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Destination 2020

The Dallas ISD Plan

DRAFT

10 May 2012

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Destination 2020, The Dallas ISD Plan, revised 4 May 2012 Page 3

TABLE OF CONTENTS

Introduction 5

Year 2020 goals 6

What it will take 7

The DirectionCourse 267, mark 5 9

Operating principles 11

Key targets and indicators 13

Key operational expectations 16

Achievement targets 18

Key Actions 19

Attachments 24

AEffective District Planning Diagram

BSupport-Results Diagram

CSuperintendents Cabinet

DSuperintendents Core Team

EDept. of School Leadership Structure

FStrategic Feeder Group Structure

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vocational education program can no longer mean that a student does not attain

proficiency in the core subjects and a Year 2020 curriculum.

Year 2020 Goals

At the end of the day, our job is to prepare students for college or for a Year 2020workplace. A college- and career-ready student is what our parents want; it is also whatour community wants. For the sake of our children, our goal is to have the highestcollege- and career-ready percentage of graduates of any large urban district in the nation.

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.

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In particular, by September 2020, we expect:

90% of our students to graduate on time 60% of our students attain a 21 or higher composite score on the ACT exam or

SAT of 1110 on Reading/Math

80% of our students tobe proficient on the Year 2020 workplace readinessassessments

1

90% of our students to enter college, the military, or a career-ready job straightfrom high school

What it will take

Incremental change isnt going to get us where we need to go. Weve got to be much

more ambitious. Weve got to be disruptive. You cant keep doing the same stuff and

expect different results. Secretary of Education Arne Duncan, November 2010

We will not reach our goal if we continue to conduct business as usual. A transformationis needed, and time is against us. We need to do things differently. We need to challengeourselves, our students, our parents, and our community.

Most of all we have to worktogether, and we have to workin reinforcing ways. We haveto commit to a common

vision, common goals, and common beliefs. We will need Board members, Core Teammembers, and building level administrators who are willing to lead and make the toughdecisions few others are prepared to make. We will need to place student needs aboveadult issues. And we will need to recruit, develop, and retain the best teachers andsupport staff in the nation.

In short, it will take leaders and heroes at all levels. Nothing short of that will do.

How do we get there?

While we need a clear vision and strong direction, the first thing we need to do isbelievebelieve that our students can achieve at high levels and believe that we can reach ourdestination. Great organizations work on philosophy first. We will too. Dallas ISDs

1These 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

In short, it will take leaders and heroes at all

levels. Nothing short of that will do.

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Core Beliefs will undergird its actions and keep us focused on students. When the chipsare down, our Core Beliefs will keep us strong and keep us united.

We will tie our actions and behaviors to our Core Beliefs, for if beliefs are not practiced,they will not become habit. If they are not manifested in observable behavior, they will

remain words on a page. The following are our proposed Core Beliefs:2

While an organization should continually work on its Core Beliefs, those beliefs willmean very little without a clear direction to our destination. Dallas ISDs new directionwill be Course 267, mark 5.

2 The Superintendent will get input from the Board, key administrators, and teacher leaders on the Core Beliefs.

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The DirectionCourse 267, mark 5

The metaphor connotes specificity even in the face of some unknownschallenges andopportunities. We are going on a journey, not an exploration.

Educators have known how to improve schools and reach rigorous academic goals forquite some time. The research is clear. Our direction will be founded on that researchand on the experiences of high performing school systems.

In general, for the next three years, our efforts will be focused on:

Effective teachers. We will reach our destination by placing an effectiveteacher in front of every child.

Effective principals. We will reach our destination if we make principals thekey to reform.

Professional and high-functioningcentral office. We will reach ourdestination if the central office staff isone of the most efficient and competentin the nation.

Leadership density. We will reach ourdestination if we expand leadershipdensity.

Engaging parents and thecommunity. We will reach ourdestination if our parents and communitypartners become engaged in graduatingcollege- and career-ready students and if the various groups work in reinforcingways.

Effective teachers

Our path to our destination includes placing an effective teacher in front of every child.We have to focus on improving the quality of instruction and raising studentachievement. Mike Schmokers Results Now on the importance of instruction (and how

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poorly it is monitored) preceded more recent research noting the primacy of effectiveinstruction.3 The ultimate goal is to place an effective teacher in front of every child.While teachers in DISD are working hard and are committed to children, a quick reviewof instruction and discussions with instructional leaders in Dallas reveal that the qualityof instruction is inconsistent and that good instruction is not pervasive in many schools.

As curriculum alignment is the number one factor in raising student achievement(Marzano, 2005), we will ensure that teachers know what students are supposed to knowand be able to do, that the lesson activities are directly tied to those standards andobjectives, and that the student is able to demonstrate that he has learned what he issupposed to have learned. Aligning the curriculum is particularly important becauseTexas has new (STAAR) standards and objectives.

Effective principals

Our direction is also one in which we develop the strongest principal corps in the nation.I know of no large-scale education transformation that hastaken place without the development of principals intoeffective instructional leaders. Principals are key toreform.

Our principals will receive enormous support andprofessional development. The entire system will begeared to supporting principals and helping them improvethe quality of instruction and raise student achievement.

Attachment B provides a visual representation of how oursystem will be focused on support and results. (An excerptfrom that representation is to the right.)

The pressure of change and transformationwill be greatest on the principals, and theyneed to know that up front. While we willprovide the best support and professionaldevelopment any principal in the Statecould hope to receive, they will have only

one year to demonstrate that they have thecapacity and what it takes to lead changeand to improve the quality of instruction.

The entire central office system will be designed to support schools as teachers andprincipals try to accomplish three main goals:

3Results Now, Mike Schmoker, ASCD (2006).

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1) Improve the quality of instruction2) Raise student achievement3) Create a positive school culture and climate

Engaging parents and the community

While most people would agree that it takes a village to raise a child, very fewcommunities are successful at collaborating strategically to significantly improveacademic outcomes for most of the students. We will be much more purposeful inhelping community supporters work in reinforcing ways.

Dallas is at a unique point in its history with 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 cannot squander thisopportunity.

At the same time, we cannot have 100 different partners spraying reform initiatives onour schools. That would diffuse the efforts and take us off our direction. Thus, we willhelp channel the support and ensure the major educational initiatives work in reinforcingways.

Operating principles

A struggling organization will work more effectively with clear vision and cleardirection. But that will not be enough. A struggling organization will not be able tomove quickly toward the destination unless it attends to and follows some key operatingprinciples. The best urban school district in the nation will:

Reinforce Core Beliefs. An organization not only needs to identify its CoreBeliefs, but it must coach staff members on how those beliefs manifest themselvesin the workplace.

Expand leadership density. Leadership matters; it is the glue that holds thewhole system together and ensures mission accomplishment. An effectiveorganization works to expand leadership at all levels. It ensures that it has strongbench strength.

Raise the level of accountability. Some level of accountability is necessary tomaximize performance. We must build an organization that will seek self-

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accountability. Additionally, an effective organization holds people anddepartments more accountable for results than the accomplishment of processes.

Work toward defined autonomy. People work best when they have somecontrol over their work environment. Strong organizations establish clear

expectations and parameters and then allow individuals or groups of individuals tofigure out how to meet those expectations. Of course, until leadership capacity isdeveloped, the organization may have to have less autonomy and more directives.

Work systemically. Effective organizations ensure various departments do notwork in silos. They attend to system connections, focus on leverage points, andensure alignment throughout the organization.

Build an adaptive organization. The educational landscape and Year 2020workplace is changing quickly. Organizations need to continually learn and be

adaptive. They will have to develop a problem-solving culture and pushdecisionmaking to the level of implementation.

Develop channels for sense-making. An organization undergoing tremendouschange needs to have clear lines of communication and have strong processes fordisseminating accurate information and for helping people at all levels make senseof decisions and information.

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Key targets and indicators

Superintendent and School Leadership

Goal By 1 August 2013 By 1 August 2015

1.Ensure staff membersunderstand the direction of the

District and the Core Beliefs

At least 80% of the staff correctlyidentifies all of the Core Beliefs

At least 75% of the staff agree, stronglyagree, or are neutral with the Core Beliefsas measured by the climate survey

At least 75% of the staff agree, stronglyagree, or are neutral with the direction ofthe District

At least 90% of the staff correctlyidentify all of the Core Beliefs

At least 75% of the staff agree orstrongly agree with the Core Beliefs asmeasured by the climate survey

At least 75% of the staff agree orstrongly agree with the direction of theDistrict

2.Improve the quality ofinstruction

As measured by at least 50 independentspot observations per school, 80% of theschools will be partially proficient (1.5) orhigher in each of four areas: lessonobjectives, demonstrations of learning,purposeful aligned instruction, andmultiple response strategies

At least 80% of teachers are ProgressingII orhigher as measured by the teachersevaluation

At least 60% of teachers are Proficient orhigher as measured by the teachers

evaluation

As measured by at least 50 independentspot observations per school, at least80% of the schools will be proficient orhigher in each of four areas: lessonobjectives, demonstrations of learning,purposeful aligned instruction, andmultiple response strategies

At least 90% of teachers areProgressing II or higher as measuredby the teachers evaluation

At least 70% of teachers are Proficientor higher as measured by the teachers

evaluation

3.Develop principals intoeffective instructional leaders

At least 50 school leaders graduate fromthe 2012-2013 School LeadershipAcademy

At least 80% of principals are ProgressingII or higher as measured by the principalsevaluation or the entry performance

At least 50 school leaders graduate fromthe 2014-2015 School LeadershipAcademy

At least 90% of principals areProgressing II or higher as measuredby theprincipals evaluation

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interviews At least 75% of principals areProficient or higher as measured bythe principals evaluation

4. Tie teacher and principalevaluations to student

achievement data

Design a teacher evaluation system thatties evaluations to student achievement andthat creates pathways for careeradvancement

In a survey of teacher and school leaders,at least 70% agree or strongly agree thatthe new evaluation system will be fair,accurate, and rigorous

In a survey of teacher and school leaders,at least 70% agree or strongly agree thatthe new evaluation system creates effectivepathways for career advancement

Implement a principal evaluation systemthat ties evaluations to student achievement

At least 80% of all classroom teachersare placed on a pay-for-performanceevaluation system

At least 60% of teachers on the pay-for-performance evaluation system agree or

strongly agree (does not count neutral)that the pay-for-performance system isfair, accurate, and rigorous

At least 75% of all principals agree orstrongly agree that the principal pay-for-performance system is fair, accurate,and rigorous

100% of principals are placed on a pay-for-performance evaluation system

Other Superintendent targets and indicators

Goal By 1 August 2013 By 1 August 20155. Create a professional and high-

functioning central office team

In a survey of members of the Board andthe Board standing committees, 75% ofrespondents agree or strongly agree thatthe department is more professional andmore effective than a year prior to thesurvey

Create a rubric to assess the professionalbehavior and effectiveness of each majorCentral Office department (use anindependent company to assist)

In an assessment by members of theBoard and the Board standingcommittees, each major departmentreceives at least a proficient rating on therubric

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In an assessment by members of theCentral Office staff, each majordepartment receives at least a proficientrating on the rubric

6.Restructure the Department ofSchool Leadership

Reorganize the School Leadershipdepartment into five academicallycongruent divisions

100% of principals receive an annualevaluation

At least 95% of principals receive aminimum of 10 school instructionalvisits, a mid-year review, and a systemsreview

At least 70% of the Executive Directors(who oversee feeders) are ratedProficient or higher as measured by aninstructional coaching rubric orperformance tasks (if a new hire)

100% of principals receive an annualevaluation

95% of principals receive a minimum of10 school instructional visits, a mid-year

review, and a systems review At least 90% of the Executive Directors

(who oversee feeders) are ratedProficient or higher as measured by aninstructional coaching rubric

7. Create a career-ready certificate Coordinate the creation of a career-ready certificate

At least 1000 graduates receiveemployment for which only career-

ready graduates may apply

At least 3000 graduates receiveemployment for which only career-ready graduates may apply

8. Create the Strategic FeederGroup

Create two Strategic Feeder Groups Create four Strategic Feeder Groups The average achievement score (fourth,

eighth, and twelfth grades) for theschools in the strategic feeder groups isat least 30% higher than their 2011-2012scores.

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Key Operational Expectations

Department By 1 August 2013 By 1 August 2015Academic Tie learning objectives to STAAR standards

Create curriculum maps for science, math, reading,writing, and social studies at all grade levels

Create mid-year and end-of-year district commonassessments for science, math, reading, writing, andsocial studies at all grade levels

Align the curriculumAt least 80% of the schools will receive a proficient

score (7-10) on the curriculum alignment rubricIn a survey of teachers and school leaders, at least

75% of the respondents agree or strongly agree thatthe curriculum maps are aligned with the statestandards and district common assessments

Create curriculum maps for all subjectsCreate mid-year and end-of-year district common

assessments for all subjects

Human Resources Streamline the hiring processThe average length of the hiring process for a

teacher (from the time he hits the submit button tothe time he receives a job offer) will be less than fiveweeks

Less than 1% of all teachers who are not proficient aremoved to another teaching position in another building

85% of all known teacher vacancies are filled by 1June 2013

Streamline the hiring processFor 90% of the new hires, the maximum length of

the hiring process (from the time he hits the submitbutton to the time he receives a job offer) will be lessthan five weeks

Less than 1% of all teachers who are not proficient aremoved to another teaching position in another building

95% of all known teacher vacancies are filled by 1June 2015

Talent and

Innovation 75% of leaders at all levels in two Strategic Feeder

Groups have proficient evaluations

The average score on principal candidate performanceinterviews increases by 10 points

The community creates or identifies 1000 positions forgraduates who have a career ready certificate

In a survey of teacher and school leaders, at least 70%agree, strongly agree, or are neutral that the newevaluation system will be fair, accurate, and rigorous

In a survey of teacher and school leaders, at least 70%

85% of leaders at all levels in the four Strategic FeederGroups have proficient evaluations

The average score on principal candidate performanceinterviews increases by 20 points

The community creates or identifies 3000 positions forgraduates who have a career ready certificate

At least 80% of all classroom teachers are placed on apay-for-performance evaluation system

At least 60% of teachers on the pay-for-performanceevaluation system agree or strongly agree (does not

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agree, strongly agree, or are neutral that the newevaluation system creates effective pathways for careeradvancement

count neutral) that the pay-for-performance system isfair, accurate, and rigorous

Communications In an opinion poll conducted by an independent surveycompany, 70% of community members agree, stronglyagree, or are neutral with the direction of the District

In an opinion poll conducted by an independent surveycompany, 70% of community members agree, strongly

agree, or are neutral that teachers and principals aremore effective

At least 75% of the staff agree or strongly agree in theCore Beliefs as measured by the District climatesurvey

At least 70% of the staff agree, strongly agree, or areneutral with the direction of the District

In an opinion poll conducted by an independent surveycompany, 70% of community members agree orstrongly agree with the direction of the District

In an opinion poll conducted by an independent surveycompany, 70% of community members agree or

strongly agree that teachers and principals are moreeffective

At least 75% of the staff agree or strongly agree in theCore Beliefs as measured by the District climatesurvey

At least 75% of the staff agree or strongly agree withthe direction of the District

Operations and

FinanceNo school in the Districts loses an instructional

day as a result of any system failure that couldhave reasonably been avoided through apreventive maintenance plan

In a survey of principals, at least 65% of principalsagree or strongly agree that the facilitiesdepartment supports the principal in maintaining a

safe and clean learning environment In a survey of staff in the schools, 70% of

respondents agree or strongly agree that the schoolthey work in is safe and clean

No school in the Districts loses an instructionalday as a result of any system failure that couldhave reasonably been avoided through apreventive maintenance plan

In a survey of principals, at least 75% of principalsagree or strongly agree that the facilitiesdepartment supports the principal in maintaining a

safe and clean learning environmentIn a survey of staff in the schools, 85% of

respondents agree or strongly agree that the schoolthey work in is safe and clean

Compliance Receive $20,000,000 of E-rate monies owed to theDistrict

Receive 100% of the E-rate monies owed to theDistrict

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Achievement Targets and Indicators

Achievement Metric Weight DescriptionJune 2012

Baseline

1 August

2013

1 August

2015Commended performance onSTAAR

3xPercentage of all tests (grades 311)which resulted in a Commended rating

Longitudinal growthmeasurement for STAAR 3x TBDincrease in the growthmeasurement

8th Grade national readingassessment

2xIncrease in the average score on the 8 thGrade national reading assessment

10th Grade PSAT 1x Increase in the average PSAT score

District Common Assessments 2xIncrease in the median compositescore (reading, writing, math, andscience)

Advanced Placement 2xIncrease in the number of studentsscoring at least a 3

High School Graduation Rate 1xIncrease in the high school graduationrate

11th or 12th Grade SAT/ACT 2xIncrease in the average SAT or ACTscore (reading and math) for juniorsand seniors

College readiness 2xPercentage of graduates who arecollege ready (ACT of 21 or SAT of1100)

Career readiness 2xPercentage of graduates receiving acareer readiness certification

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2012-2013 Key Actions

1.Ensure staff members understand the direction of the District and the CoreBeliefs

It is harder to change beliefs than it is to change how one operates. However, if theDistrict is to reach its destination, belief in that destination and adherence to the CoreBeliefs will be paramount. Too many districts leave this to chance; we will bepurposeful about getting people on the same page and to act upon the Core Beliefs.

Some actions associated with this Key Action are:

Create an easy-to-understand brochure on the vision and direction of the DistrictDestination 2020

Convene several different focus groupsteachers, principals, central office staff,parentsto receive input on the proposed Core Beliefs

Conduct Core Belief exercises at each principal and assistant principal meeting Ensure principals conduct Core Belief exercises with their staffs

Strengthen the internal communications system and disseminate information aboutDestination 2020 and the Core Beliefs

Strengthen the external communications system and disseminate informationabout Destination 2020 and the Core Beliefs

Assess understanding of and adherence to the Core Beliefs at the mid-year reviewand spring systems review

Include philosophy as part of the climate survey, principals evaluation, andreviews

2.Improve the quality of instructionIf instruction is the main thing, then we must focus our efforts in improving thequality of instruction and the teachers ability to teach with high levels of engagementand rigor. The system has to be designed to help teachers become experts at theircraft. Improving the quality of instruction will become the main metric for allprincipals and all of the other leaders in the School Leadership chain.


Develop a spot observation form Begin mandatory classroom observations

Open classroom doors when we teach

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Ten observations for every teacher, who is in his first three years; six for allothers

Align teacher performance instrument with key practices Lesson objectives, demonstrations of learning, effective lesson planning,

curriculum alignment, multiple response strategies

Train teachers in good, first instruction Train teachers in key practices of effective teaching

3. Develop principals into effective instructional leadersPrincipals are the key to reform (see Attachment B). Without strong instructionalleaders we will not be able to develop teachers, improve instruction, or evaluateteachers effectively. As the capacity of instructional leadership throughout theDistrict is low, we have to take steps to build capacity quickly.


Conduct a School Leaders Academy Train 60 school leaders for an entire year

Develop a principal evaluation system Determine achievement metrics and progress monitoring metrics Evaluate principals and assistant principals

Implement principal coaching model Conduct mid-year reviews and system reviews Train principals and assistant principals

Conducting instructional feedback Curriculum alignment Lesson planning, lesson objectives, demonstrations of learning, multiple

response strategies Evaluating teachers Conducting performance interviews and hiring teachers Systems thinking and action planning Leadership Change theory

4. Tie teacher and principal evaluations to student achievement dataIn the end of the day, our job is to raise student academic proficiency. One cannot bea great teacher or a great principal unless he can also raise student achievement. Wewill begin to tie teacher and principal evaluations to student achievement data.

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Coordinate and align current efforts with the Destination 2020 plan Identify principles and parameters of effective evaluation systems Formulate a draft teacher evaluation system

Identify draft achievement metrics Identify performance metrics Conduct initial (dry run) of teacher evaluations, using the new system

no harm, no foul Partial evaluation with regard to achievement

Develop a data platform that can tie achievement data to individual teachers givenseveral key parameters

See Key Action number 3 for actions to develop principal evaluations tied tostudent achievement data

5. Create a professional and high-functioning central office teamOnly a strong central office team will be able to guide a system as large as DallasISD. This team must revamp the current structure into one focused on instruction andsupport of schools. It must design the processes necessary to ensure we are workingin reinforcing ways and working effectively.


Hire a first-rate cabinet Create a rubric to assess the professional behavior and effectiveness of each major

Central Office department

Train central office instructional leaders Organizational effectiveness, systems thinking, leadership, instruction

6.Restructure the Department of School LeadershipThe Department of School Leadership will be responsible for three major objectives:improving the quality of instruction, raising student achievement, and helping theschools maintain a positive school climate. In order to support and monitoreffectively, the Department must be reorganized to enable leaders to coach principalseffectively and to provide professional development and resources in a more focusedway.

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Restructure the School Leadership Department into five academically congruentdivisions and vertical feeders

Consolidate professional development activities and align professionaldevelopment with this plan

See Attachment E

7. Create a career-ready certificateSome students drop out of high school because the diploma does not carry much valuefor them. We have to convince students that we will get them either college ready

or career ready. That means that they will be able to enter a regular four-yearcollege without remediation or enter the Year 2020 workplace with the skills and

knowledge necessary to acquire and hold a career-ready job. We will takeadvantage of the enormous community support that DISD has at the moment.


Work with key community groups to develop career-ready metrics Apply those metrics for the students in the Class of 2013 Identify and acquire, in collaboration with the business community, 1000 career-

ready positions for the graduates of the Class of 2013

Assign career-ready positions to academic divisions; give priority to StrategicFeeder Groups (see below)

8. Create the Strategic Feeder GroupThere is tremendous interest from various community partners and individuals to helpmove DISD forward. However, the various efforts are diffuse and not aligned. If wewere to focus and channel the various efforts, we would have plenty of resources toapply to the transformation of a couple of feeder groups. In this way, we would workwith those interested in both economic and educational renewal. We would, in effect,

establish a beachhead from which to expand.


Work with the community to identify two Strategic Feeder Groups by 1 Sep 2012 Identify additional resource needs and specific community support by 1 Nov 2012 Work with the community to assign projects and tasks by 1 Feb 2013

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Create action plans for various partners and projects by 1 April 2013 Restructure Strategic Feeder Groups by 1 June 2013 to create career pathways

(link this structure to pay-for-performance)

Recruit and restaff (if necessary) to fill positions by 1 June 2013

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Attachment A -- Effective DistrictsPlanning Diagram

Core Beliefs Vision

Actionable picture ofsuccess

Philosophy

firstWhat are you prepared toact upon?

Guiding

frameworks

Theory of Action Operational Framework

Systems Thinking -- System connections

-- Leverage points-- Archetypes

Needs

Assessment

Needs Assessment

Achievement Data

Quality of Instruction

System Evaluation

DistrictAction Plan

Empowerment andAccountability

District Action Plan

Key ActionsIndicators of Success

Specific Actions

Goals and metrics

for Central Office

Targets and Parameters

for School Leaders

-- Student achievement-- Quality of instruction-- Human capital management

Dept. Action PlanSchool Action Plan

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Central Office

School Supervision

Other departments

Attachment B -- SupportResults Diagram

Superintendent

PRINCIPALS

Quality ofInstruction

Student Achievement

Philosophy/ Culture

Metrics

Results

Support

Results

Support Teachers

Metrics

Support

Metrics

Result

Support

Metrics

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Attachment C Superintendents Cabinet

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Attachment D Superintendents Core Team

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Attachment E Department of School Leadership Structure

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Attachment F Strategic Feeder Group Structure

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destination 2020 -- 10 may 2012

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