June Briefing: Racial Equity, Student Transportation, and more!

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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 6-hour briefing on June 13, 2019.



Dallas ISD has 4 student outcome goals. The administration presented progress towards 2 of those goals.

  • Goal 1: Student achievement on state assessments in all subjects at “Approaches” or above will increase from 66% to 75% by 2022.

  • Goal 3: Student achievement on state assessments in two or more subjects at “Meets” or above will increase from 34% to 40% by 2022.

The data below demonstrates results for first-time testers on 2017-2019 STAAR EOC.

Student Outcome Goals A.png
Student Outcome Goals D.png
Student Outcome Goals C.png

Board Discussion:

  • Trustee Marshall: Proud of growth; time to focus on setting goals around “Meets” level rather than “Approaches.” Interested in how we are closing gaps for student groups.

  • Trustee Foreman: DISD is trailing behind the state.

  • Trustee Henry: Need to support African-American kids.

  • Trustee Flores: Gap for Hispanic students compared to state average shows progress.


Admin Presentation:

From 2014-2019, Dallas ISD has invested the following resources towards supporting racial equity: breakfast in classroom, holiday meals, EHGB policy to enroll eligible PreK3 and PreK4 students, early colleges, Dallas County Promise, strategic staffing at struggling campuses, FARE, and CAP.

Some of the progress the District has seen include achievement growth, reduction in underperforming schools, growth in graduation rate for students of color, and growth in early childhood for students of color. 

The Racial Equity Office has a purpose of “identifying disparities and inequities and bringing them to the attention of the department who implements change.”

The 2019-2020 Priorities will include 4 of 7 Pillars:

  • Academic Achievement, Equity, and Cultural Competence

  • Instructional Equity

  • Programmatic Equity

  • Internal and External Community Partnerships

  • Other pillars of office that are not priorities for 2019-2020 yet: Leadership & Operations, Workplace & Workforce Culture, and Facility & Location Impact

Board Discussion:

  • Trustee Micciche: Encourage you to see progress in other districts and metrics we can emulate. Community participation is key (in advisory committees and councils). Communication is key (townhalls). 

  • Trustee Foreman: Appreciate outreach to community; let’s move forward with a defined plan.

  • Trustee Mackey: Excited to see outcome goals; Want a racial equity lens for every decision we make. Need support for teachers who will lead African-American and Mexican-American studies. Quality training is key (using metrics).

  • Trustee Johnson, Henry: Must include parents, students, and community members. Should have meeting minutes/summaries. 

  • Trustee Solis: Need definition for racial equity. If we do more for some, we need to immediately target resources to communities that need it the most. 

  • Trustee Marshall: Disappointed in pace based on our investment. Want more clarity on external partnerships.


Admin Presentation:

Dallas ISD selects schools that are eligible for additional funds - FARE - and the selection is dependent on: state rating of “D” or “F,” ACP data, STAAR data, historical accountability ratings, and percent of TEI proficiency on the campus.

The 2019-2020 campuses include: Rufus Burleson, Cedar Crest, Carpenter, Cochran, Truett, Wilmer-Hutchins ES, Atwell, Cary, Comstock, Dade, Florence, Kennedy-Curry, Holmes, Piedmont, Seagoville MS, Sam Tasby, Lincoln, Madison, Pinkston, Roosevelt, SOC, Wilmer-Hutchins HS.

The ethnic makeup at the selected campuses is 41% (7,050) African-American, 55% Hispanic, and 4% other.

Components of FARE include staffing, instruction, social-emotional support, extended learning, and partnerships.

Next steps: bring in six Literacy Lead Coaches funded through Racial Equity Office to support FARE schools. 

Board Discussion:

  • Trustee Marshall: What is the difference between AIM, CAP, ACE, FARE? Very similar. 

  • Trustee Micciche: Schools not selected by political districts, just based on need? Yes.

  • Trustee Foreman: Each campus presents their unique needs vs ACE which prescribes? Yes.

  • Trustee Mackey: Focus on outcomes year-after-year to determine which programs/initiatives are getting results.


Admin Presentation:

In great part due to the persistent achievement gap between African-American and other student groups in Dallas, the District is introducing a way to reduce inequity and expand access to African-American students (and other previously ineligible students) for PreK.

Current eligibility criteria: low income, English language learner, military family, homeless, foster care, Star of Texas Award.

Proposed criteria addition – “Scholarship” as defined by:

  • Opportunity Gap: a member of the lowest performing subgroup on 3rdgrade STAAR; or

  • Language Opt-In: a student with limited English proficiency, regardless of native; or

  • Income: a student whose family income is above the PreK eligibility limit and less than or equal to 300% of the federal poverty level

Board Discussion:

  • Trustee Marshall: For these criteria, how many more students do we project? At least 400 seats. Can we expand tuition PreK to all our schools? Not for 2019-2020, but we could expand for 2020-2021.

  • Trustee Solis: Would like universal PreK.

  • Trustee Foreman: Full support of new criteria. Hesitate to open PreK up to a larger universe. 

  • Trustee Micciche: Cost? Zero.

  • Trustee Mackey: Want universal but definitely see need to start with scholarship to prioritize greatest need.

  • Trustee Henry: Where does DISD offer tuition PreK3?Arlington and Hernandez.


Admin Presentation:

The focus for 2018-2019 has been on recruitment & retention, routes, and communication. 

  • Recruitment and Retention: Increased pay to $20/hr, offered perfect attendance incentives, offered retention bonus.

  • Routes: 847 total routes for tutoring, 2-mile radius pick-ups, special programs, special education, and other.

  • Communications Plan: parent meetings, call center, and parent advisory committee. 

Continued program Improvements include MyStop App, Special Education system, Task Force meetings, new buses, Bus Bulletin communication system, and Toyota Foundation partnership to assist process improvements with routes and fleet maintenance.

On time arrival went from 65% in 2017-2018 school year, to 70% in Fall 2018, to 95% in May 2019. District has not shared results of average for 2018-2019 school year yet.  

Board Discussion:

  • Trustees Micciche, Marshall: Great progress. 

  • Trustee Foreman: How long are students on the bus? Our goal is 1 hour, some are on the bus for 1.5 hours.

  • Trustee Mackey: Love app idea. Let’s look at route time, especially with racial equity lens. 

  • Trustee Johnson: Would like to know total cost for transportation department.

  • Trustee Solis: Let’s share the positive turnaround work of this department to build DISD’s momentum.


Admin Presentation:

This presentation related to a partnership between DISD and University of Pittsburgh. The partnership includes 14 schools: Marsh, White, N. Dallas, Spence, Dade, Lincoln, W-Hutchins, K-Curry, Atwell, Carter, Holmes, Kimball, Garcia, Adamson. 

The goal of the partnership is to “Increase number of students of color, low-income, and English learners achieving the literacy proficiency they need to be college and career ready.”

The 14 schools have created plans and will be implementing in 2019-2020. 

Board Discussion:

  • Trustee Foreman: How do we measure impact? Will collect student work samples and follow the requirements of the grant.


Admin Presentation:

The purpose of the District Improvement Plan is to:

  • drive toward District Goals

  • focus the District’s Strategic Initiatives

  • align local and federal funds to goals & initiatives

  • align funds to data-based needs of campuses/staff/students

  • include needs assessment based on demographics, student academic achievement, school processes/programs, and perceptions

Student Outcome goals: Goals 1-3 are related to achievement, Goal 4 is related to extracurricular participation.

Strategic Initiatives: strategic compensation, early learning, collegiate academies, and public school choice.

Focus: theory of action & local accountability system, neighborhood schools, middle school initiative, racial equity, long range master facilities plan, long range technology plan, and retention of students & teachers. 

Board Discussion: None


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.