“building bridges from good to great” presented to the jasper county school board of trustees...

“Building Bridges From Good To Great”

Presented to the

Jasper County School Board of Trustees

September 9, 2013

Dr. Vashti K. Washington, Superintendent

Presented By

Dr. A. Lee Holmes Chief Officer of Academics and Human Resources

1 Presented by Dr. A. Lee Holmes 9/9/2013

Purpose For the PlanWe must ensure that we are doing all that we can to improve the academic performance of our students at all levels in Jasper County School District.

This presentation gives you the strategies that are being put in place. We will present to you at a later time the Grade Level and Content Area specific goals and the expected outcomes.


Who Created the Plans?

Building level administrators met with the teachers and other staff members to develop these strategies. They looked at where they are and where they need to go.


Where Do I Begin….We know that in order to effectively deliver instruction and implement change; we must make sure that we keep the PBIS (Positive Behavior Intervention Support) in place for our students. In the midst of the challenges we face, our schools are still progress:

HES – A Banner School (2nd Level)RES – A Banner School (2nd Level)HRMS – A Blue Ribbon School (1st Level)RHHS – A Blue Ribbon School (1st Level)JCAP – A Blue Ribbon School (1st Level)

Our goal this year is to move to the next level. The three levels of PBIS are: Blue Ribbon, Banner, and Exemplar.


Looking Through the Eyes of Where We Are and Glancing at Where We Want To Go


Hardeeville Elementary SchoolHardeeville, South Carolina

Presented by Dr. A. Lee Holmes 9/9/20136

Ms. Wanda Bostick, Interim Principal

Ms. Valarie Greene, Assistant Principal

Mrs. Althea Wigfall, Title I School-wide Facilitator

“The roots of education are bitter, but the fruit is sweet” Aristotle

Hardeeville Elementary SchoolMs. Wanda Bostick, Interim Principal

English/Language Arts

Implement a Balanced Literacy Approach with a level of proficiency and validity. We aligned our BLT closely with the Literacy Plan that was adopted and is being promoted by the district.

Scheduling 120 minutes of uninterrupted time for ELA instruction. Students need to be able to concentrate and feel the consistent flow of this time so that we can see progress.

Differentiate instruction to meet individual needs of students(lesson plans and observed lessons should reflect this). We will utilize the RtI model as we move forward in serving the needs of all students.




Consistent observation of lessons by administrative team with timely feedback will allow the teachers to be more informed of their strategies, their strengths, concerns, and their performance as it relates to moving students in the right direction and at a pace that will show growth and achievement.

Continue with Accelerated Reader® to promote reading and as it helps to build comprehension skills. Students will continue to be inspired and motivated to read and build their vocabulary.

Teach meaningful vocabulary lessons, so that the information will not be taught in isolation, but with rigor and relevance as well as across the curriculum.




Use Pathfinder® software as a Universal Screening tool for the reading fluency. This will assist us in the RtI groups that must be established. The progress monitoring section will be utilized by teachers and the Reading Interventionist every other week at a minimum.

Use data to drive instruction to ensure that we are meeting the needs of our students based on the data and not just our “feelings” or what we like to teach.

Return to Self-Contained Classes in grades 3-5. This reduces the amount of instructional time lost while exchanging of classes.

Weekly use of computer lab to reinforce skills that have been identified as a weakness of the students.




Teach state standards while incorporating the Common Core State Standards. Our students will become familiar with those expectations that will be required next school year.

Integration of skills in Connect Classes because they need to be held accountable for our students also. Projects, performances, and physical movement would focus on current themes from the classrooms when applicable.

Reading Interventionist has been hired to serve the students in grades 3-5 who have been identified as struggling readers using both PathFinder and MAP data.




Provide support and professional development to teachers so we can provide adequate adjustments to the needs of our teachers as they continue to serve our students.

Provide time for collaborative meetings within our school. This will happen grade level and across grade level. However, the true collaboration will take place when the HES and RES families meet to discuss ELEMENTARY information among each other.

Communicate regularly with parents about student’s progress because it is imperative that we receive parental involvement and support.



Writing

Implement the writing component of district’s literacy plan so that our students will be prepared to write using different styles of writing as well as the other components.

Teach and model writing daily so that students will see the importance of writing using the 6+1 Writing Traits.

Conduct writing conferences with students in order for them to see the areas they are doing well in; also making sure you are pushing them to the best of their writing abilities.

Write across content areas so that the students of HES we will know that learning is a comprehensive model, which means, every one much contribute to the success of our students.

Maintain a working writing portfolio for each student so that we can monitor the writing skills and the growth. Also to let the teachers know there areas of concerns.



Writing

Provide support and professional development to teachers so that they can become familiar with the methods of writing and the purpose of writing.

Integration of skills in Connect Classes so that displays and projects can be done to show how the school is making a difference in all areas.

Communicate regularly with parents about student’s progress so that parents can attend Academic Nights and understand the process of writing.



Mathematics

Implement Everyday Math in all grade levels (K-5th grade). This will be our first year implementing this program. Additional support will be provided by the Beyond the Classroom group.

Daily School-Wide Math hour (8:30-9:30) will take place across the school with all grades. Early Childhood and Kindergarten classes will use the 30 minutes concept. They will do 30 minutes as a whole group and 30 minutes in the centers.

Implement First in Math® to reinforce basic math skills (web based- students can use at home) in our school and energize staff and students to perform well.

Use a Pathdriver software as a universal screening tool for math fluency/computation skills to determine RtI groups. The progress monitoring section will be utilized by teachers every three weeks.


Hardeeville Elementary SchoolMs. Wanda Bostick, Principal

Mathematics

Use data to drive instruction to make sure that we are teaching the students what they do not know instead of what “we” like to teach.

Differentiate Instruction to further enhance the RtI process that we need to support our children.

Increase use of manipulative & centers for hands on learning, This will be increase by the effective use of the Everyday Math kits.

Host parent math nights to provide parents with strategies for helping students at home. Also these nights will assist the parents in understanding the different skills being taught to their child and different grade levels.

Teach math vocabulary & post them throughout the classroom so that students will become familiar with mathematical terms.



Mathematics

Provide opportunities for teachers to visit other classes (HES, RES, and other schools) where the Everyday Math series is being implemented properly.

Provide support and professional development to teachers in this area through the Beyond the Classroom group.

Provide time for collaborative meetings with grade levels in building, across grade levels, and with the staff of RES.

Return to Self-Contained Classes in order to strengthen our staff with delivery of the new mathematics program and also to eliminate the “lost” of instructions time while exchanging classes.

Weekly use of computer lab to reinforce skills that the students display weaknesses or challenges with in the regular classroom.



Mathematics

Integration of skills in Connect Classes so that mathematics will be seen throughout the building and not in isolation.



Science/Social Studies Increase the use of FOSS- Science Training Kits so that the students can

apply the skills that are being taught.

Promote inquiry based learning so that our students can think through the process and not to recall answers, but know why it is what it is.

Post throughout the classroom and the hall and also teach the Science vocabulary words

Science Fair participation at the school level and at the district level.

Consistent observation of lessons by administrative team with timely feedback so that our teachers will make necessary adjustments to meet the needs of our students.



Science/Social Studies Incorporate Social Studies skills (standards) into reading lessons

so that students will become familiar with Non-Fiction text.

Teach map skills so that still will increase their knowledge on all grade levels the meaning of map keys, directions, regions, etc.


Ridgeland Elementary SchoolRidgeland, South Carolina


Mr. Robert Candillo, Principal

Mrs. Daffney Bing, Assistant Principal

Mrs. Cindy Leal, Assistant Principal

Ms. Latorsha Murray, Curriculum Facilitator

“No one can make you feel inferior without your consent” Eleanor Roosevelt

Ridgeland Elementary SchoolMr. Robert Candillo, Principal

English/Language Arts Reading Intervention – A full-time Reading Intervention Teacher has

been hired to serve children in grades 3-5 who have been identified as struggling readers using both universal screener and Measures of Academic Progress (MAP) scores. The Reading Intervention Teacher will use S.P.I.R.E. by EPS Inc., which is based-on the Orton Gillingham Method.

Pathdriver software will be utilized as a universal screening tool for

reading fluency to determine RtI groups. The progress monitoring section will be utilized by teachers and the Reading Intervention Teacher every other week at minimum.


Ridgeland Elementary SchoolMr. Robert Candillo

English/Language Arts In the upper grades, class assignments of children were limited to 3-5

reading groups within the classroom in order to better serve the individual needs of children.

Scheduling – 120 minutes of uninterrupted time has been provided for ELA instruction in the morning for Primary Grades and in the afternoon for upper grades.

Professional Development – Teachers (both returning and newly-hired teachers) have been provided with Guided Reading and Writing trainings through a highly qualified instructor (Cheryl Sigmon). Training in Word Block and Self-Selected Reading will take place beginning in September of this year.



English/Language Arts Each child has been challenged to read 100 books this year. A log has been

provided in the Student Agenda and Handbook.

Teachers have received training in Foldables and will be implementing this strategy in the classroom across the content areas – Teachers within the school who attended will train other teachers on their individual grade levels.

Selected teachers will observe other teachers who developed high-performing literacy classrooms (RES and visits to other schools) to increase their strategies and instructional practice.



Writing Incorporate Common Core State Standards shifts in order to be equipped to

make the necessary change in the year 2014-15.

Provide a minimum of 30 minutes per day for students to write with meaning and with purpose.

6+1 Trait Crates were purchased for each grade level and teachers will be provided with specific instruction on integrating literature pieces with writing.

Writing opportunities will be provided by all teachers PK-5 in the following formats: Journal entries, specific genres as listed on the CCSS/SC State Standards documents, regularly write items such as arguments/opinions, letters, narratives, etc.



Writing A student writing wall (awarded to one student in each

class) will be posted each month.

Staff members will be given opportunities to submit writing models and have them posted for children and other stakeholders to read (monthly).

Writing portfolios will be maintained so that we can monitor the growth of our students as they move from nine weeks t nine weeks and eventually grade level to grade level.



Mathematics Master schedule – The school schedule reflects 1 hour each day (8:00-9:00)

for Math Power Hour. Math instruction will take place across the school, with Pre-K and Kindergarten addressing math for 30 minutes as a group and 30 minutes in centers at another time.

Pathdriver software will be utilized as a universal screening tool for math

fluency/computation skills to determine RtI groups. The progress monitoring section will be utilized by teachers every three weeks minimum.

We will continue the First in Math competition to enhance basic skills and

promote solid math fluency (we ended in 5th place in 2012-13 and are going for 1st place this year).



Mathematics Professional Development – will include topics such as: Math Fluency,

Common Core shifts, implementing strategies to incorporate writing in math, utilizing Minute Math in the hallway, problem-solving, First in Math Common Core features, and other topics.

Continued support for full implementation (Year 2) of the Everyday Mathematics series provided by the Beyond the Classroom group.

Selected teachers will observe other teachers who are strong in implementing the Everyday Mathematics series (RES and visits to other schools) to increase their of strategies.



Science/Social Studies

Master schedule will allow for 200 minutes of science per week minimum.

Rooms will be set up on 3rd, 4th and 5th grade hallways to act as a central location for full implementation of hands-on science activities.

Additional kits were ordered for Pre-K and K to implement engaging and hands-on kits in early grades.

A full-inventory has been completed and items in-stock have been organized and shared with teachers.



Science/Social Studies Training will be provided in science notebooks, reading & writing of

science content in the ELA block, and special kit trainings will be held each quarter in order to fully train teachers in the proper use of the STC and FOSS kits.

A science vocabulary wall will be built in the Cafeteria with pictures included in order to promote usage and foster discussions while children are in line and eating lunch.

Teachers will use the Anderson 5 pacing guide and will discuss science instruction with teachers from HES at ongoing meetings.



Science/Social Studies Master schedule will allow for 200 minutes of social studies per

week minimum.

Teachers will be provided professional development in reading & writing using social studies content in the ELA block.



Science/Social Studies Teachers will develop a pacing guide based-on the revised standards

with teachers from HES and will implement this new guide.

Teachers will utilize best practices such as: Primary source documents, project-based learning, and incorporate multi-media explorations.

Selected teachers will observe other teachers who are strong in social studies content delivery (RES and visits to other schools) to increase their repertoire of strategies.


Hardeeville-Ridgeland Middle SchoolHardeeville, South Carolina


Ms. Jeannie Coulter-Jefferson, Principal

Mr. Arthur Williams, Assistant Principal

Miss Latasha President, Curriculum Facilitator

“Education is the ability to listen to almost anything without losing your temper or self-confidence.”

Robert Frost

Hardeeville-Ridgeland Middle SchoolMs. Jeannie Coulter-Jefferson, Principal

English/Language Arts Increase reading time in all ELA classes so that students will be given the

opportunity to read and explore.

Provide teachers with structured instructional guidelines so that their planning can be more efficient and their teaching can be more effective.

Provide additional reading materials in all classes in order to develop a reading library in each classroom for our students.

Create data teams and also have a data room in order for us to consistently analyze and observe current data.

Increase use of AR reading program so that students will be expose to more opportunities to read and comprehend on and off grade levels.




Use STAR program to gather data about reading scores each quarter so that teachers can alter what needs to be altered and make the necessary adjustments to the delivery of instructions and the materials used to get information to the students.

All teachers will participate in a book study and implement the strategies to support the teaching of reading in the middle school.

Use the Common Core Support Coach materials in all ELA - RIT classes to familiarize the students and teachers will Common Core State Standards.

Implement HLPC (High Literacy Progress Classrooms) based on the state expectations so that we (faculty and staff) can stop expecting the minimum and set high expectations for our students.

Participate in the Priority School Literacy Leaders Project which will give our teachers additional days of training on how to improve literacy for our students.


Hardeeville-Ridgeland Middle School Ms. Jeannie Coulter-Jefferson, Principal

Writing Create daily writing prompts with a purpose for students. These prompts will

touch on various styles of writing that the teacher would have already introduced in an earlier lesson.

Require all students to have a writing journal in all core area classes so that writing becomes a part of who they are and the expectation of writing is school wide in all areas.

Use Vantage Writing Computer Assisted Program to assist our students will editing, suggested words, and other forms of improving their writings.

Incorporate public speaking in our ELA classes. This will also increase the students’ awareness in writing.

Fine tune student writing skills to include planning, drafting, revising and editing writing, and publishing.


Hardeeville-Ridgeland Middle School Ms. Jeannie Coulter-Jefferson, Principal

Writing Provide engaging activities that provide a springboard for meaningful writing so

that students will see a continuity in what they are doing as it relates to writing.

Adhere to the district’s writing program framework and structure. The framework and the training will allow us to become more effective in delivery to the students what is expected of all persons.

Train teachers in the 6+1 Traits Writing and monitor the use of writing program in their classroom.

Engage students with multiple writing opportunities and projects so that they can apply the writing skills that they have been taught.

Provide teachers with ongoing professional development opportunities through the district, conferences, and observations from other schools.



Mathematics Hire Math Consultant to assist teachers in instructional best practices by

observing, offering feedback, providing training, and working closely with them in the classroom.

Provide teachers with additional resources to assist with instruction so that they can take the students from the recall level of Bloom’s Taxonomy to the application level.

Create data teams and rooms to consistently analyze and observe current data.

Provide in-service on effective use of textbooks and supplementary materials.

Utilize strategies to increase numeracy so that our students will have a true concept of what is expected of them as they move forward with doing more difficult math problems.



Mathematics

Incorporate STEM and engineering design model to promote critical thinking with our student.

Devote more time in each session of our math classed to build more fluency with the basic math facts.

Provide opportunities for students to work with visual representations of mathematical ideas as they grasp new skills and concepts.

Instruct students on solving word problem and verbalizing though processes. This will assist us in making sure students know how to break a word problem down to see what it is actually asking for.



Science Provide teachers with additional resources to assist them with instruction in the

area of Science.

Develop Science Word Walls so that students will see the importance of learning the vocabulary in the “Science World.”

Begin project-based focus to develop understanding of the scientific method in order to have students to foster the team approach and see the relevance of learning.

Incorporate STEM and engineering design model to promote critical thinking with our students.

Implement the Solar Unit for the sixth graders. This will increase “higher order” thinking skills and opportunities for hands-on experiences for our students.



Social Studies Utilize language objectives to study Non-Fiction

literature in the area of Social Studies.

Create data teams and a data room to consistently analyze and observe current data and then put strategies in place to ensure that the teams are meeting the needs of the students based on the data and the teachers’ input.



End-Of-Course Test Utilize EOC blueprints available from ed.sc.gov so

that our teachers can prepare our students on a continuous basis for success and for a much greater chance of meeting the necessary standards on the End-of-Course test.

Utilize USA Test Prep for increased instruction and enrichment. Students will be allow to familiarize themselves with the format of the test and the rigorous questions that would appear on the exam.

Monitor the students’ progress to ensure that the correct placement have been given to the students.


Ridgeland-Hardeeville High SchoolRidgeland, South Carolina


Mrs. Karen Parker, Interim Principal

Ms. Marla Almon, Assistant Principal

Dr. LeRoy Dinkins, Assistant Principal

“When educating the mind of our youth, we must not forget to educate their hearts.”

Dalai Lama

Ridgeland-Hardeeville High SchoolMrs. Karen Parker, Interim Principal

English/Language ArtsAs a department we will: Give a pre-assessment for all English students at

the beginning of the year. There will be a separate test for Honors and College

Preparatory students. These tests will be administered by grade level

Instruction be vocabulary, reading, and writing driven. This goal includes requiring students to maintain a

digital portfolio. This portfolio will follow students from 9-12 grade.



English/Language Arts Make students accountable for their learning; (attendance,

make-up work, materials, and behavior.)

Provide after school make-up/tutorial opportunities at least three times per week while keeping documentation of those students who are served.



MathematicsEach teacher in the math department will do the following: Warm Up activities – EOC and HSAP type questions to practice for

first 20 minutes daily in all the mathematics classroom that it is applicable.

Test taking tips and techniques, standardized test taking questions.

Guided practice for word problems in mathematics. Students will be given more effective strategies as we tie this to the Literacy component that our school is implementing.



Mathematics Teach reading comprehension strategies for math. Students must

have an understanding of how to look at the question, see what it is asking and then work the problem out.

Administer common examinations and then analyze data so that you can make necessary changes to your instruction and delivery.

Homework assignment to be given daily in order to support the learning in the classroom

Tutor one day after school per week for those needing and/or requesting the assistance. The use of technology will be there to allow students the support they need.



Science Scheduled lab times for USA test prep at beginning of semester

in order to get a starting point with our students. Data will be used for diagnostic purposes as well as remediation.

Increased reading and writing through science journals so that students will see the connection between the curriculum.

Utilize more science lab experiences for our students in order to ensure that the hands-on is related to the textbook information.



Science Allow more opportunities for reading for understanding by

placing emphasis on comprehension, vocabulary, spelling, and the utilization of reference materials such as dictionaries, thesauruses, etc using more informational texts.

Differentiated teaching strategies for students in this area knowing that some students have varied learning styles.



Social StudiesMake the 10th grade Social Studies requirement an

American Studies course which would cover the history of the United States through the Civil War.

The 11th grade Social Studies requirement would be the history of the United States from the Civil War to the present (US History EOC).

American Studies becomes a required course for 10th grade students and a prerequisite for the 11th grade students.



Social Studies For the 2013-14 academic year, change the name

of Global Studies II to American Studies.

Students will be required to read silently 10 minutes per day and keep a reading log. This increases vocabulary and word usage for our students.



Career and Technology Education (CATE)

The CATE department suggests the following strategies to help improve students’ scores in English.

Review and post the six traits for writing so that all students will become familiar with the process and the expectations.

Provide nonfiction reading materials that is related to the content area to which they are studying.

Students will summarize or give their opinions concerning what they have read. They should be able to verbalize it as well as write it.

Students will be given rubrics as a guide for receiving the maximum grade possible.

Purposeful reading and writing assignments will be given each Tuesday.



CATE Graded writing assignments will be returned on Fridays with

notes for corrections as needed. (Students will be allowed to make corrections as homework assignments. All corrected writing assignments will be collected on Monday mornings at the start of class.)

Writing folders for each student will be kept in the classroom so that students will see the connection between the courses.

After-school tutoring will be provided one day each week for students who are having difficulties and desire assistance.



9th Grade Academy USA Test Prep practice will be scheduled twice per week in

English I and Algebra I.

There will be one practice question in each class the students will attend.(English I, Algebra I, Environmental Science and Global Studies I)

There will be a cross curricular word analysis to be displayed in each class and the 9th grade hall notice board.

10 minutes of silent reading at the start of each class period.



9th Grade AcademyStudents will receive an incentive prize for completing the

USA Test Prep tests with passing scores.

Students who pass the End of Course Examination Program assessment for English I and Algebra I will be invited to a cookout at the end of the year.

Parents will be immediately informed about missing assignments and students will be required to remain after school. This time will be used for academic enrichment and/or behavior modification.


Clubs and Activities to Motivate Students at Ridgeland-Hardeeville High School


Drama Chorus Yearbook Newspaper (Jaguar Chronicle) National Honor Society National Junior Honor Society Student Government Association (SGA) Ambassador’s Club Book Club Art Club Medical Careers Club Family Career and Community Leaders of America (FCCLA) Future Business Leaders of America (FBLA) Chess Club Step Club Intramurals Etiquette Club Ladies of Distinction Men of Standards

Jasper County Alternative Program (JCAP)Ridgeland, South Carolina


Mr. Tillmon Ancrum, I, Director

“Give a man a fish and he eats for a day, teach him how to fish, he will eat for the rest of his life.”

Chinese Proverb

JCAPMr. Tillmon Ancrum, I, Director


The Jasper County Alternative Program in cooperation with our feeder schools (Hardeeville Ridgeland Middle School and Ridgeland Hardeeville High School) have initiated the following supports for our students’ academic and social development. Academically students are served by two highly qualified-certified teachers.



We emphasize and reinforce “The Triple-A’s” to Restoration. The three “A’s” represent: Attendance, Attitude and Academics.



Restoration ceremonies have been scheduled for once per month. Student how have utilized the “Triple-A’s” and met their JCAP assignments are recognized as they return to their home schools.



We utilize an ‘online’ curriculum named Acellus. Acellus offers a students all of their grade appropriate course work in English/Language Arts, Mathematics, Science and Social Studies. Acellus is aligned with South Carolina State Standards. Additionally, we incorporated a period of time each day for Silent Sustained Reading during which students self-select pieces of reading.



We are participating in the district’s Healthy School’s initiative by providing a physical activity time during the lunch hour every other day. (Usually by walking down to the track and doing a lap or two.)



Students have been introduced to two critical thinking games that they play after they have finished eating; Chess and Mancala. Student response to them has been positive and more and more of them are learning to play well. These games promote decision making and logical thought.



We also refer students to our new guidance counselor; who also conducts guidance sessions to large and small groups. Guidance topics have included: Nonverbal Communication, “I Am Me” poems; and Critical Thinking.


The JCAP director meets with each student individually. This provides an opportunity to conference with students and allows them a chance to reflect on their progress

District Office Level SupportThe Central Staff offers support through staff development, observations, feedback, and resources that will help the schools and their administrators complete the plans that are placed in this presentation. We have led the charge in implementing the Common Core State Standards training. We continue to provide Literacy updates and trainings as needed to assist the teachers.

A detail listing of the Staff Development and Professional Development will be given later this month.


Questions……


“building bridges from good to great” presented to the jasper county school board of trustees...

Documents

banner school

blue ribbon school

jasper county school

wanda bostick

grade level

level of proficiency

level administrators

interim principalms