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CPSD 2021-2022 Dropout Prevention and Restructuring Plan

2021-2022 Dropout Prevention Plan

Canton Public School District

 

Gary Hannah, Superintendent, CPSD

Table of Contents

  

District Dropout Prevention Team and Relevant Data                Page 3

 

Dropout Prevention Goals and Strategies                                Pages 4-5

 

CHS’ Restructuring Plan                                                      Pages 6-15

  

  

CPSD’s Dropout Prevention Team

 

Team Member

Position

Mr. Gary Hannah

Superintendent

Dr. Pamela Self

Principal, Canton High School

Ms. Victoria Johnson

Executive Director, Secondary Schools

Dr. Candra Nelson Scott

Executive Director, Elementary Schools

Mrs. Shoney Harris

Director, Early Childhood Education

Mrs. Valerie Dillard

Graduation Coach/Lead Counselor, Canton High School

Mr. Henry Doyle

Principal, Huey Porter Middle School

Dr. Chuconna Anderson

Principal, Nichols Middle School

Ms. Kari Johnson

Principal, 9th Grade Academy

Mrs. Tarro Funches

English Learners Coordinator

Dr. Shelia Anthony

Director, Exceptional Education

 

Dropout Prevention Goals and Strategies

 

Overarching Strategies and S.M.A.R.T. Goals

Action Steps

I. Reduce the retention rate of students in Grades Kindergarten-2nd by 20% by 2023.

1) Provide intensive professional development to Pre-K-2 teachers on best practices for providing high-quality Tier 1 instruction around the five components of reading instruction: phonics, phonemic awareness, vocabulary, fluency, and reading comprehension.

2) Intervene early and often when data indicates that students are at risk of retention. 

3) Administer intensive Tier 2 support through a substantial focus on teacher-led small groups within classrooms.

4) Utilize specially trained interventionists to provide targeted, supplemental learning and support to identified students in small groups.

5) Work in tandem with local childcare providers to ensure that students are Pre-K ready through joint professional development and shared instructional resources.

6) Address the needs of students with disabilities and other special needs through specific safety nets designed to close learning gaps.

7) Implement multiple Pre-K classes at elementary sites to provide quality learning environments at an early age.

8) Provide summer enrichment and after-school programs in early grades to close learning gaps.

II. Target subgroups that need additional assistance to meet graduation requirements; increase the four-year graduation rate of students with disabilities by 20% by 2023; increase the four-year graduation rate of English Learners by 20% by 2023; increase the four-year graduation rate of bottom quartile students by 20% by 2023.

1) Implement learning support strategies in middle schools that are designed to prepare students to meet graduation requirements.

2) Improve the overall quality of Tier I instruction and Tier II and Tier III interventions to assist students with meeting grade-level expectations, with enhanced support provided for special education, English Learners, and bottom quartile students.  (See Proactive Support Guide, attached)

3) Regularly review the three strongest predictors of high school graduation beginning at the 6th-grade level: student attendance, behavior, and course performance; develop and implement safety nets designed to bring at-risk students back on track for graduation.

III. Implement dropout recovery initiatives that focus on students age 17-21 who dropped out of school; recover at least 10% of dropouts each year through 2024 at least and beyond as needed.

1) Partner with local agencies such as the Ed Center and the WIN Job Center to provide additional graduation options outside of the Canton Public School District.

2) Explore the possibility of re-establishing a district GED program.

3) Increase the number of CTE Programs offered to high school students to motivate students who may be career-ready to graduate.

IV. Continue to implement transition programs that support students who have been detained at Juvenile Detention Centers each school year through 2023 and beyond.

1) Continue to implement procedures for Juvenile Detention Centers to notify the district of students’ detainment.

2) Continue to coordinate with Juvenile Detention Centers to provide students’ data, current assignments, and insight on students’ academic and behavioral needs.

3) Hold mandatory TST meetings on students once they return from detainment at Juvenile Detention Centers.

V.                 Refine and enhance the district’s existing MTSS program to improve the quality of Tier I instruction and interventions for Tier II and Tier III students; reduce the number of students referred for Tier III instruction beyond 7th grade by 25% by 2023; increase the number of students who exit the English Learners program within four years by 20% by 2023.

1) Implement the district’s Proactive Support Guide (attached).

2) Provide focused language acquisition interventions within classes and through pull-out instructional support.

3) Provide tailored interventions tied to students’ learning needs based on goals within students’ Individualized Education Plans (IEPs).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2021-2022 Restructuring Plan

Canton High School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Gary Hannah, Superintendent, CPSD

Dr. Pamela Self, Principal, Canton High School

 

 

Table of Contents

 

 

CHS’ Restructuring Team and Relevant Data                                                     Page 8

 

Restructuring Goals                                                                                                Page 9

 

CHS’ Restructuring Strategies and Progress Monitoring                                  Pages 10-15

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Restructuring Plan for Canton High School and Feeder Schools (Nichols Middle School, Huey Porter Middle School, and Canton Ninth Grade Academy)

 

Canton High School’s Restructuring Team

 

Team Member

Position

Dr. Pamela Self

Principal, Canton High School

Mr. Michael Ellis

Director, Canton Career Center

Ms. Victoria Johnson

Executive Director, Secondary Schools

Mrs. Valerie Dillard

Graduation Coach/Lead Counselor, Canton High School

Mr. Henry Doyle

Principal, Huey Porter Middle School

Dr. Chuconna Anderson

Principal, Nichols Middle School

Ms. Kari Johnson

Principal, 9th Grade Academy

Mrs. Tarro Funches

English Learners Coordinator

Mrs. Marsha Warfield

Interventionist/Instructional Specialist/Secondary TST Coordinator

Dr. Shelia Anthony

Director, Exceptional Education

 

School Restructuring Plan Goals

Goal 1:

Increase Canton High School’s graduation rate to above 85% by 2024.

 

Goal 2:

Personalize students’ paths to graduation and increase positive post-secondary outcomes as evidenced by a 20% increase in students who have entered institutions of higher learning or the workforce by 2024.

 

Goal 3:

Begin students’ paths to graduation and increase positive post-secondary outcomes earlier as evidenced by a 20% increase in the number of students who have taken and passed two SATP areas by the time they enter 10th grade; increase the number of 8th grade students who score 17 or above on the ACT by 20% by 2024.

 

Goal 4:

 

Improve students’ college and career readiness through focused professional development for teachers as evidenced by a 20% increase in the number of 6-12 teachers rated as Level 4 on the Mississippi Professional Growth System.

 

 

 

 

 

 

SMART Goal

Goal 1: Increase Canton High School’s graduation rate to above 85% by 2024.

Focus Area: X Attendance      X Behavior      X Course Performance      □ Other

Timeline

Action

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

Ongoing

Conduct monthly student advisory meetings with character development and career readiness as focus areas

Curriculum and teaching resources

Curriculum Personnel

Principals

Counselors

Teachers

6th-12th Students

Ongoing

Ensure that students in grades 8-12 complete individual success plans; focus students’ curriculum choices around indicators in the success plan

CEP Curriculum

Curriculum Personnel

Principals

Counselors

 

8th-12th students

Ongoing

Increase the number of Career Exploration internship offerings by 30% by 2023; begin internships in 8th grade

Volunteers to serve as business mentors

 

Students’ Individual Success Plans

Principals

Counselors

Local businesses and community leaders

8th-12th  students

Ongoing

Continue to conduct the Reality Fair for 9th graders to expose them to career and life readiness; begin offering the program to 8th graders in Spring 2022

Volunteer businesses

Principals

Counselors

Local businesses and community leaders

8th-9th students

Ongoing

Identify students who are at risk of dropping out using attendance, academic data, and behavioral data; provide ongoing Tier 2 and Tier 3 interventions to identified students beginning in 7th grade; decrease chronic absences by 50% by 2023.

Curriculum

Assessment measures

Attendance data

Principals

Curriculum personnel

Counselors

Teachers

7th-12th students

Ongoing

Advocate multiple paths to graduation for all students based on their individual needs beginning in 9th grade; implement intensive interventions for specified populations including special education students and English Learners; use Credit Recovery as a process to accelerate students’ learning as well as to assist students in recovering missed credits due to course failure

Data (academic and behavioral)

 

 

Funding for Credit Recovery program

Principals

Curriculum personnel

Exceptional Education Director

Counselors

7th-12th students

Ongoing

Provide intensive remediation services (after school and during summer) for students predicted to score below passing on SATP exams and students who have previously failed SATP exams

Funds for stipends for teachers

 

 

 

 

 

 

 

 

 

 

Principals

Curriculum staff

Teachers

9th-12th students

Plan to Progress Monitor

Date

Evidence to Determine Progress Toward Achieving Goal

Potential Adjustments

Ongoing

Increase in the number of students who pass SATP exams upon first administration

Increase tutorial offerings to students as needed

Ongoing

Increase in the number of students who graduate based on the use of credit recovery and/or credit acceleration

Adjust district policies and requirements as needed for the continued use of credit recovery/credit acceleration

Ongoing

Increase in the number of students who participate in career internships

Bring mentors to schools as needed when students cannot go to actual companies (i.e., middle school students)

August 2020-May 2023

Decrease in chronic absences

Safety nets for students to complete coursework due to excused absences

 

SMART Goal

Goal 2: Personalize students’ paths to graduation and increase positive post-secondary outcomes as evidenced by a 20% increase in students who have entered institutions of higher learning or the workforce by 2024.

Focus Area: □ Attendance      X Behavior      X Course Performance      X Other

Timeline

Action

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

August 2020-May 2024

Begin exposure to post-secondary institutions in middle school.

Funds for field trips to colleges and universities

Curriculum staff

Principals

Counselors

7th-8th students

Ongoing

Provide quality Tier II and Tier III interventions to students who struggle with grade-level content standards before entry into 10th grade

Remediation curricula (i.e., Edgenuity, USA Test Prep, iReady, etc.)

Principals

Teachers

Interventionists

Curriculum Staff

6th-9th students

Ongoing

Provide Dual Enrollment opportunities for eligible students; increase the number of students who earn a B or higher in dual enrollment courses by 20% by 2024.

Funding for courses

Holmes Community College, Principal, Counselor

11th and 12th students

Ongoing

Identify advanced middle school students to take the ACT each year

Funding for ACT costs

Curriculum Personnel

Principals

Counselors

6th-8th students

August 2020-May 2023

Increase the number of Career Exploration internship offerings by 30% by 2023; begin internships in 8th grade

Volunteers to serve as business mentors

 

Students’ Individual Success Plans

Principals

Counselors

Local businesses and community leaders

8th-12th  students

Plan to Progress Monitor

Date

Evidence to Determine Progress Toward Achieving Goal

Potential Adjustments

Ongoing

Progress monitoring data, performance on MAAP assessments

Increase remediation for students who are not on track to pass SATP exams

Ongoing

Student surveys after college visits

Expand college visits based on students’ interest

Ongoing

Student status surveys after graduation

Increase offerings the following year based on the previous year’s status reports as needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SMART Goal

Goal 3: Begin students’ paths to graduation and increase positive post-secondary outcomes earlier as evidenced by a 20% increase in the number of students who have taken and passed two SATP areas by the time they enter 10th grade; increase the number of 8th grade students who score 17 or above on the ACT by 20% by 2024.

Focus Area: □ Attendance      □ Behavior      X Course Performance      X Other

Timeline

Action

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

August 2020-May 2024

Provide ACT Prep to students to prepare for the ACT; increase the average ACT score for juniors to 18 by 2024.

ACT Prep curriculum

Curriculum personnel, Principal, Teachers

10th-12th students

August 2020-May 2024

Provide Dual Enrollment opportunities for eligible students; increase the number of students who earn a B or higher in dual enrollment courses by 20% by 2024.

Funding for courses

Holmes Community College, Principal, Counselor

11th and 12th students

Ongoing

Identify advanced middle school students to take the ACT each year

Funding for ACT costs

Curriculum Personnel

Principals

Counselors

6th-8th students

Plan to Progress Monitor

Date

Evidence to Determine Progress Toward Achieving Goal

Potential Adjustments

Ongoing

Increase in the scores of 6-8 students; higher scores once students test officially in 11th grade

Begin with the highest performing students; decrease the testing eligibility requirements each year until 50% of all 6-8 students are tested in a given year

Ongoing

Increase in the number of students who are eligible for dual enrollment courses; increase in the number of students who earn a B or higher

Ensure that 9th and 10th grade students are on track to be eligible for courses by 11th grade.

Ongoing

Increase in the average ACT score for juniors.

Ensure that students are exposed to ACT prep content and or format in the prep courses and additional courses, i.e., electives and non-tested area content courses

 

 

SMART Goal

Goal 4: Improve students’ college and career readiness through focused professional development for teachers as evidenced by a 20% increase in the number of 6-12 teachers rated as Level 4 on the Mississippi Professional Growth System.

Focus Area: □ Attendance      □ Behavior      X Course Performance      X Other

Timeline

Action

Resources Needed/Source

Person(s) Responsible

Person(s) Involved

Ongoing

Use Professional Learning Communities (PLCs) to discuss content-specific strategies to improve students’ academic achievement

Time for PLCs

Grade Level Standards

Consultant support as needed

Principal

Curriculum Department

Teachers

6th-12th teachers

Ongoing

Conduct frequent data meetings to monitor students’ progress and to assess teachers’ instructional practices

Test item banks

Data

Planning Time

Principals

Curriculum Department

Teachers

6th-12th teachers

Ongoing

Provide job-embedded professional development to all tested area teachers and intensive job-embedded professional development to struggling teachers

Funds for consultants

Principals

Curriculum Department

Consultants

6th-12th teachers

 

 

 

 

 

 

 

 

 

 

Plan to Progress Monitor

Date

Evidence to Determine Progress Toward Achieving Goal

Potential Adjustments

Ongoing

Increased teacher capacity as evidenced by students’ growth on assessment measures and teachers’ growth on Mississippi’s Professional Growth System.

Develop additional teacher support methods as needed based on data (including improvement plans as needed)