asd dropout prevention plan

District Dropout PlanHigh School Graduation

Restructuring Plan

Aberdeen School District

2015-2016

Dropout Prevention Team Members

School District: Aberdeen School District Telephone: 662-369-4682

Address: P.O. Box 607 Fax: 662-369-0988Aberdeen, MS 39730

John M. Curlee, III ConservatorAngela Irvin Director of Academics and PlanningCloyd Garth, Jr. Principal, Aberdeen High SchoolRussell Greene Principal, Shivers Middle SchoolJennifer Oliver District Attendance OfficerKaisha Dowden Counselor, Aberdeen High SchoolShanika McKinney Counselor, Shivers Middle SchoolTracy Fair Teacher, Aberdeen High School

Design Principle: Principle One: Ready for Career and College

Action Steps Responsible Deadline Resources/Professional Development Needed Potential Barriers Date

Achieved

What task will be done? How will progress monitor? How will you measure outcomes? Who will do it? By when?

What do you need to complete this step? (People, money, tools,

resources, etc.)

What could get in the way of task completion? How will you overcome

them?

Ensure access to rigorous and relevant course work for all students. Curriculum

Team

Fall2015

through ongoing

Curriculum team Mississippi CCR standards Understanding of MDE

accountability

Lack of funding Low achievement by students lack of teacher personnel to add

additional courses Barriers can be overcome by

implementing remediation times throughout the day and increasing community awareness of goals established by respective learning communities.

ONGOING

Create strong honors courses in Math and Language Arts as well as honors options for Science and Social Studies.

Counselor, Administration, schedule creator(s)

Fall2015

through ongoing

Partnerships with local colleges

Teacher training to meet requirements to teach accelerated and honors courses.

Funding to support the honors study programs.

Lack of funding Low achievement by students Lack of teacher personnel to add

additional courses Barriers can be overcome by

implementing remediation times throughout the day and increasing community awareness of goals established by respective learning communities.

ONGOING

Monitor student achievement using data from all courses to predict probability of success within advanced coursework.

Teachers, Administration,Counselor

Fall2015

through ongoing

Training on utilizing data properly.

Teachers are needed to implement coursework that raises engagement based upon the students’ level of proficiency.

Students may fail to meet standards necessary to participate in advanced courses.

ONGOING

IndicatorDesign Principle: Indicator (Ex. 1.1)

Current Status on ContinuumBeginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on ContinuumBeginning, Early Steps, Growing Innovation, or

New Paradigms?

1.1: High School Course of Study Beginning: Students are tracked according to past performance into regular and advanced level courses.

Early Steps: All students are given the option to take at least one advanced course.

Outcome:

Design Principle: Principle Two: Require Powerful Teaching and Learning



New Paradigms?


New Paradigms?

2.2: Curriculum

Growing Innovation: Teachers relate the content to other disciplines and innovative school theme (if applicable) to deepen understanding and connect learning for students, across each school year as well as from year to year. Teachers further promote global awareness and its relevance to the subjects they teach.

New Paradigms: Students synthesize relevant knowledge and skills from their cumulative experience to design and communicate thoughtful solutions to increasingly sophisticated, authentic problems relate to innovative school theme.


AchievedWhat task will be done? How will progress monitor? How will

you measure outcomes? Who will do it? By when?What do you need to complete this

step? (People, money, tools, resources, etc.)


them?Formation of student led organizations, clubs and governing bodies such as Student Government Association (SGA), Student Council, and Senior Seminar

Advisory Team, Administrators, Teachers, Students

May 2016 Volunteer organization sponsors

Motivated students, funding

Organizational bylaws Partnership with local

businesses

Time High level of engagement

from local businesses with a buy-in into the message of the school

Experienced students with the knowledge base to organize student led organizations.

Ongoing

Create a culture which promotes student innovation and exploration.

Leadership Team, advisory Team, Teachers

May 2016 Professional development on how to create student led classrooms

Teacher and student buy-in

Teacher retention Teacher buy in Merging of state standards

and student needs Proper curriculum planning

will lay out deliberate steps that will achieve this goal in both short term and long term plans.

Ongoing

Increased focus on literacy that promotes career readiness for all students


May 2016 Assessments that accurately depict the level of students’ readiness for the next level

Funding to retain services

Funding Time restraints Student burnout because of

over testing Lack of expertise in

Ongoing

of interventionist and professional experts that deal with increasing literacy

assisting low level readers,

Outcome:

Design Principle: Principle Three: Personalization



New Paradigms?


New Paradigms?

3.9: Adult/Student RelationshipsBeginning: During informational conversations, students state that they feel their teachers care about them.

Early Steps: Data gathered from sources such as student surveys indicate that a majority of students feel known and cared for by the adults in their school.


AchievedWhat task will be done? How will progress monitor? How will

you measure outcomes? Who will do it? By when?What do you need to complete this

step? (People, money, tools, resources, etc.)


them?Student surveys that provide both quantitative and qualitative measures of students’ attitude toward the school’s climate.


May 2016 Teacher and student participation

Survey application

Fidelity Time restraints Skewed data Barriers can be overcome

with fidelity shown to the process of student engagement and satisfaction.

Ongoing

Community Outreach Nights Advisory Team, Administrators, Teachers

May 2016 Finances Teacher, parental and

community support Information packets for

all stakeholders

Lack of participation This can be overcome by

maintaining communication with students and parents.

Ongoing

Student clubs incorporated within the school day Advisory Team, Administrators, Teachers, Students

May 2016 Sponsors Relevant clubs and

organizations for students Time within the school

schedule Financial support of

stated clubs.

Additional paperwork load on teachers

Lack of club sponsors and appropriate clubs for all students.

Time lost in other areas of academic interest.

Ongoing

Outcome:

Design Principle: Design Principle 4: Redefine Professionalism


Achieved



resources, etc.)


them?

1. Conduct PDs to train on brain science and emotional behaviors Counselors ongoing

Educational journals Best practice research Professional speakers Funds Teachers & staff

Barrier: Cost of training, teacher by-in

Overcome: Community outreach, general information pamphlets

Ongoing

2. Advisory Committees


8/5/15 Meeting Room Administration & Teachers Understanding of research

Time Personality Conflicts Fidelity

Ongoing

3. Curriculum Development Advisory Committee 8/5/15

Time Funds Materials Best practice research

Scheduling Funding Availability Human Capital

Ongoing

4. Periodic Surveys & Evaluations Administration 4 Times a Year Evaluation Tools

Incomplete data; surveys & evaluations not created in a timely manner

Surveys do not assess proper indicators

Ongoing



New Paradigms?


New Paradigms?

4.5: Shared Responsibility and Collaborative Decision Making Beginning: Teachers supervise advisory classes.

Early Steps: Teachers are developed as teacher-counselors through common research-based approach to student development.

Outcome:



New Paradigms?


New Paradigms?

5.14: Collaborative Work Environment Beginning: The principal designs a schedule and process that includes common planning opportunities.

Early Steps: Staff share instructional practices, lessons learned, and current challenges with peers during common planning opportunities.

Design Principle: Design Principle 5: Leadership


Achieved



resources, etc.)


them?

1. Arrangement of school priorities through the use of academic leadership meetings and planning sessions

Administration&

Selected Faculty 8/5/15

Meeting room Research depicting

successful school systems

Small districts that share teachers

One teacher per discipline Personality conflicts

Ongoing

2. Scheduling to foster opportunities for professional growth during the day. Documented meetings will take place as well as having specific purposes for professional growth.

Administration&

Selected Faculty 8/5/15

Time allotted for meetings

Focus subject journals to reflect and debrief on practice

Time Ongoing

3. Design PD sessions that focus on improving student life and professional practices of licensed staff. Administration 8/5/15

Research current educational issues

Best practice resources

Lack of time Lack of teacher buy in Ongoing

4. Usage of PGP(s) as much as PiP(s)

Administration 8/5/15 Survey of teacher interest that will contribute to the growth of the learning community

Professional development that focuses on

Follow through by all parties Ongoing

improvement measures and not punitive

Outcome:

asd dropout prevention plan

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