Sam Roberts
Principal
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BHS MISSION
The mission of Biggersville High School is to provide all students a safe and nurturing learning environment in which they have the opportunity to achieve academically, emotionally, socially, and physically.
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 Development 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 resources |
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 |
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 resources |
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 |