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2013-2014
DAYTON INDEPENDENT SCHOOL DISTRICT
DISTRICT IMPROVEMENT PLAN EXECUTIVE SUMMARY/COMPREHENSIVE NEEDS ASSESSMENT
2013-2014
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. The District’s per pupil expenditures are slightly lower than the state
average due to a slightly smaller than average tax base. Our student ethnic breakdown is approximately
8% African American, 36% Hispanic, and 53% White. Approximately 62% of our students are
Economically Disadvantaged, 15% are Limited English Proficient and 54% 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 2013-2014, DISD is considered to have Met Standard. Campus breakdown: five (5) Met Standard and
one (1) Needs Improvement.
For the 2013-2014 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 renewed focus on Reading and Writing Across the Curriculum and Technology Integration.
2013-2014
District Education Improvement Committee Members: Parent – Jeff Nations (2016)
Parent- Amanda Rode (2014) Parent- Elizabeth Ellis (2015) Community- Dr. Paul Talosig (2016)
Community- Maria Trevizo 2015) Business- TBD (2015) Business- Laura Evans (2015)
Teacher-Colbert: (2015) Teacher- Colbert: Heydi Juarez
(2014) Teacher-SFA: Cyndie Menard
(2015)
Teacher- SFA: Michelle Warner (2016) Teacher-Richter: Jennifer Little
(2015) Teacher-Richter: Laura Allen (2014)
Teacher-Brown: Margaret Moody
(2015) Teacher-Brown: Cynthia Kelly (2014) Teacher-Nottingham: LeeAnn
Douglas (2016)
Teacher-Nottingham: B. Reed (2015) Teacher-Wilson: Chris Rayburn (2015) Teacher-Wilson: TBD (2016)
Teacher-Wilson: Jerry Brown (2014) Teacher-Dayton HS: Heidi Peterson
(2015) Teacher-Dayton HS: Christopher
Brannen (2016)
Teacher- DHS:Chris Conner (2014) Non-Classroom Professional-SFA:
Susan Smith (2014) Non-Classroom Professional-District:
Melissa Vandeventer (2016)
Non-Classroom Professional-Colbert:
TBD (2016) Non-Classroom Professional-Richter:
TBD (2016) Non-Classroom Professional-Brown:
Atina Young (2016)
Non-Classroom Professional-
Nottingham: Shirley Sisk (2014) Non-Classroom Professional-Wilson:
Candice McCall (2014) Non-Classroom Professional-DHS:
Paci Cantu (2015)
Demographic Data (AEIS Report)
Student Ethnic Distribution: 2008 2009 2010 2011 2012 2013
African American 9.7% 10.2% 9.9% 8.3% 8% 8%
Hispanic 21.2% 22.9% 25.2% 28% 31% 36%
White 68.5% 66.3% 64.3% 60% 57% 53%
Economically Disadvantaged 49.9% 50.7% 56.7% 57.3% 61% 62%
Limited English Proficient (LEP) 8.2% 9% 10.5% 11.8% 13% 15%
At-Risk Population 54.1% 54.3% 54.3% 54% 53% 54%
2009 2010 2011 2012 2013
Accountability Ratings:
Academically
Unacceptable
Recognized Academically
Acceptable
Academically
Acceptable
Met
Standard
Adequate Yearly
Progress (AYP)
Meet AYP Meet AYP Missed AYP Missed AYP TBD
2013-2014
Programs Participation
2009 2010 2011 2012 2013
Bilingual / ESL Educations 8.5% 9.7% 10% 12% 12%
Career & Technology Education 29.2% 30.6% 22.7% 22% 19%
Gifted & Talented Education 3.5% 3.5% 3.7% 4% 4%
Special Education 7.6% 7.1% 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 2013
STAAR 72% 63% 68% 75% 66%
2012
STAAR 72% 61% 71% 74% 67%
2012-AYP
85% 76% 85% 87% 82%
2011 88% 79% 84% 91% 85%
2010 88% 82% 84% 91% 84%
Mathematics 2013 79% 66% 80% 80% 75%
2013-2014
STAAR
2012
STAAR 76% 65% 78% 77% 71%
2012-AYP
82% 72% 84% 82% 79%
2011 83% 77% 81% 85% 80%
2010 78% 64% 80% 80% 74%
Writing 2013
STAAR 54% 49% 55% 55% 51%
2012
STAAR 64% 62% 60% 67% 59%
2011 86% 90% 81% 87% 83%
2010 88% 80% 90% 89% 84%
Science 2013
STAAR 79% 75% 74% 82% 74%
2012
STAAR 78% 67% 75% 80% 70%
2011 78% 62% 69% 84% 71%
2010 77% 57% 68% 82% 69%
Soc Studies 2013
STAAR 68% 58% 62% 73% 61%
2012
STAAR 73% 67% 72% 74% 65%
2011 92% 84% 92% 93% 89%
2010 93% 85% 92% 94% 90%
Retention Rates
Grade 2010-2011
2009-10 2008-09 2007-08 2006-07
Kinder 4% 2.4% 3.3% 3.5% 3%
1 6.8% 2.6% 3.8% 1.9% 4.8%
2 5.9% 4.4% 5.7% 5.3% 7.6%
3 2.6% .7% .9% 0% 1%
4 1.2% .6% .3% 1.6% 2.3%
5 .8% 2.6% 5.4% 5.7% 3.7%
6 .3% .3% .6% 1.2% 1.1%
7 .3% 2.4% .6% .3% 4.7%
8 1.5% 3% 3.1% 2.1% 1.9%
2013-2014
STAFF INFORMATION:
The teacher population is 6% African-American, 79% Anglo, 12% Hispanic,
17% male and 83% female with an average of 10.5 years of teaching experience. All teachers and
paraprofessionals will be 100% Highly Qualified.
SPECIAL POPULATIONS:
Approximately 698 students are identified as Limited English Proficient. 196 students in the
Gifted and Talented program, 401 students are identified in the Special Education program. 1101
students are identified in the Career and Technical Education. We have approximately 3135
students on the Free or Reduced Lunch program.
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
○ Sheltered Instruction Strategies
○ Differentiated Instruction Strategies
○ Technology Strategies
○ Rigor Teaching Strategies
○ 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 95.7%
2010-11 95.1% 2009-10 94.8%
2008-09 94.9%
2007-08 94.6%
2013-2014
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:
● AEIS / AYP Data from 2012-2013 TAKS Returns and STAAR Results
● Discipline Data
● Use of technology in the classroom
● Attendance data
● Curriculum Based Assessments
● Master Schedule
● Effectiveness of interventions
● Staff Surveys
2013-2014
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: ○ Math and Science
○ 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 is 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
2013-2014
Culture and Climate:
Strengths ○ Overall improvement in people's perception from 2011-2012 to 2012-2013
○ Attendance has shown improvement
○ Generally staff and students feel safe.
○ Classroom management is generally a strength.
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 CSCOPE
○ Intervention process (RtI)
○ Communication
○ Cavalry Leadership Teams
○ District Data Teams
Needs: ○ Cross-curricular collaboration on campuses
○ Lesson Plan system training
○ CSCOPE training
○ Professional development for counselors on new graduation requirements
○ More content training to focus on TEKS
○ More campus teaming
○ CTE full-time coordinator.
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
2013-2014
Technology:
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
District Context and Organization
Strengths ○ District handbook on-line.
○ Teachers are more comfortable using data to make decisions.
○ General improvement over 2011-2012 school year.
○ 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.
2013-2014
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
6. Address System Safeguards Accountability System
A. Increase the passing rate of students to meet System Safeguards expectations.
2013-2014
Dayton ISD District Improvement Plan Performance Objectives
2013-2014
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
Reading –
All students: From 72 % to 75 %
● African American: From 63 % to 70 %
● Hispanic: From 68 % to 72 %
● White: From 75% to 78 %
● Economically Disadvantaged: From 66% to 70 %
Writing –
All students: From 54% to 60 %
● African American: From 49% to 55%
● Hispanic: From 55% to 60 %
● White: From 55% to 60%
● Economically Disadvantaged: From 51% to 56%
Performance
Objectives:
1 Math –
All students: From 79% to 83%
● African American: From 66% to 70%
● Hispanic: From 80% to 83%
● White: From 80% to 83%
● Economically Disadvantaged: From 75% to 80%
Performance
Objectives:
1 Science –
All students: From 79% to 83%
● African American: From 75% to 80%
● Hispanic: From 74% to 78%
● White: From 82% to 85%
● Economically Disadvantaged: From 74% to 78%
Performance
Objective:
1 Social Studies –
All students: From 68% to 72%
● African American: From 58% to 65%
● Hispanic: From 62% to 66%
● White: From 73% to 76%
● Economically Disadvantaged: From 61% to 65%
2013-2014
District Goal 2: Dayton Independent School District will attract, retain and prepare the highest
quality teachers and staff.
Performance
Objectives:
2.A Decrease employee turnover rate from 15% to 10%.
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
Evaluations of staff, AEIS
New teacher surveys, NCLB
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
2013-2014
District Goal 5: Continue to promote multiple proven pathways to graduation and credit recovery
Performance
Objectives:
5.A Increase the number of graduates by 10%.
Decrease the number of drop outs by 5%.
Increase the number of students enrolled in Dual Credit classes by 10%
Summative
Evaluation:
Master Schedule
AEIS Report and district data
District Goal 6: Address System Safeguards Accountability System
Performance
Objectives:
6.A All subpopulations will score above the 50% passing rate on all tests.
Summative
Evaluation:
2013-2014 System Safeguard Results
Summary
As a team, we have highlighted areas of improvement for our campus based on:
● Campus Needs Assessments
● Preliminary AEIS / AYP data.
● PEIMS submissions data
● Preliminary STAAR/TAKS 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
● Sheltered Instruction Strategies
● Technology Application Strategies
2013-2014
● 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.
