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TRANSCRIPT
Dropout Prevention Plan
South Pike School District
2015 2019‐
Mr. Johnnie Vick, Superintendent
Roadmap to Success:
A Framework for District Dropout Prevention Plans
Requirement
Following the completion of the needs assessment, the district dropout prevention plan will detail the implementation of the current district level‐ initiatives related to K 12‐ dropout prevention, in addition to proposed initiatives. The plan shall include the following components:
1. A District Dropout Prevention Plan cover sheet and Dropout Prevention Team sign off‐ sheet, containing the following information:
The local contact person’s name, position, title, address, telephone number, and fax number The district name and a list of the schools (elementary, middle, and high) within the district The names and signatures of district dropout prevention team members
2. A Statement of Assurance, containing the following information: The district dropout prevention team leader’s name, title, address, telephone number, and fax
number The approval signature of the district superintendent and school board chair
3. Outcomes of the needs assessment Identification of students in need of targeted assistance Identification of potential risk factors Needs statements Prioritization of needs
4. Details of current district initiatives Addressing the MDE’s Five Strategic Initiatives Addressing the National Dropout Prevention Center’s (NDPC) 15 Strategies for Dropout Prevention Highlighting school level impact (elementary, middle, high school)
5. Proposed initiatives with prioritized actions. Both current and proposed initiative should include: District goals that describe the overall end result the district wishes to achieve to address dropout
prevention. (Note: Local districts may require school level plans based on individual school needs and variations in dropout rates). The goals should be:
Derived from the prioritized needs of the school Stated in terms of student outcomes Measurable Specific and clear Ambitious Achievable Long term‐ (three to five years) Based on established start date and completion dates
Benchmarks to serve as implementation checkpoints, to allow a district to assess how well it is progressing towards its goal
A description of the persons who will be responsible for the implementation of the goal An evaluation component that provides evidence of the achievement of the objective. The
evaluation component should: Be measurable Be directly related to the objective
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Include evaluation data collected along the way (when possible)
A FrameworkTo assist districts with the development of individual dropout plans, the information contained in this document provides a template that district dropout teams may use as a framework. The completion of each section in this document will fulfill the requirements for a District Dropout Prevention Plan. The Mississippi Department of Education Office of Dropout Prevention encourages districts to adapt this document, as needed to account for individual district requirements.
Should you require any additional information on this document, or on the development of your District Dropout Prevention Plan, please contact the Office of Dropout Prevention.
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Part II Local Dropout Prevention Team Members ‐‐‐ Final
School District: South Pike School District Telephone: 601 783-0430‐
Mailing Address: 250 West Bay S t. FAX: 601-783-6733Magnolia, MS 39652
Superintendent/Team Leader Email: [email protected]
Name Position Signature Civic/ Gov’t Agency Rep
Community Representative
School Staff
Mr. Johnnie Vick Superintendent XMrs. Rochelle Collins Federal Programs
Director/Curriculum Coordinator
X
Mr. Jerry Molaison SPED Director X
Mr. LaDewayne Harris High SchoolPrincipal
X
Ms. Carolyn Martin Attendance Office X
Mr. Ray Reynolds Chief of Police X
Mr. Tyrone Varnado High School Counselor/Chairman
X
Mr. Kenneth Handy Pastor and Community Leader
X X
Ms. Roxie Baker Elementary Principal X
Mrs. Angela Lowery Elementary Principal X
Mr. Billy Passman Director of Career Center
X
Mrs. Linda Wall School Counselor X
Ms. Leslie Hurst Parent X
Ms. Angie Berry Parent Resource Center Coordinator
X
Ms. Marie Richards CounselorCareer Technical
X
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Part III. Statement of Assurance
On behalf of the South Pike School District , I hereby submit a local Dropout Prevention Plan to provide goals, activities, and services necessary to meet the two overarching goals of the state dropout prevention plan: (1) Increasing the state graduation rate to 90% by 2018 2019; (2) reducing the state dropout‐ rate by 50% by 2018-2019
I hereby certify that the information contained in this plan is in compliance with the appropriate federal and state laws and regulations.
I hereby certify that our school district will cooperate in carrying out any evaluation conducted by or for the Mississippi Department of Education.
I hereby certify that our school district will submit reports as requested by the Mississippi Department of Education.
I hereby certify that our school district has consulted with parents, community partners, business partners, teachers, school staff, building administrators, and others in the development of this local dropout prevention plan.
I hereby certify that our school district has taken into account relevant, scientifically based research, strategies, and best practices indicating services most effective in preventing dropouts if we focused on students in the earliest grades.
I hereby certify that our school district will prepare and submit an annual progress report on increasing the graduate rate, reducing the dropout rate and reducing the truancy rate.
I hereby certify that our school district will endorse and implement the Fifteen (15) Effective Strategies to promote a reduction in the dropout rate.
I hereby certify that our school district has based the dropout prevention plan on scientifically based research, best practices and all laws in determining strategies to reduce the dropout rate for students with disabilities under IDEA.
I hereby certify that our school district will evaluate our district dropout prevention plan on an annual basis to determine appropriate changes needed for future school years.
I hereby certify that our District School Board has reviewed and approved this plan for submission to the Mississippi Department of Education.
Dropout Prevention Team Leader:
Name: Mrs. Rochelle Collins Curriculum Coordinator
Mailing Address: 250 West Bay St. Magnolia, MS
Telephone-601-783-0430 FAX#-601-783-6733
_________________________________________ Signature
School Board Chair: Dr. Luke Lampton
Signature
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00
Part IV. 2015-2016 District Data Form
District Name: South Pike School District for 2013-2014
Graduation Rate: 86.6% Dropout Rate: 13.4%
School Data for 2015-2016
Elementary School Middle School High School
Number of Schools 2 0 1
Cumulative Enrollment
996 0 732
Counselor/Student Ratio
1:324 0 1:366
Student Demographic Data
Number Percentage
Female 857 50.26
Male
Asian 0 0Black 1,459 85.10
Hispanic 0 0
Native America
0 0
Pacific Islander
0 0
White 245 14.36
Staff Demographic Data (Teachers/Administrators)
Number PercentageFemale 195 75.5%
Male 63 24.4%Asian 0 0Black 184 71.3%
Hispanic 0 0White 74 28.6%
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Part IV-District Data SummaryPARCC Summary for South Pike School District-2014-2015
South Pike High - Algebra I- Total tested 202 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
# of students at level
29 70 67 36 0
% 0f studentsat level
14.3% 34.6% 33.1% 17.8% 0%
South Pike High - English II – Total tested 127 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
# of studentsat level
26 25 41 31 3
% of studentsat level
20% 19.7% 32.3% 24.4% 3.1%
Level 1-Minimal Understanding-Likely to need substantial support to be fully prepared.Level 2-Partial Understanding-Likely to need substantial support to be fully prepared.Level 3-Moderate Understanding-Likely to need additional support to be fully prepared.Level 4-Strong Understanding-Likely to be fully prepared.Level 5- Very Strong Understanding-Highly likely to be fully prepared.
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Part IV. 2014-2015 District Data Form (Continued)
PARCC Summary for South Pike School District-2014-2015
Mathematics 3 - Total tested 158 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
25.9% 31% 29.7% 12.7% 0.6%
Mathematics 3 - Total tested 158 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
86.7% 13.3% 158
Language Arts 3 – Total tested 158 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
36.7% 30.4% 17.7% 15.2% 0%
Language Arts 3 - Total tested 158 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
84.8% 15.2% 158
Mathematics 4 - Total tested 136 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
32.4% 41.9% 23.5% 2.2% 0%
Mathematics 4 - Total tested 136 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
97.8% 2.2% 136
Level 1-Minimal Understanding-Likely to need substantial support to be fully prepared.Level 2-Partial Understanding-Likely to need substantial support to be fully prepared.Level 3-Moderate Understanding-Likely to need additional support to be fully prepared.Level 4-Strong Understanding-Likely to be fully prepared.Level 5- Very Strong Understanding-Highly likely to be fully prepared.
Part IV. 2014-2015 District Data Form (Continued)
PARCC Summary for South Pike School District-2014-2015
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Part IV. 2014-2015 District Data Form (Continued)
PARCC Summary for South Pike School District-2014-2015
Language Arts 4 – Total tested 136 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
33.1% 39% 19.1% 8.8% 0
Language Arts 4 - Total tested 136 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
91.2% 8.8% 136%
Mathematics 5 - Total tested 148 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
30.4% 42.6% 21.6% 5.4% 0%
Mathematics 5 - Total tested 148 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
94.6% 5.5% 148
Language Arts 5 – Total tested 148 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
27.7% 39.9% 21.6% 10.1% 1%
Language Arts 5 - Total tested 148 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
89.2% 10.8% 148
Level 1-Minimal Understanding-Likely to need substantial support to be fully prepared.Level 2-Partial Understanding-Likely to need substantial support to be fully prepared.Level 3-Moderate Understanding-Likely to need additional support to be fully prepared.Level 4-Strong Understanding-Likely to be fully prepared.Level 5- Very Strong Understanding-Highly likely to be fully prepared.
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IV. 2014-2015 District Data Form (Continued)
PARCC Summary for South Pike School District-2014-2015
Mathematics 6 - Total tested 136 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
19.9% 42.6% 28.7% 8.8% 0%
Mathematics 6 - Total tested 136 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
91.2% 8.8% 136
Language Arts 6 – Total tested 136 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
18.4% 29.4% 34.6% 17.6% 0%
Language Arts 6 - Total tested 136 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
82.4% 17.6% 136
Mathematics 7 - Total tested 137 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
14.6% 48.9% 29.2% 7.3% 0%
Mathematics 7 - Total tested 137 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
92.7% 7.3% 137
Level 1-Minimal Understanding-Likely to need substantial support to be fully prepared.Level 2-Partial Understanding-Likely to need substantial support to be fully prepared.Level 3-Moderate Understanding-Likely to need additional support to be fully prepared.Level 4-Strong Understanding-Likely to be fully prepared.Level 5- Very Strong Understanding-Highly likely to be fully prepared.
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IV. 2014-2015 District Data Form (Continued)
PARCC Summary for South Pike School District-2014-2015
Language Arts 7 – Total tested 137 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
26.3% 28.5% 31.4% 13.1% 0.7%
Language Arts 7 - Total tested 158 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
86.1% 13.9% 137
Mathematics 8 - Total tested 125 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% 0f studentsat level
41.6% 37.6% 16% 4.8% 0%
Mathematics 8 - Total tested 125 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
95.2% 4.8% 125
Language Arts 8 – Total tested 99 studentsLevel 1 Level 2 Level 3 Level 4 Level 5
% of studentsat level
25.6% 36% 26.4% 12% 0%
Language Arts 8 - Total tested 158 studentsLevels 1-3 Levels 4-5 Test-Takers
% 0f studentsat level
88% 12% 125
Level 1-Minimal Understanding-Likely to need substantial support to be fully prepared.Level 2-Partial Understanding-Likely to need substantial support to be fully prepared.Level 3-Moderate Understanding-Likely to need additional support to be fully prepared.Level 4-Strong Understanding-Likely to be fully prepared.Level 5- Very Strong Understanding-Highly likely to be fully prepared.
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Additional District Information South Pike High School-2015-2016
Number of GED Options Program Students
0
Number of Students Taking the GED test
0
Number of GED Options Program Students Successfully Completing GED
0
Number of Students Passing One or More Sections of the GED Test
0
Average Length of Time Spent in GED Options Program is one year.
Number of Students Who are Two or More Years Behind Grade Level by 9th
grade7 of 732
Does your district currently offer a “Fast track”‐ Program for high School
students?YES
Number of Students with 5 or More Unexcused Absences
140 of 732
Number of Students with 12 or More Unexcused Absences
20 of 732Number of Discipline Referrals
135 of 732Number of Students Receiving Free or
Reduced Lunch1,705
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Part IV: Needs Assessment Outcomes
In this section, please describe major outcomes from your district needs assessment, as they address the following areas. Note: Based on the outcomes of your district needs assessment, you may wish to divide this area into various sub sections‐ (i.e. student based,‐ staff based,‐ school‐ based, project oriented,‐ etc.)
Needs Assessment Areas Descriptions
Target Group Identified STUDENTS:
Students not reading on grade level by third grade,
Students retained two times or more in grades 4th 10‐ th,
Students with excessive discipline referrals,
Students with emotional and/or family problems (counselor referrals),
Students failing one or more subject area tests (SATP2)
STAFF:
Teachers with low attendance
Teachers with ineffective classroom management
Teachers with high numbers of minimal & basic students on state (MCT2, SATP2, PARCC,) & district assessments
Data Collection Method Used
Attendance Reports
PARCC (ELA and Math) & Science-School and Class Level Reports
PARCC(Algebra I, English II), Biology, & U.S. History - School and Class Level Report
Discipline Referrals
District Assessments - Common assessments in language arts, science and mathematics)
EZ Lesson Planner & ELS Data AnalysisSystem, Students & Staff
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Prioritized List of Needs Provide a safe and nurturing school/classroom culture that supports student success for all
Conduct ongoing examination of all data by all stakeholders (retention rates, discipline data, attendance data, survey data, student performance data, teacher observations/evaluation data
Provide extensive professional development focused on best practices in explicit instruction, differentiated instruction, classroom management, and student/teacher engagement, dropout prevention research
Short Term Goals Provide additional counseling supports for students exhibiting social/emotional behavior issues
Decrease the number of students receiving exclusionary discipline by 10%
Increase teacher attendance rate by 10% Increase the number of students scoring proficient & above
by 10% on MAP and PARCC
Long Term Goals Increase the graduation rate to 90% by the end of 2018-2019 Build school & classroom climates that support student
success for all Reduce the dropout rate by 4% by the end of 2018-2019 Improve instructional and delivery methods to make lessons
more engaging and relevant
Recommendations for future needs
At Risk‐ Indicator System Monthly Response to Interventions/Tier spreadsheet reviews
(academic/behavior) Continue monthly & quarterly focus on data analysis collected
throughout the district Increase community and parental support efforts
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Part VI. Current District Initiatives
In this section, please list each of your current district dropout prevention initiatives, demonstrating how they fit within the 15 Effective Strategies form the National Dropout Prevention Center Network (NDPC/N) and for the various school levels. Each initiative should be related to the three overarching goals of: increasing the district graduation rate; reducing the district dropout rate; and reducing the district truancy rate. Please provide an elaboration of each program on separate attachments, labeled Appendix A – Current District Initiatives.
15 Dropout Prevention Strategies
School/Grade Level
District wide‐ Pre Kindergarten‐ Elementary School Middle School High School
Systemic RenewalState, District & School Level Quarterly Assessment
Dual Enrollment/ Southwest Community College
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Personnel Evaluations
School‐Community Collaboration
Parent Resource Center
PTO
Mental Health Services
Boys & Girls Club
Partnership with area ministers
Head Start & District Partnership
PTO Community
Mentors & Tutors
Attendance Officers
Title X, Part C
Attendance Officers
PTO
Community Mentors & Tutors
Attendance Officers
PTO
Credit Recovery Lab/ Lab Facilitator
College & Career Fair
Community Mentors & Tutors
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Safe Learning Environments Character
Education classes presented by Counselors
Crisis Management
Security Personnel
School Counselors
Security cameras
Informational Programs for Parents & Students
Security Personnel
School Counselors
Security cameras
Informational Programs for Parents & Students
Security Personnel
School Counselors
Security cameras
Informational Programs for Parents & Students
ID Badges
Family Engagement Parent Resource Center
PTO
Parent Teacher Conferences
Title I Parent Meetings
Parenting Classes
Parent Literacy & Activities Nights
Parent Resource Center Activities
School newsletters
Parent Literacy & Activities Nights
Parent Resource Center Activities
School newsletters
Parent Resource Center Activities
School newsletters
Booster Clubs
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Early Childhood Education
District wide‐ Pre K‐ Program
Child Find
Registered schoolnurses
District wide‐ Pre‐K Program-2016-2017
Collaboration with Head Start
Speech & Language Program
Speech & Language Program
Early Literacy Development
Parent Resource Center
Child Find
Teacher Support Team
District wide‐ Pre‐K Program-2016-2017
District ReadingSpecialist
LETRS Training for K 3‐ teachers
District Quarterly Common Assessments in Language Arts
STAR literacy screening
iReady IREAD
Summer Reading Program
District ReadingSpecialist
District Quarterly Common Assessments in ELA
Mentoring/Tutoring
Interventionists
Retired Teachers Title I Tutors
Mentoring and tutoring
After School and In-school
Remediation
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Service Learning‐ Community Service Projects
Collection of canned goods
Collection of canned goods
Collection of canned goods
Alternative Schooling
South Pike Alternative School
Dropout Prevention Awareness
Grade Results
Block Scheduling
Workforce Development (WIA)
After School‐ Opportunities
Boys and Girls Club
Extended Day
Afterschool
Program
After School Remediation
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Professional Development Dropout
Prevention Conferences
Research based instructional and behavioral coaching
LETRS Training for K 3‐ Teachers
District ReadingSpecialist
Effective Classroom Management
Effective Instructional Strategies – Explicit Instruction and Differentiation
District Reading Specialist
Effective Classroom Management
Effective Instructional Strategies Explicit Instruction and Differentiation
Online Professional Development
Effective Classroom Management
Effective Instructional Strategies
Active Learning Computer lab activities
Classroom learning projects
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Educational Technology
Teacher Training
Integrated Technology in the Classroom
Accelerated Reading & Math
iPads in all Pre K‐
classrooms-
2016-2017
STAR
Online Testing Tutorials
iRead by Scholastic
IReady by Curriculum Associates
Accelerated Reading
Accelerated Mathematics
Stride Academy
Accelerated
Reading
Accelerated
Mathematics
Study Island
Online courses by
OdysseyWare
ACT Workshop
Individualized Instruction
Laptop carts for individualized computer based learning
IEP’s
Gifted Classes
Differentiated Instruction
IEP’s
Gifted Classes
Differentiated
Instruction
Notebooks for individual instruction
IEP’s
Differentiated Instruction
Accelerated Reading
Accelerated Math
Laptop carts for individualized computer based learning
IEP’s
Differentiated Instruction
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Career & Technical Education (CTE)
ICLE Rigor and Relevance Training
ICLE Rigor and Relevance Training
ICT Classes
STEM courses
Health Learning Community
South Pike Career & Technical Center – Safe-serve, Welding, Health Services, Information Technology, Building Trades, and Drafting
Workforce Development
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Part VII. Proposed District Initiatives (Action Plan)
District Goal #3 – Graduation Rate will be 87% or better by the end of 2015‐ 16
Action Step Start Date Completion Date
Responsible Party
Support & Resources
Updates
Create an action plan to address accuracy in tracking and completing the 4 year and‐ 5 year ‐cohorts.
1/5/2016 Ongoing High School Admins, School Counselors
Counselors Team will meet bimonthly for updates and to track cohort data.
Offer multiple pathways for high school completion.
7/1/2013 Ongoing Admins.,
Counselors,
High School Requirements
Counselors will review individual student data and meet with students
Improve identification of early warning signs for students at risk‐ of dropping out of school.
1/5/2016 Ongoing Teachers, Counselors, Adminis.
SAMS reports, ELS reports SAMS, Common Assessments, EZ
Test Tracker and State Assessment program will be used to provide information for identifying at risk students‐ and tracking student progress. SPHS staff and district teams will review data regularly.
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Reduce risk factors linked to student dropouts.
1/5/2016 Ongoing Admins., Counselors
Admins., Truancy Officers, Counselors, Community Groups
Use data obtained from ELS Data System, EZ Test Tracker, Common Assessments to target students identified as at risk.‐
Provide support opportunities for students who are one or two grades behind their peers to “catch up.”
7/1/2010 Ongoing Admins. Counselors
Admins., Counselors
Provide opportunities for students to use on line ‐ credit recovery programs that are on or more years behind. Utilize the RTI process.
Provide homebound services for students who are unable to attend school. Identify and assess the needs of homeless students and work with Federal Programs office and other outside agencies to provide needed assistance.
Increase Average Daily Attendance for students.
1/5/2016 Ongoing Principals, Counselors
Principals,Counselors, SAMS Data Processors, Truancy Officers
Teams will meet bimonthly to review data and develop strategies for improving student attendance at SPHS. SPSD staff will communicate with truancy officers, parents and students to encourage attendance.
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Team will become current on research based practices related to dropout prevention.
1/5/2016 Ongoing Admins,C, ounselors
Admins., Counselors, Truancy Officer
Key staff will attend state, regional and national trainings on drop out prevention.‐
Expand and strengthen partnerships with families and communitygroups to improve collaboration.
1/5/2016 Ongoing District Admins., Principals, Counselors
Principals, Counselors, District Admins.
Provide tutoring and mentoring programs for at risk students and‐ their families.
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Summary:
According to the National Dropout Prevention Center (Clemson University), there is no quick fix that will end the dropout problem in schools. Effective dropout prevention cannot occur in a vacuum but must be carefully reviewed within the context of major school reform activities. It must be created within a system that provides an infrastructure for ongoing implementation and sustainability of proven practices. This plan summarizes the South Pike School District’s efforts to create and support such a system.
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Appendix A – Annual Review Timeline
South Public School District
Dropout Prevention Plan (Update)
January 2016
Process for Evaluating Effectiveness of Current Plan:
The Dropout Prevention Plan provides goals, activities, and services necessary to meet the three overarching goals of the state dropout prevention plan (1) Increase the state graduation rate to 85% by 2018 2019;‐ (2) Reduce the state dropout rate by 50% by 2013 2014;‐ and (3) Reduce the truancy rate by 60% by 2014 2016.‐
School and district teams have reviewed the existing district Dropout Prevention Plan and are currently reviewing their site based practices to support district dropout initiatives. Annually district and school administrators, school counselors, and community partners provide input and access the district’s progress towards achieving action steps as outlined.
Through the collection and reviews of academic, attendance, discipline, and survey data, district administration, along with collaboration from Dropout Team members, will make recommendations as necessary to ensure the district is meeting the goals as outlined in annual updates and dropout prevention plan.
Annual Review Timeline:
December 2015 – January 2016– Development and administrators’ review of plan
December 2015 Principals & teams reviewed the plan & provided input.
January 2016 ‐ Elementary Principals & teams reviewed the plan & provided input.
January 2016‐ School Counselors and community group met to provide input.
Quarterly reviews will continue throughout the school term.
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