DAYTON INDEPENDENT SCHOOL DISTRICT · 2014-10-28 · 2014-2015 DAYTON INDEPENDENT SCHOOL DISTRICT...

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2014-2015 DAYTON INDEPENDENT SCHOOL DISTRICT DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY/COMPREHENSIVE NEEDS ASSESSMENT 2014-2015 District: Dayton ISD Location: 100 Cherry Lane Dayton, TX Superintendent: Dr. Jessica Johnson, Superintendent Brief description of district: The Dayton Independent School District encompasses 248 square miles located at the southwestern edge of Liberty County. The district covers a semi-rural area. Historically, Dayton has been predominantly an agricultural region, yet the area has more recently developed into professional activity due largely to its under developed spaces. The city of Dayton, population approximately 7,000, is extremely appealing due to its accessibility to Houston, Beaumont, Humble and Baytown using either Hwy 90, Hwy 146, and FM 1960. The district has attracted people who commute to the metropolitan area as an alternative to city life. Dayton is located about 39 miles from Houston, 50 miles from Beaumont, and 25 miles from Baytown. The community is primarily a bedroom community in that 3 out of 4 adults residing in our school district work outside of Liberty County. Based on the 2012-2013 Texas Academic Report, our student ethnic breakdown is approximately 8.3% African American, 32.2% Hispanic, and 56.1% White. Approximately 61.8% of our students are Economically Disadvantaged, 13.8% are English Language Learners and 52.3% are At-Risk. The Hispanic, Economically Disadvantaged, and Limited English Proficient student groups have been slightly increasing each school year. The ethnicities are staying consistent from the previous year. Student Findings Although the primary instruments for determining student achievement are the State of Texas Assessment of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System (TELPAS), the district does utilize other instruments as well. Some of these include DRA2, EDL2 iStations, as well as local assessments. For 2014 Accountability Rating, DISD is considered to have Met Standard. Campus breakdown: five (5) Met Standard and one (1) Needs Improvement. For the 2014-2015 school year, the district will continue implementing systems to increase the college and career readiness of the students by measuring the performance of student success on STAAR. There will be a continued focus on Reading and Writing Across the Curriculum, Technology Integration, as well as School Safety and facility upgrades.

Transcript of DAYTON INDEPENDENT SCHOOL DISTRICT · 2014-10-28 · 2014-2015 DAYTON INDEPENDENT SCHOOL DISTRICT...

Page 1: DAYTON INDEPENDENT SCHOOL DISTRICT · 2014-10-28 · 2014-2015 DAYTON INDEPENDENT SCHOOL DISTRICT DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY/COMPREHENSIVE NEEDS ASSESSMENT 2014-2015

2014-2015

DAYTON INDEPENDENT SCHOOL DISTRICT

DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY/COMPREHENSIVE NEEDS ASSESSMENT

2014-2015

District: Dayton ISD

Location: 100 Cherry Lane

Dayton, TX

Superintendent: Dr. Jessica Johnson, Superintendent

Brief description of district:

The Dayton Independent School District encompasses 248 square miles located at the southwestern edge

of Liberty County. The district covers a semi-rural area. Historically, Dayton has been predominantly an

agricultural region, yet the area has more recently developed into professional activity due largely to its

under developed spaces. The city of Dayton, population approximately 7,000, is extremely appealing due

to its accessibility to Houston, Beaumont, Humble and Baytown using either Hwy 90, Hwy 146, and FM

1960. The district has attracted people who commute to the metropolitan area as an alternative to city life.

Dayton is located about 39 miles from Houston, 50 miles from Beaumont, and 25 miles from Baytown.

The community is primarily a bedroom community in that 3 out of 4 adults residing in our school district

work outside of Liberty County. Based on the 2012-2013 Texas Academic Report, our student ethnic

breakdown is approximately 8.3% African American, 32.2% Hispanic, and 56.1% White. Approximately

61.8% of our students are Economically Disadvantaged, 13.8% are English Language Learners and 52.3%

are At-Risk. The Hispanic, Economically Disadvantaged, and Limited English Proficient student groups

have been slightly increasing each school year. The ethnicities are staying consistent from the previous

year.

Student Findings

Although the primary instruments for determining student achievement are the State of Texas Assessment

of Academic Readiness (STAAR) and the Texas English Language Proficiency Assessment System

(TELPAS), the district does utilize other instruments as well. Some of these include DRA2, EDL2

iStations, as well as local assessments.

For 2014 Accountability Rating, DISD is considered to have Met Standard. Campus breakdown: five (5)

Met Standard and one (1) Needs Improvement.

For the 2014-2015 school year, the district will continue implementing systems to increase the college

and career readiness of the students by measuring the performance of student success on STAAR. There

will be a continued focus on Reading and Writing Across the Curriculum, Technology Integration, as well

as School Safety and facility upgrades.

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District Education Improvement Committee Members: Parent – Jeff Nations (2016)

Parent- Amanda Rode (2017) Parent- Elizabeth Ellis (2015) Community- Dr. Paul Talosig (2016)

Community- Maria Trevizo 2015) Business- TBD (2015) Business- Laura Evans (2015)

Teacher-Colbert: Sherlonda Llorence

(2015) Teacher- Colbert: Ami Silva (2017) Teacher-SFA: Cyndie Menard

(2015)

Teacher- SFA: Michelle Warner (2016) Teacher-Richter: Jennifer Barta

(2015) Teacher-Richter: Laura Allen (2017)

Teacher-Brown: Dolores Gonzalez

(2015) Teacher-Brown: Paola Pineda (2017) Teacher-Nottingham: LeeAnn

Douglas (2016)

Teacher-Nottingham: B. Reed (2015) Teacher-Wilson: Chris Rayburn (2015) Teacher-Wilson: Yasmin Wingo

(2016)

Teacher-Wilson: Michael Pervite (2017) Teacher-Dayton HS: (2015) Teacher-Dayton HS: Christopher

Brannen (2016)

Teacher- DHS: (2017) Non-Classroom Professional-SFA:

Lisa Morrison (2017) Non-Classroom Professional-District:

Melissa Vandeventer (2016)

Non-Classroom Professional-Colbert:

TBD (2016) Non-Classroom Professional-Richter:

Janet McKinney (2016) Non-Classroom Professional-Brown:

Tammy Hancock (2016)

Non-Classroom Professional-

Nottingham: (2017) Non-Classroom Professional-Wilson:

Donna Klimitchek (2017) Non-Classroom Professional-DHS:

Paci Cantu (2015)

Demographic Data (AEIS Report) TAPR

Student Ethnic Distribution: 2008 2009 2010 2011 2012 2013

African American 9.7% 10.2% 9.9% 8.3% 8% 8.3%

Hispanic 21.2% 22.9% 25.2% 28% 31% 32.2%

White 68.5% 66.3% 64.3% 60% 57% 56.1%

Economically Disadvantaged 49.9% 50.7% 56.7% 57.3% 61% 61.8%

Limited English Proficient (LEP) 8.2% 9% 10.5% 11.8% 13% 13.8%

At-Risk Population 54.1% 54.3% 54.3% 54% 53% 52.3%

2010 2011 2012 2013 2014

Accountability Ratings:

Recognized Academically

Acceptable

Academically

Acceptable

Met

Standard

Met

Standard

Adequate Yearly

Progress (AYP)

Meet AYP Missed AYP Missed AYP

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Programs Participation

2009 2010 2011 2012 2013

Bilingual / ESL Educations 8.5% 9.7% 10% 12% 12.6%

Career & Technology Education 29.2% 30.6% 22.7% 22% 21.7%

Gifted & Talented Education 3.5% 3.5% 3.7% 4% 3.9%

Special Education 7.6% 7.1% 7.7% 7% 7.7%

Mission Statement: The mission of the Dayton Independent School District is to educate all students to the maximum

extent of their abilities and to challenge them to excel in a changing world. The fundamental

purpose of the Dayton Independent School District is to develop in all students the essential

academic skills and knowledge with which to build lifetime learning. All students will be taught

a core curriculum of English Language Arts, Mathematics, Science, Social Studies, Fine Arts,

Health, Physical Education, and Technological Literacy. All students will be expected to acquire

knowledge of citizenship and economic responsibilities and an appreciation of the common

American heritage including its multicultural richness. Dayton Independent School District will

strive to provide an educational system that maintains accountability for demonstrated results and

will work towards continuous improvement.

Where We’ve Been:

Executive Summary-District

Subject

Year

All Students

African American

Hispanic

White

Econ Disadv

Reading 2014

STAAR 69% 59% 67% 72% 66%

2013

STAAR 72% 63% 68% 75% 66%

2012

STAAR 72% 61% 71% 74% 67%

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Mathematics 2014

STAAR 75% 58% 78% 76% 71%

2013

STAAR 79% 66% 80% 80% 75%

2012

STAAR 76% 65% 78% 77% 71%

Writing 2014

STAAR 63% 62% 59% 65% 58%

2013

STAAR 54% 49% 55% 55% 51%

2012

STAAR 64% 62% 60% 67% 59%

Science 2014

STAAR 76% 58% 74% 80% 72%

2013

STAAR 79% 75% 74% 82% 74%

2012

STAAR 78% 67% 75% 80% 70%

Soc Studies 2014

STAAR 69% 61% 65% 73% 63%

2013

STAAR 68% 58% 62% 73% 61%

2012

STAAR 73% 67% 72% 74% 65%

Retention Rates

Grade 2011-2012

2010-2011

2009-10 2008-09 2007-08 2006-07

Kinder .3% 4% 2.4% 3.3% 3.5% 3%

1 1.5% 6.8% 2.6% 3.8% 1.9% 4.8%

2 1% 5.9% 4.4% 5.7% 5.3% 7.6%

3 .9% 2.6% .7% .9% 0% 1%

4 .6% 1.2% .6% .3% 1.6% 2.3%

5 1.2% .8% 2.6% 5.4% 5.7% 3.7%

6 .6% .3% .3% .6% 1.2% 1.1%

7 .5% .3% 2.4% .6% .3% 4.7%

8 .6% 1.5% 3% 3.1% 2.1% 1.9%

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STAFF INFORMATION:

Per the 2012-2013 TAPR Report, the teacher population is 5.6% African-American, 78.7% White, 12.2%

Hispanic, 17% male and 83% female with an average of 10.8 years of teaching experience and 7.7 years

in district.

SPECIAL PROGRAMS:

Per the 2012-2013 TAPR Report, approximately 638 students are enrolled in Bilingual/ESL Educaiton.

196 students are enrolled in the Gifted and Talented program, 391 students are enrolled in the Special

Education program. 1101 students are enrolled in the Career and Technical Education.

TITLE I PROGRAM INFORMATION:

Our Title I program consists of:

● Paraprofessional position for interventions.

● Teaching positions for interventions in targeted subjects.

● Staff development training regarding

○ English Language Learner Strategies

○ Differentiated Instruction Strategies

○ Technology Strategies

○ Common Instructional Framework

○ Reading and Writing Across the Curriculum

○ Leadership Training

● Intervention computer lab

○ Using research based software

○ Updating computer hardware in lab

● Increase Parental Communication / Involvement

○ Enhanced parental nights regarding curriculum needs and community support

● General Supplies in technology and classroom manipulatives

Year Attendance 2011-12 95.9%

2010-11 95.2% 2009-10 94.8%

2008-09 94.9%

2007-08 94.6%

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TITLE II PROGRAM INFORMATION:

Our Title II program consists of:

● Funds are allocated based on largest average class sizes:

○ Kindergarten

○ 1st Grade

● Remaining funds are spent on the district needs assessments:

○ Professional Contracted Services (TECS fee)

○ Staff development/training

STATE COMPENSATORY PROGRAM INFORMATION:

Our State Compensatory Program (SCE) consists of:

Instructional Specialists

○ Science

○ Reading

○ Math

○ Instructional Aides

● Instructional Resources for At-Risk Students

The district decision-making team looked at last year’s:

● TAPR information from 2012-2013

● 2014 STAAR Scores

● Discipline Data

● Use of technology in the classroom

● Attendance data

● Curriculum Based Assessments

● Master Schedule

● Effectiveness of interventions

● Staff Surveys

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Where We Are Now:

Committees were formed to look for areas of weaknesses and strengths. The data/input showed:

Demographics:

Strengths: ○ More actively recruiting Hispanic teachers

○ Training for ESL certification

○ GT Expo

○ Capturing Kids Hearts (building relationships)

○ PALS Program.

Needs: ○ Continued training in LEP academic needs and culture

○ Address At Risk population through continued professional development

○ Continue development of LEP tracking system

○ Parent awareness of special programs (GT/LEP/SpEd/504/Dyslexia/CTE)

Student Achievement:

Strengths: ○ Implementing intervention tools I-station

and Think Through Math

○ Use of Data, more data driven

○ Improving SAT scores (SureScore)

○ Eduphoria and data analysis

○ Communication

Needs: ○ Reading and Writing Instruction

○ More content training to focus on TEKS

○ Cross curricular collaboration on campuses

Staff Quality, Recruitment, and Retention

Strengths

○ All staff - HQ

○ Many opportunities for ongoing staff development in a variety of content areas

○ Recruitment is improved by more competitive starting salaries

○ Mentor program is highly effective

○ Team planning in schedules

Needs

○ Wider difference in salary between first year teacher and 20 year teacher

○ More content-specific training

○ Better housing in community

○ Better incentives for teacher retention

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Culture and Climate:

Strengths ○ Attendance has shown improvement

○ Generally staff and students feel safe.

○ Classroom management is generally a strength.

○ Increase awareness of security and safety on campuses.

Needs ○ Increased concern about weapons.

○ More data needed from parents and students.

○ Train students about expectations in less structured settings such as cafeteria, bus, and

restroom.

○ As enrollment increases facilities are at capacity.

○ Condition and appearance of facilities impact parents' perception of safety and cleanliness

of buildings.

Curriculum, Instruction and Assessment:

Strengths: ○ Eduphoria and data analysis

○ IFD in TEKS Resource System

○ Intervention process (RtI)

○ Communication

○ Instructional Coaches

Needs: ○ Cross-curricular collaboration on campuses

○ Lesson Plan system training

○ Common Instructional training

○ Professional development for counselors on new graduation requirements

○ More content training to focus on TEKS

○ More campus teaming

Family and Community Involvement

Strengths ○ Development of community surveys

○ Campus community outreach programs

○ District expos and campus parent nights

○ Implementation of Homework Depot through Dayton Chamber of Commerce

Needs

○ Parental awareness for specific topics: bullying, gangs, social media, and cyberbullying

○ Expansion of PALS program for grades 2-5

○ Need more mentors for at risk population

Technology:

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Strengths ○ Tools are available

○ Administrative support

○ Forward thinking staff

○ Training provided

○ Expanded band-with

○ Wi-fi throughout district

○ Continually adding mobile devices

○ Good district website-good information

Needs ○ More user-friendly website creation for classroom teachers

○ More devices in kids' hands

○ Updated teacher computers

○ Utilize Technology Instructional Coaches

District Context and Organization

Strengths ○ District handbook on-line.

○ Teachers are more comfortable using data to make decisions.

○ Failure rate concerns have decreased.

○ More interventions used.

○ Improved use of tools and time.

○ Use of teaming has been effective.

Needs ○ District handbook needs to be updated regularly.

○ Use data effectively to increase student performance.

○ More room for improvement. (in reference to general improvement listed in strength.)

○ More interventions needed.

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Where We’re Going: (District Improvement Goals)

1. Improve academic performance of all students.

2. Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation and staff development.

A. Decrease employee turnover rate

B. Recruit and maintain 100% “Highly Qualified” teachers and instructional paraprofessionals in order to meet state and federal requirements.

3. Continue to promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement.

A. Continue to improve parental involvement, community relations and opportunities to participate in district/campus planning.

B. Continue to provide information, in multiple formats, to increase two-way communication between home and school.

4. Provide a safe learning and working environment for students, employees and parents, while

continuing the implementation of district initiatives for health/wellness and security.

A. Provide safe, secure learning and working environment.

B. Continue to educate students and parents on Dating Violence.

C. Implement Health/Wellness district initiative.

D. Continue to implement Crisis Management efforts in the district.

5. Continue to promote multiple proven pathways to graduation and credit recovery.

A. Reduce Drop-Out and Retention rates.

B. Provide and monitor appropriate interventions for At-Risk students.

C. Increase Student Attendance

D. Provide college/career information to students and parents

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Dayton ISD District Improvement Plan Performance Objectives

20140-2015

District Goal 1: Improve academic performance of all students.

Performance

Objectives:

1 Student performance for all student groups on all sections of STAAR/EOC

will increase

Index 1: Student Achievement

● Index Score

From 71 to 73

Index 2: Student Progress

● Index Score

From 35 to 40

Index 3: Closing Performance Gap

● Index Score

From 36 to 40

Index 4: Postsecondary Readiness

● Index Score

From 65 to 69

Summative

Evaluation

2014-2015 Index Scores

District Goal 2: Dayton Independent School District will attract, retain and prepare the highest

quality teachers and staff.

Performance

Objectives:

2.A Increase Average Years Experience of Teachers with District

From 7.7 to 7.9

Decrease Turnover Rate for Teachers

From 18.9 to 16

Performance

Objectives:

2.B Maintain the percentage of highly qualified core academic subject area

teachers at 100%. Maintain that all core academic subject area classes are

taught by highly qualified teachers.

Dayton ISD will facilitate meaningful and relevant staff development and

maintain the percentage of teachers receiving high-quality professional

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development to 100% and assist any new hire teachers not highly qualified to

meet the highly qualified requirements in a reasonable amount of time not to

exceed one year.

Summative

Evaluation

2013-2014 TAPR

District Goal 3: Dayton Independent School District will continue to promote and develop

opportunities to increase parental involvement, foster a strong home-school

partnership resulting in increased student achievement.

Performance

Objectives:

3.A Increase parent participation by 1%

Summative

Evaluation:

Parent Involvement documentation

Parent Surveys

District Goal 4: Provide a safe learning and working environment for students, employees and parents,

while continuing the implementation of district initiatives for health/wellness and

security.

Performance

Objectives:

4.A Decrease the number of drug related incidents on campus by 10%.

Decrease the number of discipline referrals by 5%.

Attain a 96% attendance rate.

Summative

Evaluation:

Campus police reports

Data from discipline referrals

AEIS Report and district data

District Goal 5: Continue to promote multiple proven pathways to graduation and credit recovery

Performance

Objectives:

5.A Increase the % of 4 year graduates from 92% to 93%

Decrease the number of drop outs

Gr 7-8 from .2 to .1

Gr 9-12 from .9 to .6

Increase the number of students enrolled in Higher Education from 50% to 55%

Summative

Evaluation:

TAPR Report

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Summary

As a team, we have highlighted areas of improvement for our campus based on:

● Campus Needs Assessments

● Preliminary STAAR data.

● PEIMS submissions data

● Past and present curriculum based assessments

● Efficiencies in the district.

● Campus and District Surveys

After receiving this year’s assessment data:

● The district will continue improving student performance in all areas

● The district will continue to develop and enhance systematic approaches for special population

interventions.

● The district will focus on College Readiness Standards by monitoring and assessing GT

population, students in Pre-AP classes, and general population of students.

● The district will engage parents in dialogue concerning needs.

● The district will enhance a bilingual program.

● The district will develop consistency and systems for common expectations.

● The district will implement staff development programs and systems to address areas of

concerns:

● Reading and Writing Across the Curriculum

● Differentiated Instruction Strategies

● English Language Learners Strategies

● Technology Application Strategies

● Gifted and Talented / Rigor Strategies

● The district will utilize more staff in developing training opportunities.

● The district will be more purposeful in delivering the necessary training.

Our DEIC’s goal is to:

● Increase academic performance of all students.

● Increase communication between staff, administration, parents, and community.

● Maintain a positive working climate.

● Increase parental involvement.