DROPOUT PREVENTION /
RESTRUCTURING PLAN
2015 – 2016
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
2
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.
3

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.
4
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 schools rotate in the
computer labs to reinforce skills taught in the classroom through the use of programs
such as Study Island, Odysseyware, and USA Testprep.
5
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 therapists
which 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.
6
John F. Kennedy Memorial
High School
Restructuring Plan
2015-2016
7
Design Principle:
Design Principle 1: Ready for College and Career
Indicator
Design Principle: Indicator (Ex. 1.1)
(1.1) High School Course of Study
(1.2) College Ready Skills
(1.3) College Going Culture
(1.10)
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning Steps
Beginning Steps
Early Steps
Resources/Professional
Development Needed
Potential Barriers
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?
Responsible Deadline
Who will do it?
Early Steps
Early Steps
Growing Innovations
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
Date
Achieved
8
Design Principle:
Design Principle 2: Powerful Teaching and Learning
Indicator
Design Principle: Indicator (Ex. 1.1)
(2.5) Instruction
(2.9) Curriculum
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning
Beginning
Early Steps
Early Steps
Responsible Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Who will do it?
By when?
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 researchbased engagement strategies to 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
Date
Achieved
Outcome: Improve Student Achievement
9
Design Principle:
Design Principle: 5.1 Shared Mission and Vision
Indicator
Design Principle: Indicator (Ex. 1.1)
5.1 Shared Mission and Vision
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
The staff creates a vision, mission, and motto
for the school to promote a positive change in
school culture.
Conduct end of the year student and teacher
needs assessment to determine progress
toward creating a positive school culture
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning
Early Steps
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
Principal
Teacher
November
1, 2015May 2016
Time and banners
Principal
May, 2016
Needs Assessment - Survey
Date
Achieved
Funds and buy in
 School wide participation
in events to promote the
vision
Lack of participation
 Conduct surveys during
homerooms for students
and PLC’s for teachers
10
Broad Street
High School
Restructuring Plan
2015-2016
11
Design Principle 1: Ready for College and Career
Indicator
Design Principle: Indicator (Ex. 1.1)
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning: Some students take the ACT/SAT at some
point.
1.9 College Going Culture
Growing Innovations: Students are given
multiple opportunities to prepare for and
participate in the practice PSAT/SAT or
ASPIRE/ACT.
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Students will participate in ASPIRE/ACT
sessions. The data will be disaggregated to
determine areas of growth. Outcomes will
be measured according to students’ score
reports.



Principal
Counselor
Teachers
Spring
2016



ASPIRE/ACT prep
materials
Certified teachers
Technology



Date
Achieved
Crashing of the
internet
Student motivation
Barriers will be
overcome through
positive
reinforcement and
collaboration with
the district
technology
department.
12
Indicator
Design Principle: Indicator (Ex. 1.1)
1.11 High School Course of Study
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
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
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


Date
Achieved
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.
13
Design Principle 2: Require Powerful Teaching and Learning
Indicator
Design Principle: Indicator (Ex. 1.1)
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Early Steps: Teachers teach the Mississippi College
and Career Ready Standards at an appropriate pace.
2.1 Curriculum
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
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.


Date
Achieved
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.
14
Indicator
Design Principle: Indicator (Ex. 1.1)
2.6 Instruction
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
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
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.


Date
Achieved
The immediate
barrier may be
teachers’ buy-in.
This barrier will be
overcome with
teacher coaching
and motivation.
15
Design Principle 3: Personalization
Indicator
Design Principle: Indicator (Ex. 1.1)
3.1 Affective (Personal/Social) and
Academic Support
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning: Some planning for implementation of
advisories/seminars exists.
Growing Innovation: Advisory/seminar
courses with well-developed curricula exist
for every grade level.
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Homeroom teachers will implement
Character Education Seminars twice a
month (every other Monday).
Students work pertaining to each character
trait will be displayed.
Students will complete surveys at the end
the year.



Counselor
Principal
Teachers
January
2016

Character
Education Material


Date
Achieved
The immediate barrier
may be students not
actively participating
in the character
education seminars.
The barrier can be
overcome with
incentives being
provided for students
who display good
character.
16
Indicator
Design Principle: Indicator (Ex. 1.1)
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning: Some teachers meet occasionally to
discuss the needs and progress of students.
3.7 Adult/Student Relationships
Growing Innovation: All teachers meet
weekly by grade level or subject area to
discuss the needs and progress of students.
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Subject area Professional Learning
Communities (PLC’s) will meet weekly.


Teachers
Principal
December
2015

Professional
development on
how to
appropriately
conduct PLC’s

Date
Achieved
After school
activities may
interfere with PLC
meetings.
Meetings will be
planned on days
which there are no
activities scheduled
after school.
17
Design Principle 4: Redefine Professionalism
Indicator
Design Principle: Indicator (Ex. 1.1)
4.6 Shared Responsibility and
Collaborative Decision Making
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning: Students are organized into advisory
groups and/or project groups.
Growing Innovations: Students have an
overt and clearly delineated mechanism for
participating in student development and
school success.
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
The number of student council members will
include five (5) students from each grade level
for a total of 20 students.
Student council members and sponsors will
attend student council workshops.
Student council members will meet with
administration and staff to implement the shared
vision and mission of the school.
Student
Council
Sponsors
December
2015


Registration fees
Transportation



Date
Achieved
Too many students
Students may not be
vested in the cause
In the event of students
not taking the council
seriously, they will be
removed from their
current position
18
Design Principle 5: Leadership
Indicator
Design Principle: Indicator (Ex. 1.1)
5.10 Culture of High Expectations
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning: The principal believes that all staff
members, with support, are capable of creating a
rigorous and challenging learning environment for all
students.
Early Steps: The principal demonstrates
evidence of high expectations for all staff
that include routine conversations with staff
regarding school standards for rigorous and
challenging learning environments for all
students.
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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 be required to implement
Madeline Hunter’s lesson design into lesson
plans and daily instruction.


Teachers
Principal
January
2016

Professional
Development on
implementing
Madeline Hunter’s
design

Date
Achieved
The immediate
barrier may be
teachers’ buy-in.
This barrier will be
overcome with
teacher coaching
and motivation.
19
SHELBY MIDDLE SCHOOL
DROPOUT / RESTRUCTURING PLAN
2015-2016
20
Design Principle:
Design Principle 1: Ready for College and Career
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
1.2
Early Steps
Growing Innovations
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
Balanced Reading Program
Buy In
Reading Achievement Teacher
Funding
Date
Achieved
Implement in-school and after school reading
support programs to enhance literacy skills


Reading Recovery program (during
the school day)
Intensive Reading Achievement Clinic
(Saturday School)
Teachers
Facilitators
Winter
2015
Outcome: Student Achievement
21
Design Principle: 1 Ready for College
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
1.4
1.10
Early Steps
Growing Innovation.
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
Potential Barriers
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?
Counselor
December,
2015
College Recruitment
Information
Apathy
Parent Liaison
May, 2016
Coahoma Community College
Outreach Program
Active participation from teachers
 Provide incentives for
participation
 Establish high
expectations for
participation
Post college and career information on the
counselor’s bulletin boards
Host a parental informational seminar on
college and career readiness skills
By when?
Resources/Professional
Development Needed
College Recruitment Information
In PLC’s, teachers will study the dynamics of
developing a college going culture
Lead Teacher
May, 2016
Book study materials
DVD material on self-advocacy
skills and student engagement
Date
Achieved
Transportation
22
Faculty and
Staff
May, 2016
Partnerships with Local
Universities
Transportation and Lack of
Planning
Teachers post information regarding colleges
around their classes
Teachers
December,
2015
College Recruitment Information
Lack of buy-in from staff
 Provide incentives
Host College Day for students
Faculty and
staff
May, 2016
Partnership with local colleges
and universities
Transportation
Lack of planning
Arrange a college tour for 8th grade students
and parents
8th grade
sponsors
May, 2016
Partnership with local colleges
and universities
Transportation
Lack of planning
SMS will take students on College Tours
Outcome: Student Achievement
23
Design Principle: 1 Ready for College
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
1.5 (iCAP)
Early Steps
Growing Innovation.
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Have students complete and review iCAP by
the end of 8th grade
Responsible Deadline
Who will do it?
Counselor
Teachers
By when?
December,
2015
Resources/Professional
Development Needed
Potential Barriers
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 t
hem?
Professional Development
iCAP Software
Date
Achieved
Apathy
Technology
Time
Planning
Outcome: Student Achievement
24
Design Principle: 1 Ready for College
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
1.11
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
Host a Career Fair
Counselor
January,
2016
Counselors
ICT Instructor
Arrange a tour of a local industry for 8th
grade students
counselor
May, 2016
Transportation
Community Partnership
Transportation
Counselor
February,
2016
Advisors
Apathy
SMS students research a Career of their
choice
Date
Achieved
Lack of Community Involvement
Outcome: Student Achievement
25
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.1
Early Steps
Growing Innovations
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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 utilize pacing guides and
curriculum standards to plan instruction
Teachers integrate 21st Century skills into
their curriculum (Leadership Skills,
Communication and Social responsibility)
Administration
Curriculum
Director
125/2015
Professional development
Planning
Principal
125/2015
Professional development
Time
Training
Planning
SMS will offer professional development for
teachers on developing leadership skills in
students
Principal and
Curriculum
Director
125/2015
Professional development
Time
Professional Development
Resources
Date
Achieved
Outcome: Student Achievement
26
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.2
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
All teachers implement problem solving,
literacy and communication skills across the
curriculum
Responsible Deadline
Who will do it?
Teachers
Principal and
Lead Teacher
By when?
December,
2015
Resources/Professional
Development Needed
Potential Barriers
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?
Professional Development
Date
Achieved
Time
Planning
Outcome: Student Achievement
27
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.4 Individualized Instruction
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
Use differentiated instruction to address
individualized needs of students
Teachers
December,
2015
Professional development
Time
Training
Use data to identify students in need of
assistance
Teachers
Lead teacher
Counselor
December,
2015
Professional development
MAP Data
Availability of Data
Date
Achieved
Outcome: Student Achievement
28
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.5 Technology
Early Steps
Growing Innovations
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
All teachers use and integrate technology in
classroom instruction
Responsible Deadline
Who will do it?
Teachers
By when?
December,
2015
Resources/Professional
Development Needed
Potential Barriers
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?
Professional Development
Up-to-date Technology
Date
Achieved
Funding and Resources
Outcome: Student Achievement
29
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.6 Design Cycle
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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 implement the design cycle in
the classroom
Teachers
Administrators
May, 2016
Professional Development
Training
Training
Time
Provide professional development on the
design cycle and its use in the classroom
Administrators
May, 2016
Professional Development
Training
Time
Date
Achieved
Outcome: Student Achievement
30
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.7 Groups and Learning Teams
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Teachers will use cooperative learning groups
to enhance instruction
Responsible Deadline
Who will do it?
Teachers
By when?
12/2015
Resources/Professional
Development Needed
Potential Barriers
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?
Professional Development
Date
Achieved
Time
Training
Outcome: Student Achievement
31
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.8 Communication
Early Steps
Growing innovations
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
SMS will develop students’ writing and
speaking skills across the curriculum through
partner and group interactions
Responsible Deadline
Who will do it?
Teachers
By when?
December,
2015
Resources/Professional
Development Needed
Potential Barriers
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?
Writing Resources / Rubric
Date
Achieved
Training on Cooperative Learning
Groups
Cooperative Learning Rubric
Technology
Technology
Outcome: Student Achievement
32
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2.9 Student Engagement
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Implement PBIS for our school-wide
behavior support
Implement a school-wide, targeted and
intensive intervention program for at risk
students.
Teachers will vary instructional strategies,
types of assignments and activities, and
establish school norms
Teachers will participate in staff
development on best practices to assist in
developing school culture and climate
Counselor
December,
2015
PBIS Resources
Date
Achieved
Lack of Resources
Counselor and
TST
December,
Interventionist 2015
Lead Teacher
Multi-Tiered System of Support
Principal
Curriculum
Coordinator
December,
2015
Curriculum Guides
College and Career Readiness
Resources
Skill Level
Principal
Curriculum
Coordinator
December,
2015
Professional Development
Resources
Funding
Lack of Resources
Lack of Resources
Lack of Planning
Outcome: Student Achievement
33
Design Principle: 2 Require Powerful Teaching and Learning
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
2. 12
Beginning
Early Steps
Indicator
Action Steps
Responsible Deadline
What task will be done? How will progress monitor? How will
you measure outcomes?
Who will do it?
By when?
Teachers will identify goals and interventions,
for targeted areas
Faculty and
Administration
December,
2015
Teachers will implement, monitor, and adjust
interventions based on data
Faculty and
Administration
Resources/Professional
Development Needed
Potential Barriers
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?
Assessment Data
Time
Apathy
Date
Achieved
Multi-Tiered System of Support
Resources
December,
2015
Assessment Data
Time
Apathy
Multi-Tiered System of Support
Resources
Outcome: Student Achievement
34
Design Principle: Personalization
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
3.1
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Use activity schedule to set up advisory time:
advisory time will last 30 minutes
Ensure that all team members will have an
advisory group.
Advisors will discuss communication skills,
problem solving, team building, conflict
resolutions, leadership building, and test taking
skills in advisory groups
Community members and parents will serve as
special advisors and, along with the school
advisors, implement Community Service Projects
and develop advisory lesson plans
Principal
December,
2015
Professional Development
Time
Apathy
Counselor
and Principal
December,
2015
Professional Development
Lack of Planning
Principal
December, Character Education
2015
Curriculum
Apathy
Principal
January,
2016
Lack of Planning
Character Education Lesson
Plans (AVS Program)
Date
Achieved
Outcome: Student Achievement
35
Design Principle: 3 Personalization
Indicator
Design Principle: Indicator (Ex. 1.1)
Current Status on Continuum
GOAL: Next Status Level on Continuum
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning
Early Steps
3.5
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
Have all students complete interest
inventories
Faculty
May, 2016
Partnerships
Partnerships
Provide opportunities for students to
participate in enrichment events locally and
regionally, e.g. leadership training and
competitions.
Faculty
May, 2016
Partnerships
Partnerships
Date
Achieved
Outcome: Student Achievement
36
Design Principle: 3 Personalization
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
3.2:Develop Relationships
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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?
Implement student leadership program
Principal and
December,
2015
The Leader in Me Program
Planning
Time
Develop guidance and mentoring programs
Counselor
Administrators
December,
2015
Community volunteers
PTA Support
Planning
Time
Implement a system of tiered interventions
designed to prevent and remediate students’
issue
Lead Teacher
December,
2015
Remediation Resources
Planning
Apathy
Time
Implement a 5th grade Transition Program
Counselor
December,
2015
Resources
Planning
Apathy
Time
Date
Achieved
37
Design Principle: 3 Personalization
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
3.4 Academic Support
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
What task will be done? How will progress monitor? How will
you measure outcomes?
Who will do it?
By
when.2015?
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?
Principal
Summer Lead
Teacher
May, 2016
Teachers
Enrichment Material
Incentives
Planning
Funding
Sponsor tutorial programs for remediation
before and after school
Afterschool
Lead Teacher
December,
2015
Teachers
Enrichment Material
Incentives
Planning
Funding
Develop a gifted and talented club to support
advance students
Counselor
Administrators
May, 2016
Teachers
Enrichment Material
Incentives
Funding
Design a study skills class for students at risk
of failing
Administrators
May, 2015
Teachers
Enrichment material
Time
Sponsor a
5th
grade transition program
Date
Achieved
Outcome: Student Achievement
38
Design Principle: 3 Personalization
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
3.7 Teachers meet to discuss Students’
needs
Beginning
Early Steps
Indicator
Action Steps
Responsible
Deadline
Resources/Professional
Development Needed
Potential Barriers
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 participate in mandatory PLC
meetings
Principal and
Curriculum
Coordinator
December,
2015
Professional Learning
Resources
Planning and
Apathy
Time
Teacher teams will meet and analyze student
data and use results to drive instruction in the
classroom
Principal
December,
2015
School Assessment Data
Time
Planning
Date
Achieved
Outcome: Student Achievement
39
Design Principle: 4 Redefine Professionalism
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
4.3 and 4.13
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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 meet during PLC time to
discuss effective teaching and learning
Principal and
Curriculum
Coordinator
December,
2015
Professional Learning
Resources
Planning and
Apathy
Time
Teachers will have common planning time
Principal
Counselor
August,
2016
Professional Learning Resources
Time
Planning
Teachers will participate in school-wide,
district, state, and national professional
learning opportunities
Principal and
Curriculum
Coordinator
May, 2016
Funding
Lack of funding
Date
Achieved
Outcome: Student Achievement
40
Design Principle: 4 Redefine Professionalism
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
4.12
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
The faculty will participate in local, regional,
state, and national networking events
Principal and
Curriculum
Coordinator
May, 2015
Professional Learning
Resources
Planning and
Apathy
Time
Teachers will have common planning time
Principal
Counselor
August,
2016
School Assessment Data
Time
Planning
The faculty will join the Association for
Middle Level Education and participate in
professional development opportunities
Teachers
Principals
Lead Teacher
March,
2016
Dues
Professional Learning Resources
Funding
Date
Achieved
Outcome: Student Achievement
41
Design Principle 5: Leadership
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
5.1
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
The Leadership team will establish a shared
vision, beliefs and performance goals /student
achievement expectations as well as teacher
and staff goals/expectations.
Principal and
Curriculum
Coordinator
May, 2015
Professional Learning
Resources
Planning
Time
The Leadership team will determine the
school’s effectiveness by analyzing school,
district, and state data
Principal
Counselor
August,
2016
School Assessment Data
Time
Planning
Date
Achieved
Outcome: Student Achievement
42
Design Principle 5: Leadership
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
5.6
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
The principal will establish guidelines to
make announcements at the end of the
instructional day to minimize classroom
interruptions and protect instructional time.
Responsible Deadline
Who will do it?
Principal
By when?
November,
2015
Resources/Professional
Development Needed
Potential Barriers
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?
none
Planning
Date
Achieved
Outcomes: Student Achievement
43
Design Principle 5: Leadership
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
5.7
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
The principal will establish guidelines to
ensure that data is analyzed to determine the
school’s strengths and weaknesses
Principal
December,
2015
none
Planning
Apathy
The principal will establish a process to
distribute data to all stakeholders
Principal
December,
2015
Data gathering tools
And assessments
Planning
Apathy
Date
Achieved
Outcome: Student Achievement
44
Design Principle 5: Leadership
Current Status on Continuum
GOAL: Next Status Level on Continuum
Design Principle: Indicator (Ex. 1.1)
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
Beginning, Early Steps, Growing Innovation, or
New Paradigms?
5.12 and 5.13
Beginning
Early Steps
Indicator
Action Steps
What task will be done? How will progress monitor? How will
you measure outcomes?
Responsible Deadline
Who will do it?
By when?
Resources/Professional
Development Needed
Potential Barriers
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?
The principal will develop a meeting calendar
for SMS teams, community partners and
district leadership
Principal
December,
2015
none
Planning and
Apathy
The principal will host outreach programs
and projects to increase parental and
community involvement
Principal
December,
2015
Resources and funding
Planning and
Apathy
funding
Date
Achieved
Outcome: Student Achievement
45