Dr. Eddie Price, Principal , SJHS
Ms. Kelley Johnson, High School
Director, JCS
Mr. Bennett Jones, Assistant Principal,
SJHS
Ms. Laura Makey, MTSS Specialist, JCS

A BENCHMARK: SJHS 2010 – YEAR
ONE
► Description of Parking Lot Mule Days Week
► Fights in Courtyard, Hallway, and Bus Parking
Lot @ Homecoming Pep Rally
► Non-Students on Campus
► Parents Fighting in Parking Lot
► Student and Teacher Grabbing One Another
► The Colors: Blue – JoCo Hoover and Red -
Savage

THE DATA
► North Carolina Teacher Working Conditions
Survey
► Four-Year Graduation Rate
► Disciplinary Trend Data
► EOC Trend Data

NC TEACHER WORKING CONDITIONS
DATA – 2014 RESPONSE RATE &
OVERARCHING CLIMATE
Response Rate
SJHS 2014
SJHS
2012 % CHANGE
90.0 % 76.53% 13.47%
CHS CVHS CHHS SSS WJHS
75.27% 58.54% 44.09% 50.0% 78.16%
The faculty and staff have a shared vision.
100.0% 98.6%
There is an atmosphere of trust and mutual respect in this school.
100.0% 94.5%
Teachers feel comfortable raising issues and concerns that are important to them.
97.5% 94.6%
1.4%
5.5%
2.9%
80.0%
70.0%
69.1%
89.1% 82.5%
78.3% 70.7%
70.8% 65.9%
60.4% 69.4%
56.2% 50.0%
60.4% 54.5%

TEACHER WORKING CONDITIONS
COMPONENT -- TIME
SJHS 2014
SJHS
2012
%
CHANGE
70.3% 8.7% Class sizes are reasonable 79.0%
Teachers have time to collaborate with colleagues.
98.8%
Minimal interruptions
Non-instructional time provided is sufficient.
Efforts are made to minimize paperwork
Teachers have sufficient instructional time
95.0%
95.1%
82.3%
93.6%
93.2%
79.7%
81.1%
60.3%
86.7%
5.6%
15.3%
14.0%
22.0%
6.9%
Teachers are protected from duties that interfere with their essential role of educating students.
100.0% 85.3% 14.7%
CHS
42.9%
72.5%
59.4%
75.4%
54.4%
73.9%
52.2%
CVHS CHHS
37.5% 46.3%
81.2%
68.7%
72.3%
43.5%
72.3%
70.2%
80.0%
65.9%
76.9%
53.8%
82.5%
67.5%
SSS
59.2%
77.6%
53.1%
74.5%
47.9%
75.5%
58.3%
WJHS
48.5%
47.1%
55.2%
61.8%
47.8%
69.1%
51.5%

TEACHER WORKING CONDITIONS
COMPONENT – STUDENT CONDUCT
SJHS 2014 SJHS 2012
%
CHANGE
Students understand expectations
Students follow rules of conduct.
100.0%
94.9%
94.7%
80.8%
5.3%
14.1%
CHS
66.7%
40.6%
CVHS
85.4%
83.0%
CHHS
97.6%
95.1%
SSS
71.4%
22.4%
Policies and procedures about student conduct are clearly
School administrators consistently enforce rules
98.7%
96.2%
School administrators support teachers' efforts to maintain discipline
Teachers consistently enforce rules
98.7%
92.4%
The faculty work in a school environment that is safe.
100.0%
94.7%
93.3%
93.2%
78.7%
95.9%
4.0%
2.9%
5.5%
13.7%
4.1%
64.7%
52.2%
69.1%
50.7%
80.9%
91.7%
79.2%
91.7%
76.6%
100.0%
85.4%
85.4%
97.6%
66.7%
95.0%
77.1%
45.8%
63.8%
45.8%
77.6%
WJHS
66.2%
58.8%
70.1%
50.0%
65.2%
61.2%
91.2%

TEACHER WORKING CONDITIONS
COMPONENT – TEACHER LEADERSHIP
SJHS 2014 SJHS 2012
Teachers are recognized as educational experts.
100.0%
Teachers are trusted to make sound professional decisions about instruction.
98.7%
Teachers are relied upon to make decisions about educational issues.
Teachers are encouraged to participate in school leadership roles.
The faculty has an effective process for making group decisions to solve problems.
97.4%
100.0%
100.0%
89.0%
90.4%
87.7%
97.2%
94.4%
In this school we take steps to solve problems.
Teachers are effective leaders in this school.
Teachers have an appropriate influence on decision-making
100.0%
100.0%
88.7%
97.2%
94.5%
83.3%
%
CHANGE
11.0%
8.3%
9.7%
2.8%
5.6%
2.8%
5.5%
5.4%
CHS
75.4%
81.2%
75.4%
82.4%
59.4%
68.7%
78.8%
61.5%
CVHS CHHS
79.2% 75.6%
78.3%
76.6%
97.9%
76.6%
89.1%
85.1%
68.7%
75.6%
75.6%
87.8%
82.1%
85.4%
80.5%
65.0%
SSS WJHS
65.2% 72.7%
73.5% 80.3%
68.7% 68.7%
93.7% 79.1%
72.7% 65.0%
72.3% 65.1%
81.2% 92.3%
61.4% 47.7%

TEACHER WORKING CONDITIONS
COMPONENT – INSTRUCTIONAL SUPPORT
SJHS SJHS
State assessment data are available in time to impact instructional practices.
43.8% 84.8%
Local assessment data are available in time to impact instructional practices.
60.6% 91.0%
Teachers use assessment data to inform their instruction.
91.0% 95.6%
Provided supports translate to improvements in instructional practices by teachers.
Teachers are encouraged to try new things to improve instruction.
97.4%
100.0%
95.8%
100.0%
Teachers are assigned classes that maximize their likelihood of success with students.
93.0% 75.0%
Teachers have autonomy to make decisions about instructional delivery
(i.e. pacing, materials and pedagogy).
94.7% 85.9%
State assessments provide schools with data that can help improve teaching.
46.8% 67.1%
State assessments accurately gauge students’ understanding of standards.
29.9% 49.2%
%
CHANGE
-41.0%
-30.4%
-4.6%
1.6%
0.0%
18.0%
8.8%
-20.3%
-19.3%
CHS
45.9%
55.9%
77.6%
83.9%
95.3%
CVHS
35.7%
56.1%
91.3%
CHHS
40.0%
50.0%
70.3%
SSS
36.6%
59.0%
82.6%
WJHS
33.9%
58.9%
72.6%
51.6% 77.8% 66.7% 43.2% 54.2%
81.2% 73.3% 74.4% 82.6% 78.8%
37.7%
23.7%
84.1%
91.1%
48.8%
35.7%
78.4%
82.5%
56.8%
33.3%
79.5%
95.7%
46.2%
20.0%
79.0%
90.8%
41.0%
21.0%

SJHS 4-YEAR GRADUATION
COHORT

SJHS DROPOUT NUMBERS

SJHS DISCIPLINE AND EOC TREND
DATA
Office
Referrals
Biology
Proficiency
Math I
Proficiency
English II
Proficiency
2012-2013
2013-2014
CHANGE
1,479
596
-883
38.2%
49.2%
+11%
28.8%
35.4%
+6.6%
46.3%
53.0%
+6.7%

SO HOW DID IT HAPPEN?
Quite simply….
Staff, students, parents, stakeholders that were willing to embrace

The goal of this activity is to construct a free-standing house of cards using the following parameters:
1.
2.
3.
4.
The house must be at least 5 stories (vertical cards) tall – cards cannot be folded in half.
The house must have at least 10 cards on the bottom row (5 “columns”)
The Ace of Spades must be your last card on the house and should face up towards the ceiling.
Each position must follow the guidelines listed on the index card.

WHAT DOES CHANGE MEAN?
● Change is a verb – it means action
● Describe change
● How does change make you feel? How did it make you feel in the activity?
● What changes were the most difficult in the activity?
● Change is a double-edged sword – chaos yields breakthroughs
● Change fosters emotions
● When emotions are involved, stable leadership is a must

A THREE-PRONGED APPROACH
● Academic Focus
● Behavioral Pyramid of
Interventions
● Humanistic Approach

A THREE-PRONGED APPROACH
● Academic Focus
○ Create/Find The Hook
○ Walkthrough Tool
○ Ag Academy

STUDENT INTERVENTIONS
Incorporate Data
At-Risk Spreadsheet
Data Wall With Pictures
Intervention Contracts / Tribunal
Create a Team of Concerned Adults – Children’s Miracle Network
Seek Out At-Risk Students
Know Their Personal Situations (Probing questions)
Monitor Student Progress
Monitor Teacher Pass/Fail Rate
Utilize Multiple Recovery Programs
Individualized Scheduling
Student and Teacher Analysis
Student Interest and Buy-In

THE CHANGES: 2010-2014
Culture and Climate: Student and Teachers
Relationships
New Vision and Mission: SIT Endeavor – No After-School
Meetings
Core Academic Professional Development: An Engagement
Walkthrough Tool
Link to Walkthrough Tool
Behavioral Pyramid of Interventions
Classroom Expectations
Interventionists
Dean of Students
Managing My Own Behavior (MMOB)
Incorporate Data
At-Risk Spreadsheet
Data Wall With Pictures
Panic Room Criteria

THE CHANGES
Create a Team of Concerned Adults – Children’s Miracle Network
Monitor Student Progress
Monitor Teacher Pass/Fail Rate
Utilize Teacher Mentors
Progress Reports Weekly
Create Graduation Plans
Utilize Recovery Programs
Seek Out At-Risk Students
Know Their Personal Situations
Individualized Scheduling
Student and Teacher Analysis
Student Interest and Buy-In

THE CHANGES
Project Round Up
Care Packages in Summer
Clothes and Food
Multiple Credit Recovery Options
Summer School
Summer Academy
Evening Academy
POWER Recovery
Counselors Inform Teachers – PLCs
Personal Issues
Graduation Plan
Student Interests

MOST IMPACTFUL CHANGE
DESTINATION TRANSFORMATION

DRINK THE JUICE
➢
Philosophy
➢ What is POWER?
▪
▪
▪
▪ PLAN
ORGANIZE
WORK
EAT
▪ RELAX
➢
Various Bell Schedules

BUILDING CONSENSUS THROUGH
PLANNING
Planning Site Visit Feedback
Feedback From Site Visit Committee
Subcommittees
Subcommittee Objectives

DUTY/SUPERVISION
Weekly Schedule
Duty Roster

ATTENDANCE
We went from paper and pencil to… Google
Entire School -Spreadsheet

LESSONS LEARNED
► Communication
► Accountability (Teacher and Student)
► Leadership (willing to hold accountable)
► Continual progress monitoring -- Discussion vs
Dissension
► Teacher voice (Water Cooler)
► Rearranging the schedule to fit the needs of students and the building
► Consensus building in support and classified staff

TRADITIONAL SCHOOL DISCIPLINE
Based on a system of punishment and reward
Not typically used as a teaching tool
Makes the school culture adversarial
Tends to support labeling of students: bad and good kids
Bandage approach with few lasting effects

MMOB: MANAGING MY OWN
BEHAVIOR
Cooperative, supports community building, culture of mutual respect
Focus is on the behavior as a bad choice, not the student as a bad person
Gives misbehavior a context, the students see how their actions affect others
Reduces the amount of time spent on disciplinary action because the root of the problem is dealt with – reduces habitual offenders
Analyzes “triggers” of negative responses

MMOB: MANAGING MY OWN
BEHAVIOR
Recognizes the purposes of misbehavior
Aims to improve the future
Seeks to heal
Uses collaborative processes
Based on Restorative Discipline Principles

AN ACADEMIC FOCUS:
QUALITY CORE INSTRUCTION
Weekly PLC’s
- Professional development
- Literacy implementation in all departments
- PBL training
- Interest based lessons
- Hands-on learning
- Critical thinking
- Instructional technology
Student Engagement is CRITICAL!

- Walk throughs
- PBL and 21st
Century strategies

Teachers PLC weekly and are encouraged to design common assessments, compare the results and use the data to enhance instruction

1. Is engagement an issue in your setting? Perceived apathy?
2. How can any of the strategies presented to this point be applied in your setting?
3. What steps would be needed in order to implement identified steps?

POWER tutorials
- JCC online courses
- EVAC
- Ag Academy
- e2020
- AGP

- NCDPI RtI Pilot Initiative
- RtI/ MTSS Leadership team
( district and local)

Core Components of RtI for Literacy Instruction
~Universal screeners
~Xtreme
~Word Mapping strategies

Word Mapping Strategies
South Johnston High School Word Mapping Strategy – Schedule of Instruction
Part I: Pretest
Students will take a vocabulary pretest (GRADE) and a Word Mapping quiz. These will be completed by
January 31 st .
Part II: Introducing the Strategy
-The strategy will be introduced during the weeks of February 3 rd and 10 th .
-Part II consists of 4 lessons that require approximately 45 minutes each.
-The content covered in Part I includes introducing the definition of morphemes and presenting the 3 types of morphemes (prefixes, suffixes, and roots). The steps of the strategy are also introduced (MAPS). Practice worksheets are provided in the teacher’s manual.
Part III: Practicing the Strategy
-Practice of the Word Mapping Strategy will take place between February 10 th and April 30th.
-This section contains 6 practice lessons for prefixes, 6 practice lessons for roots and 6 practice lessons for suffixes. Each lesson requires approximately 30 minutes to complete.
-A monthly quiz or probe will be administered in March and April.
Part IV: Posttest
-The posttest will take place during the first two weeks of May.
-Posttests will include a vocabulary posttest (GRADE) and a final Word Mapping Quiz.

Data doesn’t lie.
2013 8th grade EOY Literacy Results : SJHS feeder schools
School
Benson
Middle
School
Four Oaks
Middle
Meadow
Percentage below grade level norm-
Reading
(MAP)
Percentage below grade level norm-
Language
Arts (MAP)
Percentage
NOT proficient on
8th grade
EOG
(ELA)
Percentage below
Reading norm and not proficient on
EOG
# of non EC students qualifying for
Language!
(Based on
TOSWFR) screener)
# of students needing
Tier 2 or
Tier 3 support
(Reading)
47% 53% 59% 86% 11 Tier 2: 10
Tier 3: 1*
52%
59%
50%
51%
58%
67%
88%
87%
13
7
Tier 2: 13
Tier 3: 1
Tier 2: 6
Tier 3: 2*

1. How aware are you of feeder school data?
1. What opportunities does this knowledge present/provide?

The Need for Vertical Alignment with Feeder Schools
Summer 2013
Met with feeder schools for ½ day of planning. Objectives included:
● Meet as a PLC to develop consistency in the reading curriculum used in feeder schools
● Formulate a common reading rubric/matrix that all schools will use to make decisions about the placement of students
● Collaborate to make decisions about possible interventions that would be consistent in all schools

There was no consistency among SJHS feeder schools.
★ grading policies
★ testing practices
★ scheduling
★ prevention and intervention strategies academic and behavioral.

Vertical Alignment with Feeder Schools
Continued Partnership with NCDPI and SJHS region
Purpose:
● establish alignment K-12
● complete District Initiative Inventory to identify commonalities
● develop a multi-tiered system of support across all SJHS region schools
● meet monthly with District Leaders and key stakeholders

Developing a Common Pyramid of
Interventions:
South Johnston Consortium

What are some barriers that may prevent vertical alignment within your setting?
Discuss the benefits of vertical alignment and the possibilities for achieving true alignment.

Four Oaks
Elementary
Benson
Elementary
Four Oaks
Middle
Meadow
Benson Middle
South Johnston
High

★ continued literacy alignment
★ writing alignment
★ professional development
★ transitioning MTSS into the high school
★ grading policies/practices
★ scheduling
★ monthly leadership meetings
★ cultivating shared value of Math matrix