• Core 4 header image

  • Focused: We Transform Student Lives


     In Dallas ISD students thrive, and every child, family, and employee, is essential. We are solely concerned with what matters most - supporting students’ academic growth and overall well-being.

     

    Focused LEVEL 1: INITIATING PROGRESS LEVEL 2: APPROACHING EXPECTATIONS LEVEL 3: MEETING EXPECTATIONS LEVEL 4: EXCEEDING EXPECTATIONS
    • Decisions may focus on ease of implementation rather than the needs of students or equity groups
    • Uses limited supports and data sources to positively impact student outcomes
    • Resources are loosely aligned to District goals and may result in inequitable student outcomes
    • Sporadic or limited support around social and emotional needs of students, families, employees, and equity groups
    • Student needs are frequently considered in decision-making, but impact may be limited or inconsistent
    • Collaborates on identifying supports and data sources that will lead to improved student achievement and well-being
    • Sometimes allocates resources aligned to District goals in a manner that ensures equitable outcomes for some students
    • Provides superficial support for social, emotional, and academic needs of students, families, employee, and equity groups
    • Decision-making is intentional and grounded in the needs of students and equity groups
    • Leverages data to provide differentiated, equitable supports that will lead to improved student achievement and well-being
    • Consistently allocates resources aligned to District goals in a manner that ensures equitable outcomes for all students
    • Prioritizes the use of effective supports for the social, emotional, and academic needs of students, families, and employees
    • Decision-making is consistently and effectively made in the best interest of students and results in improved outcomes
    • Systematically monitors supports and evaluates multiple data sources to maximize student achievement through differentiated, equitable supports
    • Without exception, tightly aligns differentiated resources to district priorities to ensure equitable outcomes for all students
    • Consistently and effectively implements supports to ensure the social, emotional, and academic needs of students, families, employees, and equity groups are met