Dropout Prevention Plan
- Team Members
- District Data Form
- District Data Summary
- Petal High School Data Summary
- Petal Middle School Data Summary
- Petal Upper Elementary School Data Summary
- Petal Elementary School Data Summary
- Petal Primary School Data Summary
- Needs Assessment Outcomes
- Current District Initiatives
- Proposed District Initiatives
Team Members
103 East Central Avenue, Petal MS 39465 |robert.knight@petalschools.com | P: 601.545.3002 | F: 601.545.1329
| Name | Position | Agency |
|---|---|---|
| Dr. Matt Dillon | Superintendent | Petal School District |
| Dr. Rob Knight | Asst. Superintendent of Secondary Schools | Petal School District |
| Dr. Kelli Brown | Asst. Superintendent of Elementary Schools | Petal School District |
| Katie Charleville | Director of Special Services | Petal School District |
| Dr. Tyler Watkins | Petal High Principal | Petal School District |
| Dr. Joel Bowman | Petal Middle Principal | Petal School District |
| Ashley Harvey | Petal Upper Elementary Principal | Petal School District |
| Wyn Mims | Petal Elementary Principal | Petal School District |
| Emily Branch | Petal Primary Principal | Petal School District |
| C.J. Hendry | Chief of Petal School District Police Department | Petal School District |
| Emily Calcote | Counselor | Petal School District |
| Rev. Brad Eubank | Pastor and Community Leader | First Baptist Church Petal |
| Jennifer Carr | Director of Career and Technical Education | Petal School District |
| Jana Perry | Director of The Coleman Center for Families and Children | Community |
| Travis Ulrich | Director of Technology | Petal School District |
District Data Form
Graduation Rate: 98.6% | Dropout Rate: 0.7%
Student Demographic Data
Enrollment by Grade
| Grade | Number Enrolled |
| PreK | 56 |
| Special Education PreK | 26 |
| Kindergarten | 309 |
| Special Education Kindergarten | 3 |
| Elementary Self-Contained Special Education | 19 |
| Grade 1 | 315 |
| Grade 2 | 344 |
| Grade 3 | 305 |
| Grade 4 | 291 |
| Grade 5 | 332 |
| Grade 6 | 340 |
| Grade 7 | 319 |
| Grade 8 | 377 |
| Grade 9 | 356 |
| Grade 10 | 391 |
| Grade 11 | 310 |
| Grade 12 | 264 |
| Secondary Self- Contained Special Education | 17 |
| Total Enrollment | 4,374 |
Enrollment by Subgroup
| Group Name | Group Number | Group Percent (%) |
| Female | 2100 | 48.01% |
| Male | 2,274 | 51.99% |
| Asian | 35 | 0.8% |
| African American | 851 | 19.46% |
| Hispanic or Latino | 346 | 7.91% |
| American Indian or Alaskan Native | 5 | 0.11% |
| White | 3,130 | 71.56% |
Graduation Rate: 98.6% | Dropout Rate: 0.7%
Student Demographic Data
| ENROLLMENT BY GRADE | |
|---|---|
| Grade | Number Enrolled |
| Pre-Kindergarten | 80 |
| Special Education Pre-Kindergarten | 29 |
| Kindergarten | 305 |
| Special Education Kindergarten | 28 |
| Elementary Self Contained Special Education | 25 |
| Grade 1 | 317 |
| Grade 2 | 303 |
| Grade 3 | 325 |
| Grade 4 | 310 |
| Grade 5 | 311 |
| Grade 6 | 323 |
| Grade 7 | 349 |
| Grade 8 | 308 |
| Grade 9 | 355 |
| Grade 10 | 371 |
| Grade 11 | 365 |
| Grade 12 | 264 |
| Secondary Self Contained Special Education | 10 |
| Total Enrollment |
4290 |
| ENROLLMENT BY SUBGROUP | ||
|---|---|---|
| Group Name | Group Number | Group Percent (%) |
| Female | 2053 | 47.86% |
| Male | 2237 | 52.14% |
| Asian | 43 | 1.00% |
| African American | 838 | 8.43% |
| Hispanic or Latino | 362 | 8.43% |
| American Indian or Alaskan Native | 4 | 0.09% |
| White | 3043 | 70.93% |
District Data Summary
| PSD (1000 pts) | |||||||||
|---|---|---|---|---|---|---|---|---|---|
|
ELA |
Math (95 pts each) |
Other Subjects (47.5 pts each) |
Graduation (Four Year) (190 pts) |
Acceleration (47.5 pts) | College Readiness (47.5 pts) | English Language Progress (50 pts) | |||
| Proficiency | 59.8 |
70.1 |
Science Proficiency | 35.8 |
Grad Rate: |
Participation/Proficiency: |
CCR: 31.7 |
Progress to Proficiency: |
|
|
Growth All Students |
67.8 | 80.5 | U.S. History Proficiency |
41.3 |
ACT Math 22 and Reading 22 or English 18 | ||||
| Growth Lowest Perf | 48.3 | 61.7 | |||||||
| Accountability Score | 766 | Accountability Rating | A |
|---|
| Cut Score | |
|---|---|
| 0 | F |
| 489 | D |
| 536 | C |
| 599 | B |
| 668 | A |
| Original | ELA | Math | Science | History |
|---|---|---|---|---|
| Proficiency |
62.9 |
73.8 | 75.3 | 86.9 |
| Growth - All | 71.4 | 84.7 | ||
| Growth - Lowest | 50.8 | 64.9 |
| Grad Rate |
98.6 |
|
| Acc Perf | 93.4 | 46.7 |
| CCR | 66.8 | 46.7 |
| Accountability Years | 2020 | 2021 | 2022 | 2023 | 2024 | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| Enter Ninth Grade | Cohort 2015-16
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Cohort 2016-17 | Cohort 2017-18 | Cohort 2018-19 | Cohort 2019-20 | |||||
| Petal Rank - All | 22* | 8* | 3* | 2* | 3* | |||||
| Petal Rank - SPED | 26 | 4 | 4 | 4 | 18 | |||||
| Subgroup | N- Count | Four Year Grad Rate Petal/ MS | N- Count | Four Year Grad Rate Petal/ MS | N- Count | Four Year Grad Rate Petal/ MS | N- Count | Four Year Grad Rate Petal/ MS | N- Count | Four Year Grad Rate Petal/ MS |
| All Students | 304 | 90.1/85.0 | 305 | 95.1/87.7 | 267 | 96.3/88.4 | 295 | 98.6/88.9 | 276 | 97.8/89.4 |
| Dropout Rate | 304 | 4.3/9.7 | 305 | 3/8.8 | 267 | 2.2/8.5 | 295 | 98.6/88.9 | 276 | 0/8.5 |
| Black | 70 | 4.3/9.7 | 58 | 94/86.0 | 46 | 93.5/87.3 | 44 | 95.5/87.9 | 51 | 96.1/88.2 |
| Hispanic | 16 | 87.1/81.9 | 14 | 100/83.7 | 22 | 95.5/85.0 | 15 | 100/84.6 | 14 | 100/85 |
| White | 210 | 93.8/83.1 | 223 | 95.1/89.9 | 191 | 96.9/89.7 | 221 | 99.1/90.3 | 196 | 98/91.1 |
| Two or More Races | -- | -- | -- | -- | -- | -- | 10 | 100/11.0 | 13 | 100/87.9 |
| Female | 138 | 93.5/89.3 | 145 | 97.2/91.6 | 134 | 97.8/92.0 | 149 | 98.7/92.1 | 146 | 99.3/92.2 |
| Male | 166 | 87.3/80.9 | 160 | 93.1/83.8 | 133 | 94.7/84.8 | 146 | 98.6/85.8 | 130 | 96.2/86.7 |
| IEP | 40 | 50/42.2 | 39 | 79.5/55.4 | 38 | 84.2/59.9 | 28 | 89.3/67.1 | 43 | 86.4/70 |
| Econ Dis | 169 | 87.6/82.2 | 160 | 93.8/85.9 | 264 | 96.6/69.0 | 295 | 98.6/90.3 | 135 | 98.5/87 |
| Homeless | -- | -- | -- | -- | -- | -- | 16 | 100/25 | 10 | 100/72.8 |
*includes MSMS and MSA
* Schools scoring the same are given the same rank.
Petal High School Data Summary
| Petal High School (1000 pts) | |||||||||
|---|---|---|---|---|---|---|---|---|---|
|
English II |
Algebra 1 (100 pts each) | Other Subjects (50 pts each) |
Graduation (Four Year) (200 pts) |
Acceleration (50 pts) | CCR (50 pts) | English Language Progress (N/A) | |||
| Proficiency | 64.7 |
82.3 |
Biology Proficiency | 37.9 |
Grad Rate: 197.2 |
Participation/Proficiency: |
CCR: 33.4 |
Progress to Proficiency: |
|
|
Growth All Students |
83.5 | 97.9 | U.S. History Proficiency |
43.5 |
ACT Math 22 and Reading 22 or English 18 | ||||
| Growth Lowest Perf | 64.2 | 97.5 | |||||||
| Accountability Score | 849 | Accountability Rating | A |
|---|
| Cut Score | |
|---|---|
| 0 | F |
| 510 | D |
| 584 | C |
| 648 | B |
| 754 | A |
| Original | Eng II | Alg 1 | Biology | USH |
|---|---|---|---|---|
| Proficiency |
64.7 |
82.3 | 75.7 | 86.9 |
| Growth - All | 83.5 | 97.9 | ||
| Growth - Lowest | 64.2 | 97.5 |
| Grad Rate |
98.6 |
-- |
| Acc Part | 93.4 | 46.7 |
| Acc Perf | 93.4 | 46.7 |
| CCR | 66.8 | 33.4 |
Petal Middle School Data Summary
Petal Upper Elementary School Data Summary
| Petal Upper Elementary School (700 pts) | ||||||
|---|---|---|---|---|---|---|
|
Reading (100 pts each) |
Math (100 pts each) | Science (100 pts) | English Language Progress (NA) | |||
| Proficiency | 64.0 | 69.8
|
Proficiency | 77.6 |
Progress to Proficiency |
NA |
|
Growth All Students |
72.9 | 81.2 |
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| Growth Lowest Perf | 43.9 | 60.5 | ||||
| Accountability Score | 470 | Accountability Rating | A |
|---|
Petal Elementary School Data Summary
Petal Primary School Data Summary
Needs Assessment Outcomes
| Needs Assessment Areas | Descriptions |
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| Target Group Identified |
Students who:
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| Data Collection Method Used |
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| Prioritized List of Needs |
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| Short Term Goals |
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| Long Term Goals |
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| Recommendations for Future Needs |
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Current District Initiatives
| 15 Dropout Prevention Strategies | School/ Grade Level | ||||
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| District Wide | Pre-Kindergarten | Elementary School | Middle School | High School | |
| Systemic Renewal |
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| Alternative Schooling |
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Proposed District Initiatives
| Action Step | Start Date | Completion Date | Responsible Party | Support and Resources |
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| Closing achievement goals | Aug 2020 | Ongoing | Building Level Administration, TST, Interventionists, Inclusion teachers, Classroom teachers | Continued Professional Development, Spiral skills through reading meeting, Modeling writing for pod colleagues and students, Incorporate vocabulary strategies with mentor texts during whole group and small group instruction |
| Increase social emotional learning in academic instruction | Aug 2019 | Ongoing | All teachers, staff, admin | Continued Professional Development, Increase of number of behavioral counselors |
| Increase capacity/expand Early Warning System Indicators | Aug 2019 | Ongoing | Interventionists, admin, TST | Early Warning System Guidance documents |
| Reducing the retention rates in grades kindergarten, first and second | Aug 2020 | Ongoing | Building administration, TST, Interventionists, Special Services Department, Classroom teachers | Monitor progress of application of early literacy skills, continue to use and develop the literacy continuum by participating in book discussions, analyzing Star Early reports and furthering our understanding of the Mississippi College and Career Readiness Standards |
| Targeting subgroups that need additional assistance to meet graduation requirements | July 2020 | Ongoing | Building administration, TST, Interventionists, Special Services Department, Classroom teachers, ESL Support Personnel | English Language Learners represent a population that are not meeting proficiency in benchmark assessments. Identify gaps in performance, barriers to graduation, etc. Scaffold units of instruction to overcome language barrier and high Lexile level texts. |
| Developing dropout recovery initiatives | July 2020 | Ongoing | Counselors, High School Administration, TST, Interventionists, Career & Technical Supervisor and Staff | Credit recovery options, Alternative settings for coursework to meet potential work schedules, New Learning Resources Partnership, Distance Learning, Connect with Career & Technical Education opportunities (High school and Post secondary) |
| Addressing how students will transition to the home school district from the juvenile detention centers | July 2020 | Outgoing | Behavior Counselors, School Counselor, Classroom teachers, Building level Administration | Transition plan in place when a student is preparing to return to the home school environment, for social emotional, and behavioral support. Individual student goals, transition plan, meetings with case managers, assigned mentors, parental contact, etc. Hire a transition/at-risk coordinator to help with transitions from alternative school and juvenile centers. |
Early Warning System (identification of at risk students)
- Identification of at-risk students is a crucial corner piece of the Petal School Districts Dropout Prevention and Recovery Plan. At-Risk students K-12 are identified throughout the school year. Interventions are planned and coordinated through the school principal, school counselor, classroom teachers, school intervention specialist and district personnel.
Transition Teams
- Transition teams are composed of teachers in each building who work collaboratively to lessen the impact of transitioning to a new school building within our district. They meet regularly to address several key points of smooth transition for all students:
- What is working well with content alignment/ What challenges do we face with content alignment
- What is working well with operations/ What challenges do we face with operations
- What is working well with our “hand-off” of kids/ What challenges do we face with the “hand-off” of kids
Student Attendance
- To improve student attendance at all schools throughout the district. This will improve the district's average daily attendance as well as student's grades, test scores and attitudes.
- Listed below are the programs offered in the district that are focusing on student attendance:
- School Attendance Officer
- Attendance Support Plans
- Mentors
- Various incentive programs have been developed at all schools for encouragement of attendance
- Attendance Director/HR Director was hired (2022) to supervise and assist with school attendance initiative