2016-2017

DAYTON INDEPENDENT SCHOOL DISTRICT

DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY/COMPREHENSIVE NEEDS ASSESSMENT

2017-2018

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, or 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 2015-2016 Fall Snapshot, our student ethnic breakdown is

approximately 8.2% African American, 39.2% Hispanic, and 49.6% White. Approximately 56.0% of our

students are Economically Disadvantaged, 17.8% are English Learners and 58.8% are At-Risk. The

Hispanic, 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 2016 Accountability Rating, DISD is considered to have Met Standard. Campus breakdown: all

campuses Met Standard.

For the 2017-2018 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 as well

as having 10th graders participate in the PSAT. There will be a continued focus on Reading and Writing

Across the Curriculum, Technology Integration, as well as School Safety.

2016-2017

District Education Improvement Committee Members: Parent – Sandra Stokes Parent – Kathy Pierce Parent -

Community - Parent- Elizabeth Ellis (2018) Community- Dr. Paul Talosig

Non-Classroom Professional-

District: Shanna McCracken (2019) Business- Joelle Soulard (2018) Business- Laura Evans (2018)

Teacher-Colbert: Sharon Shumaker

(2018) Teacher- Colbert: Shawna Carranco

(2020) Teacher-SFA: Jessica Holloway

(2020)

Teacher- SFA: Daniela Emmerich

(2019) Teacher-Richter: Nikki Lovell (2018) Teacher-Richter: (2018)

Teacher-KMB: Donna Reavis (2018) Teacher-KMB: Whitney Medrano

(2020)) Teacher-KMB: Kay Cook (2018)

Teacher-Wilson: B. Reed (2018) Teacher-Wilson: Dolores Gonzales

(2018) Teacher-Wilson: Callye Comeaux

(2020))

Teacher- DHS: Kim St. Julian

(2020) Teacher-DHS: Aimee Olmstead

(2018) Teacher-DHS: Ronald Wright (2019)

Non-Classroom Professional-SFA: Atiya

Wortham (2020) Non-Classroom Professional-Richter:

Lecia Eubanks (2019) Non-Classroom Professional-Brown:

Timothy Cope (2019)

Non-Classroom Professional-Colbert:

Erin Duff (2019) Non-Classroom Professional-Wilson:

Jennifer McCracken (2020) Non-Classroom Professional-DHS:

Jennifer Jacobs (2018)

Demographic Data (AEIS Report) TAPR

TAPR TAPR TAPR TAPR

Student Ethnic Distribution: 2012 2013 2014 2015 2016

African American 8% 8.3% 8.1% 8.1% 8.2%

Hispanic 31% 32.2% 33.6% 37.2% 39.2%

White 57% 56.1% 54.6% 51.7% 49.6%

Economically Disadvantaged 61% 61.8% 61.6% 60.7% 56.0%

Limited English Proficient (LEP) 13% 13.8% 15.7% 16.9% 17.8%

At-Risk Population 53% 52.3% 59.6% 59.4% 58.0%

2013 2014 2015 2016

Accountability Ratings:

Met Standard Met Standard Met Standard Met

Standard

Federal Report Card

One Focus

Campus

One Focus

Campus

One Focus

Campus

One Focus-Progress

Campus

2016-2017

Programs Participation

2012 2013 2014 2015 2016

Bilingual / ESL Educations 12% 12.6% 14.1% 15.1% 15.8%

Career & Technology Education 22% 21.7% 23.9% 24.8% 26.8%

Gifted & Talented Education 4% 3.9% 3.6% 3.3% 3.3%

Special Education 7% 7.7% 7.9% 9.1% 9.0%

Mission Statement: The mission of Dayton Independent School District is to educate the whole child to the

maximum extent of each student's abilities and to challenge them to excel in a diverse

and changing world..

Where We’ve Been:

Executive Summary-District

Subject

Year

All Students

African American

Hispanic

White

Econ Disadv

Reading 2016

STAAR 64% 51% 63% 68% 60%

2015

STAAR 69% 56% 67% 72% 63%

2014

STAAR 69% 59% 67% 72% 66%

Mathematics- Algebra 1

2016 STAAR

71% 58% 73% 71% 67%

2015

STAAR 85% 76% 88% 86% 84%

2014

STAAR 75% 58% 78% 76% 71%

Writing 2016

STAAR 55% 46% 54% 57% 49%

2015 57% 44% 57% 59% 51%

2016-2017

STAAR

2014

STAAR 63% 62% 59% 65% 58%

Science 2016

STAAR 73% 69% 72% 75% 70%

2015

STAAR 68% 53% 66% 71% 61%

2014

STAAR 76% 58% 74% 80% 72%

Soc Studies 2016

STAAR 71% 63% 69% 72% 67%

2015

STAAR 67% 56% 67% 68% 61%

2014

STAAR 69% 61% 65% 73% 63%

Retention Rates

Grade 2015-2016

2014-2015

2013-2014

Kinder 0.3 1.2% 0.3%

1 0.3 1.5% 1.8%

2 0.6 0.3% 1.5%

3 0.6 0.0% 0.9%

4 0.3 0.0% 0.3%

5 0.3 0.3% 0.3%

6 0.0 0.3% 0.8%

7 0.6 0.3% 0.0%

8 0.3 0.8% 0.3%

STAFF INFORMATION:

Per the 2015-2016 TAPR Report, the teacher population is 8.9% African-American, 77.8% White, 13.0%

Hispanic, 17.3% male and 82.7% female with an average of 9.7 years of teaching experience and 6.7

years in district.

SPECIAL PROGRAMS:

Year Attendance 2015-16 95.0%

2014-15 95.7%

2013-14 95.9% 2012-13 95.6%

2011-12 95.9%

2016-2017

Per the 2015-2016 TAPR Report, approximately 841 students are enrolled in Bilingual/ESL Education.

176 students are enrolled in the Gifted and Talented program, 480 students are enrolled in the Special

Education program. 1,422 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 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

TITLE II PROGRAM INFORMATION:

Our Title II program consists of:

● Our funds are spent on the district needs assessments:

○ Professional Contracted Services (TECS fee)

○ Staff development/training

○ Building Leadership Capacity

STATE COMPENSATORY PROGRAM INFORMATION:

Our State Compensatory Program (SCE) consists of:

Instructional Specialists

○ Science

○ Reading

○ Math

○ Instructional Aides

● Instructional Resources for At-Risk Students

2016-2017

The district decision-making team looked at the following data:

● TAPR information from 2015-2016

● 2016 STAAR Scores

● Discipline Data

● October 2016 Snapshot

● Attendance data

● Curriculum Based Assessments

● Master Schedule

● Effectiveness of interventions

2016-2017

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

○ Sheltered Instruction training to target growing EL population

○ Parent involvement program has been growing

○ District translator

○ 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)

○ Build on "growing our own" paras to teachers.

○ Explore in house "recent arrival" program for new comers.

○ Raise the expectations for students success across our growing diverse population.

○ Encourage peer to peer intervention programs on the campus level.

○ Look into being part of the National Hispanic Institute to help address the growing

Hispanic population

Student Achievement:

Strengths: ○ Science is willing to move to more digital strategies

○ Implementing intervention tools I-station

○ Digital textbooks and digital interventions across the district are becoming more familiar.

○ Use of Data, more data driven

○ Improving SAT scores

○ Eduphoria and data analysis

Needs: ○ Develop common instructional strategies district wide.

○ Reading and Writing Instruction

○ ELA and Social Studies Instruction

○ System safe guards were missed across the district

○ Continue to find way to improve district/campus programs.

○ More content training to focus on TEKS

○ Cross curricular collaboration on campuses

2016-2017

Staff Quality, Recruitment, and Retention

Strengths

○ Recruitment is improved by more competitive starting salaries

○ Mentor program is highly effective

○ PLC's have improved at the elementary level

Needs

○ Sporadic opportunities for ongoing staff development in a variety of content areas, more

content-specific training.

○ Better incentives for teacher retention

○ Increase leadership skills with campus staff

○ Increase the ways in which staff development is offered.

○ Grow our own by providing opportunities for Para Professionals to move to teaching

positions, especially in high need areas.

○ Additional para professional trainings on campus and district

○ Consistent staff training throughout year that is purposeful and meaningful for student

success.

○ New and current teachers need classroom management training on a will and not based on

growth plans.

○ Support staff training (custodian, maintenance, nutrition).

Culture and Climate:

Strengths ○ Attendance has shown improvement

○ Generally staff and students feel safe.

○ Classroom management is a strength generally.

○ Continue major push in safety and consistency in security

○ New facilities, vestibules, updated buildings

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.

○ District wide Behavior Response to Intervention Process that is consistent across

campuses.

○ Decrease the disproportionality between all students and SPED students in regards to ISS

and OSS placement.

2016-2017

Curriculum, Instruction and Assessment:

Strengths: ○ Eduphoria and data analysis

○ IFD in TEKS Resource System

○ Intervention process (RtI) Communication

○ Instructional Coaches on the campus

Needs: ○ Cross-curricular collaboration on campuses

○ TEKS Resource System training

○ More content training to focus on TEKS

○ More campus teaming

○ Trainings for EOC's and math TEKS.

○ Continue to work on developing leadership opportunities on the campus.

○ Increase the performance of the special populations, focused on Special Education and

Bilingual/ESL

Family and Community Involvement

Strengths ○ Development of community surveys

○ Campus community and involvement programs

○ District expos and campus parent nights

○ Implementation of Homework Depot through Dayton Chamber of Commerce

○ 3 Years for Parent Expo in the Summer

○ GT Nights College Night

○ Hispanic Forum

○ Communication director hired for the district.

Needs

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

○ Expansion of PALS program for grades 1-8

○ Need more mentors for at risk population

○ Now that we have a parent liaison, need to grow it and get involvement measured.

○ Encourage more parental involvement with the Houston Hispanic Forum

○ Explore partnership with local African American community stakeholders, like the Colbert

School.

2016-2017

Technology:

Strengths ○ Some tools are available

○ Administrative support

○ Forward thinking staff

○ Training provided

○ Wi-Fi throughout district

○ Continually adding mobile devices

○ Good district website-good information

○ Students having computer user accounts

Needs ○ Training on teacher website development

○ More devices in kids' hands

○ Updated teacher computers

○ Mobile printers for each cart & color printer

○ Parent technology support center

○ K-3-Tablets, 4-5 mixture, 6 on Chromebooks....and more powerful for specific classes at

high school.

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 ○ Use data effectively to increase student performance.

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

○ More interventions needed.

2016-2017

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

2016-2017

Dayton ISD District Improvement Plan Performance Objectives

2017-2018

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

16-17: From 67 to 71

17-18: From 68 to 71

Index 2: Student Progress

● Index Score

15-16: From 30 to 35

16-17: From 35 to 38

Index 3: Closing Performance Gap

● Index Score

15-16: From 33 to 36

16-17: From 34 to 37

Index 4: Postsecondary Readiness

● Index Score

15-16: From 72 to 75

16-17: From 70 to 75

Summative

Evaluation

2016-2017 Index Scores

2016-2017

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

2015: From 7.2 to 7.7

2016: From 6.7 to 7.7

7.2Decrease Turnover Rate for Teachers

2015: From 18.4 to 16

2016: From 21.2 to 18.8

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

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

2014-2015 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

2016-2017

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

TAPR 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

2016-2017

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.