Mound Bayou, MS 38762 Johnnie Vick, Superintendent

DROPOUT PREVENTION /

RESTRUCTURING PLAN

2015 – 2016

201 Green Street

Mound Bayou, MS 38762 Johnnie Vick, Superintendent

______

PHONE: 662-741-2555

FAX: 662-741-2726

November 1, 2015

To the Stakeholders of the North Bolivar Consolidated School District:

Mississippi and State laws require that high schools with a graduation rate below 80% develop a graduation restructuring plan for the 2015-2016 school year. The Mississippi Department of Education (MDE) also suggests that all schools develop annual action plans for continuous improvement toward the goal of all students graduating college and career ready.

Teams from Broad Street High School, John F. Kennedy High School, and Shelby Middle School have developed their restructuring plans based on the following design principles in the Mississippi College and Career Readiness (CCR) Design Principles:

Ready for College and Career
Powerful Teaching and Learning
Personalization
Redesign Professionalism
Purposeful Design

The Restructuring Plans contain actions, timelines, resources, measures for success and monitoring processes. These plans will be reviewed annually and modified based on graduation and dropout data.

Johnnie Vick, Superintendent

North Bolivar Consolidated School District

Dropout Prevention / Restructuring Plan

2015-2016

Current state and district data were used to drive the North Bolivar Consolidated School District 2015-2016 Restructuring Plan. Our plan reflects strategies and processes that will address the needs of our students.

District Level Requirements

Reducing the retention rates in grades kindergarten, first, and second

The North Bolivar Consolidated School District (NBCSD) believes that given the support, students can achieve academic excellence. We are, in an effort to reduce the retention rate in our schools at all grade levels, but especially K-3, utilizing the following:

Pre-K Program – NBCSD utilizes the pre-k program as an effort to give students a “head start” in skills they will need to be successful in kindergarten and throughout their academic career. The program is on a first come, first serve basis until the maximum capacity is met, serving the neediest students first.

Reading Interventionists – Both elementary schools have reading interventionists who work with students on targeted reading skills as indicated from various sources of district and state data.

Response To Intervention(RTI) – NBCSD has a district Teacher Support Team (TST)Coordinator / Interventionist who assists teachers in implementing the RTI process in the district.

Literacy Coach (MDE) – MDE has assigned a literacy coach to one of our elementary schools. The coach assists with the implementation of the Literacy Based Promotion Act. She provides assistance through observations, modeling and co-teaching in the classrooms, professional learning communities, professional development, and data analysis.

Computer-Assisted Programs – Each elementary school rotates students in the computer labs. The lab assistants work with students to remediate or enrich skills learned in the regular classroom through the use of programs such as Study Island, Odysseyware, and Mind Play.

Progress Monitoring – NBCSD assesses our students at least 3 times per year to determine their strengths and weaknesses in reading and mathematics. Our elementary schools use the STAR Assessment which is aligned to the progress monitoring system used by MDE for MKAS testing.

Save the Children Partnership – This organization provides tutorial services for our students during and after school in reading.

21st Century Learning – This program is utilized to provide additional tutorial and enrichment services during and after school in reading, mathematics, and technology.

Parental Involvement Activities – NBCSD believes that parents are our children’s first teachers. Each elementary school offers various activities to involve parents in the learning process. Some such activities include, but are not limited to, Literacy and Math Nights, active PTA, parent workshop – Literacy Based Promotion Act, Muffins for Moms, Donuts for Dads, and Parent / teacher conferences. In addition, parents are encouraged to volunteer as classroom readers. Also, the district employs two parent liaisons to help bridge the communication gap between school and home.

Counselors – Counselors at each school conduct character education sessions that help to build self-confidence and to promote strong character and citizenship among the students. In addition, the counselors work with students individually and in group sessions to neutralize social challenges that are prevalent in the home and community.

School Nurses – NBCSD believes that healthy students learn better. The district employed additional nurses as a preventive method to ensure health issues do not prevent school attendance.. These nurses provide onsite general medical assistance as well as partner with local medical and health facilities to assist needy families with medical attention.

Data is constantly reviewed in order to address the needs of the students. Motivational incentives and events for achievement are in place at each school.

Targeted subgroups that need additional assistance to meet graduation requirements

NBCSD high schools offer the following:

Mandatory Reading Requirement - Ninth grade students at Broad Street High School are required to read at least one book on their reading level per nine weeks. The Accelerated Reader Program is used to monitor this process. In addition, Reader of the Week and Reader of the Month awards are used as motivational incentives.

In-school and Afterschool Tutorial / 21st Century Learning –Subject area teachers provide in-school and afterschool tutorial assistance for students in the tested areas. In addition, tutorial services are provided through the 21st Century Learning Program.

Response To Intervention(RTI) – NBCSD has a district Teacher Support Team (TST)Coordinator / Interventionist who assists teachers in implementing the RTI process in the district.

Other Courses - In addition to the regular course offerings,NBCSD offers Mississippi Virtual School courses, Dual Enrollment Courses, ACT Prep, Credit Recovery, Jobs for Mississippi Graduates (JMG) and ICAP designed with assistance from the counselor.

Graduation Options – School counselors ensure students are aware of and take advantage of MDE graduation option which are applicable to any subject area testing program.

Advisor / advisee Programs - The high schools are planning to offer these programs to assist in building relationships that will provide support for students during their high school journey.

Community Leaders and Organization Partnerships – Partnerships have been created with community leaders and organizations to provide mentorship for our students. Also, these leaders and organizations assist the schools in their character education programs, e.g. “Gathering of Men Organization” and the “Do You Campaign”.

Computer-Assisted Programs – Teachers and students at the high schoolsrotate in the computer labs to reinforce skills taught in the classroom through the use of programs such as Study Island, Odysseyware, and USA Testprep.

Developing dropout recovery initiatives that focus on students age seventeen (17) through twenty-one (21), who dropped out of school (i.e., Mississippi Works)

The North Bolivar Consolidated School District partners with local colleges and community agencies that provide a GED program. This partnership is used to connect those students who want to continue education outside the regular school setting with these agencies and colleges.

North Bolivar Consolidated School District will also continue to work with the local School Attendance Officer and court officials to ensure all children receive the best education possible.

Addressing how students will transition to the home school district from the juvenile detention centers

Currently NBCSD has not had any students who transitioned from juvenile detention centers to the schools. The district does operate an Alternative School Program. Procedures will be put in place with the Alternative School director to transition these students through that program. Counseling services will be provided through the school counselors and/or school therapistswhich are available through our partnership with local Mental Health Services. Then, based on their individual situations and needs, the students will be transitioned back to the regular classroom setting at a rate they can handle effectively.

School Level Plan Requirements

Each school has developed a restructuring plan based on the following design principles in the Mississippi College and Career Readiness (CCR) Design Principles:

Ready for College and Career
Powerful Teaching and Learning
Personalization
Redesign professionalism
Purposeful Design

Attached are the action plans from John F. Kennedy High School, Broad Street High School, and Shelby Middle School.

John F. Kennedy Memorial High School

Restructuring Plan

2015-2016

Design Principle:

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?
Conduct meetings with 7th grade students to discuss and create graduation plans (1.1) / Counselors / November 1, 2015 / PD on Pathways to Graduation / Time will be a barrier. Counselors will meet with students during their ICT I class.
Ensure that all middle school students take the PLAN ACT (1.2) / Counselors / April 2016 / PD of ACT Coaching and Strategies / Scheduling conflicts with test prep for state test
Implement procedures to double the number of students taking dual credit. (1.3 and 1.4) / Counselors
Principal
Local Community Colleges / August 2015-May 2016 / Agreements between high school and local colleges / GPA requirements and Tuition Costs
Schedule at least 1 college visits for all students grade 11th and 12th / Counselors
Lead Teacher / March 2016 / Transportation / Scheduling and Funding
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?
(1.1)High School Course of Study
(1.2)College Ready Skills
(1.3)College Going Culture
(1.10) / Beginning Steps
Beginning Steps
Early Steps / Early Steps
Early Steps
Growing Innovations

Design Principle:

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?
Continue to upgrade technology in the classroom / Administrators / August 2015-May 2016 / Funding and on-site computer technician / Funds and lack of maintenance of technology
Teachers will plan and implement research- based engagement strategiesto enhance instruction in the classroom. / Teachers / Daily / Instructional Coaches / Teachers’unwillingness to use strategies
Overcome with progress monitoring and coaching
Teachers will integrate and use technology in their instruction / Teachers / August 2015 / Professional Development on the Integration of Technology in the Classroom / Teachers’unwillingness to use strategies
Overcome with progress monitoring and coaching
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) Instruction
(2.9) Curriculum / Beginning
Beginning / Early Steps
Early Steps

Outcome: Improve Student Achievement

Design Principle:

School wide participation in events to promote the vision

Lack of participation

Conduct surveys during homerooms for students and PLC’s for teachers

Broad Street

High School

Restructuring Plan

2015-2016

Design Principle 1: Ready for College and Career

Principal
Counselor
Teachers

/ Spring 2016 /

ASPIRE/ACT prep materials
Certified teachers
Technology

Crashing of the internet
Student motivation
Barriers will be overcome through positive reinforcement and collaboration with the district technology department.

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?
1.9 College Going Culture / Beginning: Some students take the ACT/SAT at some point. / Growing Innovations: Students are given multiple opportunities to prepare for and participate in the practice PSAT/SAT or ASPIRE/ACT.
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?
1.11 High School Course of Study / Early Steps: Students know or have met a professional in a high growth sustainable wage field and are aware of the qualifications for a high growth, sustainable wage career. / Growing Innovation: Students are paired with professionals in high growth sustainable wage field and in a formal mentoring program or internship and are aware of the qualifications for high growth, sustainable wage career.
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?
Assess students’ career aspirations through career interest surveys. /

Counselor
Teachers

/ Spring 2016 /

Career interest survey
Community support

The immediate barrier is students not realizing the importance of making plans for the future.
The barrier will be tackled through sessions that are focused on students preparing for life beyond high school.

Design Principle 2: Require Powerful Teaching and Learning

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 Curriculum / Early Steps: Teachers teach the Mississippi College and Career Ready Standards at an appropriate pace. / Growing Innovation: Teaches plan instruction around “big ideas” that are mapped to multiple standards and to 21st Century Skills (e.g. leadership, ethics, accountability, adaptability, initiative, communication, collaboration, social responsibility, wellness, entrepreneurship.
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?
Teachers will establish a “big idea” for the lesson in addition to chunking standards to cover various skills. /

Teachers

/ Spring 2016 /

Professional Development on developing “big ideas and chunking standards.

The immediate barrier may be teachers not being able to chunk standards and identify a “big idea”.
The barrier can be overcome with 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?
2.6 Instruction / Beginning: There is limited knowledge of a design cycle and its use. / Early Steps: Teachers in multiple content areas encourage students to apply a design cycle.
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?
Teachers will require students to complete an end of the year performance task/project using the design cycle. /

Teachers

/ May 2016 /

Professional Development on implementing the design cycle.

The immediate barrier may be teachers’ buy-in.
This barrier will be overcome with teacher coaching and motivation.

Design Principle 3: Personalization