Tuesday, June 30, 2015

Lies at 10-22-14 Dallas ISD Board Meeting, possible due to ongoing missing transparency

The 2015-16 budget summary reminds us of some of the lies told at a 10-22-14 board meeting trying to justify $6.4 million for 137 more teachers.  The new budget documents just approved prove it was NOT true that student enrollment 10-22-14 was over the approved budget!

At the October 22, 2014 monthly Dallas ISD Board meeting many statements were made by Mike Miles and his staff to attempt to justify an additional $6.4 million for 137 additional teacher positions above the budget due to student enrollment beyond budget projections.   Here is the video from that board meeting:  https://www.youtube.com/watch?v=CmkvE1yaTeY

As you watch this remember that Mr. Prado resigned as Budget Director soon after the first version of the Title VI Complaint was filed with the U. S. Department of Education March 25, 2015.  (That complaint was ultimately withdrawn and a new much more detailed 76 page complaint was filed on 4-21-15.)

This 10-22-14 meeting screams out for consistent monthly data reports, and more transparency!  The discussion on this video happening in this DISD board meeting would not be needed with such simple reports every month.

This drama as to truth and lies on 10-22-14 continued to be covered in a February 21 2015 Dallas Morning News report:  http://www.dallasnews.com/news/education/headlines/20150221-instant-messages-raise-questions-about-6.4m-for-new-teachers.ece

It continued to be covered the next day, February 22, 2015, with this article: http://educationblog.dallasnews.com/2015/02/deputy-superintendent-ann-smiskos-letter-about-the-6-4-million-for-new-teachers.html/

Bottom line:  On October 22, 2014 Mr. Mike Miles and his staff claimed to need 137 more teachers due to student enrollment beyond budgeted amounts.  DISD Budget Summary data from http://www.dallasisd.org/Page/7796 clearly shows that the 2014-15 budget was approved for 161,554 students and that the 2015-16 Budget Summary data shows that actual PEIMS enrollment for 2014-15 was only 160,253.  That is 1,301 FEWER students than budgeted.  Where did that $6.4 million go? 

Why are the DISD trustees not more concerned about the truth that was NOT told during the 10-22-14 meeting?  Many of the staff involved in that meeting, and in supporting that misleading information, are still on the DISD payroll.

Why are DISD trustees not more concerned about the ongoing lack of transparency that allows such basic and easy to expose lies to be told?  What other lies are out there that are harder to expose?

Dallas ISD needs basic monthly reports documenting basic data needed to show student and teacher movement, and the health of DISD, including data on the health of each single school!


Friday, June 26, 2015

Dr. Michael Hinojosa back in DISD as Interim Superintendent

This evening the DISD Trustees and Dr. Michael Hinojosa agreed for him to be the Interim Superintendent as they search for a permanent superintendent.  The two charts below show why this is a good idea for DISD.  First, during the 6 years Dr. Hinojosa was superintendent the DISD, from 2005 to 2011, graduation rates and the size of graduation classes grew to break multi-year records!


Dallas ISD Graduation Rate Progress 2002-2012

Second, during those same 6 years, the Achievement Gap compared with the state of Texas on statewide test passing percentages, shrunk a full 4 percentage points for a 31% improvement! 

The formula for this Achievement Gap is the percentage of DISD students who pass all statewide tests taken subtracted from that same percentage for all of Texas students.  The remaining number of percentage points is the Achievement Gap.

Dallas ISD Achievement Gap History with State of Texas 2000-2015
During Dr. Hinojosa's time in DISD the Achievement Gap shrunk from 13 percentage points to only 9.   DISD was catching up with the rest of Texas prior to Mr. Miles!  Then the gap began to grow and fell behind over 60% from 2013 to 2015!


Wednesday, June 3, 2015

Title VI Complaint against Dallas ISD, Executive Summary

April, 2015


Dallas Independent School District (DISD) operated under a federal desegregation order from the mid-seventies until 2003. As a part of that desegregation order, a series of magnet schools were created to meet federal desegregation plans. These DISD magnet schools are no longer part of any desegregation order but are top-ranked schools locally and nationally with heavy filtering of students for admission.

Added to these magnet schools are Montessori schools, the single sex academies of Barack Obama and Irma Rangel, and High Tech High School at A. Maceo Smith. Each of these magnets and choice schools carefully screen students on the basis of test scores, grades, attendance, and sometimes a talent audition in the arts. Few of these schools have but a small percentage of Limited English Proficiency (LEP), special education, or at-risk students.

Dallas ISD also operates many elementary and secondary campuses that are on the “Improvement Required” (IR) list of failing schools in Texas. This annual list, created by the Texas Education Agency (TEA), contains 43 DISD schools. In addition, the annual Public Education Grant (PEG) list contains 71 Dallas campuses where test scores have been low enough to give students the opportunity to transfer to another campus. The DISD PEG list, inclusive of IR schools, contains schools with very high percentages of LEP, special education, and at-risk students.

Complainants’ initial concerns centered around the two-tier, unconstitutional system that affords magnet, vanguard, and Montessori students access to campuses with high achieving students, veteran faculty, stable teachers and principals with little churn in professional staff, and higher regular education funding compared to neighborhood campuses with high levels of LEP, special education, and at-risk students who receive few of these learning advantages.

While Dallas ISD must meet Title I comparability on all its campuses in order to receive federal Title I funds, the current comparability formula in Dallas ISD has been compromised through illegal supplanting of high amounts of state compensatory education funds, through backdooring millions in high school allotment funds into the magnets, and through extremely low levels of regular education funding for neighborhood Title I schools. There is substantial evidence that the current financial model of equity used for funding DISD campuses is actually a financial shell game intended to increase the district surplus fund at the expense of low income, high risk students.

 As is the case in all 50 states, the required state curriculum for Dallas ISD students must be provided by local and state foundation funds before any compensatory state or federal funds can be used to supplement learning opportunities on Title I campuses. In Dallas ISD, local property taxes provide funding for the required curriculum with additional state monies available for special education students, bilingual education, and Career and Technical Education (CTE) electives at the secondary level.

In addition, the state of Texas since 2006 has provided an additional supplement of $275 per high school student based on average daily attendance (ADA). This High School Allotment funding could be used for enrichment, such as Advanced Placement courses, or for any programming intended to increase graduation rates and college and career readiness.

Because complainants had concerns about disparities in levels of funding per student provided magnet campuses compared to neighborhood schools, the official state records of actual spending on campuses were compared in regard to regular education funding provided magnet and choice schools compared to neighborhood Title I schools. These financial records, PEIMS records, are available on the Texas Education Agency web site for both planned and actual school district and campus spending per student.

An analysis of the PEIMS records for the past three years provided the following insights:

·         Magnet and choice campuses and the few non-Title I campuses in DISD had much higher levels of regular education funding to provide the instructional program where most students spend the majority of their school day.

·         Huge discrepancies in regular education funding between choice and neighborhood schools had small correlation to the level of teacher experience on campus.

·         Looking at the total spend per student in programming is misleading due to incredibly high levels of state compensatory education funding provided in the presence of low levels of regular education funds, the provision of PreK programs on some campuses and the absence of these programs on other campuses, and high levels of special education funding provided failing campuses for double the district percentage of special education students.

·         The methods DISD used to disperse high school allotment funding essentially negated any Title I comparability. Some magnets received thousands of dollars per student while low performing campuses received much less than the $275 per student provided by the state.

In addition to these intra-district equity issues, a comparison of PEIMS records of the regular education funding of Dallas ISD neighborhood Title I campuses compared to those in bordering suburbs adds another layer of inequity. Essentially, Title I schools in Dallas ISD are at an unconstitutional disadvantage in funding compared to Title I schools in surrounding suburbs and even compared to campuses in suburbs with no Title I funding.  

DISD is a not a property poor district.  Inequities in funding within the district and compared to bordering districts were the result of central administrative decisions over the last three years to move funding out of classrooms filled with some of the highest concentrations of student poverty in the state of Texas. The tax revenue from local property taxes taken from DISD classrooms could then be used to dramatically increase the size of the surplus fund, to create millions for pet projects of the current Superintendent, and to double the size of middle management by increasing class size and lowering the level of teacher experience in Dallas classrooms.

A further examination of PEIMS records revealed probable fraud in the use of state compensatory funding and the use of the PEIMS code for the High School Allotment totaling over $35 million dollars. Moreover, reports from former and present teachers and principals provide consistent evidence that federal Title I dollars are illegally being used to compensate core academic teachers because funding on neighborhood campuses is not sufficient to provide adequate teachers to staff state mandated programming.

The reasons for severe cuts in regular education funding and the illegal supplanting of Title I, state compensatory funding, and the High School Allotment may revolve around the bragging rights to a district surplus fund that grew substantially based on fraud, underfunding high poverty schools, and understaffing Title I campuses. The result was an increase in failing DISD campuses, especially at the secondary level where many Dallas ISD middle schools are rated the worst in the state.

As funding fell on many Title I campuses and the achievement gap between white and minority DISD students grew, DISD’s reserve fund also grew to $350 million dollars and provided the prime impetus for an early renewal of the Superintendent’s contract in July, 2014. The expansive growth of the surplus fund was questioned by no Dallas media outlets and by only a few Trustees, one of whom was physically removed from a district campus and “investigated” by the Superintendent and another Trustee whom the Superintendent helped smear in a local alternative paper known for its loyalty to the Superintendent.

In addition to funding inequities within DISD and compared to bordering districts, the current Superintendent created greater disparities in experienced teacher talent available for choice schools compared to constant teacher and principal churn at failing neighborhood schools. The policies of the current Superintendent are violations of the Equal Protection guarantees of the 90% of Dallas ISD students attending neighborhood schools.

Greater teacher and principal churn on failing campuses, the extensive use of inexperienced and uncertified Teach for America recruits on failing campuses, and discriminatory employment practices have become common place with the current Broad-trained Superintendent. These discriminatory employment practices, violating state and federal laws, were documented in Human Capital Management text messages that were released after the firing of several whistleblowers in the Internal Audit Department over the past year and the departure of a district investigator who feared releasing a report documenting illegal employment practices. Interference of the Superintendent into internal investigations also raises concerns regarding the ability of Trustees to provide for the safety and security of 160,000 students.

Similar to the shell game played with campus funding, the majority of Trustees on the Dallas ISD Board never received reports detailing the internal investigation on illegal hiring practices that was completed for them by Internal Audit any more than most Trustees were given enough information to determine the source of the sudden increase in the District surplus fund and whether that increase came on the backs of Title I students.

The lack of transparency in District operations provides a fertile breeding space for violations of equal protection guarantees of students. DISD Trustees lack information to access accuracy in teacher vacancies, Title I comparability formulas, campus funding, and Human Capital Resources staffing practices provided them by the Superintendent and central staff. Trustees who ask “too many questions”  have been excluded from vital information by the Superintendent of Schools. This practice removes the protections guaranteed students and parents as constituents of elected Trustees in a democracy.

Annual budget discussions that include power point presentations that give the appearance of equitable levels of spending across campuses when no such equity exists make it difficult for elected Trustees to guarantee student access to comparable district resources.

The following Title VI complaint is intended to provide equity in sourcing of all campuses across Dallas ISD by correcting illegal and unconstitutional practices in student funding, campus and administrative staffing, biased appraisal systems for teachers and principals, lack of adequate special education services and training, lack of campus security, lack of appropriate staff development, and lack of resources to adequately decrease student attrition in comprehensive high schools. Each of the separate complaints described in detail in the Title VI complaint will require corrective remedies in order to provide constitutional Equal Protection guarantees for all Dallas ISD students, but the best protection of the civil rights guaranteed all students in Dallas public schools is much more transparency at the Board level.
=============================================
The full 76 page version of this complaint being studied by Department of Education staff, has replaced this morning the older 70 page version on the WFAA web site.  You can now go to http://www.wfaa.com/story/news/local/investigates/2015/05/28/disd-budget-director-questions-misspent-at-risk-funds/28121153/ for this most current 76 page copy. 

I welcome questions.
Bill Betzen
bbetzen@aol.com 
 

Tuesday, June 2, 2015

Dallas ISD Progress 2000-2013, and Disaster 2014-2015!

From 2000 to 2013 Dallas ISD had the most consistent improvement in student achievement and graduation rates of any time in DISD History!  Since then we have had the most dramatic reversal!  The DISD/Texas achievement gap has grown over 60% after years of shrinking from 20 percentage points in 2000 to only 8 percentage points in 2013.  The achievement gap is now back up to 13.1 percentage points!
History of Dallas ISD Achievement 1995-2013




The above chart was created using the statewide data from the TEA web site as to statewide percentages of students passing all tests and how those numbers each year compare with the same student passing rates in Dallas ISD.  The chart also has recent data on principal turnover showing how that negatively affects student achievement.

The 2015 numbers will be adjusted as they are based on 3-8 STAAR scores only to secure an estimate of the gap for 2015. 

Work will continue to be done on this chart.  Comments and questions are valued.

All of the data from 2013 and earlier on the percentage of students passing all tests comes from the "Snapshots" of both Dallas ISD and of Texas for those respective years as found at http://ritter.tea.state.tx.us/perfreport/snapshot/.  The data from 2014 comes from the Texas Academic Performance Report for 2014 at http://ritter.tea.state.tx.us/perfreport/tapr/.  The data for 2015 comes from calculations performed on STAAR results available May 2015 which were only the 3-8 exams.

Saturday, May 30, 2015

Dallas ISD Title VI Complaint & STAAR Test disaster

Since the original Title VI complaint against Dallas ISD was filed on 3-25-15 much more research into the massive data online in the PEIMS Financial Database on the Texas Education Agency web site has been done.   On 4-21-15 a greatly expanded complaint was filed to replace the 3-25-15 complaint.  This one was signed by 15 Dallas residents most of whom were parents to DISD students.

Channel 8 report gave an extensive report on this complaint on 5-28-14.  The link to that article and 5 minute news report is http://www.wfaa.com/story/news/local/investigates/2015/05/28/disd-budget-director-questions-misspent-at-risk-funds/28121153/  However, the 70 page copy posted with that report was edited into a 76 page copy to be made much more clear and easy to read.  It is the 76 page copy that is being used by the Department of Education in the complaint.  Email bbetzen@aol.com  for a copy.

DISD has admitted "coding errors" and is now in the process of returning probably over $50 million dollars to campuses serving the most impoverished children in DISD.   Rumors are floating of many dozens of DISD central office staff losing their positions as these "coding errors" are corrected.

These admissions by DISD mean that the crowded classrooms and lack of resources on many DISD campuses were due to central office "coding errors."  Probably more resignations are coming.

This week DISD was also notified of abominable results from the statewide STAAR test wherein DISD students fell more behind other students in Texas than at any time since 2004, possible even before 2000, except for possibly last year when similar falling results happened.   These past two years are the worst years for achievement in DISD in over 12 years!

It is certain that the "coding errors" claimed by Mike Miles and his staff were a major factor in crowded classrooms, fewer teachers, and the lowering of DISD achievement relative to the state of Texas since 2012.

The exposures that have been set in motion by the 4-21-15 Title VI Complaint have just started.  Nobody knows what the final outcomes will be beyond more resources and teachers being made available to the most poverty stricken schools in DISD.

Sadly, due to the history of retaliation under Mike Miles in DISD, it is feared that these job losses downtown and in management positions will be used as opportunities to eliminate those who have hesitated in any way to sing the praises of reforms under Mr. Miles.

Saturday, May 23, 2015

2015 STAAR Test Results Dallas ISD, a first look

The Dallas Morning News posted the Dallas ISD STAAR test results from the most recent testing for 2015.  See it at http://www.dallasnews.com/news/education/headlines/20150522-little-progress-seen-on-dallas-isds-staar-results.ece

(Now, 5-27-15, the statewide results have been received.  For the second year in a row DISD student achievement fell relative to the rest of Texas to an extent greater than any other year since before 2004!  Each 2014 and 2015 were worse, standing alone, than any year since before 2004!  I am working on a chart to demonstrate this tragedy.  It documents a much worse tragedy than the chart below.)

Using the data from that DMN article the following chart was made to reflect on the changes since 2012:

Dallas ISD STAAR Test Results for 2012 through 2015
The Dallas Morning News article linked above was far too reserved in saying these tests reflected "little progress."  If you look over the averages of the past 4 years you see a clear disaster unfolding.  The current tests from 2015 are clearly the WORST performance on this chart covering 4 years!

Dallas now had the results for the rest of Texas.  While Dallas dropped 1.5 percentage points on average for all tests grades 3-8, the entire State of Texas only dropped 2/10ths of one percent. 

The good news for the year before now, last year, is that DISD dropped 2.7 percentage points more than Texas.  This year that gap with Texas only grew by 1.3 percentage points, almost half the decline of last year.

Do we consider that progress?  DISD is only falling behind at half the rate they fell behind last year?

Sunday, May 17, 2015

First Annual Quintanilla Time-Capsule Opening

On 5-16-2015 Quintanilla began their annual Time-Capsule opening with the reunion of the Class of 2005.  It was a good day for many reasons. The students made the party significant. Many staff from Quintanilla in 2005 were present to celebrate with their former students. It was a great day!  Dozens of letters were returned to the students who wrote them a decade ago.

The letters that remain may be located in the Quintanilla Library. Call Quintanilla and ask for the library to verify if your letter is there: 972-502-3200. 

Sadly only 2/3 of the 536 students in the 8th grade in 2005 wrote letters so there is not one for everyone.  2005 was the first year.  The time-capsule system was just being created.  The Quintanilla Vault was installed the summer of 2005. Since then over 95% of 8th graders have written letters each year as they left Quintanilla for high school.  Graduation rates have doubled and many other positive changes have happened.



First Annual Quintanilla Time-Capsule Opening
Reunion for Class of 2005

The value of focusing middle school students onto their own futures, by simply having a system where they can do the planning for that future in letters to themselves, is infinite!  The more we do it, and the more we get parents involved writing their own letters to their child each year as to their evolving dreams for their child, the more progress we will see in our schools.   Our children must take control of their own lives with the active support of their parents.  We must help that happen.  They must be able to look back and see the changes, see the good, and see how they can change things. 

Then they need to share what they have learned with decade younger students back at their old middle school.   See www.studentmotivation.org .   A community of change is evolving in our neighborhood!

Ultimately each child must realize that they are responsible themselves for what happens.  Nobody can do it for them.