Jasper County School District2015-2016 Update
Jasper County Board of Trustees’ MeetingMonday, August 10, 2015Ridgeland North Campus
General Lloyd W. Newton Auditorium
Dr. Vashti K. Washington, Superintendent
Berty Riley, Jasper County Board of Trustees Chairperson
2015-2016 Theme – “Jasper County School District: Where Excellence is Our Expectation!”
Vision Statement
The Jasper County School District aspires to
become the pride of the community where all
students are empowered to excel to high
academic standards guided by highly qualified
professionals and dedicated citizens.
Mission Statement
The mission of the Jasper County School District
is to provide a safe environment, promote self-
esteem, and educate all students to become
independent life-long learners and productive
citizens in a global society.
The Jasper County Board of Trustees
Very few responsibilities of a local School Board and
Superintendent are more important than a positive and
supportive relationship toward each other.
Clearly, the School Board functions as the school
district’s board of directors focusing on policy, setting
a vision for the schools, approving an annual operating
budget, and providing the critical link between the
school district and the community.
Jasper County School District
The Jasper County School District has approximately 480 employees
who serve more than 2,900 students at Ridgeland Elementary School,
Hardeeville Elementary School, Hardeeville Ridgeland Middle School,
Ridgeland Hardeeville High School, Jasper County Alternative Program
(JCAP), Academy for Career Excellence (ACE) and the Destiny Center
for Boys. In addition, the District supports after school programs for
children such as the YMCA in partnership with the AGAPE Life Center
in Hardeeville, the Boys & Girls Club of the Lowcountry in Ridgeland,
the SCANA Homework Center also in Ridgeland and the Antioch
Community Foundation.
Extended Learning Services
• Beaufort-Jasper Headstart – In 2013-2014, the Jasper County School District and the Beaufort-Jasper Headstart partnered to place students ages three to four in our school buildings.
• Beaufort-Jasper Comprehensive Health Services provides crucial medical needs to students and families in the Jasper County School District. This relationship has been in existence for many years.
Superintendent’s Goals
To advise the Board on policy revisions as needed to stay in compliance with state and federal mandates and to protect the best interest of the school district
To hire quality staff to meet the needs of the District
To reorganize staff and programs to better serve the District
To be an ambassador for the school district and keep all stakeholders informed and involved
To develop and implement an evaluation system for all employees
To implement a quality instructional program that meets the needs of all students
To hire quality staff to meet the needs of the District
Where Human Resources was in 2010
How we have improved in that area
Not all certified persons in the district were being evaluated using the state’s evaluation procedure.
We have had an ADEPT plan approved for the past five years and every certified employee is currently going through an approved State Evaluation using the ADEPT process: Induction Annual Formal Annual GBE Continuing Formal Continuing GBE PADEPP (for principals)
There was not a district wide evaluation process for classified employees of the district.
ALL classified employees have been assigned a district evaluation that they must go through each and every year.
HUMAN RESOURCES DEPARTMENT
Where Human Resources was in 2010
How we have improved in that area
Limited training was offered to Certified and Classified Employees to enhance their work performance and expectations.
All employees of JCSD are allowed to improve their knowledge base and their trainings through workshops and trainings as it relates to their area of need and area of work.
Vendors of the district did not contribute or sponsor any functions for the district as a result of being a vendor for JCSD and its employees
Our vendors are true partners with the Office of Human Resources and the district. These vendors have fully sponsored our District’s Recognition of the Year Banquet during the Spring of the year. They have also sponsored Employee Recognition during the Fall of the year.
Where Human Resources was in 2010
How we have improved in that area
Not all of our schools were considered “ALL CLEAR” with the SCDE Accreditation Classification through the Office of Federal and State Accountability
ALL of our schools are listed as “Accredited/All Clear. None of our schools are listed as “Warned”, “Advised”, nor “Probation”.
Personnel Files were filled with all information.
We have “correctly” separated the files as should be: Personnel file contains the
evaluations, applications, resumes, etc.
I-9 employment verification is in a separate file.
SLED reports are in a different file Medical records are in a separate
file
Where Human Resources was in 2010
How we have improved in that area
Recruitment was limited and the results of the recruitment were not as successful.
We have broaden our recruitment base and have strategic planned how and where to recruit teachers. We have increased our base of recruitment and the results have yielded to some effective teachers from across the United States as well as the state of South Carolina.
Teachers with Advanced Degrees - 56.5%
Teacher with Advanced Degrees – 67.7%
Continuing Contract Teachers (more than 5 years in the district) – 53.9%
Continuing Contract Teachers (more than 5 years in the district) – 59.3%
Teacher Retention – 75% Teacher Retention – 76.1%
Vacancies in the district for more than nine weeks in one classroom – 5.2%
Vacancies in the district for more than nine weeks in one classroom – 1.6%
Confront the Brutal Facts (Yet Never Lose Faith).
A Culture of Discipline – All companies have a culture, some companies have discipline, but few companies have a culture of discipline. When you have disciplined people, you don’t need hierarchy. When you have disciplined thought, you don’t need bureaucracy. When you have disciplined action, you don’t need excessive controls. When you combine a culture of discipline with an ethic of entrepreneurship, you get the magical alchemy of great performance.
“Good to Great” written by Jim Collins
Ridgeland-Hardeeville High SchoolDiscipline Report Summary School Year 2014-2015
The chart consists of students with 3 or more referrals in PowerSchool. These range from 3 to 15 referrals.
Grade Population Repeated Offenders
Number SPED
Percentage Offenders
9th 185 23 6 12%10th 184 41 6 33%11th 125 14 5 8%12th 153 10 1 7%Total 647 88 18
Ridgeland Hardeeville High School2014-2015 Top Infractions
Disrupting Class
InappropriateLanguage
Major Disruption
Cutting Class
Refusal to obey
9th 13 10 7 29 13
10th 53 44 26 61 33
11th 40 13 28 65 30
12th 7 13 7 12 6
Type of Behaviors Number of Incidents 6th Grade 7th Grade 8th GradeHit/Kick/Punch 111 5 70 36Cutting Class 64 4 35 25Fighting 100 3 49 48Major Disruptions 233 3 110 120Refusal to Obey 127 2 40 85Bus Violation 131 14 64 53Disruption of Class 81 1 48 32Inappropriate Behavior 46 0 19 27Inappropriate Language 74 0 23 51
Hardeeville Ridgeland Middle SchoolTypes of Behaviors by Grade Level
Hardeeville Ridgeland Middle SchoolSpecial Education Students
Ridgeland Elementary School2014-2015 Repeat and Consistent Offenders
Grade Level Repeat Offenders
(2 or more major referrals)
Consistent Offenders
(Consistent and major disruptive behaviors- both major referrals and other
behaviors dealt with in the school such as: Teacher
intervention, administrative intervention, Guidance
services, Carolina Therapeutic, Jamison Consultants, and/or
Wright Directions)
Types of Behaviors
CD 0 3 Physical Aggression, hitting, biting, kicking, destroying objects in classroom, running, hitting teachers and students, profanity
Kindergarten
2 4 Fighting, throwing objects, major disruption
to the learning environment, hitting
teachers and students, profanity
Ridgeland Elementary School2014-2015 Repeat and Consistent Offenders
Grade Level Repeat Offenders (2 or more major
referrals)
Consistent Offenders Types of Behaviors
1st Grade 4 7 Fighting, Physical Aggression, profanity,
throwing objects at students and teachers,
running out of the building, causing a
major disruption to the learning environment
2nd Grade 17 17 Fighting, Physical Aggression, Disrespect,
Defiant, Insubordination, Disturbing School
(Throwing Desk, Books, Paper, Running around
Building)
Ridgeland Elementary School2014-2015 Repeat and Consistent Offenders
Grade Level Repeat Offenders (2 or more major
referrals)
Consistent Offenders Types of Behaviors
3rd Grade 17 13 Fighting, Physical Aggression, Disrespect,
Defiant, Insubordination, Disturbing School
(Throwing Desk, Books, Paper, Running around
Building)
4th Grade 26 15 Fighting, Physical Aggression towards
student and teacher, Disrespect, Defiant,
Insubordination, Disturbing School
(Throwing Desk, Books, Paper, Running around
Building)
Ridgeland Elementary School2014-2015 Repeat and Consistent Offenders
Grade Level Repeat Offenders (2 or more major
referrals)
Consistent Offenders Types of Behaviors
5th grade 41 19 Fighting, Physical Aggression towards
student and teacher, Disrespect, Defiant,
Insubordination, Disturbing School
(Throwing Desk, Books, Paper, Running around
Building)
Hardeeville Elementary School2014-2015 Consistent Offenders
Grade Level
Number of consistent offenders
Consistent inappropriate behaviors
Kindergart
en
4
- Hitting teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission
First grade
5
- Hitting teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission
Hardeeville Elementary School2014-2015 Consistent Offenders
Grade Level
Number of consistent offenders
Consistent inappropriate behaviors
Second grade
6
- Hitting teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission- Not on task and refusing to complete or attempt
any/all academic tasks assigned- Refusing to enter the classroom/go to class - Running away from teacher/staff
Hardeeville Elementary School2014-2015 Consistent Offenders
Grade Level
Number of consistent offenders
Consistent inappropriate behaviors
Third Grade
8
- Hitting, pushing, shoving teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission- Not on task and refusing to complete or attempt
any/all academic tasks assigned- Speaking to teacher/staff in an inappropriate
manner (cussing, yelling, etc.)- Refusing to enter the classroom/go to class - Running away from teacher/staff- Trashing bathroom and leaving bodily waste on
the floor and walls
Hardeeville Elementary School2014-2015 Consistent Offenders
Grade Level
Number of consistent offenders
Consistent inappropriate behaviors
Fourth Grade
10
- Hitting, pushing, shoving teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission- Not on task and refusing to complete or attempt
any/all academic tasks assignedSpeaking to teacher/staff in an inappropriate manner (cussing, yelling, etc.)
- Attempting to intimidate/bully other students- Refusing to enter the classroom/go to class - Running away from teacher/staff- Trashing bathroom and leaving bodily waste on
the floor and walls
Hardeeville Elementary School2014-2015 Consistent Offenders
Grade Level
Number of consistent offenders
Consistent inappropriate behaviors
Fifth Grade
10
- Hitting, pushing, shoving teachers /students- Kicking, turning over school property- Refusing to obey teachers/staff- Leaving class/area without permission- Not on task and refusing to complete or attempt any/all
academic tasks assigned- Speaking to teacher/staff in an inappropriate manner
(cussing, yelling, etc.)- Attempting to intimidate/bully other students- Refusing to enter the classroom/go to class - Running away from teacher/staff- Trashing bathroom and leaving bodily waste on the floor
and walls
TOTAL 43
Some of the Communities We Serve
Ridgeland: Hardeeville:
Logan Lane Midway Village
Baytree Deer Run
Woodridge
Fordsville
Mitchellville
Pocotaligo
Celebrate what you’ve accomplished, but raise the bar a little higher each
time you succeed.
Ridgeland Hardeeville High SchoolGraduation Record for 2015
48 – Four-Year Colleges
34% 43 – Two-Year Colleges
30% [Total for Two- or Four-Year Colleges – 64%]
30 – Work 21%
5 – Military 4%
7 – Special Education (Non-Diploma) 5% 9 – Undecided
6%
142 – Total Students That Graduated on June 2015 with a Diploma 11 – Failed (6 Out of These 11 Students Are In Summer School)
Ridgeland Hardeeville High SchoolGraduating Class of 2015 Scholarship
Information
Lottery$ 983,200
All Other $ 2,078,233
TOTAL $ 3,061,433
2014 Graduating Class Scholarships - $1,922,200
TOTAL TESTED
TOTAL EARNED CERTIFICATES
% EARNED CERTIFICATES
129 105 82
RIDGELAND HARDEEVILLE HIGH SCHOOL CLASS OF 2016WORKKEYS NATIONAL CAREER READINESS CERTIFICATES
EARNED APRIL 2015 ASSESSMENT
In spring 2015, all eleventh grade students took ACT which is a college readiness assessment mostly administered to high school seniors who have followed a college prep path for enrollment at a four year college or university.
LEVELS OF CERTIFICATES EARNED
PLATINUM 0 0
GOLD 5 4%
SILVER 54 42%
BRONZE 46 36%
TOTAL EARNED 105 82%
The ACT NCRC is awarded at four levels, based on the scores achieved on the component assessments:
Platinum: Scores of Level 6 or higher on all three exams Gold: Scores of Level 5 or higher on all three exams Silver: Scores of Level 4 or higher on all three exams Bronze: Scores of Level 3 or higher on all three exams
The Lowest student athlete GPA at RHHS WAS A 2.0. The
highest student athlete GPA at RHHS was a 4.6. The average
GPA of all the student athletes at RHHS was a 2.7. We have
hired Ms. Deirdre Butler as our Academic Athletic Advisor at
RHHS.
We will also be starting our Academic Study Hall Program at
HRMS this year. We will be hiring someone for that position
very soon.
RHHS STUDENT ATHLETES HIGHEST, LOWEST AND AVERAGE GPA
What’s in place for 2015-2016?
Summer enrichment program was offered to rising eleventh graders who scored on the
bubble for enrollment in the Early College Credit Opportunity Program (Dual
enrollment). They were re-tested on July 29th
Completion ceremony was held July 29th. The highlight of the ceremony came from a
freshman who completed her first year at Winthrop; she spoke on the positives of dual
enrollment. She returns to college in August as a second semester sophomore. She
highlighted three key elements of college retention (ACT.org) after the freshman year:
Academic discipline
Commitment to college
Social connection – staying in contact with professors; surrounding yourself with others
who can help you.
Implementation of the Jasper County Virtual School program. The opportunity for
expansion of rigorous and new course offerings (e.g., French, AP courses, etc.) is
crucial for college readiness.
Number of juniors meeting dual enrollment eligibility has increased to 20
Two tutors and graduation coaches designated for juniors in preparation for college and
career readiness
A preparatory course built in the course master to assist students with mastery of
standards
A weekly timeframe designated for ACT readiness through English 3 classes with the
support of the Work-based Learning Coordinator will continue.
Early Childhood and Elementary Literacy
• Leveled Literacy Intervention Kit Training (2 cohorts trained in the complete LLI kit, will be used as intervention piece this year)
• Daily 5 and CAFÉ – All Kindergarten through 5th Grade Teachers trained in the Daily 5 framework and with using CAFÉ strategies during literacy block
• Coaches and Facilitators were trained in the use of the Journeys Reading Series components such as the Comprehensive Leveled Literacy Guide (CLLG)
• A cohort was trained in the new DRA 2 Assessment kit that is mandated by the State for all 5K students
• A cohort was trained in the PALS Assessment which was chosen as our 4K Formative Assessment (State required all districts to choose from a menu of options)
Early Childhood and Elementary Math
• The newly formed Math Leadership Team (2 members from each grade at both schools) was trained in ePlanner components
• The Math Leadership Team began the process of matching Everyday Math to the new SC College and Career Ready Math Standards
• Everyday Math for Beginners
• Everyday Math Refresher for those familiar with the series
All Early Childhood and Elementary Subjects
• Power Planning for Child Development through 5th Grade – a close look at the new College and Career Ready Standards for ELA, Science and Social Studies standards; planning for a successful first quarter
Elementary Schools (At each school RES
and HES)1 Schoolwide Title I Curriculum Facilitator
1 Instructional Coach
1 Reading Coach (Funded by State - Read to Succeed
Initiative)
2 Reading Interventionists
2 ESOL Teachers
1 (Certified) Parent Involvement and Volunteer Coordinator
Part-Time/Contracted Translator
Priority School Funding
Title I Funding
SC Chamber of Commerce/SCANA (SCE&G) After-School
Homework Center Funding
Boys and Girls Club (RES); Agape (HES)
Middle School1 Schoolwide Title I Curriculum Facilitator
1 Instructional Coach
1 Reading Interventionist
1 Math Interventionist
1 Parent Liaison
Priority School Funding
Title I Funding
High School1 Secondary Instructional Coach
Parent Liaison/Bi-Lingual Translator/Receptionist
Gear Up Coaches
Technology Sessions Open to All Staff Members
• Office 365
• One Note
• Classroom Resources
• IT help
• Network Security
• Promethean and Curriculum
• Effective Technology Integration
• Implementing Technology in the 1:1 Classroom
• Blended Learning Strategies and Tools for Teachers
• Nook Basic
Literacy
Literacy is the “gatekeeper” competency to all
others. Proficient readers and writers enjoy
increased achievement across all content areas --
to cultivate a school-wide literacy environment
where students read and discuss books, proclaim
a love of reading in school initiatives, and yearn
for more independent reading time.
Literacy (Continued)
With the right support and the best
instructional practices, our faculty can create
a thriving culture of literacy. To get there, we
offer effective strategies centered on a variety
of topics such as making the shifts necessary
for rigorous instruction, foundations of early
literacy, effective guided reading instruction,
independent reading for deeper
comprehension, and building writing
proficiency across the curriculum.
Jasper County School District Partners with
The Citadel to Boost Literacy
Dr. Vashti K. Washington, Superintendent, poses with The Citadel Professor, Dr. Dan Ouzts, and the Dean of the School of Education, Dr. Larry Daniel. The Citadel is offering courses to teachers interested in becoming certified in Literacy Education.
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