the twice-amonth coaching sessions Executive Directors held with principals. In the 2015-2016 school year, the District will continue to build on the instructional priorities of the last two years. However, we will also make some adjustments in order to 2015-2016 District Action Plan Page 9 differentiate the support teachers receive. For example, teachers with a distinguished effective rating will receive only six spot observations; proficient teachers will receive eight spot observations; and progressing teachers will receive 10. Additionally, if we are to prepare students for the Year 2020 and beyond, we must work hard now to consider and design curricular changes that will prepare students for a fundamentally different workplace. We also have to take advantage of technology and advances in educational practices in order to personalize the learning of our students. 2015-2016 will see significant strides toward expanding school choice and personalized learning for our students. Our goal is to have 35 choice schools in operation by the Year 2020. Strengthening our Systems While the capacity of the staff, the quality of instruction, and school climate are all drivers of organizational change, Central Office systems also figure prominently in any transformation. Central Office processes and procedures can either enhance or impede the ability of the District to change. Dallas ISD saw systemic improvements in a number of areas during the 2014-2015 school year. The Human Capital Management Department addressed all of the recommendations of the Star Commission report from 2012. It also improved recruitment processes, logging in the smallest number of classroom teacher vacancies at the beginning of the year in recent memory. The Finance Department won several awards and improved both our fund balance and our financial rating. Reforms in technology and operations continued apace. This foundational work is necessary if the transformation that is underway is going to be advanced and sustained. In the 2015-2016 school year, the central office departments will continue to improve their processes, focusing on outcomes and strong metrics. These goals and outcomes are outlined on pages 6 and 7. Progress monitoring metrics are outlined in Appendix C. Collective Impact -- Engaging parents and the community One of the key educational reform lessons over the last decade is that it truly takes a village to raise a child. In order to significantly improve academic outcomes for at-risk students, communities need to support the efforts of parents and educators. We will 2015-2016 District Action Plan Page 10 continue to be purposeful in helping community volunteers and partners work in reinforcing ways. Dallas continues to have a great number of legislators, foundations, non-profits, and other stakeholders expressing a commitment to help the District move forward and expecting us to do what it takes to improve. We will continue to take advantage of these opportunities. At the same time, we must be careful not to chase too many initiatives which could diffuse our core efforts and take us off our direction. Thus, we will help channel the support and ensure the major educational initiatives work in reinforcing ways. In the 2013-2014 school year, we started Imagine 2020, a reform initiative that channeled district and community resources to the schools in three feeder patterns. We will continue this collective impact project. However, in the 2015-2016 school year, we will not add another feeder pattern and focus on reinforcing the gains made in the four current Imagine 2020 feeder patterns. In one of the feeder patterns, Pinkston, we will pilot Imagine 2020 version 2.0. This pilot continues the initiatives of Imagine 2020 and adds an early childhood component. In the 2013-2014 school year, we also created a Volunteer and Community Partnerships Department to help coordinate volunteer activities and help schools take advantage of the support parents and other stakeholders are eager to provide. Next year we will reinforce and build on this effort. Comprehensive plan During the 2014-2015 school year, the District developed its “comprehensive plan” to fund programs and build and renovate facilities for the next six years. This strategic facilities plan focuses on the vision of the District especially with regard to school choice and a significant investment in early childhood. It also addresses the demographic shifts and the long-postponed deferred maintenance concerns at most of our campuses and administrative facilities. Our goal is to ask the voters to approve a Tax Ratification Election in November of 2015. 2015-2016 District Action Plan Page 11 Operating principles An organization requiring transformational change will work more effectively with clear vision and clear direction. But that will not be enough. Such an organization will not be able to move quickly toward the destination unless it attends to and follows some key operating principles. Perhaps most important, we have to greatly accelerate our efforts to build a professional culture. Just as with effective teaching, we have to define what it means to behave professionally, support staffs to grow in this area, and value progress. In the 2015-2016 school year, we will expand training among central office staffs and revise the evaluation system to place more emphasis on growing a professional culture. In the 2015-2016 school year, the District will also continue to support and reinforce the following operating principles: Reinforce Core Beliefs. An organization not only needs to identify its Core Beliefs, but it must coach staff members on how those beliefs manifest themselves in the workplace. Expand leadership density. Leadership matters; it is the glue that holds the whole system together and ensures mission accomplishment. An effective organization works to expand leadership at all levels. It ensures that it has strong “bench strength.” Raise the level of accountability. Some level of accountability is necessary to maximize performance. We must build an organization that will use data and monitor progress toward measurable outcomes. Additionally, an effective organization holds people and departments more accountable for results than the accomplishment of processes. Work toward defined autonomy. People work best when they have some control over their work environment. Strong organizations establish clear expectations and parameters and then allow individuals or groups of individuals to figure out how to meet those expectations. Of course, until leadership capacity is developed, the organization may have to grant autonomy gradually. Work systemically. Effective organizations ensure various departments do not work in silos. They attend to system connections, focus on leverage points, and ensure alignment throughout the organization. 2015-2016 District Action Plan Page 12 Build an adaptive organization. The educational landscape and Year 2020 workplace is changing quickly. Organizations need to continually learn and nimbly adjust to the ever-changing ecosystem in which they operate. They will have to develop a problem-solving culture and push decision-making to the level of implementation. Develop channels for sense-making. An organization undergoing tremendous change needs to have clear lines of communication and have strong processes for disseminating accurate information and for helping people at all levels make sense of decisions and information. 2015-2016 District Action Plan Page 13 Key Actions and Indicators Key Actions 1. Strengthen and sustain a positive culture Investing in People Expand efforts to show teachers they are valued Ensure staff members support the direction of the District and the Core Beliefs Define behaviors that demonstrate a “professional culture” and begin training staff By 1 September 2016 At least 80% of the teachers are neutral, agree or strongly agree that they are satisfied with the recognition they receive for doing a good job as measured by the spring climate survey At least 80% of the staff are neutral, agree or strongly agree with the Core Beliefs as measured by the spring climate survey At least 80% of the staff are neutral, agree or strongly agree with the direction of the District as measured by the spring climate survey Develop a new central staff evaluation system (3R) that emphasizes specific behaviors related to professionalism by 1 January 2016 Create a rubric to assess the professional behavior and effectiveness of each major Central Office department (use an independent company to assist) Investing in People District Goal 6- Culture Create and sustain a positive “common culture” 2. Implement the TEI system, tying teacher evaluations to student achievement results District Goal 1- Teachers Ensure highly effective teachers 2015-2016 District Action Plan At least 98% of all classroom teachers are placed on the TEI evaluation system The teacher evaluations are differentiated and the distribution of effectiveness approximates the target distribution (within 5% at each level) In a survey of teacher and school leaders, at least 75% are neutral, agree, or strongly agree that the new evaluation system is “fair, accurate, and rigorous” Page 14 Investing in People Investing in People Improving Instruction Key Actions 3. Expand teacher professional development Develop training modules and videos for personalized instruction Conduct teacher academies Conduct summer learning labs District Goal 1- Teachers Ensure highly effective teachers 4. Strengthen instructional leadership among principals District Goal 2- Principals Ensure highly effective leaders 5. Expand school choice for Dallas ISD students Support personalized learning schools Select an additional four “choice schools” By 1 September 2016 In the 2015-2016 school year, at least 3000 teachers take advantage of the training modules or videos to improve their instruction and performance Including the summer of 2015, 600 teachers complete a PD program designed by DISD and a local university DISD conducts at least six learning labs during the 2016 summer school; at least 300 progressing and 300 effective teachers participate As measured by at least 30 independent spot observations per school, 80% of the schools will be Proficient (2.0) or higher in each of four areas: lesson objectives, demonstrations of learning, purposeful aligned instruction, and multiple response strategies At least 35 school leaders graduate from the 2015-2016 School Leadership Academy At least 85% of principals are “Progressing II” or higher as measured by the principals’ new evaluation system At least 55% of principals are “Proficient I” or higher as measured by the principals’ new evaluation system The four personalized learning schools exceed the District average on the math, reading, and science STAAR or EOC exams Plan, prepare, and open an additional four schools of choice (w/ approval of the School Board) District Goal 8- Data and Innovation 2015-2016 District Action Plan Page 15 Engaging the Community Strengthening Systems Improving Instruction Key Actions 6. Strengthen early childhood education District Goal 8- Data and Innovation By 1 September 2016 75% of preschool and kindergarten classroom meet the “proficient” standard for materials and resources 90% of preschool and kindergarten teachers are directly supported and coached in best practices for early childhood instruction CLASS assessment is piloted and analyzed Elementary principal evaluation is revised to include early childhood metric 90% of the goals for the key performance outcomes are accomplished 7. Accomplish goals for key performance outcomes and progress monitoring metrics District Goal 9- Central Office 8. Pass a Tax Ratification Election to support the District’s “Comprehensive Plan” A TRE is passed in November 2015 District Goal 8- Data and Innovation 2015-2016 District Action Plan Page 16 Meeting District Goals District Goal 1. TEACHERS: Ensure highly effective teachers for all students. 2. PRINCIPALS: Ensure a highly effective leader for every school. 3. SAFE AND SECURE SCHOOLS: Ensure a safe, secure and welcoming environment for all students, parents, staff, and the community. 4. PARENTAL INVOLVEMENT: Develop shared responsibility between parents/guardians and schools that foster academic success and self-management of learning. 2015-2016 District Action Plan Key Actions or Initiatives Estimated New Expenditures Implement TEI; compensate teachers using new effectiveness levels Incentivize distinguished teachers moving to low-performing schools Expand efforts to show teachers they are valued Expand professional development section that supports curriculum alignment and best practices Conduct summer teacher academies and summer learning labs Support revision of ACPs as needed and improvements in test administration Implement new counselor evaluation system $4,200,000 Conduct the School Leaders Academy for a cohort of 35 Implement new assistant principal evaluation system Incentivize principals going to struggling campuses $100,000 Install additional security devices (security cameras, lights, buzz-in systems at major access points) at secondary schools Support in-school suspension or other programs to improve student discipline in the middle schools Replace artificial turf at two locations and replace old sports equipment Inform community about the TRE and garner support for the long-term vision of the District Expand volunteer programs at each elementary and middle school $3,000,000 $300,000 $500,000 $4,000,000 $500,000 $500,000 $300,000 $2,000,000 $300,000 Page 17 Estimated New Expenditures District Goal Key Actions or Initiatives 5. RIGOR: Implement rigorous curriculum and engaging educational practices and experiences. Create new campus-based endorsement areas for student choice under HB5 and expand industry-approved certifications Strengthen SAT and ACT prep classes Implement writing and literacy plan to increase college readiness Support new personalized learning schools and planning for choice schools Expand support for early childhood classrooms and staff development $200,000 6. CULTURE: Create and sustain a positive and compassionate “common culture “throughout the district that leads to accomplishing our vision and mission. Develop new evaluation instrument for central staff and strengthen professional culture Ensure staff members understand and support the direction of the District and the Core Beliefs Expand community outreach, stakeholder engagement, and both internal and external communications $300,000 7. HUMAN RESOURCES: Hire, retain, and develop highly effective employees for every position. Continue to improve upon the case manager system of recruitment and support for the schools Execute the District’s vacancy reduction initiative Expand the number of permanent substitutes to 250 2015-2016 District Action Plan $200,000 $300,000 $2,000,000 $500,000 $300,000 $300,000 $800,000 Page 18 Estimated New Expenditures District Goal Key Actions or Initiatives 8. DATA AND INNOVATION: Make managerial decisions based on appropriate, reliable, and valid data and best practices, and develop and continually improve new, innovative ways of schooling to meet the needs of students in the 21st century. Initiate Imagine 2020 version 2.0 in the Pinkston feeder pattern Continue to conduct data team meetings for principals Continue Reasoning Mind in the 2nd and 3rd grades; support the expansion to the 4th and 5th grades for selected schools Support new personalized learning schools and planning for choice schools (see goal on Rigor) Support the Office of Transformation and Innovation as it oversees the expansion of choice schools over the next six years $2,000,000 9. CENTRAL OFFICE: Organize central services to encourage and enhance a positive culture throughout the district, support the campuses and positive culture on each campus by removing barriers that prevent achievement. 10. FACILITIES: Systemically upgrade and maintain our facilities to provide every student an efficient learning environment. Accomplish key performance goals and progress monitoring metrics Develop new evaluation instrument for central staff and strengthen professional culture (see goal on Culture) Lease space for HCM and technology $300,000 Continue to invest in the deferred maintenance fund Consolidate several central office departments into one location Implement comprehensive plan to upgrade and maintain facilities $15,000,000* $25,000,000* $1,000,000 $200,000 $500,000 *not new money Total: $24,600,000 2015-2016 District Action Plan Page 19 Other Initiatives, Programs, and Objectives Vacancy reduction. The District will follow through on HCM initiatives to significantly decrease the number of classroom teacher vacancies. This initiative includes recruiting more bilingual and ESL teachers. We also want to drastically decrease the need for long-term substitutes during the school year. Bilingual and ESL support and monitoring. The District will help every school identify bi-lingual and ESL needs and develop specific plans to improve BE/ESL instruction and monitoring. Volunteer programs. We intend to continue to expand volunteer programs, requiring every elementary and middle school to increase volunteer opportunities for parents and community members and to expand after school programs to include a reading, writing, or math program. Writing initiative. The District will continue to provide significant professional development for teachers. This training will be voluntary and conducted after school and on weekends. Literacy initiative. The District will train all new elementary teachers on literacy during a week of induction. Similar training will be provided to other teachers. At the middle schools, the District will hire a reading-certified teacher at each middle school. Math initiative. The District will continue the Reasoning Mind math initiative in elementary schools. Campuses will have the option to move up to grade 5 program delivery. 2015-2016 District Action Plan Page 20 Appendices 2015-2016 District Action Plan Page 21 Appendix A -- Effective Districts – Planning Diagram Core Beliefs Vision ① Philosophy first ② Guiding frameworks What are you prepared to act upon? Actionable picture of success Theory of Action Operational Framework Systems Thinking ③ -- System connections -- Leverage points -- Archetypes Needs Assessment Needs Assessment Achievement Data System Evaluation Quality of Instruction ④ District Action Plan District Action Plan Indicators of Success Key Actions Specific Actions ⑤ Empowerment and Accountability Goals and metrics for Central Office staff Targets and Parameters for School Leaders Dept. Action Plan School Action Plan -- Student achievement -- Quality of instruction -- Human capital management 2015-2016 District Action Plan Page 22 Appendix B -- Support – Results Diagram Support Superintendent Other departments Result s Support Teachers Results School Supervision PRINCIPALS Results Support Central Office Student Achievement Metrics Metrics Quality of Instruction Philosophy/ Culture Support Metrics Metrics 2015-2016 District Action Plan Page 23 Progress monitoring and other metrics Progress monitoring metrics and leading indicators are used internally by Central Office departments to gauge progress and to make mid-course corrections. They will be adjusted as data are collected and as systems and procedures are developed or changed. We include them here to demonstrate the comprehensive nature of our targets and system of accountability. Student academic outcomes Student Academic Metrics Baseline AM1. STAAR (grades 3-12) at Level III-Advanced AM2. STAAR gap at Level II Recommended (State white vs. District African American and Hispanic results) AM3. Grade 10 sum of the average PSAT scores (Critical Reading and Mathematics) AM4. District End- and Mid-year Course Assessments (ACPs) AM5. % of Advanced Placement exams passed (>=3) AM6. Grade 12 sum of the average SAT/ACT AM7. % of students enrolled in College Credit Courses (dual credit/ AP/IB) AM8. % of seniors completing College Applications AM9. % of seniors completing a financial aid application (FAFSA) AM10. % of seniors attaining a passing Military ASVAB score 2015-2016 District Action Plan Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 8.7% AA:31.1% H:24.3% 10% 30% 23% 11% 29% 22% 12% 27% 20% 14% 25% 18% 16% 23% 20% 20% 21% 18% 75 76 77 79 81 83 85 55% 26.3% SAT: 861 ACT: 17.6 58% 27% 882 18 60% 28% 884 18.5 62% 29% 886 19 64% 30% 888 19.5 67% 31% 889 20 70% 32% 990 21 25.3% 28% 30% 32% 34% 37% 40% 84.5% 85% 86% 87% 88% 90% 92% 34.5% 45% 50% 55% 60% 65% 70% (2014-15) 3% 3.5% 4% 4.5% 5% 6% (2013) Page 24 Progress monitoring metrics and leading indicators Key performance outcomes Core Beliefs PM1. Percentage of staff agreeing with the direction of the District on the mid-year climate survey PM2. Percentage of staff agreeing with the direction of the District on the end-of-year climate survey PM3. Summative “core beliefs” score from the mid-year climate survey PM4. Summative “core beliefs” score from the end-of-year climate survey PM5. By 2020, ninety percent of all middle school students will receive a “B” or higher on their habits of mind score. ○ students will be assessed by their teachers who will use a Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Responsible 45.3% 50% 55% 60% 65% 70% 75% Comm. 50% 55% 60% 65% 70% 75% Comm. 88% 89% 90% 91% 92% 93% SL 88% 89% 90% 91% 92% 93% SL (2015-16) n/a 70 75 80 85 90 AIA (2017-18) n/a n/a n/a 75 78 80 AIA (2013-14) 44.4% (2013-14) 86% (2013-14) 85% (2013-14) habits of mind rubric developed by the District. PM6. By 2020, 80 percent of all high school 11th graders will receive a “proficient” or higher on their habits of mind score. ○ HS juniors will be assessed by a team of people (teachers, counselors, employers) who will conduct an interview of the student at the end of his junior year. 2015-2016 District Action Plan Page 25 Investing in people PM7. Teacher attendance rate (absence = total hours absent/8) PM8. Campus Staff attendance rate (absence = total hours absent/8) PM9. Central Staff Attendance Rate (absence = total hours absent/8) PM10. Teacher full-day attendance rate (any portion of a day) PM11. Staff full-day attendance rate (any portion of a day >15 minutes) PM12. Central Staff full-day attendance rate (any portion of a day >15 minutes) PM13. Average Classroom teacher vacancies as a percentage of all classroom teachers PM14. Average number of days to fill a classroom teacher vacancy PM15. Daily substitute teacher fill rate 94.6% (2013-14) 94.6% (2013-14) 94.4% (2013-14) 94.4% (2013-14) 93.4% (2013-14) 92.6% (2013-14) 4.2% (2013-14) 19 days (2013-14) 81% (2013-14) PM16. 80% of all teachers agree or strongly agree that the professional development they receive helps them become more effective teachers PM17. 75% of all teachers agree or strongly agree that the instructional feedback they receive helps them improve the quality of instruction. PM18. 75% of assistant principals are proficient or higher as measured by the assistant principal evaluation system ○ Improvement in the assistant principal evaluation scores is Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Responsible 95% 95.5% 96% 96.5% 96.5% 97% SL 95% 95.5% 96% 96.5% 96.5% 97% SL 95% 95.5% 96% 96.5% 96.5% 97% All 94% 94.5% 95% 95.5% 96% 96.5% SL 94% 94.5% 95% 95.4% 95.7% 96% SL 93% 93.5% 94% 94.5% 95% 95.5% All 4.0% 3.75% 3.5% 3.25% 3.0% <3% HCM, SL 15 13 11 10 9 <8 days HCM, SL 85% 86% 87% 88% 89% > 90% HCM, SL 60% 65% 70% 75% 80% 80% AIA, SL 68% 70% 72% 75% 75% 75% SL 50% 55% 60% 65% 70% 75% SL Baseline Sep 15 58% (2013-14) 65% (2013-14) (2014-15) highly correlated (r ≥ .4) with growth in student achievement (beginning in 2017) 2015-2016 District Action Plan Page 26 Focus on the classroom Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Resp. 9,500 10,500 11,500 12,500 13,700 15,000 AIA n/a 75% 80% 85% 90% 95% AIA SL PM19. Number of eligible Pre-K students enrolled 8,850 [For the 2014-2015 school year, increase by 10% over the 13-14 school year] PM20. % of exiting preschoolers assessed for ‘SchoolReadiness’ PM21. Student average daily attendance (2012-13) (2015-16) ES – 96.4% MS – 95.8% HS – 94.4% 96.5% 95.5% 94.5% 96.6% 95.6% 94.6% 96.7% 95.7% 94.7% 96.8% 95.8% 94.8% 96.9% 95.9% 94.9% ES – 97% MS – 96% HS – 95% 6% 5.8% 5.6% 5.2% 5% 4.8% SL 1% .08% .07% .06% .055% .05% SL 56,138 50,524 45,471 40,924 36,832 33,149 SL 23,873 22,679 21,545 20,468 19,444 18,472 SL 15,000 14,000 13,500 13,000 12,500 12,000 SL (2013-14) PM22. Excessive Absences – percent of students missing more than 10% of school days in either semester during a school year PM23. Excessive Absences – percent of students missing more than 25% of school days in either semester during a school year PM24. Total count of Offenses 6.54% (2013-14) 0.8% (2013-14) 62,375 [For the 2014-2015 school year, reduce the total no. of offenses by 10% over 2013-2014 data] PM25. Total count of home suspensions (OSS) [For the 2014-2015 school year, reduce total no. of home suspensions by 5% compared with 13-14 PEIMS data] PM26. Number of in-school suspensions [For the 2014-2015 school year, reduce total no. of in-school suspensions by 5% compared with 13-14 PEIMS data] 2015-2016 District Action Plan (2013-14) 25,129 (2013-14) (2013-14) Page 27 Focus on the classroom PM27. Mid-year reviews – percentage of principals scoring proficient or higher on at least 6 of the 9 rubric categories PM28. System reviews – percentage of principals scoring proficient or higher on system review PM29. 80% of classroom teachers are proficient or higher in instructional practice as measured by the teacher performance rubric (Domain 2) PM30. By 2020, Dallas ISD will have opened 35 new choice options/programs (may include new choice schools) PM31. By 2020, personalized learning will be the primary mode of instructional delivery for at least 10% of Dallas ISD students Strengthening our systems PM32. Annual Variance (+/-) of Actual General Operating Expenditures vs. Approved Budget PM33. Percentage of on-time (within ten minutes of published time) bus arrival to schools PM34. % of emergency work orders completed in 5 days or less PM35. % of corrective maintenance work orders completed in 30 days or less. PM36. Total maintenance expenditures – major and routine – including labor, benefits, supply and other expenditures divided by total district square footage. 2015-2016 District Action Plan Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Responsible 55% 60% 64% 68% 70% 72% 74% SL 60% 64% 68% 70% 72% 74% SL 66% 68% 70% 73% 76% 80% SL (2015-16) (planning year) 13 19 25 30 35 CTI (2014-15) 1% 2% 4% 6% 8% 10% CTI Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Responsible 4.1 3.9 3.7 3.5 3.3 3.15 3.0 CFO 97.5% 97.6% 97.7% 97.8% 97.9% 98% COO 95.5% 96% 96.5% 96.8% 96.9% 97% COO 98.2% 98.3% 98.4% 98.5% 98.6% 98.7% COO TBD TBD TBD TBD TBD TBD COO (2013-14) 59% (2013-14) 65% (2013-14) (13-14) 97.1% (2013-14) 95.4% (2013-14) 98.1% (2013-14) $1.85/ sq. ft. Page 28 Engaging the community PM38. % of parents registered for Parent Portal Baseline Sep 15 Sep 16 Sep 17 Sep 18 Sep 19 Sep 20 Dept. Responsible 18% 55% 60% 65% 70% 75% 80% IACR (2014-15) 70% 75% 80% 85% 90% 95% IACR (2014-15) 30% 40% 60% 80% 90% 95% IACR (2014-15) 50% 55% 60% 65% 70% 75% IACR (2014-15) 20% 30% 50% 70% 80% 85% IACR 73% 75% 77% 78% 79% 80% Comm. (2012-13) PM39. % of elementary schools that meet District criteria (acceptable level) for engaging parents PM40. % of elementary schools that meet District criteria (acceptable level) for engaging volunteers PM41. % of secondary schools that meet District criteria (acceptable level) for engaging parents PM42. % of secondary schools that meet District criteria (acceptable level) for engaging volunteers PM43. Percentage of parents agreeing with the direction of the District on the end-of-year parent survey 2015-2016 District Action Plan 70% (2013-14) Page 29