DYERSBURG CITY SCHOOLS

TISA ACCOUNTABILITY REPORT

DISTRICT INFORMATION
District Name	Dyersburg City Schools
Director of Schools Name	Kim Worley
District Point of Contact for TISA Accountability Report	Name	Kim Worley
	Phone Number	731.286.3600
	Email Address	kworley@dyersburgcityschools.org
Percent of 3rd grade student who scored proficient ("met expectations" or "exceeded expectations") on the English Language Arts (ELA) portion of the spring TCAP	31.30%
DISTRICT GOAL STATEMENT(S)
Goal Statement1: 3rd Grade ELA Proficiency	70% of 3rd grade students will score proficient on the 3rd grade ELA TCAP by 2036.	As measured by ELA TCAP
Goal Statement 2: ELA Proficiency	DCS will achieve a level 3 TVAAS score or higher in literacy and maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	As measured by TCAP-EOC
Goal Statement 3: Math Proficiency	DCS will achieve a level 3 TVAAS score or higher in math and maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	As measured by TCAP-EOC
Goal Statement 4: College and Career Readiness	DCS will (1) Continue to improve the federal graduation rate for ALL students. (2) Increase the percentage of graduating students scoring at or above all four college readiness benchmark areas. (3) Increase the percentage of students qualifying as a “ready graduate”.	As measured by graduation rate, ACT, and state ready graduate indicators
School Year	Annual Outcome(s)	Associated Metrics/Data	Action Steps This may include descriptions of district-based programs, staffing, and intervention services for students.	Describe how your district intends to use their budget to execute the action steps and meet the stated goal. Optional: Provide a copy of your district’s budget when submitting this report to the department.
Goal Statement 1: 3rd Grade ELA Proficiency
Year 1: 2023-24 school year	For 2023-24, the district will increase the percentage of students scoring on-track and mastered on the 3rd grade TCAP from 31.3% to 35.59% in 2024.	As measured by 3rd grade ELA TCAP	Retain and Recruit highly effective teachers Intellectual Prep with ELA HQIM for 3rd Grade to analyze student work Literacy Coach to facilitate prep with 3rd Grade teachers Professional Development for literacy coach from TNTP Additional intervention teachers in grades K-3 (HOST, Extended Learning Time) Targeted Interventions with Dyslexia appropriate strategies (Sonday, TN Foundational Skills, Lexia) Professional Development with targeted interventions New Universal Reader Screener Progress Monitoring and adjusting as student needs arise Visit to other districts to learn new strategies Summer Learning to support literacy work Collaborative days for literacy coaches to streamline literacy work K-12 New PreK curriculum Literacy Class at DIS Increased intervention time to 45 min for Frog/Tiger time 10% and below - Dyslexia approved intervention strategy w/Certified Teacher 11-25%ile ELT Classes (1.5 hours) - Certified Teacher and assistant 25% - 70% - All Corp - TN Foundational Skills (CKLA) Above 90% Enrichment (Book Studies, STEM, PBL, Lit Circles) Increased planning time to 55 min. Pre-K focus on K readiness PD on EL Improve on analyzing student work Literacy Coach work with specific teachers on planning; follow up in classroom	Retain/Recruit highly effective teachers by Increasing salaries for certified and non-certified staff by 8% Intellectual Prep for ELA HQIM Literacy Coaches and Instructional Supervisor are used in each building to guide instructional prep and planning sessions in addition to providing continued support to all teachers individually and in small group settings Funds were used to partner with TNTP to provide professional development with the literacy coach for grades 3-5 3 additional assistants for ELT classroom in grades K-2 Certified teachers for intervention class in K-2 New Pre-K curriculum to align with literacy goals Additional dyslexia approved intervention materials and training
Year 2: 2024-25 school year	For 2024-25, the district will increase the percentage of students scoring on-track and mastered on the 3rd grade TCAP from 35.59% to 39.62% in 2025.	As measured by 3rd grade ELA TCAP	Retain and recruit highly effective teachers Examine data from 23-24 and determine the areas in the IPG for focus Continued strategies from 23-24; Literacy Classes for new teachers based on TN Foundational Skills; Incentive pay system for TVAAS as well as meeting school-wide goals; Additional professional development days to aid in training teachers; Continued focus on instructional coherence K-12; Re-align job duties to allow for system-wide intervention supervisor/ILP-D supervisor; PD for skills modules; PD for multi-sensory approach to literacy for all teachers; Investigate more intensive interventions for those students with characteristics of Dyslexia; Identify appropriate intervention resources for 3-8 to improve growth for all students in each quintile specifically in quintiles 4 and 5 Evaluate instructional programs for effectiveness; add or delete based on data Evaluate interventionists in K-3 using AimWeb+ data	Increase teacher pay to enhance teacher retention and recruitment Funding for additional professional development training related to literacy Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; System-wide intervention supervisor/ILP-D supervisor; additional professional development $$; Stipend for teachers attending literacy classes Interventionists in classrooms using SCORE model TISA funding for continued strategies from 23-24
Year 3: 2025-26 school year	For 2025-26, the district will increase the percentage of students scoring on-track and mastered on the 3rd grade TCAP from 39.62% to 43.39% in 2026.	As measured by 3rd grade ELA TCAP	Retain and recruit highly effective teachers Examine data from 24-25 and determine the areas in the IPG for focus Continued strategies from 24-25; Refine strategies for literacy classes for new teachers based on TN Foundational Skills; Refine incentive pay system for TVAAS as well as meeting school-wide goals; Additional professional development days to aid in training teachers; Continued focus on instructional coherence K-12; Evaluate instructional programs for effectiveness; add or delete based on data	Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; System-wide intervention supervisor/ILP-D supervisor; additional professional development $$; Stipend for teachers attending literacy classes Interventionists in classrooms using SCORE model Funding to continue strategies from 24-25
Year 4: 2026-27 school year	For 2026-27, the district will increase the percentage of students scoring on-track and mastered on the 3rd grade TCAP from 43.39% to 46.93% in 2027.	As measured by 3rd grade ELA TCAP	Retain and recruit highly effective teachers Examine data from 25-26 and determine the areas in the IPG for focus Continued strategies from 25-26; Evaluate instructional programs for effectiveness; add or delete based on data	Continue to focus on teacher recruitment and retention Evaluate TISA funding/needs; budget based on needs during the 2026-27 school year Funding to continue strategies from 25-26
Year 5: 2027-28 school year	For 2027-28, the district will increase the percentage of students scoring on-track and mastered on the 3rd grade TCAP from 46.93% to 50.25% in 2028.	As measured by 3rd grade ELA TCAP	Retain and recruit highly effective teachers Examine data from 25-26 and determine the areas in the IPG for focus Continued strategies from 25-26; Evaluate instructional programs for effectiveness; add or delete based on data	Continue to focus on teacher recruitment and retention Evaluate TISA funding/needs; budget based on needs during the 2027-28 school year Funding to continue strategies from 26-27
Goal Statement 2: ELA Proficiency
Year 1: 2023-24 school year	For 2023-24, the district will (1) Achieve a level 3 TVAAS score or higher in literacy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and EOC in grades 9 and 10, increase the percent of all students on-track or mastered in ELA from 34.37% to 38.47% in 2024.	Retain and Recruit highly effective teachers; Intellectual Prep with ELA HQIM, Literacy Coach for K-HS Continued PD for literacy teachers Additional intervention teachers in grades K-3 (HOST, Extended Learning Time) Targeted Interventions with Dyslexia appropriate strategies (Sonday, TN Foundational Skills, Lexia) Professional Development with targeted interventions New Universal Reader Screener (AIMSWEB+) Progress Monitoring and adjusting as student needs arise Visit to other districts to learn new strategies Summer Learning to support literacy work Collaborative days for literacy coaches to streamline literacy work K-12; goal setting with specific HS teachers	Increase salaries for certified and non-certified staff by 8%; Intellectual Prep for ELA HQIM: Literacy Coaches and Instructional Supervisor are used in each building to guide instructional prep and planning sessions in addition to providing continued support to all teachers individually and in small group settings; Funds were used to partner with TNTP to provide professional development with the literacy coach for grades 3-5; Additional dyslexia approved intervention materials and training; Funding to enhance summer learning opportunities for students
Year 2: 2024-25 school year	For 2024-25, the district will (1) Achieve a level 3 TVAAS score or higher in literacy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and EOC in grades 9 and 10, increase the percent of all students on-track or mastered in ELA from 38.47% to 42.31% in 2025.	Continued strategies from 23-24; Literacy Classes for new teachers based on TN Foundational Skills; Incentive pay system for TVAAS as well as meeting school-wide goals; Additional professional development days to aid in training teachers; Continued focus on instructional coherence K-12; Re-align job duties to allow for system-wide intervention supervisor/ILP-D supervisor; PD for skills modules; PD for multi-sensory approach to literacy for all teachers; Investigate more intensive interventions for those students with characteristics of Dyslexia; Identify appropriate intervention resources for 3-8 to improve growth for all students in each quintile specifically in quintiles 4 and 5	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; System-wide intervention supervisor/ILP-D supervisor; additional professional development $$; Fund professional development strategies related to literacy Stipend for teachers attending literacy classes Continue funding strategies from 23-24
Year 3: 2025-26 school year	For 2025-26, the district will (1) Achieve a level 3 TVAAS score or higher in literacy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and EOC in grades 9 and 10, increase the percent of all students on-track or mastered in ELA from 42.31% to 45.92% in 2026.	Retain and recruit highly effective teachers Examine data from 24-25 and determine the areas in the IPG for focus Continued strategies from 24-25; Refine strategies for literacy classes for new teachers based on TN Foundational Skills; Refine incentive pay system for TVAAS as well as meeting school-wide goals; Additional professional development days to aid in training teachers; Continued focus on instructional coherence K-12; Evaluate instructional programs for effectiveness; add or delete based on data	Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; System-wide intervention supervisor/ILP-D supervisor; additional professional development $$; Stipend for teachers attending literacy classes Interventionists in classrooms using SCORE model Funding to continue strategies from 24-25
Year 4: 2026-27 school year	For 2026-27, the district will (1) Achieve a level 3 TVAAS score or higher in literacy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and EOC in grades 9 and 10, increase the percent of all students on-track or mastered in ELA from 45.92% to 49.3% in 2027.	Retain and recruit highly effective teachers Continued strategies from 25-26; Evaluate instructional programs for effectiveness; add or delete based on data Examine data from 25-26 and determine the areas in the IPG for focus	Continue to focus on teacher recruitment and retention Funding to continue strategies from 25-26 Evaluate TISA funding/needs; budget based on needs during the 2026-27 school year
Year 5: 2027-28 school year	For 2027-28, the district will (1) Achieve a level 3 TVAAS score or higher in literacy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and EOC in grades 9 and 10, increase the percent of all students on-track or mastered in ELA from 49.3% to 52.47% in 2028.	Retain and recruit highly effective teachers Examine data from 26-27 and determine the areas in the IPG for focus Continued strategies from 26-27; Evaluate instructional programs for effectiveness; add or delete based on data	Continue to focus on teacher recruitment and retention Funding to continue strategies from 26-27 Evaluate TISA funding/needs; budget based on needs during the 2027-28 school year
Goal Statement 3: Math Proficiency
Year 1: 2023-24 school year	For 2023-24, the district will (1) Achieve a level 3 TVAAS score or higher in numeracy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and Alg 1, 2, and Geo, increase the percent of all students on-track or mastered in math from 41.68% to 45.33% in 2024.	Retain and Recruit highly effective teachers; Intellectual Prep with Math HQIM for grades 3-12 RTI2 Summer Programming TNTP partnerships Mentoring with Highly Effective Teachers Targeted Interventions Focus on Level 3 and 4 from the IFD document for all math teachers Goal setting with specific teachers Increased planning time for K-2 teachers Hard to fill stipends for high school math teachers Interventionists for math Supplmental materials for high growth areas	Increase salaries for certified and non-certified staff by 8% Intervention teachers Summer programming supplement Professional Development with HQIM HQIM K-12 Supplemental materials Benchmark Assessments/Stepping Stones New Benchmark - AimsWeb Hard to fill stipends - high school math
Year 2: 2024-25 school year	For 2024-25, the district will (1) Achieve a level 3 TVAAS score or higher in numeracy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and Alg 1, 2, and Geo, increase the percent of all students on-track or mastered in math from 45.33% to 48.74% in 2025.	Retain and recruit highly effective teachers Grade Level leadership/subject level leaders for math RTI2 Summer Programming Targeted Interventions Mentoring with Highly effective teachers Continued focus on IFD documents for Level 3 and 4 standards Evaluate the IPG for area of focus for each grade level Supplemental materials for high growth areas	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; Leadership opportunities for grade-level/subject leaders to lead collaborative planning Fund professional development strategies related to math Mentoring bonuses for mentors that lead have success with growing teachers to level 3, 4, or 5 Additional math materials for high growth Continue funding strategies from 23-24
Year 3: 2025-26 school year	For 2025-26, the district will (1) Achieve a level 3 TVAAS score or higher in numeracy. (2) Maintain or improve the percentile in terms of the number of students scoring on-track and mastered.	Based on TCAP results in grades 2-8 and Alg 1, 2, and Geo, increase the percent of all students on-track or mastered in math from 48.74% to 51.95% in 2026.	Retain and recruit highly effective teachers Grade Level leadership/subject level leaders for math RTI2 Summer Programming Targeted Interventions Mentoring with Highly effective teachers Continued focus on IFD documents for Level 3 and 4 standards Eveluate the IPG for area of focus for each grade level	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals and TVAAS growth; Leadership opportunities for grade-level/subject leaders to lead collaborative planning Fund professional development strategies related to math Mentoring bonuses for mentors that lead have success with growing teachers to level 3, 4, or 5 Additional math materials for high growth Continue funding strategies from 24-25
Goal Statement 4: College and Career Readiness
Year 1: 2023-24 school year	For 2023-24, the district will (1) Continue to improve the federal graduation rate for ALL students. (2) Increase the percentage of graduating students scoring at or above all four college readiness benchmark areas. (3) Increase the percentage of students qualifying as a “ready graduate”.	The percentage of students who graduate from high school each year with a regular diploma in the aggregate or in each subgroup will increase from 88.4% in 22-23 to 89.2% in 23-24. The number of students achieving Ready Graduate status will improve from 72.9% in 22-23 to 76.9% in 23-24. The percentage of students graduating meeting all four college readiness benchmark areas will increase from 16% in 22-23 to 22% in 23-24.	Retain and Recruit highly effective teachers; Increased career exploration in grades 6-12 Increased STEM activities in PreK-12 Mandated Tier2 and Tier 3 industry certifications in all Level 3 CTE courses Hired a career/community specialist for work-based learning; Target students that are close to a 21 with during the day tutoring with Jane Ross for ACT Leader in Me leadership program at DIS	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals; Leadership opportunities for grade-level/subject leaders to lead collaborative planning Additional CTE teacher at DHS and DMS Career Exploration teacher at DMS Computer Science teacher at DMS/DHS Expanded STEM labs at DIS/DMS/DHS Career/Community Liason Jane Ross tutoring for students Tier 2/Tier 3 industry certifications for Level 3 courses Hard to fill high school science/stem stipend Training for Leader in Me
Year 2: 2024-25 school year	For 2024-25, the district will (1) Continue to improve the federal graduation rate for ALL students. (2) Increase the percentage of graduating students scoring at or above all four college readiness benchmark areas. (3) Increase the percentage of students qualifying as a “ready graduate”.	The percentage of students who graduate from high school each year with a regular diploma in the aggregate or in each subgroup will increase from 89.2% in 23-24 to 91.2% in 24-25. The number of students achieving Ready Graduate status will improve from 76.9% in 23-24 to 81.9% in 24-25. The percentage of students graduating meeting all four college readiness benchmark areas will increase from 22% in 23-24 to 28% in 24-25.	Increase the number of WBL students participating in high quality placements Updating curriculum in 3-8 career exploration Connecting career exploration to literacy standards in grades Pre-K through 2 Honing fine motor skills in relation to career development Evaluate CTE industry needs Evaluate AP/Dual enrollment offerings	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals; Leadership opportunities for grade-level/subject leaders to lead collaborative planning New curriculum for 3-8 career exploration Literacy connection to careers in Pre-K through 2 Manipulatives for fine motor development related to careers in PreK-2 Continued strategies from 23-24
Year 3: 2025-26 school year	For 2025-26, the district will (1) Continue to improve the federal graduation rate for ALL students. (2) Increase the percentage of graduating students scoring at or above all four college readiness benchmark areas. (3) Increase the percentage of students qualifying as a “ready graduate”.	The percentage of students who graduate from high school each year with a regular diploma in the aggregate or in each subgroup will increase from 88.4% in 24-25 to 89.2% in 25-26. The number of students achieving Ready Graduate status will improve from 72.9% in 24-25 to 76.9% in 25-26. The percentage of students graduating meeting all four college readiness benchmark areas will increase from 28% in 24-25 to 32% in 25-26.	Increase the number of students qualifying for the work ethic certificate; Implementing school based enterprise at middle grades; Middle grades will tour local industry and post-secondary opportunities; Re-evaluate local industry needs and re-align goals to meet the needs of our community and our students; Implement a dedicated space for STEM at DPS; Have TDOE designate a STEM district that teaches STEM to ALL students; Dyersburg City Schools would like to be the PIONEER district such designation!	Increase teacher pay to enhance teacher retention and recruitment Outcomes based funding along with TISA funding to create incentive based pay for meeting school goals; Materials for school based enterprise in middle grades Addition of AP/Dual enrollment science teacher Continued strategies from 24-25

Public Comment The TISA accountability report must be presented for public comment to parents, educators, and local community members prior to its submission to the department by November 1 each year.
Date(s) of opportunity for local public comment	August 23, 2023 September 19, 2023 October 9, 2023 Ongoing - Website
Description of public comment opportunities (e.g. collection of written comments, public hearing, local board meeting discussion, etc.)	Meeting with administrator group Meeting with Advisory group School Board Meeting Website - available to submit feedback through email
Summary of public comment received, if any.	Set goals for our district Training in multi-sensory approach to teaching literacy for children with characteristics of dyslexia
Description of how your district did or did not incorporate public comment received into the final accountability report submission	All public comment has been incorporated into the document at this time (10/9/23).