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Educational Philosophy Ae (Local)

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Educational Philosophy Ae (Local) Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) Mission Educating All Students for Success Vision To be a premier urban school district. Core Values We believe people must have a number of personal values if they are to be effective in their lives and their work. We expect our em- ployees, students, parents, and other stakeholders to nurture and exemplify these values at all times: Trustworthiness Responsibility Respect Caring Citizenship Fairness The Board and the Members of the Board are the elected representatives of the pub- Superintendent lic. As such, it is the Board’s responsibility to declare its core be- liefs and commit the District to a path based upon those beliefs. The Board is responsible, with advice from the Superintendent, to declare those core beliefs and commitments to achieving the Dis- trict’s Mission and Vision. This document is a strategic blueprint for achieving the District’s Mission and Vision. The Board shall provide the Superintendent with the authority to implement this strategic blueprint with fairly broad latitude. It is the Board’s responsibility to communicate expected outcomes to the Superintendent. The Board will hold the Superintendent accountable for those outcomes using a variety of success measurements to exercise oversight along the way. The Superintendent must align in scope and spirit with this strategic blueprint. 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 goals: Student Outcome Student Outcome Goal 1: Student achievement on state assess- Goals and Goal ments in all subjects in Domain 1 will increase from 46 to 58 by Progress Measures June 2025. (GPMs) GPM 1.1: Student achievement on TEKS-aligned District as- sessments in all state-assessed subjects using the Domain 1 calculation will increase from 45 to 57 by January 2025. GPM 1.2: African-American student achievement on TEKS- aligned District assessments in all state-assessed subjects DATE ISSUED: 1/12/2021 1 of 8 LDU 2021.01 AE(LOCAL)-X Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) using the Domain 1 calculation will increase from 37 to 54 by January 2025. GPM 1.3: Student achievement on TEKS-aligned District as- sessments in all state-assessed subjects at Meets perfor- mance level or above will increase from 32.3 percent to 44.0 percent by January 2025. (Fall ACP) Student Outcome Goal 2: Student achievement on the third-grade state assessment in reading at the Meets performance level or above will increase from 40 percent to 56 percent by June 2025. GPM 2.1: A new assessment will be used for all second-grade students. The targets for achievement levels in reading for second-grade African American students scoring at or above grade level will be determined after a full year of baseline data is obtained using the new assessment. GPM 2.2: Student achievement levels for kindergarten stu- dents scoring at or above grade level on a standardized read- ing assessment shall increase by June 2025. A new assess- ment will be used for all kindergarten students. The targets for achievement levels in reading for kindergarten students scor- ing at or above grade level shall be determined after a full year of baseline data is obtained using the new assessment. Student Outcome Goal 3: Student achievement on the third-grade state assessment in mathematics at the Meets performance level or above will increase from 42.3 percent to 56.0 percent by June 2025. GPM 3.1: Student achievement levels for second-grade Afri- can American students scoring at or above grade level on a standardized mathematics assessment shall increase by June 2025. A new assessment will be used for all second-grade students. The targets for achievement levels in mathematics for second-grade African American students scoring at or above grade level will be determined after a full year of base- line data is obtained using the new assessment. GPM 3.2: Student achievement levels for kindergarten stu- dents scoring at or above grade level on a standardized math- ematics assessment shall increase by June 2025. A new as- sessment will be used for all kindergarten students. The targets for achievement levels in mathematics for kindergar- ten students scoring at or above grade level will be deter- mined after a full year of baseline data is obtained using the new assessment. DATE ISSUED: 1/12/2021 2 of 8 LDU 2021.01 AE(LOCAL)-X Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) Student Outcome Goal 4: The percent of graduates who are col- lege, career, or military ready (CCMR) from Domain 1 shall in- crease from 42 percent to 54 percent by June 2025. GPM 4.1: The percent of CCMR students meeting the Texas Success Initiative requirements for college readiness will in- crease from 27.1 percent to 39.0 percent by August 2025. GPM 4.2: The percent of graduates obtaining Industry-Based Certifications to be career-ready will increase from 0.8 per- cent to 37.0 percent by August 2025. GPM 4.3: The number of Level I and II certificates for grade 9–12 students will increase from 317 to 500 By June 2025. GPM 4.4: The percent of seniors completing a FAFSA or TASFA will increase from 68.5 percent to 75.0 percent by June 2025. GPM 4.5: The percent of college enrollment will increase from 57 percent to 67 percent by June 2025. Student Outcome Goal 5: Middle-grade (grades 6–8) student achievement on state assessments in all subjects in Domain 1 will increase from 40 to 50 by June 2025. GPM 5.1: Middle-grade (grades 6–8) student achievement on TEKS-aligned District assessments in all state-assessed sub- jects using the Domain 1 calculation will increase from 40 to 50 by January 2025. GPM 5:2: Middle-grade African American (grades 6–8) stu- dent achievement on TEKS aligned District assessments in all state assessed subjects using the Domain 1 calculation will increase from 33 to 46 by January 2025. GPM 5.3: The percent of middle-grade students (grades 6–8) scoring at or above the 50th percentile on a standardized reading assessment will increase by June 2025. A new as- sessment will be used for all students in the middle grades. The targets for achievement levels for middle-grade students scoring at or above grade level will be determined after a full year of baseline data is obtained using the new assessment. Constraints and Constraint 1: Do not allow a low level of campus staff satisfaction. Constraint Progress Measures (CPM) CPM 1.1: The percent of campuses with negative and neutral responses on climate survey about the “campus direction” will decrease from 24 percent to 21 percent by 2022. Constraint 2: Do not allow a negative student experience. DATE ISSUED: 1/12/2021 3 of 8 LDU 2021.01 AE(LOCAL)-X Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) CPM 2.1: The percent of students responding to student ex- periences negatively or in a neutral manner will decrease from 25 percent to 21 percent by 2022. Constraint 3: Do not violate the Theory of Action. CPM 3.1: The percent of principals with negative and neutral responses to a survey about being supported and empowered will decrease by June 2022. The targets will be determined af- ter baseline data are obtained. Theory of Action: The Board believes that an overarching Theory of Action should Managed Instruction guide the District on its path of dramatically improving student with Earned achievement outcomes for all students and realizing the vision of Empowerment becoming a premier urban school district. Our Theory of Action is: Managed Instruction with Earned Empowerment. The Managed Instruction with Earned Empowerment Theory of Ac- tion is centrally focused on student achievement through a whole- child approach. The District is using Managed Instruction with Earned Empowerment because it provides: Students a common, research-based, best-practice founda- tion for success; Families a clear, simple information about a school’s perfor- mance; Schools a clear, actionable, and supported core instructional plan and resources; and Leaders flexibility, empowerment, and support based on per- formance and demonstrated need. Managed Instruction with Earned Empowerment is comprised of the following core components. 1. Managed Foundation: Every school begins with the managed foundation of the core instructional plan and operational re- quirements that are based on research-based, best-practice instruction; professional training; and legal requirements. 2. School Performance Ratings: Annual ratings determined by the District for each school based on a whole-child approach. 3. Flexibility and Empowerment: Based on a school’s perfor- mance rating, schools earn autonomies from the managed foundation, allowing schools to innovate and explore alterna- tive methods and models. In the event earned autonomies and local policy and/or regulations are in conflict, approved DATE ISSUED: 1/12/2021 4 of 8 LDU 2021.01 AE(LOCAL)-X Dallas ISD 057905 EDUCATIONAL PHILOSOPHY AE (LOCAL) autonomies from the managed foundation shall prevail so long as the approved autonomies do not conflict with local, state, or federal law. If such a conflict exists, the local, state, and/or federal law shall prevail. 4. Increased Support: Recognizing that providing equal oppor- tunity to all schools and students may require greater invest- ment in those students and schools who are at risk of falling behind. Strategic Covenants In addition to the primary Theory of Action, the Board also guides the Superintendent with the following strategic covenants: 1. Single District, Equal Opportunity: The District will continue to operate a unitary school system and will promote the availa- bility of equal educational opportunities to all its students re- gardless of race, national origin, ethnicity, gender, sexual ori- entation, religion, socioeconomic status, disability, gender identity, or gender expression.
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