Sie sind auf Seite 1von 40

DUPLIN COUNTY SCHOOLS

James Kenan High


School
Teacher Handbook
Every Tiger...One Vision

TABLE OF CONTENTS

VISION
~ GRADUATING EVERY JAMES KENAN HIGH
SCHOOL STUDENT PREPARED FOR SUCCESS IN
COLLEGE, CAREERS AND LIFE.

MISSION
~ INSPIRING STUDENTS TO BECOME LIFELONG
LEARNERS, PREPARED FOR SUCCESS IN
COLLEGE, CAREERS AND LIFE.

JKHS BELL SCHEDULES 2016-2017

DUPLIN COUNTY SCHOOLS


2016-17
K-12 School Calendar

AUGUST 2016
S

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24#

25

26

27

10

11

12

13

14

15

*16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

10

11

12

13

14

AUGUST
19 ........................ Optional Teacher Workday
22...Mandatory Teacher Workday/Convocation
23 ...... Mand. Teacher Workday(District Mtgs)
24 ................ Optional Teacher Workday (HS)
24 ............ Mandatory Teacher Workday (K-8)
25..Mandatory Teacher Workday/Open House
26 ....................... Optional Teacher Workday
29 ................................ First Day for Students
SEPTEMBER
5 ........................................Labor Day Holiday
21 ................ Mandatory District-wide PD Day
OCTOBER
28 ............ Student Half Day/Teacher Full Day
st
28 ............................... End 1 Grading Period
31 .......................... Begin 2nd Grading Period
NOVEMBER
11 ................................ Veterans Day Holiday
23 ........................ Optional Teacher Workday
24-25 ............................ Thanksgiving Holiday
DECEMBER
16 ............ Student Half Day/Teacher Full Day
19 ........................ Optional Teacher Workday
20-22 ....................................... Vacation Days
23-27 ................................. Christmas Holiday
28-30 ....................................... Vacation Days
J ANUARY
2 .............................. New Years Day Holiday
16 ......................... Martin Luther King Holiday
25 ............................. End 2nd Grading Period
26 ................... Mandatory Teacher Workdays
27 ............... Optional Teacher Workday (K-8)
27 ............ Mandatory Teacher Workday (HS)
30 ........................... Begin 3rd Grading Period
FEBRUARY
22Mandatory District-wide PD Day
MARCH
31 ............ Student Half Day/Teacher Full Day
31 ............................. End 3rd Grading Period
APRIL
3 ............................. Begin 4th Grading Period
14 ............................................ Easter Holiday
17-20 ....................................... Vacation Days
21 ........................ Optional Teacher Workday
MAY
29 ................................ Memorial Day Holiday
J UNE
9 ........... Last Day of School/Student Half Day
9 ... End 4th Grading Period/Teacher Full Day
12, 13 ............... Mandatory Teacher Workday
14, 15 .................Optional Teacher Workdays
TBD ........................... East Duplin Graduation
TBD ....................... James Kenan Graduation
TBD ......................... North Duplin Graduation
TBD ................. Wallace-Rose Hill Graduation

15

16

17

18

19

20

21

KEY

22

23

24

[25]

26

27#

28

29

30

31

28

29

30

31

SEPTEMBER 2016
S

S
3

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

OCTOBER 2016
S

S
1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

*[28]

29

30

31

NOVEMBER 2016
S

T
1

W
2

T
3

F
4

S
5

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

DECEMBER 2016
S

T
1

F
2

S
3

J ANUARY 2017
W

Student Make-Up Days


December 19
January 26
January 27
February 22

FEBRUARY 2017

(Revised 07-05-16)

Student Begin/End Days


Teacher Workdays (Optional)
Teacher Workdays (Mandated)
Holidays
Annual Vacation Leave Days
[ ] End of Grading Period
* Student Half Day
#
Split Mandatory/Optional Workday

S
4

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

MARCH 2017
T

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

*[31]

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

APRIL 2017
S
1

30

MAY 2017
S

J UNE 2017
W

*[9]

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Mandated Workdays
August 22, 23, 25
August 24 (K-8)#
September 21
January 26
January 27 (HS)
February 22
June 12, 13
Optional Workdays
August 19, 24, 26
August 24 (HS)
November 23
December 19
January 27 (K-8)#
April 21
June 14,15

30-Minute Advisory/3 Lunch Schedule


First Day of School August 29th
7:40
Employee Sign-In/On-Duty
7:40
Buses Unload
7:40-7:56
Breakfast (16 minutes)
7:56-8:00
Transition to Advisory (4 minutes)
8:00-8:30
Advisory (30 minutes)
8:30-8:34
Transition to 1st Period (4 minutes)
8:34-9:56
1st Period (82 minutes)
9:56-10:00
Transition to 2nd Period (4 minutes)
10:00-11:22
2nd Period (82 minutes)
11:22-11:26
Transition to 3rd Period/1st Lunch (4 minutes)
11:26
Start 3rd Period/1st Lunch
11:26- 11:581st Lunch (32 minutes)
11:58-12:02
Transition 1st Lunch to 3rd Period (4 minutes)
12:02
Tardy Bell (1st lunch returning to 3rd Period)
12:15
Start 2nd Lunch/Release 2nd Lunch Students
12:15-12:47
2nd Lunch (32 minutes)
12:47-12:51
Transition 2nd Lunch to 3rd Period (4 minutes)
1:04
Start 3rd Lunch/Release 3rd Lunch Students
1:04-1:36
3rd Lunch (32 minutes)
1:36-1:40
Transition to 4th Period (4 minutes)
1:40-3:00
4th Period (80 minutes)
3:00
School Dismissed
3:00-3:05
Transition to Buses/Carpool (5 minutes)
3:05
Buses Depart Campus
3:20
Certified Employee Sign-Out (minimum)
4:00
Classified Employee Sign-Out

3 Lunch Schedule/No Advisory


1st 3 Weeks of School Aug. 30 - Sept. 16
7:40
7:40
7:40-7:56
7:56-8:00
8:00-9:35
9:35-9:39
9:39-11:09
11:09-11:13
11:13
11:13-11:43
11:43-11:47
11:47
12:01
12:01-12:31
12:31-12:35
12:35
12:48
12:48-1:18
1:18-1:28
1:22-3:00
3:00
3:00-3:05
3:05
3:20
4:00

Employee Sign-In/All Employees On Duty


Buses Unload
Breakfast (16 minutes)
Transition to 1st Period (4 minutes)
1st Period (95 minutes)
Transition to 2nd Period (4 minutes)
2nd Period (90 minutes)
Transition to 3rd Period/1st Lunch (4 minutes)
Start 3rd Period/1st Lunch
1st Lunch (30 minutes)
Transition 1st Lunch to 3rd Period (4 minutes)
Tardy Bell (1st lunch begins 3rd Period)
Start 2nd Lunch/Release 2nd Lunch Students
2nd Lunch (30 minutes)
Transition 2nd Lunch to 3rd Period (4 minutes)
Tardy Bell (2nd lunch resumes 3rd period)
Start 3rd Lunch/Release 3rd Lunch Students
3rd Lunch (30 minutes)
Transition to 4th Period (4 minutes)
4th Period (98 minutes)
School Dismissed
Transition to Buses/Carpool (5 minutes)
Buses Depart Campus
Certified Employee Sign-Out (minimum)
Classified Employee Sign-Out

Lunch and Learn Schedule


JKHS Regular Schedule (Scheduled to begin 4th Week)
7:40
Employee Sign-In/On Duty
7:40
Buses Unload
7:40-7:56
Breakfast (16 minutes)
7:56-8:00
Transition to 1st Period (4 minutes)
8:00-9:27
1st Period (87 minutes)
9:27-9:31
Transition to 2nd Period (4 minutes)
9:31-10:57
2nd Period (86 minutes)
10:57-11:01
Transition to Learn (4 minutes)
-Monday-1st Period
-Tuesday-2nd Period
-Wednesday-3rd Period
-Thursday-4th Period
-Friday-Advisory (Academic Support)
11:01
Tardy Bell/All Students In Learn
-Principal Announcement Dismisses Non-Learn
-Learn Students Remain in class
11:01-11:30
Learn Period (29 minutes)
11:30
Learn Students Dismissed from Learn to Lunch
11:59
Lunch Ends
11:59-12:03
Transition to 3rd Period (4 minutes)
12:03-1:29
3rd Period (86 minutes)
1:29-1:33
Transition to 4th Period (4 minutes)
1:33-3:00
4th Period (87 minutes)
3:00
School Dismissed
3:05
Buses Depart Campus
3:20
Certified Employee Sign-Out (minimum)

Duplin County Board of Education


2016-2017
Mr. Brent Davis, Board Chairman
Mr. Hubert E. Bowden
Mr. David Jones
6

Mrs. Pamela Edwards


Mr. S. Reginald Kenan
Dr. Austin Obasohan, Superintendent
Mr. Adam Mitchell, Board Attorney
JKHS ADMINISTRATION
MR. MICHAEL HOLTON, PRINCIPAL
MRS. JACKIE NEWTON, ASST. PRINCIPAL/TESTING COORDINATOR
MR. BRIAN JONES, ASST. PRINCIPAL/CURRICULUM AND INSTRUCTION COORDINATOR
GUIDANCE
SYLVIA DRAUGHN, DEAN OF STUDENTS
MRS. MELBA KEATHLEY, CDC
MRS. SHARNELL DIXON, COUNSELOR
MRS. CHRISTA BASS, COUNSELOR
MRS. ANN BATTS, GUIDANCE TECHNICIAN
MS. AMIRA ALEXANDER, COLLEGE ADVISOR
FRONT OFFICE STAFF
MRS. DELLA JONES, TREASURER
MRS. ENA JONES, FRONT OFFICE RECEPTIONIST
MRS. KELLI WILLIAMS, POWERSCHOOL COORDINATOR/DATA MANAGER
SCHOOL RESOURCE OFFICER
MR. JAMES TYSON, SRO
NURSE
MRS. KATHRYN KING, SCHOOL NURSE
SOCIAL WORKER
MS. GERRON RIVENBARK
CUSTODIAL STAFF
SWINDELL BEST, HEAD CUSTODIAN
DARLENE CARR
DELEON SIMMONS
KAREN MELVIN

JKHS DEPARTMENTS

EC DEPARTMENT

MRS. VALARIE COX, DEPT. CHAIR


MRS. LORRAINE BEADORE
7

MS. AMY CHRISMON


MRS. REGINA MCDANIEL
MRS. AMY DAWN SMITH, TA
MR. LILLIAN SATCHELL, TA
MRS. TAMEKA MCINTYRE, TA

PHYSICAL EDUCATION DEPARTMENT

ENGLISH/ FINE ARTS DEPARTMENT


MRS. MORGAN LLOYD, DEPT. CHAIR
MR. MICHAEL SMITH
MS. EMMA TURI
MRS. RACHEL PENDER
MR. ERIC HANCOCK
MRS. TESS YERBY, SPANISH
MS. PATRICIA CREITTENDEN, ESL
MR. JIMMIE NEWKIRK
FINE ARTS DEPARTMENT
MS. LEAH HUMPHREY, ART/ DEPT.
CHAIR

MS. ANDREW WASSUM, BAND/CHORUS

MS. WENDY LANIER, DEPT. CHAIR


MR. RONNIE BATTS, ATHLETIC
DIRECTOR
MR. KEN AVENT JR.
MR. MITCHELL QUINN
CAREER & TECHNICAL EDUCATION
DEPARTMENT

MRS. MELBA KEATHLEY, CDC


MRS. DARLENE QUINN, DEPT. CHAIR
MRS. BRIGITTE PHILLIPS
MR. GEORGE CRAWFORD
MRS. SHIRLEY DEVONE
MR. ROBBIE FONVEILLE
MS. JAMISHA RAYMOND
CSM ROZENIA CARTER-SHERMAN
MAJ. LEE MCQUEEN
MR. JOSHUA SINGLETARY

MATH DEPARTMENT
MS. HUNTER DANSBY, DEPT. CHAIR
MS. KATE KELLER
MRS. HANNAH BELL
MR. BRAD LLOYD
MRS. LAURA TAYLOR-FONVIELLE
MS. CHARDE WASHINGTON

SCIENCE DEPARTMENT
MS. ERICA LEVAI, DEPT. CHAIR
MS. JESSICA SMITH-DAUGHTRY
MS. CORINNE STAUB
MS. MORGAN BRENDLE
MR. ALEX GREENSPAN

HISTORY DEPARTMENT
MS. MARLEY BLANCHARD, DEPT. CHAIR
MR. DAVID BROOKS
MS. TAYLOR MATTHIS
MR. ROBBIE FUTCH

CURRICULAR SUPPORT
MS. SHIRLEY BRYANT, MEDIA
MRS. VALERIA DAVIS, ONLINE
MS. ROBERTA MCCALOP, MEDIA TA

ROOM ASSIGNMENTS
DIXON, SHARNELL
AVENT, KEN
CRITTENDEN, PATRICIA

ROOM 8
ROOM 52, 87
ROOM 65
8

BATTS, RONNIE
BELL, HANNAH
MELVIN, REGGIE
BEST, SWINDELL
BLANCHARD, MARLEY
STAUB, CORINNE
COX, VALERIE
BROOKS, DAVID
BRYANT, SHIRLEY
WASHINGTON, CHAR'DE
CASSELL, TIFFANY
CRAWFORD, GEORGE
DEVONE, SHIRLEY
DRAUGHN, SYLVIA
LLOYD, WILLIAM BRAD
ERIC HANCOCK
MELVIN, KAREN
FONVEILLE, ROBBIE
BASS, CHRISTA
WASSUM, ANDREW
TAYLOR, LAURA
HOLTON, MICHAEL
PITTMAN, LEAH
JONES, DELLA
JONES, ENA
KING, KATHRYN
LANIER, WENDY
LEVAI, ERICA
BEADORE, LORRAINE
LLOYD, MORGAN
MCDANIEL, REGINA
FUTCH, ROBBIE
BATTS, ANN
MCCALOP, ROBERTA
MCQUEEN, LEE
MATTHIS, TAYLOR

ROOM 64
ROOM 141
ROOM 63 (ISS)
RADIO
ROOM 137
ROOM 18
ROOM 62
ROOM 64
ROOM 80
ROOM 70
ROOM 58
ROOM 57
ROOM 23
OFFICE BESIDE ART ROOM
ROOM 69
ROOM 77
RADIO
ROOM 54
ROOM 8
ROOM 32
ROOM 72
ROOM 3
ROOM 14
ROOM 709
ROOM 100
MOBILE UNIT ADJACENT BUS PARKING LOT
ROOM 61
ROOM 22
ROOM 69
ROOM 138
ROOM 67
ROOM 15
ROOM 8
ROOM 80
ROOM 28
ROOM 13

ROOM ASSIGNMENTS
NEWKIRK, JIMMIE
KELLER, KATE
PENDER, RACHEL

ROOM 75
ROOM 78
ROOM 73
9

PHILLIPS, BRIGITTE
TURI, EMMA
QUINN, DARLENE
QUINN, MITCHELL
YERBY, TESS
JONES, BRIAN
RAYMOND, JAMISHA
RIVENBARK, GERRON
SATCHELL, LILLIAN
SINGLETARY, JOSHUA
SIOMMONS, DELEON
SMITH, MICHAEL
CHRISMON, AMY
DANSBY, HUNTER
GREENSPAN, ALEX
TYSON, JAMES
BRENDLE, MORGAN
SMITH-DAUGHTRY, JESSICA
MEDIA DISTANCE LEARNING LAB
WILLIAMS, KELLI
CARR, DARLENE
MEDIA CENTER COMPUTER
MEDIA CENTER WORK ROOM
MEDIA CENTER
WEIGHT ROOM

ROOM 17
ROOM 139
ROOM 25
ROOM 67
ROOM 71
ROOM 1-C
ROOM 9
MOBILE UNIT ADJACENT BUS PARKING
LOT
ROOM 71
ROOM 7
RADIO
ROOM 79
ROOM 66
ROOM 74
ROOM 21
RADIO
ROOM 24
ROOM 16
ROOM 83
ROOM 1-A
RADIO
ROOM 81
ROOM 82
ROOM 80
ROOM 52

Safety Procedures

Fire/Tornado/ Safety Drills:


10

Contact: Brian Jones, Assistant Principal


Please refer to the Crisis Flip Charts located in each room. The Crisis Flip Charts should
be kept in each teachers desk drawer for easy access in the event of a drill or emergency.
Reference the safety drill maps posted in each individual room. If you are unable to locate
a Crisis Flip Chart in your room or office, contact administration immediately and request
a copy be provided. If you plan to be absent and have a substitute scheduled for your
position, leave the Crisis Flip Chart visible on your desk or instructions as to the location
of the Crisis Flip Chart. In the event of emergency or last minute absences, teachers are
required to maintain an Emergency Lesson Plan Folder. This folder should include
instructions or directions related to emergency/safety drills and procedures. Always
prepare emergency plans as if emergency situations or drills will occur on the day you are
absent and make sure your substitute is well informed.
Emergency Drills:
Contact: Brian Jones, Assistant Principal
In accordance with Policy Code: 1510/4200/7270 School Safety, James Kenan High
School will practice emergency and safety drills on a monthly basis for all students and
staff. All drills and related procedures must be followed in detail as if the situation were
an actual emergency. All faculty and staff are required to discuss all safety and crisis drills
and procedures with all students under their care, in every class period or with other
groups of students meeting under their supervision on campus outside of the regular
school hours. Evacuation plans must be posted in a visible location near the doorway in
all classrooms, offices and workstations on campus. Contact administration if your
area/room/office does not have an evacuation plan posted. All evacuation plans must be
accurate and up-to-date.
To Report Maintenance Needs:
Contact: Brian Jones, Assistant Principal
Please email all maintenance needs to the assistant principal (Roderick Boyles) or the
bookkeeper (Della Jones). The assistant principal or bookkeeper will submit an electronic
work order to maintenance (only these two individuals have access to the maintenance
work order website. Be as specific as possible in your email description. All requests
must be made officially in writing through an email. Verbal communications may get the
attention of key individuals, but will likely be forgotten if not placed in written form.

11

Instructional
STEM Education
JKHS submitted an application with the NC STEM Recognition Program during the 20142015 school year. As a result, JK was one of two schools in Duplin County and one of the
few schools in NC that advanced to the "School Visit" round of the STEM Recognition
process. Our visit will occur on the JKHS campus on October 6, 2015, when a team of
STEM evaluators will visit our school to conduct interviews of teachers, students,
business partners, other staff, central office staff and other involved individuals. The team
will observe classes and review lesson plans and other documentation related to the STEM
Recognition Standards. This visit is considered extremely important, prestigious and the
culmination of much hard work and dedication. We will discuss the visit, our overall
expectations and our preparation plans between the opening of school and October 6. All
faculty and staff will play a major role in our STEM Recognition efforts and are expected
to participate fully in the process. Being recognized as an official NC STEM School
would have an extremely positive impact on our school and surrounding community.
JKHS Academic and Instructional Philosophy, Expectations and Best Practices
Rigor/Relevance/High Level Engagement: Classroom instruction should be challenging
and relevant to life outside of academia and to the lives of our students. Learners should
be engaged in the learning process through the use of hands-on-activities, higher order
thinking skills, and problem solving techniques.
JKHS Mission: Inspiring students to become lifelong learners, prepared for success in
college, careers and life.
Strategic Intent: In order for our students to successfully compete and achieve success in
college, careers and life, we must instill in them a desire to continuously learn throughout
life. To accomplish our Mission, we understand all JKHS teachers must consistently
utilize a common set of instructional approaches to learning and adopt a common
instructional philosophy centered on Rigor, Relevance and active student engagement.
We believe in student-centered instruction and understand students learn more by doing
than by being told. If you observe our classrooms you will find students actively engaged
in the lesson. We understand note taking and lecturing have a place in the classroom.
However, these strategies or skills should not be the prominent instructional approach in
any classroom.
Instructional Rounds
Instructional Rounds are designed to provide instructional feedback to teachers, through
peer observations and discussions. We will facilitate 6 whole campus Instructional
Rounds during the school year and the dates are listed on the school calendar. Each
teacher will have an opportunity during the year to be observed at least once by their peers
and will serve as an observer 4 to 5 times per year. Please see the Instructional Rounds
12

Protocol documents on the Duplin County website. A typical Instructional Rounds day
includes Pre-Rounds from 7:30 AM until 8:00 AM, observations of classes during
teachers' planning period and Post-Rounds from 3:00 PM until 4:00 PM.
Lesson Plan Tuning
Lesson Plan Tuning provides "front end" feedback to teachers for a particular lesson to be
taught in the near future. Teachers Tune lessons in groups of 4-5 teachers per group, one
teacher presenting a lesson and the others providing feedback in the form of "warm" and
"cool" feedback. The process follows a formatted protocol, which outlines the steps of the
Tuning procedures. Lesson Plan Tuning Protocol can be found on the Duplin County
website. All staff members must conduct a total of 6 Tuning sessions during a school year
and PLC's are required to "Tune" lessons during their departmental meetings.

Learner-Centered Strategies (replacing CIF)


Collaboration for Learning: Collaboration allows students to engage in
authentic and meaningful activity with their peers as they work together to
make meaning, to solve problems, and to produce quality work. Through
collaboration, students learn and apply real-world lessons about working
together and communicating with others, skills that are necessary for success
in college, careers, and life. Teachers design successful collaboration in their
classrooms by creating collaboration- worthy tasks and intentional structures
to scaffold and support productive collaboration. Collaboration for Learning
is enhanced by thoughtful questioning, effective feedback, and purposeful
discussion.
Discussion for Learning: Discussion allows for students to engage in
meaningful conversations in order to clarify thinking and deepen
understanding. Discussion for learning can occur in a variety of forums, from
silent discussion to large group formats. Teachers design and facilitate
opportunities for students to develop their voice, process information, and
explore new ideas. "Discussion for Learning" supports reading
comprehension, thoughtful questioning, effective feedback, and successful
collaboration.
Feedback for Learning: Feedback occurs throughout the learning process
and provides both students and teachers with specific information about
students learning and areas for growth. With immediate and detailed
feedback, students have clear information for how to meet learning
objectives. Teachers empower students to continually improve skills and
deepen understanding by providing specific feedback and by scaffolding
opportunities for self-reflection and peer critique. Feedback for Learning
creates a culture of continuous learning and supports thoughtful questioning,
13

successful collaboration, and purposeful discussion.


Questioning for Learning: Questioning is a primary way to develop student
understanding and promote meaningful inquiry. Powerful questioning by
teachers and students sparks curiosity, emphasizes connections, promotes
classroom conversation, and develops critical thinking. Teachers use effective
questioning techniques, and they teach students how to develop and ask their
own questions. Questioning for Learning promotes purposeful discussion and
can enhance writing, collaboration, and feedback.
Reading for Learning: Reading is a foundation for learning, and to read
well, students must be able to process information, think critically, and
construct meaning from a variety of texts. To facilitate Reading for Learning,
teachers purposefully assign a variety of authentic texts and design structures
to scaffold and challenge student thinking before, during, and after reading.
Through authentic reading experiences, students build knowledge not only
about content but also about strategies that successful readers use to
understand a text. Reading for Learning also provides a foundation for
writing, successful collaboration, and meaningful discussion and questioning.
Writing for Learning: While formal writing skills are necessary
prerequisites for success in school, college, and life, Writing for Learning
emphasizes less formal writing as a tool to promote learning. Writing for
Learning provides students with the opportunity to make connections,
process and synthesize information, and to reflect on their own learning. To
facilitate Writing for Learning, teachers design frequent, short writing tasks
that allow students to engage more deeply with the topic. Students can write
to learn about every subject, and Writing for Learning can deepen discussion,
collaboration, questioning, and peer feedback.
(All Lesson Plans should include at least one of the 6 Learning-Centered Strategies
above)

Lesson Plans
Lesson plans are the most critical component in facilitating learning in the classroom and
serve as the "blueprint" of every lesson. Successful lesson plans require attention to detail
and an organized/well-planned approach to teaching/learning. Weekly Lesson Plans
must be prepared and submitted to each teacher's individual lesson plan folder in
Google Documents before 8:00 AM every Monday. Lesson plans must incorporate
Duplin County curricular initiatives such as the Common Instructional Framework, STEM
Education, Blooms Taxonomy, and other strategies designed to promote maximum
student learning.
14

Lesson plans will be periodically reviewed by administration throughout the year and
during all formal observations. Administration may ask to review lesson plans during
informal walkthroughs as well. Feedback will be provided on lesson plans throughout the
year by administration. The purpose of lesson plan feedback is simply to improve
instruction/student learning and to develop master level teaching.
Administration may require individual teachers to submit a printed hard copy of their
lesson plans for a specified period of time or indefinitely, based upon performance
concerns, previous submission of inadequate lesson plans or failure to submit lesson plans
on time. Should the need arise; the teacher will be notified specifically.
Lesson plans are the fundamental cornerstone of high quality instruction and ultimately
student success. They should clearly outline 4 major components: Goal/Objective,
Learning Target(s), Activities/Practices, and Assessment.
Lesson plans should always show a consistent use of the appropriate "Bloom's Taxonomy
Level" throughout all 4 major components. If the objective of the lesson requires
"Analysis," the Learning Target, Activities/Practices and Assessment should be
constructed and planned with "Analysis" as the central focus. Determine the "Bloom's
Level" of every lesson objective and consistently use it in all phases of the lesson plan
design.
*Please see the next page for a sample view of the JKHS lesson plan template. Copy for
use found in Google Drive.

15

James Kenan Lesson Plan Template


Teacher: ________________________________________________
Date/Week: _____________________________________________
Subject: ________________________________________________
Monday

Tuesday

Wednesday

Thursday

Standard(s)

Learning Target (I
can statement)
Specifically, what
students should learn,
know, understand or
perform by the end of
the lesson?
Daily Activities
*Use Blooms verbs in

your details.
(Remember, explain,
analyze, examine, etc.)
*Label all STEM
activities.
Assessment(s)
How will you
determine if students
(individual) have
mastered Learning
Targets?

Planning Period/ Departmental PLC Meetings/Lab Days


Planning period Meetings
Planning Period meetings will take place most every Tuesday and attendance is mandatory for certified
staff. Keep this time free in your schedules. Should we decide not to meet on a specific Tuesday, all staff will
be informed. If unavoidable conflicts arise, notify the principal as soon as you are aware of the conflict.
Planning period meetings will be scheduled/listed in the school-wide calendar. (To access the school calendar,
log into Google email and click on calendar in top bar). Planning Period meetings will always focus on
professional development and will be submitted at the conclusion of the year for CEU's. A sign-in roster will be
collected at each session and staff must sign in to gain CEU credit. New Schools Project coaches will facilitate
some Planning Period meetings to conduct professional development in the use of the Common Instructional
Framework, as well as STEM instruction. While we will try to reserve these meetings for professional
development only, administration and other school officials may use this time to conduct school business,
should it become necessary. Planning Period meetings greatly reduce the number of after school faculty
meetings held during the year.

Departmental PLC Meetings


Departmental PLC Meetings will be held every other week beginning the first week of school.
Departments must report a set day, time and location to all administrators. Admin will list your meetings on the
school calendar. Department Chairs will facilitate departmental meetings to conduct departmental business
every other week. These meetings will also be used to tune lessons as described in the Lesson Tuning
Protocol on the Duplin County website (http://www.duplinschools.net/Page/7806). The fundamental focus of PLC's
should be student achievement and growth. Characteristics of an effective PLC should include: Academic
Intervention/Remediation, Assessment Strategies/Schoolnet, STEM Strategies, Consistent Grading Practices,
Instructional Strategies, Constructive/Honest Peer Feedback, Pacing, and Data.
*Departments are required to keep minutes in their data notebooks along with who attended the meeting and
any other pertinent information regarding the meeting. All agendas and minutes must be submitted to Michael
Holton immediately after the meeting.

Teacher Lab Days


All teachers must designate at least one day per week they are available after school from 3:00-3:45 for
student remediation, tutorial or make-up work. Notify Ms. Bowman of the two days you select by
Wednesday, August 25. A teacher list will be communicated throughout the school to notify students in need of
help.

Parent Contact Log


Progress reports are issued every three weeks. Contacting struggling student's parents on the below 80 list is a
proven practice for improving student performance in academics and conduct. Parent contact logs should be

JKHS PARENT CONTACT LOG


School Phone: 910-293-4218
Address: 1241 NC Hwy 24-50 Warsaw, NC 28398
Student/Parent Name

Phone #/ Email

Reason for Calling

Outcome

maintained in classroom data notebooks for all teachers. Minor behavior issues and academic concerns can
often be resolved by simply notifying parents.

Pyramid of Interventions

JKHS uses a pyramid of interventions to support struggling students. There are four tiers, each
increasing the level of support based on individual student needs. Each tier is designed to
address/support academic, attendance/tardy and behavior issues.
Each teacher should utilize the pyramid of interventions every 3 weeks, determining the level of
support needed for each at risk student. Aside from classroom grades, teachers have access to
other reports and resources. The Below 70 List,' which identifies all students below a 70(C)
average in each class, is produced every 3 weeks. A PowerSchool report is also provided that
shows students' absences, tardiness, and discipline. Administration and guidance will then
share a spreadsheet with JKHS faculty through Google drive and email, outlining which
students should be receiving a specified level of intervention. A copy of the organizational
chart for the pyramid of interventions is listed below. The pyramid can be added to, should new
resources be discovered or received, and modified accordingly as the year progresses. The
strategies used should always be evaluated for overall effectiveness.
(See Pyramid on following page)

Exceptional Children
The James Kenan Exceptional Childrens Department consists of teachers and teacher assistants that educate the
Exceptional Children in the classroom and as part of a co-teaching setting. The General Ed and Exceptional
Children teacher need to work together to ensure that the EC student is taught using the appropriate
accommodations and modifications required by law.
Modifications
At the beginning of the school year, each teacher will be given a folder that will contain the modifications of
every individual EC student in their classes. The teacher will sign for the folder. The modification folder is
confidential and must be stored in a secure location. All teachers are responsible for following each and every
modification and accommodation in detail for ALL assignments throughout the duration of the entire
class/semester/year. Failure to provide for any part of an EC student's IEP has legal implications. Please direct
all questions or concerns to the EC Department Chairperson or Principal/Assistant Principal.
Modifications for EC students were decided upon by an IEP team and are binding by law. The EC student must
be provided all modifications without exception. If the student, refuses his/her modification the student and the
teacher must sign the Refusal of Modifications form (see attached). A copy of the form must be sent to the EC
department chair, Valerie Cox (vcox@duplinschools.net) and she will give the form to the appropriate case
manager. The case manager will inform the parent that the student refused the modification. If the student
refuses a modification a second time, again complete the Refusal of Modification form and a meeting of the IEP
team will be held to discuss the possibility of discontinuing part or all of the modifications.
Case management
Case managers must be kept informed of the progress or lack of progress of EC students. Please complete the
attached case manager form and send it to the EC department for each EC student every two weeks. A meeting
may be held to discuss behaviors, change of mods, tutoring, or any other interventions that can be provided.
This form needs to be completed by all general education teachers that teach an EC student.
Communication
Communication between the General Ed and EC teacher is extremely important. If teachers have questions
about how to modify an assignment/test, ask an EC department member for assistance. The EC department
needs to know an EC student is struggling before it is too late and the student's fate has already been decided.
Know which students are EC, which case manager supports the student and open the lines of communication
early in the semester. Early and consistent communication can avoid major stress later in the semester. Open
lines of communication will result in the development of support structures and a much more successful
learning experience for the student/teaching experience for the teacher.
Behavior Plans
Students that are on behavior plans may have daily logs that the General Ed teacher will have to complete daily
and send to the EC department every Friday. Also, when an EC student is sent out of the room for behavior
problems, please inform the EC department chair, Valerie Cox (vcox@duplinschools.net). If inappropriate
behaviors continue, additional procedures or processes may need to be implemented, which have already been
proven to be successful in previous settings. The EC teacher is a resource of knowledge specific to this subject,
so use their expertise. The more you know about the student's previous experiences or potential "triggers," the
better prepared you will be in providing support and avoiding possible pitfalls.

EC CASE MANAGEMENT FORM

Attendance Policy
Legal Absences

Each individual teacher records attendance separately for each individual class period (attendance by
period). Students with more than 5 unexcused absences per semester in any class/course/period will not
receive credit for the course and will receive a failing grade (F-59), regardless of their course average.
Students with a passing average grade and between 6-10 absences in any course may be permitted to make-up
absences in order to gain credit for the course, however, the grade earned can be no higher than a 60 (D). All
make-up time must be academic in nature and specific to the subject they are seeking to make-up. Makeup time must be equal to the duration of a standard class period. Therefore, students making-up one
absence for an 87-minute class, must serve 87 minutes of make-up time, outside of the regular school hours
(8:00AM-3:00PM). No time can be made-up during the scheduled hours of the school day. All make-up time
must be pre-approved by the school social worker and principal and must be requested by submitting a MakeUp Attendance form to the school social worker. Students can make-up no more than 5 total absences for any
one class/course/subject. Students missing more than 10 absences cannot gain credit for the course, regardless
of their class average, and will receive a failing grade no higher than 59 (F).
The JKHS Attendance policy is in concordance with and supported directly by the Duplin County Schools
Attendance Policy listed below. The school has the authority to enforce the stipulations and consequences listed
in the above policy.
According to Duplin County policy, students in grades 9-12 cannot have more than 5 unexcused absences per
semester. More than 5 unexcused absences will warrant a failure for class regardless of the student's
grade in that class. The policy allows for make-up time and grade alterations when students exceed 5 absences
in a semester-long course. The only legal absences are as follows: death in the immediate family;
sickness/illness; religious observances (must be approved by principal); court appearance; educational
opportunity approved by administration; or a medical/dental appointment. Educational opportunities must be
approved before the absence occurs.
Making-Up Absences
JKHS Make-Up Policy
1. 1-5 Absences - Pass/Earned Grade
2. 6-10 Absences - Student has option to make-up no more than 5 absences (must make up the number of
absences in order to reduce absences to 5) in order to gain course credit of 60 (D). If they make-up zero
days, student receives a 59 (F).
3. 11 + Absences - Automatic Failure of the course (59-F) and not permitted to make-up absences.
Extenuating circumstances may be appealed to the principal, however official documentation is
required.
Notes
When a student is absent, he/she must bring a note the following day explaining the absence. All notes must be
submitted to the office to be filed for future reference. The data manager will change unexcused absences to
excused absence. Although notes from home are acceptable, these notes will not be accepted more than 3 days
after the student returns. In compliance with Duplin County Board of Education Policy, the attendance
committee also has the right not to accept an excessive number of notes from home. Parents/guardians may
send no more than 3 handwritten notes per semester.
**Students can make-up NO MORE THAN 5 DAYS to earn full credit in a course. Make-up days must be
completed through specific academic work for the course. ***ONE HOUR EQUALS ONE CLASS PERIOD
OF MAKE-UP.***

Attendance Appeals
If a student has more than 10 unexcused absences at the end of a semester, the student will be notified by letter
of the following: (1) because of the absences a grade of NC (No Credit) will be assigned; and (2) an appeal
may be made to the attendance committee within 10 days by the parent/guardian. Attendance appeals must be
supported by legal documentation. Handwritten notes from home cannot be accepted at an appeal. All
other documentation must be verifiable by the committee. Any appeals requested after the 10 days will have to
be made directly to the Board of Education.
Make Up Work and Assignments
All make up work and assignments are at each teachers discretion to be outlined in the syllabus at the
beginning of the semester. It is JKHS policy to allow students to make-up all work missed at full credit, both
excused and unexcused, as students are still being held accountable for doing all assignments. The attendance
policy above creates a "double punishment" if teachers do not allow students to make-up missed assignments
for unexcused absences. Students are responsible for meeting with the teacher and requesting to receive all
assignments.

Tardy Policy
A student is considered tardy if he/she has NOT crossed the entrance way of your door as the
Tardy Bell begins to sound. Students have four minutes to transition between classes. At
the end of four minutes, the tardy bell rings. All teachers are required to shut classroom door after tardy bell
and may not permit students to enter room without a pass from ISS.
When students are tardy, they must report to Chillout immediately, where they will receive a tardy slip and
return to class. DO NOT allow them to enter class without a pass from ISS ONLY.
Teachers may not cause students to be late to other classes by holding students after class, even if they provide
the student(s) with a note. Teachers are not permitted to excuse students from other teacher's class time.
Excused Reasons
Illness or injury
Death in Immediate Family
Medical or Dental Appointment
Court or Administrative proceedings
Religious Observances
Other at discretion of administration

Unexcused Reasons
Work
Overslept/Just late
Car/Truck Problems
Out of Town
No note, no reason given
Other

*If a student receives four unexcused tardies/absences to 1st period, his/her driving privilege pass will
be revoked. If the student is a car rider he/she will also be assigned to
a bus. Parents will be notified by administration.
Tardy #
1st & 2nd
3rd & 4th
5th & 6th
8th
9th
10+

Consequences
Warning
Lunch Detention/Parent Notification (3rd Tardy=1 day LD, 4th Tardy=2 days LD)
Write-up/Parent Conference/1 Week of Lunch Detention/Revoke Parking Pass 5 days
Parent Notification/5 Days After School Detention/Revoke Parking Pass 30 days
Parent Notification/10 Days After School Detention/Revoke Parking Pass for Year
Parent Notification/ No Extra Curricular Activities/Administrator Discretion

Two free tardies per semester

*Students who park on campus will lose parking privileges for excessive tardiness.
When the student has accumulated ten or more tardies, he or she will lose all parking
privileges for the remainder of the semester or 30 days, whichever is longer.
Signing In/Out Procedures and Student Notes
All students who sign in or out during the school day are required to do so through the touch screen
system in the front office. If a student is to be checked out early, they must bring a note and submit it to
the receptionist prior to school starting. Receptionist will call and verify the note with a parent or guardian.
The student will be given an early dismissal pass, which will allow them to leave class. This pertains to
Cadets, HOSTS, and other similar situations, as well.
Marking Students Absent/Tardy
All teachers will be given a username and password to PowerSchool at the beginning of the year by the
data manager Kelli Williams (kwilliams@duplinschools.net). Attendance should be completed at the
beginning of every period to allow the school to maintain an accurate account of students. If you fail to
enter attendance, please make sure you do so immediately upon recognition of your error.

Student Discipline/Classroom Management


Classroom Management Techniques
Student behaviors like shouting out, not paying attention, task avoidance, disrespect, refusal, and engaging in
power struggles that take your focus away from teaching and students focus away from learning. In order to
create and maintain a productive classroom setting and bring the focus back to teaching and learning, use these
classroom management strategies to decrease disruption and increase compliance.
Procedures and Structures
Have structure and let students know what to expect in all situations. Having non-negotiables in your classroom
can save time and help you to get better results.
For a more comprehensive look at this, go to: http://www.unco.edu/teach/crm.html
Understanding Your Students
Get to know each student as an individual. Build relationships with students based on trust and understanding.
Be sure to let your compassion for each student reflect through your nonverbal behavior and your verbal
communication.
Be Patient
Keep in mind that you have a choice about how you respond to disruptive student behavior. Choose not to take
the behavior personally, and use positive self-talk. For example, instead of thinking, I cant take this disrespect
anymore, think, Ive seen this before. Why am I letting it get to me today?
Set Limits
Be sure to post your classrooms rules prominently. Keep to a few rules and make sure that theyre clear, simple,
and positive. For example, instead of stating, NO FOOD OR DRINKS ALLOWED, state, Please leave food

and drinks in the cafeteria.


Be Aware of the Causes of Behavior
Being mindful of Precipitating Factors and early warning signs helps you focus on prevention. One way to avert
difficult behavior is to seat disruptive students strategically. For example, if a student tends to be loud,
inattentive, or noncompliant, seat her away from others who might tempt her to challenge you or engage in a
power struggle with you.
Walk Around and Do Not Hide Behind The Desk
When a student is inattentive, rowdy, or challenging, it distracts others. As youre teaching, move toward the
student while continuing to talk to the class as a whole. Most students will not continue being disruptive if you
stand near them as youre teaching. You can also try making friendly eye contact with the student.
Be consistent in your practice of these classroom management techniques. When students know what to expect
from you, and what you expect from them, theyre more likely to be productive
JKHS Disciplinary Action Plan/Procedures
Minor/Chillout Referral: When a student is
exhibiting minor distractions in class. (Constant
disruption of class by talking, use of profanity not
towards teacher, etc)

1. Send student with Chillout slip to ISS


2. Call to inform ISS that student will be
arriving soon.
**If student is without a form or call, student will
be sent back to the classroom.

Major Referral

1. Send student with Referral to ISS


2. Call to inform ISS that student will be
coming
**If student is without a form or call, student will
be sent back to the classroom.

Clarification of Infractions

Chill-Out (CO)
Definition: A student who fails to comply with the Teachers classroom behavior expectations. Examples are: refusal to
work, sleeping in class, class disruption, excessive talking, etc..
The student is then removed from the classroom and sent to the ISS room for the reminder of that period.
The student may go to the next assigned class depending on behavior. Below are the actions that take place
with the student that enter into the Chill-Out Program.
1st Infraction
2nd Infraction
3rd Infraction
4th Infraction
5th Infraction
6th Infraction

Parent Notification & Lunch detention


Parent Notification & Lunch detention
Parent Notification & Lunch detention
Suspended Until Parent Conference
ISS
Discretion of Administration

*Chill-Outs starts over every 6 weeks

* The teacher will give the student/s a chill-out form with explanation before entering into the Chill-Out program which is
located in the ISS room, then the teacher will contact ISS via phone. If student is sent out of Chill Out twice in one day is
automatic ISS. If all period teachers sends student out for chill out, student will be suspended until parent conference.

In-School Suspension (ISS)


A Place of Change located in the school to provide a highly structured environment to instruct and learn. To
help each student look at and change the inappropriate behavior before going back into the regular class room
so that he/she can focus more on the assignment given not the behavior around. When a student is assign to ISS
by Administration, they spend the ENTIRE DAY WITHOUT IN ANY ASSEMBLIES OR EXTRA CURRICULAR
ACTIVITIES THAT DAY.

Chill-Out Policy
*Students assigned to chill-out are responsible for completing all assignments missed during the period on their
own time and the assignments must be submitted the following day or as determined by the teacher.

Reporting Missed Lunch and Learn


In the 2015-2016 school year, teachers should report students who missed learn via a Google Drive spreadsheet
that will be shared with teachers.
Referral Process for Teachers and Front Office Personnel
For teachers:
When filling out a referral for a student, please check off the MOST IMPORTANT infraction instead of
checking off multiples.

Bus Discipline
Contact: Brian Jones
Bus transportation is a privilege and not a mandatory legal obligation or right. Students that cannot follow the
rules, regulations and guidelines expected will not be allowed to ride the bus. The assistant principal assigned
to buses will handle all bus infractions through bus referrals submitted by the driver. Because of the safety
implications associated with bus transportation, disciplinary infractions are handled with the utmost severity.
Safety infractions may require the involvement of law enforcement, which may result in legal charges and/or
the removal from the bus for a specified number of days (up to 10 days), depending on the nature of the
infraction. Major or repeated offenses can result in removal from the bus for the remainder of the year. All bus
discipline issues in accordance with Duplin County Policy should be handled in the same manner as incidences

in the school building. Bus incidences can also result in removal from the school bus for a period of up to ten
days.

Student Dress Code


This dress code addresses JKHS's most frequent infractions. This does not replace the County
Dress Code ~ it only serves to simplify the countys policy and define specific scenarios related to the
policy.
1. No tank tops, t-shirts with no sides (cut sides), tube tops, or racer backs
2. Sleeveless tops must be at least 4 fingers wide and cover most of the shoulder and back
3. No Head Gear such as scarves, hats, bandanas, do-rags, hoods, sunglasses, etc. ~
allowable hair accessories will include ribbons, bows, elastic athletic/dressy headbands, or
barrettes
4. Shorts, skirts or dresses must be below the students fingertips ~ not at the fingertips
5. Holes in pants must be below the students fingertips
6. No pajama bottoms, lounging pants or bedroom slippers
7. No sheer or see-through clothing, inside torso area
8. No low cut or deep v-neck shirts, front or back (no cleavage)
9. Leggings, Jeggings, spandex, or other excessively tight fitting pants must have acceptable
shorts, skirts, or dresses worn with them (acceptable = below the fingertips)
10. No midriffs or visible undergarments
Any accessory deemed disruptive to the school environment may also be subject to dress
code policies.

Staff and Faculty Professionalism


Attire:
Punctual:
Attitude:
Initiative:

Take Responsibility: Small matters...matter greatly.


Understand/Respect the Honor of Your Profession:
Work Ethic:
Sitting down on the Job:
Known for/Remembered for:
If there were no problems, I'd have no job:
Engagement/Rigor/Relevance:
My Energy is Their Energy:

Day 1 Procedures
Grade Level Talks
Door to door
Walk-Throughs

CHILL OUT FORMS


(Student must have this ticket and information filled out to enter into Chill-Out Program)
Date____________
Period_________
Grade___________
Teacher Name__________________ Student Name____________________________
Reason for being sent to Chill Out:
Excessive talking
Class disruption
Sleeping in class
Use of profanity
Refusal to stay on task
Refusal to stay in seat
Refusal to follow instructions
Cool down (EC students ONLY)
Other:________________________________________________________________________________
Work Assignment:_______________________________________________________________________
_______________________________________________________________________________________
Time Leaving Room____________
CHILL OUT FORMS
(Student must have this ticket and information filled out to enter into Chill-Out Program)
Date____________
Period_________
Grade___________
Teacher Name__________________ Student Name____________________________
Reason for being sent to Chill Out:
Excessive talking
Class disruption
Sleeping in class
Use of profanity
Refusal to stay on task
Refusal to stay in seat
Refusal to follow instructions
Cool down (EC students ONLY)
Other:________________________________________________________________________________
Work Assignment:_______________________________________________________________________
_______________________________________________________________________________________
Time Leaving Room_________
CHILL OUT FORMS
(Student must have this ticket and information filled out to enter into Chill-Out Program)
Date____________
Period_________
Grade___________
Teacher Name__________________ Student Name____________________________
Reason for being sent to Chill Out:
Excessive talking
Class disruption
Sleeping in class
Use of profanity
Refusal to stay on task
Refusal to stay in seat
Refusal to follow instructions
Cool down (EC students ONLY)
Other:________________________________________________________________________________
Work Assignment:_______________________________________________________________________
_______________________________________________________________________________________
Time Leaving Room_________

Lunch and Learn

Lunch and Learn: At the end of second period, ALL STUDENTS report to their respective class for that day
(Monday-1st, Tuesday-2nd, Wednesday-3rd, Thursday-4th). Once all students are in class and the tardy bell rings, an
administrator will announce when to release those students not required to stay for Learn (students on the Below
80 List must stay for Learn). Once released, the students above 80 report to Lunch. After 7 minutes a "transition
bell" will ring, indicating the end of all student transition. After a 25 minute Learn a bell will ring signifying the
end of Learn and all Learn students will report to Lunch. This bell also allows all students (even those already in
Lunch) to transition to another Enrichment area on campus. A "transition bell" will ring 7 minutes later, signifying
all students must be in place at Lunch or Enrichment and no more transition is permitted.
Lunch and Learn Timeline
-All students report to Learn (End of 2nd Period)
-Tardy Bell
-Students not required to stay for Learn released to Lunch/Below 75 students remain in Learn
-End of Transition Bell (All Transition Stops) 7 minutes
-End of Learn/All Students Transition to Lunch or Enrichment
-End of Transition Bell (All Transition Stops) 7 minutes
-Report to 3rd Period
Learn Assignments/Days:
Monday-1st Period
Tuesday-2nd Period
Wednesday-3rd Period
Thursday-4th Period
Friday-Advisory
Philosophy:
Lunch and Learn exists to give students enrichment and remediation opportunities alike. During Lunch and Learn,
students are allowed to attend clubs, exercise, get extra help in classes, eat lunch, or go to mandatory remediation
classes as needed or required. Lunch and Learn is provided so that students may seek out productive activities and
not just wander or congregate in the hallways. This philosophy must be understood and promoted by all faculty
and staff collectively and on a consistent basis. The expectations we maintain and hold the students accountable
for during Lunch and Learn will determine the success we experience as a school. We must all reinforce the same
high standards and except nothing less than the vision we expect.
Activities:
Learns: Learn periods last 29 minutes and are required for any student that is on the below 75 list at JKHS.
Students may be assigned to attend Learn by any teacher, even if their grade is above a 75. Any student who skips
learn should be reported to the assistant principal and ISS coordinator as outlined in Reporting Missed Lunch and
Learn in this handbook.
Enrichment/Clubs/Organizations: An enrichment, club and organization schedule will be given to students with
various productive opportunities at the beginning of the year.
Sports and Exercise: The gym, weight room, and track area will be available to students on a daily basis for those
who want to exercise.
Extra Help: Students will be able to go to computer labs in room 10, room 11, the Media Center, and the online lab
in the Media Center building.

Guidance: The guidance office will be open during Lunch and Learn for students to review transcripts, talk about
college or career opportunities, or any other issues.
Lunch: Students will be able to eat on their own schedule around activities outlined during the Lunch and Learn
period.
Any teacher or staff member can offer enrichment activities during Lunch and Learn. If you have an interest,
hobby or activity you would like to offer, please notify administration for approval. A strong enrichment program
that will enhance our students' growth and development is a critical aspect of a quality education. The more
opportunities we can offer, the greater the likelihood we will connect with all of our students and increase their
level of engagement and desire to become lifelong learners. All students want to be involved, but not all have the
same interests and talents. It is our job to discover their hidden potential through involving them in activities of
interest. Get students interested and watch it grow into other areas.
Supervision
Teachers will have a supervision schedule issued to them at the beginning of each semester outlining duties during
Lunch and Learn. Each supervision post will have a corresponding number and letter indicating when and where
their supervision will take place. Teachers should use supervision opportunities to patrol the general area where
their supervision post is located and actively supervise all students. Teachers should keep students from wandering
aimlessly throughout the halls during Lunch and Learn and direct them to go to an area where they can be
productive.
Example: Supervision 1a (Monday)
Using the map, a teacher would report to supervision spot 1 on the map and patrol the area by walking the area
during Learn A on Monday.
PLEASE SEE JKHS LUNCH AND LEARN SUPERVISON MAP ON NEXT PAGE

Substitutes
Subfinder
http://duplin.subfinderonline.com or on the front page of www.duplinschools.net under substitute finder.
At the beginning of the year, you will be supplied with a Subfinder pin. You can use this pin to log on at home.
Everyone has a pin for Subfinder. Please make sure you have this pin if you ever have to log in at home.
If you know you are going to be out due to sickness or personal reasons and the principal, Michael Holton
(mholton@duplinschools.net) has approved your leave, please submit this to Subfinder immediately. Sometimes it
may take hours to fill your job slot. Subfinder will not call anyone after 7:00am for a job you put in the same day.
If you wake up sick, please put in Subfinder before 7:00am.
Employees:
Your user name is your Last Name.
Your password is the same as your pin for the Subfinder Phone System.
For log in problems or questions, please contact Kim Matthis (kmatthis@duplinschools.net)
Substitutes:
Your User name is your Last Name.
Your Password is the same as your pin for the Subfinder Phone System.
For Problems or Questions related to a job, please contact James Kenan HS (910-293-4218)
For log in problems or questions related to Subfinder, please contact
Keisha Cooper at 910-296-6622, or email her at kcooper@duplinschools.net.
Expectation of Teachers Requesting Substitutes
Substitute teachers will need to following things to maintain your classrooms while you are absent. Please ensure
that they are on your desk in the substitute folder prior to being absent.
1.
2.
3.
4.
5.
6.
7.

Lesson plans (you may have Emergency lesson plans available in advance)
Attendance roster
Seating chart (if applicable)
List of school phone numbers on wall next to phone
Chill out forms
Special notes on students (IE: medical issues, behavior, etc. if applicable)
Copies of assignments

Checking In for Substitutes


Substitute teachers can clock IN/OUT at the Front Office station, the Media Center station, or the station in the
trailer next to the Bus Parking lot. Upon checking in, please go to the front office to request a custodian to let you
into the classroom you are working in for that day.

Lesson Plans for Substitutes


Teachers should supply you with lesson plans for the day in a folder marked Substitute lesson plans. In this
folder, it should have activities to engage the students you are teaching. If the teacher fails to leave you copies,
please call down to the Media Center using the phone list next to classroom phone list and ask for an assistant to
make you copies. Students should be engaged at all times.

Classroom Management for Substitute Teachers


If discipline problems should arise, please sent the student to chill out. Chill out forms are on pg. 51 of this
handbook and should be available in the substitute folder. If a more serious issue arises, please call the office and
have them page the assistant principal, Roderick Boyles (rboyles@duplinschools.net) and he will take care of it.
Expectations of the Substitute Teacher
The substitute teacher is in charge of the classroom in the absence of the regular teacher. The substitute teacher is
responsible for the delivery of the instructional program as well as to maintain the care, welfare, safety and
security of students in the classroom.
Classroom teachers, site administrators and district personnel praise and value substitute teachers who are
professional in dress, attitude and presentation.
For tips on classroom management, please see pg. 44 of this handbook.
For the duty map please see pg. 53 of this handbook.
Prior to the School Day:
1. Arrive 20 minutes before the start of school. School times are given when the job assignment is offered.
Arriving early will allow you to solve problems before students arrive.
2. Determine if you are responsible for a duty assignment. The teachers duty stations will be posted up
outside of the Cafeteria, the Media Center, the Freshman Academy, and on the Science Hall.
3. Introduce yourself to the teachers on both sides of your classroom as you may need assistance from them during
the day.
Prior to Class, Review:
4. Lesson plans. Immediately inform the office if there are insufficient or no plans left by the classroom
teacher. They should be in a folder waiting for you.
5. Review the teachers expectations or classroom rules for students.
6. Notes regarding specific students (e.g. special education, individual health plans and
behavior intervention plans).
7. There should be an attendance list in the substitute folder. If there is not, call to the office and speak to
the PowerSchool manager, Kelli Williams (kwilliams@duplinschools.net) to get one. You will also return all
attendance rosters to her at the end of the day.
8. Special procedures (it is important that you do not vary from the practices of the regular
teacher)
9. Seating chart(s)
10. Names of student helpers
11. Name and hours of the teacher assistant (if applicable)
During the Student Day:
11. Introduce yourself to the class; write your name on the board and require students to use your proper name.
12. You should be at the door each class period and greet the students at the door and get them involved in a
learning activity immediately.
13. Establish your responsibility as their teacher for the day. Let students know your expectations. A positive, but
firm attitude will help make your day successful. Closely following the teachers written expectations will make
the day run smoothly.
14. Start class promptly; this helps reduce discipline problems.

15. Record attendance.


16. Supervise students at all times. Circulate the classroom and offer assistance. Sitting behind a desk the
entire period is unacceptable.
17. Follow the teachers lesson plans as closely as possible. If you find it necessary to deviate, be sure to leave a
note for the teacher with that information.
18. Use clear, consistent instructions in directing every activity.
19. Immediately request assistance from the front office in situations that threaten the safety of students and others.
20. Substitute teachers are not entitled to a preparation period. You may be asked to substitute in another
classroom, perform administrative tasks or other related duties as assigned.
21. Conducting personal business during a substitute assignment is prohibited. The following are examples
of unacceptable behavior: reading the newspaper, personal phone calls on school or cellular phone, sending
text messages and using the Internet for non- school related purposes.
22. If you need assistance resolving a problem contact site administration.
After the School Day:
23. Do not leave school early. You are required to remain until the end of the contract day (3:20pm).
24. Write a detailed summary for the teacher describing the days instruction and student interactions.
25. Leave the classroom in the same condition as when you arrived. Be sure to turn off any electrical devices used,
close windows and lock the classroom door.
26. Report any accidents, spills or repairs to site administration. At the end of the contract day:
27. Check out with the front office and make sure you sign OUT.

Miscellaneous
Timekeeper and Clocking IN/OUT
Teachers should clock in at 7:40 daily and do not have to clock out as there are salaried employees. Classified
employees must clock in and out daily at their scheduled times. Any classified employee doing separate jobs must
clock in and out for each job. Example: A custodian who also drives a bus.
All employees should check your timesheet on timekeeper no less than once a week. Time corrections/leave
requests are your responsibility. Please do not rely on "reminders" from the book keeper as the bookkeeper keys
the information in once I receive it and the principal signs it. Delays/ failure to submit corrections/leave
requests can result in docking your available leave, leave without pay or partial payment delayed until the next pay
period.
Lockers
Lockers can be rented annually for students for $3.00. Please note this is a $1.00 increase from last year. If you
have already receipted locker fees send the student's name to Shane Dickerson (jdickerson@duplinschools.net) and

he will issue the locker number and combination lock. If you do not have your receipt book you can refer the
students to me or Ena Jones (ejones@duplinschools.net) to be receipted during their lunch break.
Receipt Books
Make sure your receipt book is in the bookkeepers office at the BEGINNING of your planning period at the latest.
The bookkeeper works from 7:30 am to 4:00 pm and leaves school about 3:30 daily (occasionally earlier) to go to
the post office/make bank deposit/go to central office. Money has to be deposited daily, .if not, it is an audit
exception for the school and for the receiptee (that's you). If you are having a club meeting after school hours and
need to receipt money then contact the book keeper, Della Jones (djones@duplinschools.net) in advance to work it
out.
Request for Supplies
To get supplies for your classroom or students, all requests should be sent to Della Jones
(djones@duplinschools.net) via email. Mrs. Jones will confer with administration and decide whether the requests
can be met or not. Only Administration and the front office have access to the supply closet.
Technology & Media
To Submit a Technology Work Order
1. Go to the Duplin County (duplinschools.net) webpage and log in.
2. Click on "Staff" on the main page
3. Choose "Submit a Technology Workorder".
Note: If your username and password is not working, contact Shirley Bryant (sbryant@duplinschools.net) the
Media Coordinator for directions on how to fix it.
Technology Acceptable Use Policy for Students
All students at JKHS should have an AUP form on file that makes them eligible to use the internet and other forms
of technology. Without the form on file, students are not eligible to use technology. The form outlines what is
acceptable for students to do and not do. Teachers should report all breaches of the AUP contract to administration
via referral. Repeated violations can result in the loss of technology privileges at JKHS.
Field Trips, Fundraisers, Prior Approvals & Activity Buses
To request a fundraiser, a field trip, or an activity bus, please follow the following steps:
1. Go to duplinschools.net
2. Login using the tab at the top
3. Click on "Staff"
4. Click on "Forms"
5. Fill out the forms and send them to Della Jones (djones@duplinschools.net) and CC' Shane Dickerson
(jdickerson@duplinschools.net) on them.
6. Have them in early in September to make sure the county approves them.
Note: When attending a professional development, a prior approval form signed by administration has to be sent to
the county office in advance for approval. Not turning in this form will cause your attendance to be denied.
Turning it in a week in advance is a good rule of thumb.
Textbooks

Keep an accurate count of textbooks is essential to order and receiving new ones. To request textbooks, please
email all requests including the following information to the assistant principal, Shane Dickerson
(jdickerson@duplinschools.net). Requests will be forwarded to the county office.
1. Name of textbook
2. ISBN #
3. Author of book.
HOST Students
HOST students are under the direct supervision of a teacher who hosts them during a period to complete tasks as
needed by the teacher. All HOST students should sit down with the teacher at the beginning of each semester and
go over the rules and expectations for them with their HOST teacher.
Please note, it is very important that HOST students are not exposed to confidential information of any sort from
your classroom and under your supervision or you are aware of their whereabouts at all times. The teacher is
responsible for an unsupervised HOST student.
The HOST students rules and expectations contract should be signed by both teacher and student, with a copy
going to both parties as well as the assistant principal Shane Dickerson (jdickerson@duplinschools.net). Please
put it in the assistant principals box in the teachers lounge.

HOST Rules and Expectations Contract


For JKHS HOST Students
Be Professional! Be courteous!

Privacy- At no point should you be entering grades in PowerSchool or communicating anything


about other students to anyone other than your HOST teacher or an administrator.
Badge- During your HOST period, you should always have your yellow pass with your name
clearly printed on it available. At no time should you be anywhere unsupervised without your host
teacher knowing where you are.
***FAILURE TO FOLLOW THIS RULE CAN RESULT IN LOSING HOST PRIVILAGES OR
DISCIPINARY ACTION BY A TEACHER OR ADMINISTRATOR
Student Areas An area has been created just for you and your things for the class period that you
are working ONLY!
o No friends in the class you are working in.
o Keep you things clear of work areas, and walkways.
o Do not use this area as your locker please. Take your things with you when you leave.
Clean up area for the next HOST student.
o Do not leave food in this area.
o If your teacher has nothing for you to do, you are to stay in that room and not congregate in
the Media Center, other teacher rooms, or anywhere else that is not your HOST teachers
classrooms.

Job Responsibilities by Priority


o 1st Priority is always Customer Service. If your HOST teacher needs help, drop everything
and help them with their tasks.
o 2nd Priority - Walk through your classroom and push in chairs, pick up trash and reshelf
any books and magazines lying around.
o 3rd Priority- Your own school work and responsibilities.
o ASK for a new task.
o Look for ways to make JKHS a better place.
o Check with your host teacher for projects or ideas that could make the class more efficient.
Tell your teacher at all times where you are. Do not leave your classroom on your own.
Do not socialize with other studentsthey have work to doand so do you.
Student Signature: ___________________ HOST Teacher Signature: ____________________
Date: _______________________________