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.
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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.
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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%
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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
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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.
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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
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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
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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.
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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.
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 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
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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