Pete Seago Photo
Pete  Seago
Principal
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Principal's Corner

Dropout Prevention Plan

Image for Dropout Prevention Plan

Design Principle:  Ready for College and Career

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Improve the RtI process at BHS, through better organization and an increase in monitoring of student performance.

Administration, Counselor, Librarian, RtI Chair

January

Professional development on RtI, RtI Filing Cabinet

Lack of organization, teachers failing to appropriately document the process.

 

Professional Developemnt for RtI.  Assigning the RtI Chair, and development of the teacher support team.

Administration, teachers

Mid. October

Professional development on RtI, RtI Manuel

 Lack of rescources

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

1.2

Beginning:  Students are allotted time to receive academic assistance

Early Steps: During and after school support is scheduled on an individual basis, determined by student performance and data

Outcome:


Design Principle:  Ready for College and Career

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

In ICT I, students will begin their iCAP.  The students will update their personal iCAP for the next 3 years; 7th, 8th, 9th

ICT Teacher, STEM Teacher

December

Professional development on iCAP

Student attendance, and teacher organizational skills

 

Students begin planning their high school years and preparing for their personal graduation option.

ICT Teacher, STEM Teacher

May

Professional development on iCap, and Graduation Options

Student attendance, and teacher organizational skills

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

1.5

Students develop a four/ five year iCAP before their freshman year

Students review their four/five year iCAP occasionally with a staff member

 Outcome:

 


Design Principle
:  Require Powerful Teaching and Learning

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Teachers will develop pacing guides and common assessments for each class.

Teachers

December

Professional development on pacing guides. PLC’s

Lack of PD and Guidance

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

2.1

Teachers plan using a variety of resources but without reference to local, state or national standards or without consideration of appropriate pacing

Teacher teach the Mississippi Curriculum Framework and MS College and Career Standards at an appropriate pace

 

 

Outcome:

 


Design Principle
:  Require Powerful Teaching and Learning

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Increase the use of technology  by the students

Administration, Teachers, Technology Director

Mid-October

Professional development on technology, computer programs, and web apps, and money

Not having a strong technology  infrastructure

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

2.5

There is limited use of technology for instruction

Teachers integrate and use technology in their instruction, directing students, in collaborating through technology and modeling use of technology in ways similar to the working world.

 

 

Outcome:


Design Principle
:  Require Powerful Teaching and Learning

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Insure grades are entered daily and parents are notified about student achievement and behavior

Teachers, and website coordinator

Mid – October

Sams, Active Parent, School Status, Telephone, Email

Not following through

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

2.13

Teachers provide limited feedback to students and /or parents regarding student progress.  Feedback is limited to grades and/or assignment completion.

Teachers regularly provide feedback to students and parents regarding progress on specific learning outcomes.

 

 

Outcome:

 


Design Principle
:  Personalization

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

We will offer more courses through the Mississippi Virtual Pubic School program

Counselor and Facilitator

January

Technology, Computers, and Professional Development

Lack of technology infrastructure, Lack of technology.

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

3.3

Some online courses are available for students.

A variety of online courses are available which students may take based on their academic needs.

 Outcome:


Design Principle
:  Personalization

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Teachers will be divided into PLC’s and have biweekly meetings.  During these meetings, teachers will discuss the needs and progress of the students

Teachers

Mid – October

Professional development on PLC’s

Teacher PLC’s meeting accountability

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

3.7

Some teachers meet occasionally to discuss the needs and progress of students.

There is a plan to develop a school schedule that provides time for teachers to meet at least once a week to discuss the needs and progress of students.

 

 

Outcome:

 


Design Principle
:  Personalization

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Each student will be assigned an advisor.  Homerooms will be converted to Advisor Periods.  Each student will meet with their advisor 1-2 per week.

Counselor, Teachers

Mid – October

Professional development on how to advise students

Lack of professional development

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

3.8

Every student has a teacher advisor

Teacher-advisors meet with their assigned students once a month

 

 

Outcome:

 


Design Principle
:  Redefining Professionalism

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Ensuring administration observes teachers everyday

Administration

October

Professional Development and MSTAR

Other daily task needed to operate a high school

 

 

Teachers start observing their peers

 

Administration and teachers

December

Professional Development on how to complete peer observations.

Scheduling and accountability

 

 

Teachers provide meaningful feedback to each other about their peer observations

 Teachers

May

Professional development and practice

Scheduling and accountability

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

4.1

Principal Observes Teachers

Teachers observe their peers in practice

 

 

Outcome:

 


Design Principle
:  Leadership

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Work with staff and stakeholders to create a new shared mission and vision statement for BHS

Administration, Teachers, and stakeholders

October

People, Time, Professional Development on how to create a Mission and Vision Plan

Time and difference in opinions

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

5.1

The principal employs tools to create a mission and vision for the school

The principal ensures that the school’s mission and vision actually drive decisions and informs the culture of the school

 Outcome:

 


Design Principle
:  Leadership

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Professional learning communities will be developed.  PLC weekly meetings will be held.

Administration and teachers

October

Time, Common planning, and Professional Development on PLC’s

Lack of PD, and Accountability

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

5.5

The principal expects teacher to be a part of a professional learning community.

The principal convenes staff working groups to identify instructional trends across campus.

 Outcome:

 


Design Principle
:  Leadership

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

The principal will collect and disaggregate data.  The principal will move toward sharing more information from the data, with the staff

Administration

December

Data Resources,

Delay in receiving data

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

5.7

The principal collects or receives data

The principal makes data available to staff for review and reflection.

Outcome:


Design Principle
:  Purposeful Design

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

The administration and staff will work with stakeholders to acquire more resources needed to successfully run the school.

Administration and Teachers

May

People and Time

Time

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

6.9

The school / program has adequate facilities, staffing, and resources to offer required courses.

Facilities, staffing, technology, and resources support the school / program model.

 

Outcome:


Design Principle
:  Purposeful Design

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Work with the leadership team, student leaders, and stakeholders to develop recruiting material for BHS

Administration, Staff, Students and Stakeholders

May

Professional development, people, time, and funding

Lack of rescources

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

6.10

Recruitment materials for the school are available

Recruitment materials are aligned with network focus for the specific program / model and explain the application process and timeline.

 Outcome:

 


Design Principle
:  Purposeful Design

Action Steps

Responsible

Deadline

Resources/Professional Development Needed

Potential Barriers

Date Achieved

Develop effective teacher professional learning communities (PLC’s)

Administration and teachers

October

People and PD

Lack of PD

 

 

 

 

 

 

 

 

 

Indicator

Design Principle: Indicator (Ex. 1.1)

Current Status on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

GOAL: Next Status Level on Continuum

Beginning, Early Steps, Growing Innovation, or

New Paradigms?

6.13

Teachers collaborate within the school/program in their content or with grade level peers.

Staff members collaborate with peers and share expertise for professional learning and improved practice

 

 


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