October Briefing: School Turnaround, E-Sports, Racial Equity, and more!


At a board briefing, the Dallas ISD School Board discusses items they will need to vote on in upcoming meetings. They also hear reports from the Superintendent & the Dallas ISD Administration on ways in which the district is meeting student needs. Below is a summary of the 8-hour briefing on October 3, 2019.



Presentation from Admin – 

Goal 3 for the District is “The percent of graduates who are college, career, or military ready (CCMR) from Domain 1 will increase from 45% to 49% by 2022.”

Indicators for being college, career, or military ready include – AP/IB exam results, dual credit courses, earning an associate’s degree, exam results from the Texas Success Initiative in reading/math, and more.

The District’s students have far exceeded this goal and the Board along with the Superintendent have a scheduled meeting October 17th to discuss modifying the goal.

Included in the 57% of students who demonstrated college, career, or military readiness, is a group of students who earned credit for the District by taking a CTE course (career and technical education). This indicator will no longer count for credit towards this goal starting in 2020-2021.

Board Discussion -

  • Trustee Garcia: Let’s work towards the Texas goal (60% of students attaining certificate or degree by 2030). For job opportunities through PTECH, let’s bring industry partners together for a job fair that is accessible to students. 

  • Trustee Micciche: Would like to see comparison to state average. 

  • Trustee Marshall: Want to consider a match of our District goal with either the state’s accountability metric or HB3 outcomes-based funding related to college & career. Let’s ask industry partners to post their jobs on technology platform and a job fair so students have access.

  • Trustee Foreman: Want to strengthen alignment between DISD CTE offerings and opportunities after H.S. for our students.

  • Trustee Mackey: Let’s support students who change their mind on a pathway (whether its college or career pathway) by intentionally redirecting them.

  • Trustee Flores: Want to ensure students have opportunities with attaining career certificates even if DISD doesn’t get CCMR credit towards its goal.

  • Trustee Solis: Let’s embed college application process into CCMR to support student access to college-readiness.


Presentation from Admin – 

Goal 4 for the district is “Student extracurricular or co-curricular participation will increase from 59% to 78%.

High School student participation is at 71%, middle school participation is at 83%, and elementary participation is at 87%.

Students have a new option for extracurricular engagement which includes an E-Sports Program (competitive online gaming) for 60 schools (720 students).

The District’s students have again exceeded the goal and the Superintendent along the Board will re-examine all goals on October 17th.

Student Outcome Goal 4.jpg

Board Discussion -

  • Trustee Micciche: Want to support HS participation and ensure the participation is meaningful.  

  • Trustee Garcia: Consider aligning college or career activity with HS extracurricular participation.

  • Trustee Solis: Want to study impact of extracurricular engagement on student achievement. 

  • Trustee Marshall: We surpassed the goal 3 years ahead of schedule. How do we build or reprioritize?

  • Trustee Mackey: Interested in correlation with attendance and discipline as well. All positive correlation.

  • Trustee Henry: Want to see more depth of participation. Would like to see data by school.


Presentation from Admin – 

The first update from the Racial Equity Office (REO) was related to the new course offerings - African American Studies and Mexican American Studies. 352 students currently enrolled in African American Studies and 600 students are enrolled in Mexican American studies.

The second update from the Racial Equity Office was an introduction to anti-bias education through a partnership with the Anti-Defamation League. Included in this partnership is a “No Place for Hate” Framework designed to combat bias. This model will be implemented at 18 schools: Comstock, Holmes, Kennedy-Curry, Long, Marsh, Spence, Stockard, Tasby, YMLA at Florence, Adamson, Carter, Conrad, IDEA, Lincoln, Samuell, SOC, White, Wilson.

The third and final update from the Racial Equity Office was the 5-Year Racial Equity Professional Development Plan.

  • 2019-2020 – Exploring and deepening a racial equity mindset

  • 2020-2021 – Advancing culturally inclusive environments to achieve racial equity

  • 2021-2022 – Applying a racial equity lens to Teaching & Learning

  • 2022-2023 – Strengthening equity strategies in models and implementation

  • 2023-2024 – Building, sustaining, and optimizing a race equity culture

Board Discussion -

  • Trustee Foreman, Johnson, Mackey: Want to learn about systems-level inequities. 

  • Trustee Micciche, Solis, Henry: Important to reach the general population of students with AA and MA courses.

  • Trustee Garcia: Push to localize training partnerships to have Dallas context. 

  • Trustee Solis, Johnson, Henry: Be thoughtful about racial equity lens in Bond 2020 planning stages. Ensure the office is targeting racism, not just anti-bias training.


Presentation from Admin – 

The purpose of CAP is to accelerate achievement of students in critical transitional grades who have not demonstrated proficiency in reading (rising 3rd, 6th, or 9th grade African American or English Learners).

269 students attended the two-week summer program out of the initial 700 identified students. Over 600 students registered but did not attend.

The first goal of participation was for students to increase fluency (speed) and accuracy. 

  • 3rd grade: Students were reading 36.5 words per minute at the end of the two-week program (increase of 10 words a minute). The national 3rd grade average is 100 words per minute.

  • 6th grade: Students were reading 96 words per minute at the end of the program (increase of 5 words per minute). The national 6th grade average is 135 words per minute.

  • 9th grade: Students were reading 108 words per minute (increase of 12 words per minute). The national average is 151 words per minute.

The second goal of participation was for students to develop a more positive self-perception as a reader. Survey results indicated that there was an increase in students’ positive associations to reading.

The students who participated are continuing to take Saturday courses throughout the 2019-2020 school year.

Click here to watch a video from the CAP summer experience.

Board Discussion -

  • Trustee Micciche: Interested in research around the use of student perception surveys. 

  • Trustee Foreman, Marshall: Expensive program with limited impact. Want to follow student achievement this year.

  • Trustee Solis, Flores: Curious about student survey results and interested in including students who didn’t attend the summer program for outcomes-comparison.

  • Trustee Mackey: We should implement the positive aspects of this summer programming throughout the school year. 

  • Trustee Henry: It is critical to have a plan for other students to have access to participation if the initial identified student group doesn’t ultimately attend.


Presentation from Admin – 

The District wants to support and prevent schools from becoming a low-performing school or earning a D or F from the State’s accountability ratings. The School Leadership District team ranked a list of 70 campuses that have “at-risk” indicators to begin to target these schools with additional support. The indicators include low teacher proficiency on TEI, low climate survey results, low common assessment & ACP data, and inexperienced principals & executive directors.

The proposals (dependent on the Board’s approval of funding) for expanding ACE turnaround model for campuses are shown below:

Proposal 1 would require using the $8 Million from the existing ACE budget.

Proposal 2 would require $15 Million, which would come from the ACE budget and add FARE funds (the District leadership team shared that there is overlap between schools that receive FARE funds and are included in the ACE turnaround proposal).

Proposal 3 would require $20 Million, which would come from the ACE budget, FARE funds, and new dollars.

The final component of the ACE expansion and school-turnaround model relates to House Bill 3. This bill gives school districts the ability to generate more funds by financially incentivizing teachers to go to low-performing schools. The higher the teacher rating, the more money the teacher receives.

From the money a teacher generates for taking this path, the District must use 90% towards compensation. These funds could be distributed in various ways and will be further discussed at a future meeting.

Board Discussion -

  • Trustee Foreman: Disagree with TEI and wonder how many ACE teachers leave DISD after investing in their teaching.

  • Trustee Flores, Johnson: Supportive. 

  • Trustee Micciche, Marshall: Important for teachers to not move disruptively (i.e., all master teachers in ACE schools).

  • Trustee Marshall: Recommend expanding and not concentrating funding in schools. Support Proposal 3 draft.

  • Trustee Mackey: Want to know impact of FARE funds and ensure we don’t take them away from schools.


For full video clips of board discussion or for a closer review of each agenda item. please visit the Board Docs site with all public materials.

Questions/Comments about this summary? Email info@dallaskidsfirst.org.