2. 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.
3. 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.
4. 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.
5. 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.
12. 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.
30. PRENTISS HIGH MCT2 08-09
Grade
Level
Number
Tested
Mean
Scale
Score
% Minimal % Basic %
Proficient
%
Advanced
Language Arts
7 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
Mathematics
7 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
31. SUBJECT AREA TESTING PROGRAM
2007 - 2008
Subject Number
Tested
Mean 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
32. SUBJECT AREA TESTING PROGRAM
2008 - 2009
Subject Number
Tested
Mean 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%
English II MC (2006
Curriculum Framework)
156 644.2 45.5 8.6%
33. SUBJECT AREA TESTING PROGRAM
Prentiss High, 2007 - 2008
Subject Number
Tested
Mean Scale
Score
%
Passing
Algebra I (2007 Curriculum
Framework)
50 645.0 40.0
U.S. History 70 332.5 84.3
Biology I 23 307.9 60.9
English II MC (2006 Curriculum
Framework)
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 Assessment
Prompt Number
Tested
Mean Writing
Scale
%
Passing
Informative 58 2.0 93.1
34. SUBJECT AREA TESTING PROGRAM
Prentiss High, 2008 - 2009
Subject Number
Tested
Mean Scale
Score
% Passing
Algebra I (2007 Curriculum
Framework)
61 643.3 36.1
U.S. History 62 331.2 85.5
Biology I 75 336.4 Good 78.7
p
English II MC (2006 Curriculum
Framework)
78 642.5 35.9
35. SUBJECT AREA TESTING PROGRAM
Bassfield High, 2007 - 2008
Subject Number
Tested
Mean Scale
Score
%
Passing
Algebra I (2007 Curriculum
Framework)
89 650.6 69.7
U.S. History 41 342.3 90.2
Biology I 40 324.7 75.0
English II MC (2006 Curriculum
Framework)
57 645.1 45.6
36. SUBJECT AREA TESTING PROGRAM
Bassfield High, 2008 - 2009
Subject Number
Tested
Mean Scale
Score
% Passing
Algebra I (2007 Curriculum
Framework)
55 656.0 74.5
Good
U.S. History 55 332.3 83.6
Biology I 76 335.1 80.3
English II MC (2006 Curriculum
Framework)
78 645.9 55.1 9.5
37. WORKING TOGETHER WE CAN
Central Office
Administrators
Teachers
Students
Parents
Community
38. STAY THE COURSE WITH OUR CURRICULUM PLAN
Curriculum Director
Literacy Coach
Math Coach
Nine Weeks Assessments
Pacing Guides
39. 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
40. INCREASE TEACHER CAPACITY
Targeted
Professional
Development for
Teachers to build
capacity
Renewed effort to
retain staff
Aggressive
recruitment program
41. 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
42. TECHNOLOGY
Equip each classroom
with basic student
technological needs
Develop forward looking
Technology Plan
43. 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)
