Goals-PowerPoint - Final dgl...Final Year for ISIP 51 GPM 2.1 New Baseline for MAP 21.0 25 30 34 39...

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We are…

22%African

American

70%Hispanic

5%White

86%Economically

Disadvantaged

45%English

Learners

153,696 Total Students

230SCHOOLS

22,000EMPLOYEES

$2BBUDGET

1

Texas Education Agency

EARNED A

TEA District Grade

43

Decrease in Improvement

Required Schools

8TO

Schools Earned a “B”

or Above

Dallas ISD School Performance Framework (SPF)

140

More Rigorous Than the State Higher Standard Whole Child

ACCOMPLISHED • BREAKTHROUGH • COMPETING • DEVELOPING • FOCUS

2

Dallas ISD Strategic Initiatives

Early Learning

Racial Equality

Strategic Compensation

Public School Choice

3

State Strategic Priorities

Recruit, support and retain teachers and principals

Build a foundation of reading and mathematics

Connect high school to college and career (CCMR)

Improve low-performing schools

4

House Bill 3

Supports Teachers and

Rewards Teacher

Excellence

Reduces and Reforms

Property Taxes and Recapture

Increases Funding and

Equity

Focuses on Learning and

Improving Student

Outcomes

5

Goal Workshop Objectives

• Develop 3-5 student outcome-based goals• Goals are stretch oriented, but attainable• Annual targets included• Goal Progress Measures included• Five-year timeline 2019 – 2024• Goals and/or Goal Progress Measures meet HB3

outcome-based funding eligibilityFocuses on

Learning and Improving

Student Outcomes



6

HB3 Requirements

School boards are required to adopt plans in: 1) early childhood literacy and math (3rd grade STAAR), and 2) college, career, and military readiness (CCMR readiness indicators).

All plans are must include:• 5-year goals, with annual targets• annual report to the board with interim progress monitoring • annual report posted on district and campus websites• specific, quantifiable, annual goals for five years at each campus• annual targets for students in each group evaluated under closing

the gaps domain, at the district and campus level

7

Goal Requirements

Each outcome goal needs to contain: • baseline (current state)• target (future state – 5 years)• population (which students will be impacted)• deadline (year by when the current state will equal the future state)

8

HB3 Required Progress Monitoring

School Boards:• must review the progress of Early Learning & CCMR

plan/goals at least annually at a public meeting

• adopt a monitoring calendar and a multi-year schedule that describes the months during which interim updates on goals and plan progress measures are reported to the board.

9

How We Identified Proposed Goals & Targets

Goals and annual targets were identified based on the following criteria:

Historical trend analysis (district, state, demographics)

Anticipating accelerated quality improvements due to district initiatives

Equity value judgements –reducing gaps with state and among student groups

10

Goal 1

Student achievement on state assessments in all subjects in Domain I will increase from 46% to 58% by June 2024

Potential Goal

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 1 39 43 46 48 51 53 56 58

11

Goal Progress Measure 1.1

Student Achievement on TEKS aligned district assessment in all state assessed subjects using Domain 1 calculation will increase from 45% to 57% by December 2023 (Fall Assessment for Course Performance (ACP))

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 1.1 37 39 45 47 50 52 55 57

12

Racial Equity – Rationale for GPM 1.2

Student Groups All Latino AA White

% at Meets or Above 44% 45% 33% 71%

Domain I - All Subjects, All Grades - STAAR

13


African American student achievement on TEKS aligned district assessment in all subjects using Domain 1 calculation will increase from 37% to 54% by December 2023

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 1.2 30 32 37 40 44 47 51 54

14


Student achievement on TEKS aligned assessments in all state assessments in all subjects at Meets performance level or above will increase from 32.3% to 44% by December 2023

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 1.3 30.5 29.5 32.3 34 37 39 42 44

15


READING





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3rd Grade Reading Goals

3rd Grade STAAR Reading Meets

17

2017 2018 2019 2020 2021 2022 2023 2024

40

30

20

50

0

60

39

38

5255

49

24

45

42

42

29

59

56

38

4752

43

21

26

41 45

48

3340

36

African AmericanLatinxDallas

Actuals Targets

District to AAGap Reduction

2019 2024

14 ppts 9 ppts

Goal 2

Student achievement on third grade state assessment in reading at the Meets performance level or above will increase from 40% to 56% by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 2 35.6 38.5 40.0 42 45 49 52 56

Based on all students, not continuously enrolled18

STAAR Subject All Latino AA White

Reading 40% 43% 26% 64%

STAAR Achievement Data – 3rd Grade Reading at Meets


19


Student achievement levels for 2nd grade African American students scoring at or above grade level on a standardized reading assessment will increase from 21% to 39% by June 2024 (MAP EOY)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 2.1Phase-Out 47.7 47.1 49.7

Final Year for ISIP

51

GPM 2.1New

Baseline for MAP21.0

25 30 34 39

MAP is the new progress monitoring assessment for 2nd grade for reading and math. EOY data is roughly projected off of initial BOY data and alignment with the overall 3rd grade STAAR goal. Targets also account for attempts to close the achievement gap. Adjustments may be necessary after the first round of actual EOY data is obtained in Spring 2020.

20

2nd Grade GPM 2.1 & 3.1 | Reading & Math

Recall | As part of the district’s strategy to streamline and enhance early learning assessment, moved from Istation to MAP in 2019-20 to better focus on individual student progress in reading & math

From ISIP…

Assesses 2nd Grade progress only in literacy

Norm-referenced: scoring with “on grade level” at the 40th percentile

Given 3 times a year (BOY, MOY, EOY) to students from Kinder-2nd grade

Provides some support for interventions and individual student goal setting

…to MAP

Used in grades 2nd-9th in reading and mathas a progress monitor

Norm-referenced scores, but has a more rigorous “on grade level” requirement that more aligns with STAAR and state standards

Given 3 times a year (BOY, MOY, EOY) to students from 2nd -9th grades

Provides extensive supports for individual goal setting, improving instruction and intervention for students

Note: Some Dallas ISD schools have been using MAP for several years. The Board approved a fiscal note to fund MAP districtwide in 2019-20 for 2nd to 9th grades.21


Student achievement levels for kindergarten students scoring at or above grade level on a standardized reading assessment will increase from 55% to 69% by June 2024 (Running Record EOY)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 2.2Baseline

for BAS/SEL

55.057.0 60.0 64.0 69.0

Running Records are being rolled out districtwide in K-2. EOY data is roughly projected based on results from other assessments in previous years. Adjustments may be necessary after the first round of actual EOY data is obtained in Spring 2020. 22

Kinder Reading GPM 2.2 | Running RecordWhat is a running record? A measure of a student’s reading ability. • A teacher listens to a student read aloud while coding the student’s oral reading

behaviors. The teacher then evaluates the student’s comprehension of the text and uses this information to guide instruction.

Benefits of Running Records (BAS/SEL)ü Recognized, research-based best practice in literacy instructionü Aligns with recently adopted phonics programü Determines instructional & independent reading levelsü Stronger support for reading comprehensionü Increases teacher/student 1:1 instructional time

Instructional Level Reading Expectations

BOY MOY EOY

Kindergarten --- B D

1st Grade D H J

2nd Grade J L M*Based on recommendations from Fountas and Pinnell, 2015

Note: At Levels A-K: 90-94% accuracy with excellent or satisfactory comprehension or 95-100% accuracy with limited comprehension.

At Levels L-Z: 95-97% accuracy with excellent or satisfactory comprehension or 98-100% accuracy with limited comprehension.

23

Kindergarten Instructional Level Samples

BOY MOY EOY

N/A

Level B Level DCharacteristics:• Recognize a few easy HF words

(at, like, of, so, you) TEKS K.1Biv• Recognize a few CVC words

(dad, red, did, hot, sun) TEKS K.1Bii

• Match or sort lowercase and uppercase letters quickly TEKS K.1Bi

• Clap the syllables in one-and two-syllable words (from pictures) TEKS K.1Avi

Characteristics:• Make or write HF words quickly

TEKS K.1Ciii• Add –s to a singular noun to

make a plural noun and read it (dog/dogs) TEKS K.10Diii

• Change the ending phoneme of a word to make a different one-syllable word (men, met) TEKS K.1Biii

24

1st Grade Instructional Level Samples

BOY MOY EOY

Level D Level H Level JCharacteristics:• Make or write HF words quickly

TEKS 1.1Civ• Add –s to a singular noun to

make a plural noun and read it (dog/dogs) TEKS 1.11Diii

• Make, break apart, or write several CVC words quickly (man, pet, hit, box, cut) TEKS 1.1Ci

Characteristics:• Add an apostrophe and an s to a

singular noun to show ownership (dog’s bone, Emma’s pencil) TEKS 1.11Ciii

• Add an inflectional ending to a word to make a new word (call/calling) TEKS 1.1Bv

• Read, make, break apart, and write words with a CVC pattern and a short vowel sound (hat) and words with a Vce pattern and a long vowel sound (game) TEKS 1.1Biii

Characteristics:• Take apart compound words and

notice parts that appear in many compound words: e.g., somebody, someone TEKS 1.1Biv

• Add –s or –es to a singular noun to make a plural noun TEKS 1.1Bv

• Recognize and write many HF words TEKS 1.1Civ

25

2nd Grade Instructional Level Samples

BOY MOY EOY

Level J Level L Level MCharacteristics:• Take apart compound words and

notice parts that appear in many compound words: e.g., somebody, someone TEKS 2.1Biv

• Add –s or –es to a singular noun to make a plural noun TEKS 2.1Bv

• Recognize and use contractions with had or would TEKS 2.1Biv

Characteristics:• Add the suffix –er to a word to

form a noun that names a person or thing that does something (bake, baker) TEKS 2.1Bvi

• Recognize, make, and break apart words that contain phonograms with a double vowel pattern (week, tooth) TEKS 2.1 Ci

Characteristics:• Recognize and break apart

words with some prefixes (return, unhappy) TEKS 2.1Cvi

• Recognize and break apart words with an open syllable and a long vowel sound (o/pen) and a closed syllable with a short vowel sound (can/dle) TEKS 2.1Biii

26






MATHEMATICS

27

3rd Grade Math Goals

3rd Grade STAAR Math Meets

28

2017 2018 2019 2020 2021 2022 2023 2024

50

40

60

0

30 27

44

4242

25

3340

45 46

27

47

30

46

48

52

3844

5855

5053

56

4242

African AmericanLatinxDallas

Actuals Targets

District to AAGap Reduction

2019 2024

15 ppts 10 ppts

Goal 3

Student achievement on third grade state assessment in mathematics at the Meets performance level or above will increase from 42.3% to 56% by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 3 39.6 41.5 42.3 44 46 50 53 56

29


STAAR Subject All Latino AA White

Mathematics 42% 45% 27% 69%

STAAR Achievement Data – 3rd Grade Mathematics at Meets

30


Student achievement levels for 2nd grade African American students scoring at or above grade level on a standardized mathematics assessment will increase from 22% to 38% by June 2024 (MAP EOY)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 3.1Baselinefor MAP

2225 29 34 38

MAP is the new progress monitoring assessment for 2nd grade for reading and math. EOY data is roughly projected off of initial BOY data and alignment with the overall 3rd grade STAAR goal. Targets also account for attempts to close the achievement gap. Adjustments may be necessary after the first round of actual EOY data is obtained in Spring 2020.

31

Kindergarten GPM 3.2 | Math

Recall | As part of the district’s strategy to streamline and enhance early learning assessment moved from I-station to TX-KEA in 2018-19 to have a multi-dimensional kindergarten assessment

From ISIP…

Assesses K-readiness by evaluating only parts of development

Norm-referenced: scoring tiers limit percentile ranges of students;

Given 3 times a year (BOY, MOY, EOY) to students from Kindergarten-2nd grade

Given via computer on I-station software; students assessed independently of teacher

…to TX- KEA

Gives a multidimensional assessment with multiple sub-tests aligned with the curriculum

Criterion-referenced: K-readiness based on a set of standards; allows for clearer progress to be determined

Given 3 times a year (BOY, MOY, EOY to Kinder students

Teacher-administered; aligns in format and criteria with CIRCLE, which is already given to PreK students

Note: 2019-20 is the first school year to do all three administrations – BOY, MOY, EOY. 2017-18 conducted a BOY pilot and scaled districtwide for BOY in 2018-1932


Student achievement levels for kindergarten students scoring at or above grade level on a standardized reading assessment will increase from 55% to 69% by June 2024 (TX-KEA EOY)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 3.2Baselinefor TX-KEA55.0

57.0 60.0 64.0 69.0

TX-KEA is the new progress monitoring assessment for kindergarten for reading and math. EOY data is roughly projected off of initial BOY data. Adjustments may be necessary after the first round of actual EOY data is obtained in Spring 2020. 33






34

HB3 CCMR Outcomes Based FundingCondensed CCMR Metrics Side-by-Side

Accountability(1yrlag) Funding(2yrlag)

College

MeetCollege-ReadyStandard(ReadingandMath)

TSI-A(Math:350Reading:351Writing:5-essayOR4-essayand340onmultiplechoice) 1

SAT(Evidence-BasedReadingandWriting:480Math:530) 1ACT(Mathbenchmark:22Readingbenchmark:22)

EarnandAssociateDegree 1

APExamScoreof3orbetter(anysubject)IBExamScoreof4orbetter(anysubject)

EarnDualCredit(3hrsMath/ELAor9hrsanysubject)

OnRampsCourse–CompleteandQualifyforcollegecredit

Career

EarnanIndustry-BasedCertification 2

EarnaLevelIorLevelIICertificate 2

Graduatew/completedIEPandWorkforceReadiness

GraduateunderanAdvancedDegreePlanwhilecurrentlylabeledSpecialEducation

Military

EnlistintheArmedServices 3

1HB3CollegeReadinessrequiresmeetingcollege-readystandardsonTSI-A,SAT,orACTinbothReadingandMathANDenrollingincollegeimmediatelyafterhighschoolorearninganassociatedegreeinhighschool2HB3CareerReadinessrequiresmeetingcollege-readystandardsonTSI-A,SAT,orACTinbothReadingandMathANDearninganindustrycertification,orlevelIorlevelIIcertificate3HB3MilitaryReadinessrequiresenlistingintheArmedServicesAND“passing”theArmedServicesVocationalAptitudeBattery(ASVAB).WhilenooneofficiallypassesorfailstheASVAB,eachbranchofthemilitaryhasspecificminimumscoresrequiredforenlistment.

HB3OutcomeBonusesEconomicallyDisadvantaged:$5,000 Non-EconomicallyDisadvantaged:$3,000 SpecialEducation:$2,000Abovefirst9%ofeco-disgrads Abovefirst20%ofnoneco-disgrads Additionalfunds,nothreshold

35

Goal 4

The percent of graduates who are college, career or military ready (CCMR) from Domain 1 will increase from 42% to 56% by June 2024 (lagged data 1 year)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 4 N/A 40.0 42 42 47 50 53 56

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The percent of CCMR students for meeting TSI requirements for college readiness will increase from 27.1% to 39% by August 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 4.1 25.5 27.1 29 32 34 37 39

37


The percent graduates obtaining Industry-Based certifications to be career ready will increase from 1.1% to 37% by August 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 4.2 1.3 1.1 1.5 3 6 24.5 37

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Texas Workforce Credentials

Certificates

A certificate is a formal award granted by an institution of higher education (IHE) certifying the satisfactory completion of a higher education program. Upon completion, a certificate is valid without further action on the individual’s part. They are usually awarded in workforce education areas by public and private two-year institutions. In Texas, certificates can have different levels, often based on the number of hours required by the program.

Certificate Program Hours

Min Max

Level I 15 42

Level II 30 51

Examples of Certificates

• Level I Certificate in Business Administration• Level II Certificate in Heating, Air Conditioning and Refrigeration• Level I Manufacturing Technology Certificate• Level II Accounting Clerk Certificate• Advanced Technical Certificate in Diagnostic Medical Sonography• Child Development Enhanced Skills Certificate• Beginning Bookkeeping Occupational Skills Award

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Texas Workforce Credentials

Industry Certifications

A certification is a validation that an individual possesses certain skills, usually related to an occupation and measured against a set of accepted standards. An occupation may have multiple certifications, with different levels of expertise. An individual earns a certification by successfully passing a test or battery of tests.

Certifications are not administered by an institution of higher education; instead, certifications are administered by a certification body, usually an organization such as a trade association or industry-approved testing entity.

Examples of Industry Certifications

• Certified Plumbing Level I• Certified Welder (CW)• Certified International Information Systems Security Professional (CISSP)• Certified Public Accountant (CPA)• Project Management Professional (PMP)• Certified Logistics Technician (CLT)• Certified Medical Assistant (CMA)• Certified Masonry Level I

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Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 4.3 317 355 390 425 465 500

The number of Level I and Level 2 certificates will increase from 317 to 500 by June 2024 (Student my have more than one certificate)

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Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 4.4 61 63 67 69 71 73 75 77

The percent of seniors completing a FAFSA will increase from 67% to 77% by June 2024

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The percent of college enrollment will increase from 57% to 67% by June 2024 (National Clearing House)

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 4.5 52 54 57 69 61 62 65 67

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LAS Extracurricular Components

Student Participation Percentage

Number of students participating in at least one extracurricular or co-curricular activity

Variety of activity options available from the following categories

• Athletics• Academics• Visual & Performing Arts• Service & Leadership• Avocation

Teacher Participation Percentage

Number of teachers involved in supporting extracurricular and co-curricular activities

GOAL:100% student participation

GOAL:4 of 5 Categories Goals Vary by Level

GOAL:25% Teacher Participation

NEW criteria for the 2019-2020 School Year

48

Goal 5

Phase Out: Student extra-curricular or co-curricular participation will increase from 81.9% to 86% by June 2020

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 5 59.0 76.2 81.9 82.0

New: Student extra-curricular or co-curricular indicator will increase from XX to XX by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

Goal 5 BaselineYear

44


Phase Out: The percent of elementary students participating in at least one co-curricular activity shall increase from 52.5% to 88% by June 2020

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.1 52.5 79.2 87.3 88.0

New: Student extra-curricular or co-curricular participation will increase from 81.9% to 86% by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.1 59.0 76.2 81.9 82 83 84 85 8645


Phase Out: The percent of middle school students participating in at least one co-curricular activity shall increase from 62.1% to 86% by June 2020

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.2 62.1 75.8 83.8 84.0

New: Student extra-curricular or co-curricular opportunities will increase from XX% to XX% by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.2 BaselineYear

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Phase Out: The percent of high school students participating in at least one extra-curricular or co-curricular activity shall increase from 68.4% to 71.8% by June 2020

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.3 68.4 70.7 70.8 71.0

New: Student extra-curricular or co-curricular teacher participation will increase from XX% to XX% by June 2024

Student Outcome

Goals

2016-17 Actual

2017-18 Actual

2018-19 Actual 2019-20 2020-21 2021-22 2022-23 2023-24

GPM 5.3 BaselineYear

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Goals-PowerPoint - Final dgl...Final Year for ISIP 51 GPM 2.1 New Baseline for MAP 21.0 25 30 34 39...

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Transcript of Goals-PowerPoint - Final dgl...Final Year for ISIP 51 GPM 2.1 New Baseline for MAP 21.0 25 30 34 39...