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Dropout Prevention Plan

Design Principle: Ready for College and Career

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Improve the RtI process at BHS, through better organization and an increase in monitoring of student performance. Administration, Counselor, Librarian, RtI Chair January Professional development on RtI, RtI Filing Cabinet Lack of organization, teachers failing to appropriately document the process.
Professional Development for RtI. Assigning the RtI Chair, and development of the teacher support team. Administration, teachers Mid. October Professional development on RtI, RtI Manuel Lack of resources
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
1.2 Beginning: Students are allotted time to receive academic assistance Early Steps: During and after school support is scheduled on an individual basis, determined by student performance and data
Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
In ICT I, students will begin their iCAP. The students will update their personal iCAP for the next 3 years; 7th, 8th, 9th ICT Teacher, STEM Teacher December Professional development on iCAP Student attendance, and teacher organizational skills
Students begin planning their high school years and preparing for their personal graduation option. ICT Teacher, STEM Teacher May Professional development on iCap, and Graduation Options Student attendance, and teacher organizational skills
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
1.5 Students develop a four/ five year iCAP before their freshman year Students review their four/five year iCAP occasionally with a staff member

Outcome:

Design Principle: Require Powerful Teaching and Learning

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Teachers will develop pacing guides and common assessments for each class. Teachers December Professional development on pacing guides. PLC’s Lack of PD and Guidance
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
2.1 Teachers plan using a variety of resources but without reference to local, state or national standards or without consideration of appropriate pacing Teacher teach the Mississippi Curriculum Framework and MS College and Career Standards at an appropriate pace

Outcome:

Design Principle: Require Powerful Teaching and Learning

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Increase the use of technology by the students Administration, Teachers, Technology Director Mid-October Professional development on technology, computer programs, and web apps, and money Not having a strong technology infrastructure
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
2.5 There is limited use of technology for instruction Teachers integrate and use technology in their instruction, directing students, in collaborating through technology and modeling use of technology in ways similar to the working world.

Outcome:

Design Principle: Require Powerful Teaching and Learning

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Insure grades are entered daily and parents are notified about student achievement and behavior Teachers, and website coordinator Mid – October Sams, Active Parent, School Status, Telephone, Email Not following through
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
2.13 Teachers provide limited feedback to students and /or parents regarding student progress. Feedback is limited to grades and/or assignment completion. Teachers regularly provide feedback to students and parents regarding progress on specific learning outcomes.

Outcome:

Design Principle: Personalization

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
We will offer more courses through the Mississippi Virtual Pubic School program Counselor and Facilitator January Technology, Computers, and Professional Development Lack of technology infrastructure, Lack of technology.
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
3.3 Some online courses are available for students. A variety of online courses are available which students may take based on their academic needs.

Outcome:

Design Principle: Personalization 

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Teachers will be divided into PLC’s and have biweekly meetings. During these meetings, teachers will discuss the needs and progress of the students Teachers Mid – October Professional development on PLC’s Teacher PLC’s meeting accountability
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
3.7 Some teachers meet occasionally to discuss the needs and progress of students. There is a plan to develop a school schedule that provides time for teachers to meet at least once a week to discuss the needs and progress of students.

Outcome:

Design Principle: Personalization

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Each student will be assigned an advisor. Homerooms will be converted to Advisor Periods. Each student will meet with their advisor 1-2 per week. Counselor, Teachers Mid – October Professional development on how to advise students Lack of professional development
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
3.8 Every student has a teacher advisor Teacher-advisors meet with their assigned students once a month

Outcome:

Design Principle: Redefining Professionalism

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Ensuring administration observes teachers everyday Administration October Professional Development and MSTAR Other daily task needed to operate a high school
Teachers start observing their peers Administration and teachers December Professional Development on how to complete peer observations. Scheduling and accountability
Teachers provide meaningful feedback to each other about their peer observations Teachers May Professional development and practice Scheduling and accountability
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
4.1 Principal Observes Teachers Teachers observe their peers in practice

Outcome:

Design Principle: Leadership

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Work with staff and stakeholders to create a new shared mission and vision statement for BHS Administration, Teachers, and stakeholders October People, Time, Professional Development on how to create a Mission and Vision Plan Time and difference in opinions
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
5.1 The principal employs tools to create a mission and vision for the school The principal ensures that the school’s mission and vision actually drive decisions and informs the culture of the school

Outcome:

Design Principle: Leadership

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Professional learning communities will be developed. PLC weekly meetings will be held. Administration and teachers October Time, Common planning, and Professional Development on PLC’s Lack of PD, and Accountability
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
5.5 The principal expects teacher to be a part of a professional learning community. The principal convenes staff working groups to identify instructional trends across campus.

Outcome:

Design Principle: Leadership

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
The principal will collect and disaggregate data. The principal will move toward sharing more information from the data, with the staff Administration December Data Resources, Delay in receiving data
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
5.7 The principal collects or receives data The principal makes data available to staff for review and reflection.

Outcome:

Design Principle: Purposeful Design

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
The administration and staff will work with stakeholders to acquire more resources needed to successfully run the school. Administration and Teachers May People and Time Time
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
6.9 The school / program has adequate facilities, staffing, and resources to offer required courses. Facilities, staffing, technology, and resources support the school / program model.

Outcome:

Design Principle: Purposeful Design

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Work with the leadership team, student leaders, and stakeholders to develop recruiting material for BHS Administration, Staff, Students and Stakeholders May Professional development, people, time, and funding Lack of resources
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
6.10 Recruitment materials for the school are available Recruitment materials are aligned with network focus for the specific program / model and explain the application process and timeline.

Outcome:

Design Principle: Purposeful Design

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date Achieved
Develop effective teacher professional learning communities (PLC’s) Administration and teachers October People and PD Lack of PD
Indicator Design Principle: Indicator (Ex. 1.1) Current Status on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms? GOAL: Next Status Level on Continuum Beginning, Early Steps, Growing Innovation, or New Paradigms?
6.13 Teachers collaborate within the school/program in their content or with grade level peers. Staff members collaborate with peers and share expertise for professional learning and improved practice