sept. presentation changes

MISSION STATEMENT

The Jefferson Davis County School District promotes a rigorous, safe, and nurturing environment in which students are empowered to achieve their full intellectual and social potential by combining high standards, discipline, and character education, with a commitment to individualism, creativity and diversity as students prepare to contribute to our global society.

VISION STATEMENT

All students in Jefferson Davis County School District will achieve life-long learning, reach proficiency in all academic areas, and will contribute to our community in a positive manner.

WE BELIEVE…

School should reflect a caring community; a safe and fair environment in which the school staff, with the support of parents, guide the children toward respecting others, understanding the varied cultures of our society, and striving for academic and behavioral excellence.

That ongoing communication and collaboration among classroom teachers, support staff, and the principal result in an integrated program for all students, including those with special needs.

WE BELIEVE… All our students, including those with special needs,

should be prepared for a rapidly changing technological world and should be able to access information, solve problems, think critically, make decisions, and learn to cooperate and work productively with others.

That students progress in achieving the established instructional and social goals should be frequently and systematically monitored using a variety of assessment techniques.

Our students should become enthusiastic, life-long learners and productive citizens.

STRATEGIC IMPROVEMENT PLAN

Goal # 1

Improve academic achievement

Goal # 2

Increase Leadership Capacity

Goal # 3

Strengthen Communication

Among Stakeholders

Goal # 4

Develop & Implement a

sound operational budget and

organizational plan

Goal # 5

Improve the environment for learning

AYP

Adequate Yearly Progress, or AYP, is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests.

Successful progress Adequate Yearly Progress requires that every public school completes three requirements annually. Requirements for the percentage

of growth is determined on a state-by-state basis.

At least 95 percent of all students are tested for reading and mathematics; At least 95 percent of all students meet the minimum annual target for meeting or exceeding standards for reading and

mathematics, and; At least 95 percent of all students meet the minimum annual target for attendance rate for elementary and middle schools or

graduation rate for high schools. Additionally, state education agencies must determine the yearly progress of districts, and identify districts in need of improvement.

Unsuccessful progress Every state education agency is required to determine which schools do not meet AYP every year. However, a specific designation

by the U.S. Department of Education called "Federal school improvement status" applies only to schools that receive Title I funds. State education agencies are required to determine what larger goals are required of every school as they fail to perform annually.

Title I schools that do not meet AYP for two consecutive years are placed in "School Improvement Status" and must offer alternative school attendance opportunities to students within their schools. If these same schools do not make AYP for three consecutive years, they must offer both alternative school attendance opportunities and opportunities for students to increase their learning outside of school time. If those schools miss AYP for a fourth consecutive year, they are designated as being in "Corrective Action" and must choose among strategies outlined by NCLB. A fifth year of missing AYP results in a restructuring planning year when the school is shut down, and then a sixth year of missing AYP requires that the restructuring plan be implemented.[NCLB restructuring options include:

Reconstitution: Replacing school staff, including the principal, relevant to the failure in the school. Contracting: contracting with an outside entity to operate the school. State takeovers: turning the school operations over to the state education agency.

CARVER ELEMENTARY LANGUAGE ARTS

CARVER ELEMENTARY MATHEMATICS

JOHNSON ELEMENTARY LANGUAGE ARTS

JOHNSON ELEMENTARY MATHEMATICS

BASSFIELD HIGH LANGUAGE ARTS

BASSFIELD HIGH MATHEMATICS

PRENTISS HIGH LANGUAGE ARTS

PRENTISS HIGH MATHEMATICS

MISSISSIPPI CURRICULUM TEST, 2ND EDITION 2007-2008

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts3 141 143.0 32.6 35.5 27.7 4.3

4 142 141.7 33.1 41.5 21.8 3.5

5 139 146.1 21.6 36.7 40.3 1.4

6 162 140.3 32.7 47.5 17.9 1.9

7 188 141.3 29.3 51.6 19.1 0.0

8 148 139.6 34.5 45.3 19.6 0.7

Mathematics3 140 145.8 27.9 28.6 38.6 5.0

4 142 142.4 37.3 40.8 21.1 0.7

5 139 147.0 21.6 43.2 30.2 5.0

6 161 143.6 41.6 28.0 28.0 2.5

7 187 142.9 42.8 26.7 27.8 2.7

8 149 141.0 51.0 26.8 20.8 1.3

MISSISSIPPI CURRICULUM TEST, 2ND EDITION 2008-2009

Grade Level

Number Tested

Mean Scale Score

% Minimal % Basic % Proficien

t

% Advance

d

Language Arts pDenotes higher % Than Previous Year

3 142 146.3 22.5 10% 40.1 p 28.9 p 8.5 p 4 130 143.3 27.7 6% 41.5 p 27.7 p 3.1 p5 134 142.8 30.6 9% 35.8 p 32.8 p 0.7 p6 149 143.9 24.5 8.2% 41.5

31.3 p 2.7 p

7 168 142.5 28.6 .7% 45.2 25.0 1.2 p8 167 142.7 28.7 5.8% 41.3 29.9 p 0.0

Mathematics3 142 148.8 18.3 9.6% 33.1 43.0 5.6

4 131 145.7 28.2 9.1% 37.4 31.3 3.1

5 134 144.9 32.1 10.5%

33.6 33.6 0.7

6 147 146.6 28.6 13% 29.9 p 36.7p 4.8 p7 169 146.7 25.4 19.4

%37.3 p 34.3 p 3.0 p

8 167 142.9 32.9 18.1%

41.9 p 22.8 p 2.4 p

CARVER ELEMENTARY MCT2 07-08

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts3 70 142.2 34.3 37.1 24.3 4.3

4 65 140.0 35.4 47.7 12.3 4.6

5 58 146.7 24.1 34.5 37.9 3.4

6 74 140.6 33.8 47.3 14.9 4.1

Mathematics3 70 145.4 27.1 32.9 32.9 7.1

4 65 474.6 35.8 41.5 18.5 5% 1.5 p

5 58 148.8 19.0 39.7 31.0 10.3

6 74 146.2 32.4 29.7 32.4 5.4

CARVER ELEMENTARY MCT2 08-09

GradeLevel

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficient

% Advanced

Language Arts3 65 146.4 26.2 8.1 33.8 27.7 p 12.3 8%p

4 61 142.2 26.2 9.2 45.9 24.6 12.3%p 3.3 p

5 66 142.6 28.8 33.3 37.9 0.0

6 58 147.9 19.0 14.8 31.0 46.6 31.7%p 3.4

Mathematics3 65 149.8 16.9 10.2 29.2 44.6 11.7%

p9.2

4 62 146.3 25.8 12.7 41.9 25.8 6.5

5 66 144.5 27.3 2.4 28.8 1.5

6 5 150.0 19.0 13.4 22.4 51.7 19.3 %p

6.9

JOHNSON ELEMENTARY MCT2 07-08

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts3 71 143.7 31.0 33.8 31.0 4.2

4 77 143.2 31.2 36.4 29.9 2.6

5 81 145.6 19.8 38.3 42.0 0.0

Mathematics3 70 146.2 28.6 24.3 44.3 2.9

4 77 143.1 36.4 40.3 23.4 0.0

5 81 145.7 23.5 45.7 29.6 1.2

JOHNSON ELEMENTARY MCT2 08-09

GradeLevel

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficient

% Advanced

Language Arts3 77 146.4 19.5 11.5 45.5 p 29.9 12.3

4 69 144.2 29.0 2.2 37.7 30.4 2.9

5 68 143.1 32.4 12.5

38.2 27.9 1.5

6 89 141.3 28.1 48.3 21.3 2.2

Mathematics3 77 148.0 19.5 9.1 36.4 41.6 2.6

4 69 145.2 30.4 6.2 33.3 36.2p 0.0

5 66 145.3 36.8 25.0 38.2 p 0.0

6 89 144.3 34.8 34.8 27.0 3.4

BASSFIELD HIGH MCT2 07-08

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts7 81 141.9 25.9 48.1 25.9 0.0

8 69 139.9 30.4 52.2 15.9 .4

Mathematics7 81 145.3 35.8 21.0 37.0 6.2

8 69 144.4 36.2 30.4 30.4 2.9

BASSFIELD HIGH MCT2 08-09

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts7 71 143.0 28.2 46.5 22.5 2.8

8 74 142.1 31.1 39.2 29.7 0.0

Mathematics7 72 148.0 16.7 19.1 41.7 34.7 6.9

8 74 144.0 29.7 6.5 37.8 28.4 4.1

PRENTISS HIGH MCT2 07-08

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts6 88 140.0 31.8 47.7 20.5 0.0

7 107 140.9 31.8 54.2 14.0 0.0

8 79 139.4 38.0 39.2 22.8 0.0

Mathematics6 87 141.3 49.4 26.4 24.1 0.0

7 106 141.1 48.1 31.1 20.8 0.0

8 80 138.1 63.8 23.8 12.5 0.0

PRENTISS HIGH MCT2 08-09

Grade Level

Number Tested

Mean Scale Score

% Minimal

% Basic % Proficien

t

% Advance

d

Language Arts7 97 142.1 28.9 44.3 26.8 p 0.0

8 93 143.1 26.9 11.1 43.0

30.1 p 0.0

Mathematics7 97 145.8 32.0 34.0 p 34.0 p 0.0

8 93 142.0 35.5 28.3 45.2 p 18.3 p 1.1 p

SUBJECT AREA TESTING PROGRAM

2007 - 2008Subject Number

TestedMean Scale

Score%

Passing

Algebra I (2007 Curriculum Framework)

139 648.6 59.0

U.S. History 111 336.2 86.5

Biology I 63 318.6 69.8

English II MC (2006 Curriculum Framework)

111 646.0 54.1


2008 - 2009Subject Number

TestedMean Scale

Score% Passing

Algebra I (2007 Curriculum Framework)

116 649.3 54.3 4.7%

U.S. History 117 331.7 84.6

Biology I 151 335.8 79.5 9.7%


156 644.2 45.5 8.6%


Prentiss High, 2007 - 2008Subject Number

TestedMean Scale

Score%

PassingAlgebra I (2007 Curriculum

Framework)50 645.0 40.0

U.S. History 70 332.5 84.3

Biology I 23 307.9 60.9


54 646.9 63.0

Notes: Minimum N-count for reporting is 10 students.Passing = scale score of 300 in Biology & History, 647 Algebra I, 645 in English II

English II Writing AssessmentPrompt Number

TestedMean

Writing Scale

% Passing

Informative 58 2.0 93.1


Prentiss High, 2008 - 2009Subject Number

TestedMean Scale

Score%


Framework)61 643.3 36.1

U.S. History 62 331.2 85.5

Biology I 75 336.4 Good 78.7 p


78 642.5 35.9


Bassfield High, 2007 - 2008Subject Number

TestedMean Scale

Score%


Framework)89 650.6 69.7

U.S. History 41 342.3 90.2

Biology I 40 324.7 75.0


57 645.1 45.6


Bassfield High, 2008 - 2009Subject Number

TestedMean Scale

Score%


Framework)55 656.0 74.5

Good

U.S. History 55 332.3 83.6

Biology I 76 335.1 80.3


78 645.9 55.1 9.5

WORKING TOGETHER WE CAN

Central Office Administrators Teachers Students Parents Community

DATA (SUCCESS BLUEPRINTS)

Success Blueprints! Individual Action Plans that target

specific weaknesses in each students test data, prescribe interventions and move students to the next level

Data Coaching – Consulting contract with Bailey Consulting to train each teacher on how to use student data to drive instruction

INCREASE TEACHER CAPACITY

Targeted Professional Development for Teachers to build capacity

Renewed effort to retain staff

Aggressive recruitment program

INSTRUCTIONAL LEADERSHIP

Principals and Assistant Principals must ensure connection between District’s curriculum plan and teachers

12-15 CIOC observation plan per week plus

post conference with teacher Monitor and adjust to effective teaching strategies

TECHNOLOGY Equip each

classroom with basic student technological needs

Develop forward looking Technology Plan

PARENTAL INVOLVEMENT

Partner with Success Blueprints PTA at each school Watch D.O.G.S. (Dads of Great

Students) Frequent Open House Opportunities Parenting Sessions (Strengthening

Families)