Seven Pillars & Priorities

There are seven specific strategic outcomes that shall be the guiding operation and work of the Racial Equity Office.

Academic Equity & Cultural Competence

Prepared and culturally competent

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Instructional Equity

Systems that support teacher growth

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Programmatic Equity

Increase enrollment in rigorous, advanced coursework

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Internal & External Community Partnerships

Racial, socio-economic, and educational equity

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Workplace & Workforce Culture

Developing a diverse and responsive workforce

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Facility & Location Impact

Addressing human and social needs

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Leadership & Operations

Advance equity through accountable leadership

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Academic Equity & Cultural Competence

Enhance educational and instructional practices to prepare all students for college and career while engaging students inclusively, with culturally competent and responsive pedagogy. The practices shall include culturally relevant activities that engage all student groups and intentionally disaggregating and monitoring student achievement data for AfricanAmerican and English language learners.

Prepared and culturally competent

12%
of Black and African American students in grades 3–12 meets or masters standards for STAAR ELA, Math and EOC tests.

34%
of English Learning students in grades 3–12 meets or masters standards for STAAR ELA, Math and EOC tests.

One bar each for % of African American, LEP, Districtwide students
Students: grades 3-12 only
Proficient: Meets or Masters on STAAR ELA, Math and EOC tests

% of students proficient. Students: grades 3-12 only. Proficient: Meets or Masters on STAAR ELA, Math and EOC tests.

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Priorities
Department Partnerships

Counseling Services

School Leadership

Upcoming Milestones

Apr 2020: Recommendations from Resource Equity Working Group

June 2020: Board review of year-end data

Programmatic Equity
Increase enrollment in rigorous, advanced coursework

Identify key indicators to remove systematic differences and Racial, SocioEconomic, and create equitable access to programs such as early childhood, special education, gifted and talented, dual language programs with English as a second language, dyslexia, advanced placement and collegiate academies, in addition to monitoring and reducing student discipline data relative to African-American students.

45%
of Black and African American students in grades 6–12 are enrolled in advanced courses.

47%
of English Language Learning students in grades 6–12 are enrolled in advanced courses.

% of students enrolled in advanced courses One bar each for % of African American, LEP, Districtwide students Students: grades 6-12 only Advanced courses: Pre-AP or AP core courses (Math, ELA, Science, Social Studies)

An average of 53% of DISD students are enrolled in AP courses.

Priorities
Department Partnerships

Office of Transformation and Innovation

Early Learning

School Leadership

Upcoming Milestones

June 2020: Board review of year-end data


Qualified Students Enrolled In Magnets

% of qualified students enrolled in magnets
One bar each for % of African American, LEP, Districtwide students

One Event of Out-of-school Suspension or More

% of students on out-of-school suspensions One bar each for % of African American, LEP, Districtwide students

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Internal & External Community Partnerships
Racial, socio-economic, and educational equity
Gender
A short story about how the % of students that are male vs female
Ethnicity
A short story about the breakdown of % by ethnicity

Establish the racial, socio-economic, and educational equity collective impact model for the purposes of fostering accountability systems and encouraging civic participation.

% of Let's Talk users that report satisfaction with their service
Satisfaction: TBD - depending on how data is collected

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Facility & Location Impact
Addressing human and social needs

Develop facility and location impact priorities for the purposes of establishing mobility solutions, understanding the quality of life of students and addressing the human and social needs of students.

Feeder Pattern
A short story about the breakdown of % by feeder pattern

REO to work with CRI owners to determine which metrics to display

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Workplace & Workforce Culture
Developing a diverse and responsive workforce

Intentionally invest in all individuals throughout the district with the purpose of developing a racially diverse and culturally responsive workforce.

Subject
A short story about the breakdown of % by subject

% of target population that has completed Culturally Responsive Training
Target population: needs to be set by REO - how many staff per year are they trying to serve
Received Culturally Responsive Training: need to work with service provider to determine how to track this

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Instructional Equity
Systems that support teacher growth

Implement training programs that build teacher effectiveness and enhance cultural competency and culturally responsive instructional practices relative to understanding student social dynamics, various learning styles, and cultural identities. The training programs shall include building systems that support teacher personal growth and development opportunities focused on ensuring teacher quality relative to teacher education, certification, experience, and mobility.

% of students with Proficient I+ teacher One bar each for % of African American, LEP, Districtwide students
Students: all grades
Proficient I+: any teacher that received a rating of Proficient I or higher in previous year

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Leadership & Operations
Advance equity through accountable leadership

Advance racial, socio-economic, and educational equity practices and operating systems through accountable leadership.

% of students with Proficient I+ school leader
One bar each for % of African American, LEP, Districtwide students
Proficient I+ School Leader: school leaders that receive a rating of Proficient I or higher in the previous school year
Data will not be ready until SY2021-22

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