Service Leadership Project (SLP):

Cultural Leadership for Systemic School Improvement (SLP 5)

Jerry Taylor Matkins
Service Leadership Project
Improving Crisis Boxes to Help Schools

Coversheetpg 2-5
Data Collection and Data Analysis..pg 6-24
Identification of Areas of Improvement.pg 25-26
Professional Language Summary..pg 27-35
Action Plan.pg 36-38
Project Evaluation and Impact Summary..pg. 39-40

DPI Evidence 1: Positive Impact on Cultural Leadership for Systematic School

Improvement

Project Name: Improving Crisis Boxes to Help Schools

Overview
School: E.B. Aycock Middle School
District: Pitt County Schools
MSA Students Name: Taylor Matkins
Principals Name: Janarde Cannon
University Professor/Supervisor: Dr. Spencer
Brief Abstract describing project:
The principal at E.B. Aycock Middle School and I determined that my Service Leadership
Project should create crisis plans that would better serve our school and its population.
Since this SLP involves community safety, I will explore this through the creation of
crisis plans for our school. The crisis boxes will be organized and managed in a way that
twice a year district officials and E.B. Aycock personnel will review the materials to
make sure that they are updated and correct. With the growing concern of this nations
safety, it is vital that we prepare for the worst. The crisis boxes are designed to create
defined roles for teachers and administrators during a time of need. The boxes will allow
for the easy transition of students and staff to safety while minimizing long-term effects.
The hope is that theses plans will increase awareness, define roles, and create composure
for duties to be fulfilled. In the end, this SLP will succeed in all of these areas.
Brief Impact/Evaluation of project:
At the beginning of this project, I was hoping to simply organize the crisis boxes to better
serve the school. There were a lot of misinformation and unorganized information in the
boxes. For such a long time, these boxes have been in place, but not utilized correctly. If
something had occurred, they would not have been effective enough. After reviewing
district policy, it became more evident that this was a big problem. Our school happens to
be the second largest school in Pitt County and one with a large, diverse population. With
such a large population of students, we knew that providing crisis plans that could be
managed and organized would be critical for the safety of all of students and staff
members.
Obviously, the biggest impact that I saw with this project is the organization of our
planes. In our school, we had plans, but they were not effective. They did not utilize staff
members correctly and many staff members did not even know their roles. There were
missing pieces to the plans that would be needed if they were to be effective. Working
with the district allowed us to correct these plans and make them more adequate.
2

The second impact was the increased awareness of our changing society. Many teachers
and personnel did not know what was needed in the time of a crisis. They did not
understand that multiple plans are needed in case something unexpectedly comes up.
After the plans have been created and implemented, there has been a sense of serenity in
our school. Our school now knows what is required of everyone during a time of need
and how to execute the plans.
Briefly describe your interactions with various cultural groups:
Since this project encompasses my entire school, I had plenty of interactions with all
cultural groups. For this project I worked with 5 core subject teachers that covered the
Caucasian, Asian, and African American races. I worked with 2 encore teachers that
covered those races as well, along with one South American race (Venezuela). I worked
with one special education teacher, three administrators, one secretary, one bookkeeper,
and one data manager that included both the Caucasian and African American races.
Having the opportunity to work with the entire school gave me the opportunity to explore
new areas and get to know more about the staff that I work with every day.
I have worked at this school for five years. I have seen it transform a lot over the previous
four years. I was pleased with the support and appreciation that the school provided. Even
though I have worked there a short time, I have had the privilege of getting to know many
people. This Service Leadership Project allowed me to branch out and get to know all of
the 100 plus staff members that work at the school. I was able to network with more
people that will allow my future ideas to go smoothly.

DPI Evidence 5: School Culture and Safety SLP

Descriptors of the elements addressed in the evidence: DPI: 3a1, 3a3, 3b1, 3c1, 3d2
Project Name: Improving Crisis Boxes to Help Schools
3

DPI pre-service descriptors

Service Leadership Project Evidence (what

you did)

Designs strategies for

achieving a collaborative and
positive work environment
within the school.

For this descriptor, I worked with the administrators,

district officials, and our teachers to determine what
could be done to add to the safety of our students and
staff. We collaborated with the district to create new
crisis plans that would be more effective and ensure
the safety of our school. (Action Plan)

Utilizes data gained from the

Teacher Working Conditions
Survey and other sources to
identify perceptions of the
work environment

I gathered the data from our schools Teacher

Working Conditions Survey and focused on the
working environment. I created a chart that
compared previous years to the present and was able
to determine that the area of work environment
safety was an area that needed great improvement.
(Action Plan, Data Analysis)

3b1.

Uses shared values, beliefs,

and a shared vision to
promote a school culture of
learning and success

I worked with our administrators, teachers, and

district officials to create new crisis plans. The plans
were developed and adapted to utilize all
stakeholders with the school. With the adoption of
these plans, a new sense of understanding and
calmness has been evident. (Action Plan)

3c1.

Works with others to use

established criteria for
performance as the primary
basis for reward and
recognition.

3d2.

Identifies strategies for

developing a sense of wellbeing among staff, students
and parents/guardians.

3a1.

3a3.

I worked with the administrators and district

officials to create methods to standardize the schools
crisis plans. The district created performance criteria
to analyze the success and utilization of the plans.
Schools are rewards and recognized by the district
when completion is done. (Data Analysis, Action
Plan, Professional Language)
I worked with the administrative team and district
officials to create crisis plans to develop a sense of
well-being within out school. We took the time to
utilize staff members correctly and inform them of
their roles. Discussion and practice of the plans
allowed for better understanding of the safety of the
school. (Action Plan)

Section 1: Data Collection and Data Analysis School Improvement SLP:

E.B. Aycock Middle School

1. History of E.B. Aycock Middle School

E.B. Aycock Middle School, home of the Jaguars, was built in 1969. When E.B.
Aycock opened, it was a junior high school that served grades 6 through 8. In the
1980s, E.B. Aycock was switched over to become a middle school. It has served
over its time, thousands of students. Altogether, E.B. Aycock has had 23 principals
that have served as leaders in its halls. In the last ten years, E.B. Aycock has had
three principals. E.B. Aycock has also experienced great diversity through its time
as well. Since it is an inner-city school, it has experienced five different
redistricting initiatives that have been documented. After each redistrict, it has
brought in a new set of faces each time.

Analysis:

2.

E.B. Aycock has been open for a while, and throughout its history, it has experienced a
great diversity in students and staff.
E.B. Aycock has experienced a lot of administration turnover in both the principal and
assistant principal positions.

Basic Demographics
Traditional Calendar School
Grades 6, 7, and 8
Total number of teachers 48 including Encore
2013-2014 student enrollment 651
1. Average class size by grade level
6th grade
203 students

7th grade
235 students

8th grade
213 students

Administrative turnover
o Most recent principal was transferred to another Pitt County School after 3
years of service
o Current principal: Mr. Janarde Cannon
o Current Assistant Principals: Ms. Sharon Ward and Mrs. Ruth Christian

Breakdown of Demographics by Subgroups for 2013-2014 for E.B. Aycock

Middle School (Subgroups not represented are not included in the data).
o Total students 651

Subgroup

Males

Females

Total

Percent of Total
Population

Academically
Gifted

55

49

104

16%

American Indian

10

1.5%

Asian

10

16

2.5%

Black

200

197

397

61%

Hispanic

30

16

46

7%

Limited English
Proficiency

18

15

33

5%

Two or More
Races

12

21

33

5%

White

68

82

150

23%

Minority

255

247

475

73%

Students with
Disabilities

30

22

52

8%

Economically
Disadvantaged

227

203

430

66%

Analysis:

E.B. Aycock has a large portion of economically disadvantaged students in its

population.
E.B. Aycock also has more minorities that attend the school than any other race.

3. School Improvement Plan as It Relates to School Safety and Culture

E.B. Aycocks 2015-16 mission was to decrease discipline by at least 8%. For the
past two years, we were able to decrease our discipline by 21% and 14%. We
wanted to continue that trend in order to make our students feel safe. We also

wanted students to feel safe so that they can report any suspicious behavior or any
bullying that they may have experienced or seen anyone participate in.
Goal

District Goal

School Goal

Indicator

Strategy 1

Strategy 2

Strategy 3

Every student in Pitt

County graduates from
high school prepared
for work, further
education, and
citizenship.

Every student at E.B.

Aycock will be
college and career
ready.

District
Benchmarks,
Departmental
Common
Formative
Assessments,
Data tracking
based on
benchmark and
CFA data, Jaguar
Hour used for
repair and
extension of
benchmark data,
Accelerated
Reader, Project
Achieve , coteaching

There will be an
increase in the
number of
students that are
on grade level
based on EOG
scores in
Language Arts.

There will be
an increase in
the number of
students that
are on grade
level based on
EOG scores in
Math.

There will be
an increase in
the number of
students that are
on grade level
based on EOG
scores in
Science.

Every student in Pitt

County Schools has a
personalized
education.

Every student at E. B
Aycock will receive a
personalized
education.

Increase the
number of
students making
growth in EOG
testing by 2%.

Increase the use

of digital
learning tools
for each student
to support 1:1
initiative.

To establish a
STEM lab to
increase
awareness of
STEM career
opportunities.

Every student in Pitt

County Schools has an
excellent educator
every day.

Every student at E.
B. Aycock will have
an excellent educator
every day.

Every School in Pitt

County Schools has
up-to-date financial,
business, and
technology systems to
serve its students,
parents, and educators.

EBA will have up-todate financial,

business, and
technology systems
to serve its students,
parents and
educators.

Every student in Pitt

County Schools is
healthy, safe, and
responsible.

Every student at E.B.

Aycock School is
healthy, safe and
responsible.

PLC's will be
focused on
addressing
student learning
needs. Teacher
retention,
Beginning
teacher support

Administration,
Counselor and
social worker
will meet weekly

Develop and
support highly
effective
teachers.

E.B. Aycock
will use
Homebase and
Schoolnet as
essential
resources for
instructional
delivery, online
test
administration
and
communication
with parents
and students.

E.B. Aycock
will meet all
local, state and
federal
guidelines and
policies.

E.B. Aycock
will create and
maintain a safe
and respectful

E.B Aycock
will decrease
the number of
out of school

E.B. Aycock
will decrease
the number of
reportable and

to review
absentees; make
contact with
parents and
home visits as
necessary.

school
environment

suspensions,
and absences.

persistently
dangerous
offenses.

Analysis:

E.B. Aycock is looking to cut down on school-wide discipline problems. They are
looking to decrease discipline and cut down on those students that receive frequent
referrals.
E.B. Aycock is also looking to create a procedure for students to report any problems that
they may experience. The purpose is to create an anonymous method so that safety is
always ensured.

4. Teacher Working Conditions Survey: Sections on Time, Facilities, and

Resources, Managing Student Conduct, and Instructional Practices and
Support
E.B. Aycock Middle School did participate in the NC Teacher Working
Conditions Survey during the 2013-14 year. The school did give a climate survey
for the teachers to complete as well.
1. Total number of teachers 48 at our school
2. 88% of Respondents to the Staff Climate Survey (42 teachers participated)
Use of time
Please rate how strongly you agree or
disagree with the following statements
about the use of time in your school.

NC TWC
2012

NC TWC
2014

Change

a. Class sizes are reasonable such that

teachers have the time available to meet
the needs of all students.

65.4%

50%

-15.4%

b. Teachers have time available to

88.5%

77.3%

-11.2%
9

collaborate with colleagues.

c. Teachers are allowed to focus on

educating students with minimal
interruptions.

30.8%

31.8%

1%

d. The non-instructional time provided for

teachers in my school is sufficient.

73.1%

50%

-23.1%

e. Efforts are made to minimize the

amount of routine paperwork teachers are
required to do.

68%

38.1%

-29.9%

f. Teachers have sufficient instructional

time to meet the needs of all students.

69.2%

50%

-19.2%

g. Teachers are protected from duties that

interfere with their essential role of
educating students.

73.1%

38.1%

35%

Analysis: Overall, the teachers feel that their time spent at the school is not used
effectively. They feel that the instructional time that they are given is not used to
the best of their ability.
School Facilities and Resources
Please rate how strongly you agree or
disagree with the following statements
about your school facilities and
resources.

a. Teachers have sufficient access to

appropriate instructional materials.

NC TWC
2012

NC TWC
2014

Change

73.1%

50%

-23.1%

10

b. Teachers have sufficient access to

instructional technology, including
computers, printers, software and
internet access.

76.9%

45.5%

-31.4%

c. Teachers have access to reliable

communication technology, including
phones, faxes and email.

88.5%%

86.4%

2.1%

d. Teachers have sufficient access to

office equipment and supplies such as
copy machines, paper, pens, etc.

65.4%

40.9%

-24.8%

e. Teachers have sufficient access to a

broad range of professional support
personnel.

80.8%

76.2%

-4.6%

f. The school environment is clean and

well maintained.

92.3%

95.5%

3.2%

96%

81.8%

-14.2%

h. The physical environment of

classrooms in this school supports
teaching and learning.

88.5%

72.7%

-15.8%

i. The reliability and speed of Internet

connections in this school are sufficient

76.9%

95.5%

18.6%

g. Teachers have adequate space to work

productively.

11

to support instructional practices.

Analysis: The teachers feel that the resources and the facilities at the school are
not up to par. The teachers have expressed that the resources are limited and are
not effective in their classes.
Student Conduct
Please rate how strongly you agree or
disagree with the following statements
about managing student conduct in
your school.

NC TWC
2012

NC TWC
2014

Change

a. Students at this school understand

expectations for their conduct.

84.6%

66.7%

-36.5%

b. Students at this school follow rules of

conduct

46.2%

14%

-32.2%

c. Policies and procedures about student

conduct are clearly understood by the
faculty.

84%

71.4%

-12.6%

d. School administrators consistently

enforce rules for student conduct.

92.3%

33.3%

-59%

e. School administrators support

teachers' efforts to maintain discipline in
the classroom.

88.5%

52.4%

-36.1%

12

f. Teachers consistently enforce rules for

student conduct.

88.5%

61.9%

-26.6%

g. The faculty work in a school

environment that is safe.

100%

66.7%

-33.3%

Analysis: Teachers feel that over the years, the student conduct has dropped. The
students are not being dealt with consistently and the behavior is a result of that.
Policies and procedures are not being followed as well.
Instructional Practices and Support
Please rate how strongly you agree
or disagree with the following
statements about instructional
practices and support in your
school.

NC TWC
2012

NC TWC
2014

Change

a. State assessments data are

available in time to impact
instructional practices.

55.6%

37.5%

-18.1%

b. Local assessments data are

available in time to impact
instructional practices.

72.2%

54.2%

-18%

c. Teachers use assessment data to

inform their instruction.

85.7%

100%

14.3%

d. The curriculum taught in this

school is aligned with Common Core
Standards.

57.9%

100%

42.1%

e. Teachers work in professional

learning communities to develop and
align instructional practices.

81%

96.2%

15.2%

f. Provides supports translate to

improvements in instructional
practices by teachers.

90%

100%

10%

g. Teachers are encouraged to try

30%

75%

45%

13

new things to improve instruction.

h. Teachers are assigned classes that
maximize their likelihood of success
with students.

30%

75%

45%

i. Teachers have autonomy to make

decisions about instructional
delivery.

71.4%

90%

18.6%

j. State assessments provide schools

with data that can help improve
teaching.

50%

66.7%

16.7%

33.3%

37.5%

4.2%

k. State assessments accurately gauge

students understanding of standards.

Analysis: The teachers do not feel as if the state assessments are an accurate
display of the knowledge that the students are getting. They also feel that they are
not receiving the scores back in time to make it more effective.

Analysis:

76% of the staff agrees that the current discipline in our school is consistent and fair.
100% of the staff agrees that our facilities are cleaned daily to promote student learning.
The teachers do not feel as if the state assessments are an accurate display of the
knowledge that the students are getting. They also feel that they are not receiving the
scores back in time to make it more effective.

5. Evidence of the Creation of a Collaborative Work Environment Predicated

on Site-based Management
Our administration currently requires that groups get in their PLC every Thursday
and meeting for no shorter than 45 minutes. The groups include that grade level
subject specific group. An example would be that all of the 6th grade math
teachers get together on Thursday to plan and create materials together. Each PLC
group creates an active document that they maintain throughout the school year to

14

details what is happening in those meetings. The logs are shared with the
administration team and the instructional coach.
Departments are expected to get together once a month or once a quarter to
discuss things and collaborate as well. Each department creates an active log as
well that is shared with the administration team and the instructional coach.
Departments that cannot meet within the school (an example is that we only have
one art teacher), meet once a quarter with teachers of their department from other
schools.

Analysis:

E.B. Aycock has a plan in place for all teachers to collaborate with
teachers from their areas.
Teachers complain about not having enough time to collaborate
appropriately while doing the other things that is required of them.
There is difficulty for some teachers to meet with likewise teachers
because they are the only of their kind in their school.

6. Evidence of How Positive, Culturally-Responsive Traditions of the School

Community are Supported with the School
E.B. Aycock currently has traditions that have been in place for many years and
some new traditions that are being supported. The school has Jag Jams to
celebrate students success in the area of behavior. The community will help and
contribute items for the school to use.
E.B. Aycock also has started a homecoming week that is similar to that of the high
schools. There is a week during the football season where E.B. Aycock and their
rival school, C.M Eppes, compete for the last game of the season. That week is
highlighted by Spirit week, the Rose Bowl game, and a dance. The community
has really pitched in and supported the cause.

Analysis:

15

E.B. Aycock has created some new traditions recently to help with improving the culture
within the school.
Even though they do receive some support, the school is always looking for more help.

7. Acquire an understanding of the school leaders responsibility to maintain

standards of exemplary professional conduct while recognizing that his or
her actions will be viewed and appraised by the community, professional
associates and students.
Our principal makes many appearances in school-wide functions and community
functions. If there is a band concert, chorus performance, or sporting event, the
principal makes an appearance if he can. If he cannot, he assigns one of the
assistant principals to attend.
He also makes sure he makes an appearance in the community as well. If there is
a parade that our students are participating in, he will make an appearance.

Analysis:

Our administration understands the importance of showing support for the

students and staff in the school and outside of the school.
Our administration has a system of assigned administrators to certain
events so that they are not overwhelmed.

8. Copy of the School Safety and Procedures and Plans for Dealing with Crises
that Result from Fire, Natural Causes, and Acts of Violence.

Emergency/Safety Drills
Tornado

Weather Warning Definitions

Tornado Watch means that weather conditions are such that a

tornado may develop.
Tornado Warning means that a tornado has been formed and
sighted and may affect those areas in the bulletin.
Severe Weather Plan

16

Tornado Watch all teachers notified of impending weather

conditions and tornado plan is reviewed.
Tornado Warning all blinds and drapes are lowered and students
are relocated to areas offering the greatest tornado protection.

Tornado Drill

Tornado drills will take place periodically during the school year. THIS
DRILL TAKES PRECEDENCE OVER EVERY OTHER SCHOOL ACTIVITY.
The signal for the drill is a bell ringing for five (5) seconds, followed by
silence for two (2) seconds in a repeating cycle.
It is essential that when the first signal is given, everyone obeys orders
and promptly relocates to designated areas.
Students will be seated on the floor with their backs to corridor walls or
glass areas. Cover heads, arms, and legs so as to reduce the number
of injuries from flying glass and other debris.
Students are expected to be quiet, alert, and attentive during the drill.
The drill is a serious undertaking, and inappropriate behavior will not
be tolerated.

Fire Drill

Fire drills at regular intervals are required by law and are important
safety precautions. THIS DRILL TAKES PRECEDNCE OVER EVERY OTHER
SCHOOL ACTIVITY.
The signal for the drill is a long continuous bell.
It is essential that when the first signal is given, everyone obeys orders
and promptly clears the building by the prescribed routes.
When the signal for the drill is given, students should stand and leave
the room in a single file line. Students are not to break the single file
line and running is not permitted. The last person out should see
that all windows and doors are closed.
Everyone will remain a safe distance from the school until the signal is
given that it is safe to return to the building.
Students are expected to be quiet, alert, and attentive during the drill.
The drill is a serious undertaking and inappropriate behavior will not be
tolerated.

Lockdown Drill

Lockdown drills will occur at regular intervals throughout the school

year and are important safety precautions.
The signal for the drill will be an announcement for staff and students
to LOCKDOWN!
When the announcement is made everyone must follow the lockdown
procedures.
o Students remain in classrooms
o Doors are locked
o Windows are covered
17

o
o
o

Lights are turned off

Everyone is to remain silent
Students are expected to be quiet, alert, and attentive during
the drill. The drill is a serious undertaking and inappropriate
behavior will not be tolerated.

If you are a visitor inside the building during the drill, you will not be
allowed to leave the building until the drill is over. If you are approaching
the building as a visitor you will not be allowed to enter the building until
the drill is over. This is a very serious drill and is conducted for the
protection of your child.

Analysis:

E.B. Aycock has set forth a plan for emergency drills of all kinds.
Pitt County Schools also mandates that schools have these drills in place and that they are
practiced routinely.

9. Copy of School-Wide Discipline Plan

E.B. Aycock utilizes a PBIS system for the students and the staff to follow. The
PBIS system has a matrix for the students in each of the areas of hallways,
bathroom, cafeteria, and classrooms. The matrices describe for the students what
the expectation is each for each of these areas in the school. The PBIS also has a
series of guidelines to follow when students break the guidelines. Each time a rule
is broken, students receive a STEP. After each STEP, there is a consequence that
the student will receive. During each STEP, communication is set up with the
parent to inform them of their students behavior.
The staff is required to spend the first two weeks of school review PBIS and the
matrix with the students. Each part of the PBIS program is reviewed with the
students and a quiz is given at the end of the second week.

18

E. B. Aycock Student Expectations and

Rules Matrix
Settings
Expectations

Prepared

Respectful

On-Task

Personal
Best

Safe

Cafeteri
Bathroom
Hallways Classrooms
a
s
Get all
items
before
being
seated.

Use inside
voices.

Have your
pass visible.

Be on time &
bring all needed
items to class.

Have your
bathroom
pass ready,
and be sure
to sign out
and in

Respect others &

their property.
Use inside
Keep walls &
Use positive
voices in the
surfaces free
comments. Raise
halls.
from writing.
hand & wait to
be recognized.

Remain
seated until
Go directly to
your
Focus on
your
teacher
instruction.
destination.
dismisses
you.
Follow posted
Use good
hallway rules
Be in the right
manners &
&
place, at the
clean up
expectations
right time, doing
after
the first time
the right thing.
yourself.
when directed
by all adults.
Remain seated
Walk on the
until given
right-hand
permission. Keep
Stay in
side of the
hands & feet to
designated
hallway &
yourself. Keep
area.
keep your
walkways clear.
hands & feet
Use tools
to yourself.
appropriately.

Stay in the
restroom only
as long as
necessary.
Clean up after
yourself.
Dispose of all
items
appropriately.

Wash your
hands and
return
promptly to
your class.

Analysis:

E.B. Aycock has a defined system with PBIS to help their students achieve throughout the

19

year.
The PBIS system is communicated thoroughly at the beginning of the year and
periodically through the rest of the year.

10. Student Discipline Data

20

Analysis:

E.B. Aycock has lost a total of 1254 school days to those students that have had to be
placed in ISS or OSS.
Majority of the problems are labeled as disruptive behavior that occurs in the classroom.
There are about 150 students that have received more than 3 referrals for the school year.

11. Procedures and Involvement for Working with School Social Worker and
other Community Health Professionals
E.B. Aycock is assigned one Social Worker and one School Nurse. They trade off
and are assigned to work at the school during certain days of the week.
If there is a scenario where the school social worker is needed, the school
counselor or either an administrator will determine if the need is necessary and
21

will contact the social worker. An administrator and/or counselor will work
directly with the social worker to complete the task.
The same is in place for the school nurse. However, the school nurse does have an
office at the school and her door is open for teachers or students to drop by and
ask questions.

Analysis:

E.B. Aycock and Pitt County Schools has a set protocol for contacting the school social
worker in instances that their expertise is needed.
E.B. Aycock must adhere to these procedures that has been mandated.
E.B. Aycocks nurse is approached in the same manner, but can be reached in her office
during Tuesdays and Thursdays.

12. Evidence of how the Staff is Empowered to Recommend and Implement 21st
Century Concepts for School Improvement.
Teachers at E.B. Aycock are expected to turn in lesson plans weekly. The
administration and the instructional coach created the lesson plan template. Each
plan has a detailed section where the teacher fills in what 21st century skills they
are implementing into their classrooms and how they are doing it each week. The
administration team and instructional coach review the plans to make sure that
they are following district and state mandates. During the review, the
administration and instructional coach will make suggestions and visit the
classrooms to make sure things are implemented.

Analysis:

E.B. Aycock requires teachers to turn in lesson plans that detail the use of 21st century
skills.
The administration team will review the plans and assist those teachers with the
implementation of those skills into their classrooms.

22

13. Evidence of how Criteria is used for Performance as the Primary Basis for
Reward and Recognition for Staff and Students
Each marking period, students that make the principals list or honor roll are
treated to an academic breakfast that is put on by parents of the school. Each
homeroom teacher also selects two students that are working hard, but did not
quite make it on the honor roll or principals list.
Staff members are rewarded once a month for the good things that they are doing
in the school and their classrooms. Teachers and staff members receive tickets for
good deeds. They put those tickets in the jar during the faculty meeting and tickets
are selected for free lunches and gas cards.
Students that meet a certain behavior requirement each month and marking period
are rewarded with not wearing a uniform for the day. If they maintain good
behavior for the marking period, then they get to participate in the Jag Jam which
is put on by the school and allows students the opportunity to get out of class and
have some fun.

14. I
m
p
E.B. Aycock has implemented many programs to celebrate the success of
l
students in both grades and behavior.
e
Teachers have a few opportunities to share their accomplishments with the
m
school.
e
n
tation of a Plan for Celebrating the Accomplishments of Staff, Students, and
Volunteers
Last year, I sat down with a few of my colleagues and my administration to
brainstorm some ideas about how to improve upon the staffs morale while
increasing community involvement. Together, we decided that it would be a great
opportunity to design a school recognition program for staff and students that
would include rewards from local community stakeholders. I first began by
contacting local restaurants and businesses and explaining to them what my
school had in mind with our school recognition program. I informed the
businesses that any amount that they would like to contribute would be greatly
appreciated. Our school ended up receiving right at $1000 in donated gift cards
from these businesses to give to those hard workers at our school. After contacting
those businesses and collecting the rewards, I then sat down with my
administrators and began to discuss how we wanted the program to work. We

Analysis:

23

designed the program to last for 21 weeks. Each week on staff member would be
recognized for the positives that they are doing to impact our school. In
conjunction with that, three students would be recognized for the great things that
they were showing their teachers as well. One student would represent each grade
level and the teachers would have the opportunity to vote and decide which
students would represent their grade each week. In the end, four members of our
school are recognized each week. At the conclusion of this program, 84 students
and staff members will have the opportunity to see how their hard work and
dedication is paying off in their schooling and work.

Analysis:

E.B. Aycock has recently implemented a program that recognizes the success and growth
that both students and staff are doing.
Our school is still looking for ways to celebrate the success of all members of the school.

Section 2: Identification of Areas for Improvement

24

E.B. Aycock Middle School

Identified Areas for Improvement
After analyzing the data for E.B. Aycock Middle School, and meeting with the
principal and other stakeholders, I have come up with several concerns that I
would address if I were the principal at E.B. Aycock Middle School:
Overall, the teachers feel that their time spent at the school is not used
effectively. They feel that the instructional time that they are given is not
used to the best of their ability.
The teachers feel that the resources and the facilities at the school are not
up to par. The teachers have expressed that the resources are limited and
are not effective in their classes.
Both reading and math scores are well below that of the district and states
averages.
Teachers do not agree with the fact that state assessments accurately gauge
the learning that is occurring in the school
Teachers do not feel that they get scores back soon enough from the state
to positively affect their teaching for the next year.
Teachers feel that there is not enough time to participate in PLCs with
other grade levels.
Teachers feel that over the years, the student conduct has dropped. The
students are not being dealt with consistently and the behavior is a result
of that. Policies and procedures are not being followed as well.
Currently, there are about 150 students that are receiving more than 3
referrals for the school year.

E.B. Aycock has lost a total of 1254 school days to those students that
have had to be placed in ISS or OSS.
Majority of the problems are labeled as disruptive behavior that occurs in
the classroom.

Focused Area for Improvement

During semester, I was able to sit down with my administrators and district officials to
discuss some of the problems that we had seen with school safety in our district and
around the world. We knew that our district was doing what they thought was best with
certain safety procedures and how things were to be done. However, we felt that maybe it
was not enough. Maybe there was something more that we could do. In previous years,
school violence has increase exponentially. School shootings and lockdowns have
25

become a constant reality. Natural disasters are always a concern especially in eastern
North Carolina where hurricanes are a threat for half the year.
To begin this project, I sat down with a district official and my administration to
collaborate on how to improve our schools safety procedures and materials. We met a
couple times to discuss what was happening around the county and around the world with
the recent terror threats. As a whole, we decided Pitt County Schools needed a revamp on
their black boxes that are present in the schools. The black boxes are boxes that are
used when the school is experiencing a crisis. Pitt County School had requirements for
their schools and what was to be included in those. However, each schools was
organized differently. Each school also had different details from one another that in a
time of urgency could have caused panic. I decided to work with our administration and
our Pitt County officials to help standardize our boxes for the county so that if there was
ever a need for them, they could be easy to access and implement.

26

Section 3-Summary of Professional Language

Part One: Stakeholder Language Examples Relating to Crisis Plans in Schools

Best Practice Language (positive)

Other Language of Practice (neutral/poor)

This is something that needs to happen.

Its going to be up to you. You can do it.

I wish you had already printed this off.

I would love your help with this. I know

we can get it done right. Assistant
Principal

This section is messed up badly. We are

going to have to start at the beginning with
this one.

Thank you so much for printing off those

maps. It helped out a lot.

I dont think it needs to be done that way.

That would not be good.

I really like that idea. I think it is

important to have it streamline.

Why do yall have to do this? It isnt like

we would ever need it.

Your school has already done a great job

with setting up your black box before.

This is ridiculous. We never had to do this

before.

I agree with some of the things that you

have brought up. That is something that we
need to take into account when setting this
box up.

If she had just asked me I would have told

her where the pictures are at. Whenever I
talk she doesnt listen.

Awesome job. This is really helpful.

Assistant Principal

I do not want to do this today. I have

better things to do.

The folders that you created are great.

They are colorful and organized perfectly.
It will make it easy for us to see them if
there is every a crisis. Principal

This could have been done better.

Thanks for updating the other box too.

Principal

I wish you had asked me about this before

you made these copies.

It is hard to imagine that a crisis could

occur that would cause us to have to
implement some of these procedures. But
you have done a great job with putting
them together.

Made you still have time to change this so

that it is right.

27

I have to give praise to Mr. Matkins. He

was the one that worked with Mr. X and
was able to put together that black box.

Summary of Stakeholder Language

After talking with district official and the administration, we decided that it would
be a great idea to recreate our crisis box (black box) so that it follows the guidelines with
Pitt County Schools. In Pitt County, we have around 30 plus schools and each school had
a different set up of their crisis box. With our ever-changing society, attacks and events
are becoming more and more prevalent in our schools. Schools never know when the day
may come that they have to implement these crisis plans that they have created. Pitt
County Schools have taken a proactive stance and decided that they wanted all of the
schools in Pitt County to have a crisis box that was set up the same exact way. The
purpose of that is so that if something like this were to happen, then it would be easy to
access and execute the effective crisis plans.
During the first semester, one of our assistant principals and myself met with a
Pitt County official to discuss the crisis box and things that they were looking to
implement this year. Together, we discussed what protocol would be put in place and how
each crisis box within all of the Pitt County Schools should look. The standardize boxes
would make it easier for anyone to go to them and assess them. It would also make it
beneficial to outsiders if they had to come in and help during a moment of crisis. The
hope of this procedure is to make it as seamless as possible for anyone that uses the
materials in the boxes. My assistant principal was apprehensive at first to this idea, but
since it was what the county wanted, she adjusted accordingly. My assistant principal
went on to say, I would love your help with this. I know we can get it done right. My
principal observed the process and made some comments as well. He said, The folders
that you created are great. They are colorful and organized perfectly. It will make it easy
for us to see them if there is every a crisis. There has also been a large push from the
county to have this done and done right. The teachers and data managers have offered
their support and have asked if they could have a part in the creation of the crisis box.
On the other hand, as you can imagine, some people have not been as impressed
with the work that was needed to complete the boxes. Some people believe that this will
be something that we will never actually use. One teacher said, Why do yall have to do
this? It isnt like we would ever need it. Another teacher stated, I do not want to do this
today. I have better things to do. Even though we have experienced some negative
feedback, it is only a small minority. It has mainly been limited to a couple of people.
They have expressed their concern with not seeing the need of creating the materials in a

28

certain fashion. The administrators, Pitt County, and myself do understand the importance
of having these procedures in place for if the need ever occurs.
All in all, I have been impressed with the feedback from the staff about the
changing of the boxes. Most everyone sees who our society is slowing changing and the
need for the correct procedures in place are critical. No school wants to experience what
some have recently experienced, but it is always important to be ready if the need occurs.

Part Two: Researcher Language Examples Related to Crisis Plans in Schools

What the researchers are saying:
Johnson (2000) explained that a school

What it means for us:

A school crisis has extreme effects on not
29

crisis brings chaos that undermines the

safety and stability of the entire school.
Johnson also stated that a school crisis
exposes children and staff to threat, loss,
and traumatic stimulus and undermines
their security and sense of power. (Allen,
Burt, Carter, Orsi & Durkan, 2002, p. 96)

only students, but the staff members as

well. A school building is designed to be a
place where people can come and learn
while interacting. No one expects that to be
compromised and lost. As leaders, we have
to make sure that we take the correct steps
to keep our school community safe.

Considers the recent emphasis placed on

the need for effective crisis intervention
and the professions self defined role, it is
important to determine if the school
counselors preparation aligns with the
demands of the profession. (Allen, Burt,
Carter, Orsi & Durkan, 2002, p. 96)

It is important to give defined roles to your

staff members in the time of a crisis.
Leaders have to make sure that everyone is
being utilized correctly. Busy minds can
keep people for acting irrationally.

While we agree wholeheartedly that plans

are integral to successful crisis response,
equally important is the process by which
school professionals implement their plan.
School crisis plans typically highlight the
importance of leaders taking charge by
assessing the situation, making decisions,
giving direction to others, and supervising
activities. (Cornell & Sheras, 1998, p.
297)

Schools can have the best plans in place for

a crisis, but if those plans are not executed
effectively, than the plans are useless.
Leaders need to be highlighted in a plan
and their role(s) need to be understood.
Giving simple directions in a moment of
need to scared students can mean a lot to
the safety of their well-being. As scary as it
sounds, you must mentally prepare yourself
for whatever may happen.

Skillful and competent crisis response is

important not only to respond to the
dangers of the immediate situation, but to
prepare the way for a more rapid recovery
and return to normalcy. Crisis victims are
at risk for long-term demoralization and
post-traumatic stress reactions, which
compound the adverse effects of the
original event. Staff members who respond
to the crisis, as well as student bystanders
and even parents, can suffer from increased
fears and vicarious traumatization
(Pearlman & MacIan, 1995). Cohen (1990)

In a time of crisis, normalcy and returning

to a schedule is important. Obviously, there
is a limit of normalcy that can be obtained.
Our youth has found comfort in the day-today schedule of school. That schedule helps
them cope, adapt, and find comfort in their
lives. It is something that they can rely on.
When that is taken away, their worlds can
be turned upside down and it can take years
for it to right itself.

30

described numerous consequences of crisis

events, including diminished selfconfidence, confused feelings, fear of
future difficulties, feelings of depression
and alienation, and increased negativism.
In addition, victims often experience
significant anger.(Cornell & Sheras, 1998,
p. 305)

The school-based crisis intervention

model assumes crises present not only
dangers to individual mental health, but
also present opportunities for psychological
growth and development. Survivors enter a
state of shock, followed by a period in
which coping mechanisms become
ineffective, resulting in emotional
disorganization. (Kline, Schonfeld, &
Lichtenstein, 1995, p. 245)

There is no limit of what damage a crisis

can do to an impressionable student.
Damage that those students would have to
deal with for the rest of their lives. As
leaders, we can help minimize the damage
by having a plan that is executed well. It
can shorten the recovery time needed for
them to continue their lives.

If a school-related trauma is not

adequately addressed at school, temporary
disruptions in childrens ability to
concentrate can create a downward spiral
in academic performance. Likewise, how
schools manage crisis in the short-term can
negatively affect longer-term functioning.
(Kline, Schonfeld, & Lichtenstein, 1995, p.
245)

The way a school responds to a time of

crisis can make a huge difference. Research
suggests that students that have had a bad
experience of this caliber take a downward
turn. It takes those students ten times
longer to recovery than normal. It is also
important to make sure that it understood
that the recovery period may last months
after the actual incident and that needs to
be taken into account.

To maximize the likelihood that children

will adapt successfully to crises, schools
should develop and implement an
organizational crisis response plan that
anticipates potential problems and creates
mechanisms for resolution. (Kline,
Schonfeld, & Lichtenstein, 1995, p. 245)

Schools and their leaders should always be

one step ahead of what might happen. They
need to think about how our society is
changing and how they should adapt to that
with their plans.

31

The best strategy to ensure schools devote

adequate attention to crisis prevention and
response planning involves convincing
administrators and the school board of its
importance. Such planning is economically
and administratively efficient and
educationally and psychologically sound.
(Kline, Schonfeld, & Lichtenstein, 1995, p.
247)

Creating a plan is time consuming and

involves a lot of money. Some school
districts do not have the money or means to
create a successful plan. They still need to
understand that to ensure the safety of their
students and staff, they need to find ways to
do the job right.

In addition, school crisis interventions

need to address problems that are relatively
unique to the school setting. These include
truancy, poor school adjustment, academic
failure, and the exacerbation of preexisting
educational problems. (Brock & Jimerson,
2004, p.285)

Every school in a school district is

different. Their location, demographics,
and personnel are all different. When
creating a plan, these things need to be
taken into account and added accordingly.
A template is great to start with but needs
to be adapted to fit each school.

Crisis preparedness includes activities

provided during the preimpact phase. The
primary goal is to better ensure that
students and staff are able to respond or
react to crisis events in adaptive ways.
(Brock & Jimerson, 2004, p.291)

Schools need to make sure that they have

several different approaches to crises. If
plan A does not work, then a plan B needs
to be in place and executed with
preciseness. All plans are important.

It must be remembered that each incident

is unique, and even the most
comprehensive plans cannot anticipate all
the possible scenarios and effects of crises
in schools. However, crisis planning and
preparedness can help address the
traumatic effects and provide short-term
treatment for those affected. (Knox &
Roberts, 2005, p.93)
Training requires time, money, and effort
that many financially burdened school
districts may be reluctant to fund.
However, training curriculum, manuals,
and workshops are available to help.
School districts may want to cross-train
crisis team members at various levels or
provide specialized training relevant to the
team members roles and responsibilities.
(Knox & Roberts, 2005, p.97)

Every incident is going to present scenarios

that might not have been thought about.
School leaders can plan and plan, but in the
event that something does happen, you can
believe that something not thought of will
occur. Damage can be minimized though
with the correct planning.
Funding and time is needed for crisis
planning. It can burden a school, but it is a
sacrifice that is needed. Schools need to
look for assistance either on the district or
federal level if they need help.

32

With heightened alerts more common in

the United States, being lax or complacent
about crisis management plans for schools,
governments, and businesses is a thing of
the past. What is most needed is empirical
and evaluative research on the
effectiveness of crisis management plans
and services. (Knox & Roberts, 2005,
p.99)

Sadly, attacks along with other

circumstances are happening more and
more each year. Schools cannot afford to
wait around or put things off until the next
year. The same thing that is happening to
other schools can happen to your school
tomorrow.

Because school crisis management has

increased in attention and need over the
past decade, we hope the research needed
to validate the knowledge base and
interventions will be forthcoming. With
increased federal funding in this area, we
recommend that school districts seek those
resources to implement and evaluate school
crisis response plans and procedures to be
prepared for future emergencies. (Knox &
Roberts, 2005, p.99)

More and more research is coming forth

about the need for a crisis plan to be in
place. Assistance can be found on any level
if they look hard enough. Plans and
procedures need to not only be in place but
be reviewed to make sure that they will be
effective when the time comes.

Summary of Researcher Language Relating to Crisis Plans in Schools

After reading several articles in-depth and skimming through multiple other
articles, I was able to conclude several key concepts. The first and most important
concept to know is that our world and our society is ever changing. More and more
scenarios are occurring around the world on public and private school campuses. It has
even trickled down to college campuses as well. School districts have to be prepared for
these crises by having a plan in place. Schools should work closer with district personnel
to make sure that plans are created and executed properly. A plan is only as good as it is
carried out.
The second concept that numerous researchers emphasized was the importance of
planning for the worse and making sure that you have several plans in place. Many
schools already have outdated plans and procedures, but they may not be useful for this
day and time. Making sure that they are up to date and that they are done properly will
help cut down on the trauma that will be experienced by the students and staff. As
research as shown, traumatic events can cause a downward spiral that can be hard to
overcome.

33

References

34

Allen, M., Burt, K., Bryan, E., Carter, D., Orsi, R., & Durkan, L. (2002). School
counselors' preparation for and participation in crisis intervention.Professional School
Counseling, 6(2), 96-102.
Brock, S. E., & Jimerson, S. R. (2004). School crisis interventions: Strategies for
addressing the consequences of crisis events. Handbook of school violence, 285-332.
Cornell, D. G., & Sheras, P. L. (1998). Common errors in school crisis response:
Learning from our mistakes. Psychology in the Schools, 35(3), 297-307.
Kline, M., Schonfeld, D. J., & Lichtenstein, R. (1995). Benefits and challenges of schoolbased crisis response teams. The Journal of school health, 65(7), 245.
Knox, K. S., & Roberts, A. R. (2005). Crisis intervention and crisis team models in
schools. Children & Schools, 27(2), 93-100.

35

Section 4: Action Plan

Goal 3: Improving Crisis Boxes to Cut Down on Panic
Actions
Data Collection

Person Responsible

Methods

Timeline

Evidence

Principal
Assistant
Principals
Mrs. Strickler
Data Manager

Collect school data

using resources
and stakeholder
input

August 22-26,
2015

SLP Data Collection

Analysis of Data

Principal
Mrs. Strickler
Assistant
Principals

Analyze school
data to determine
school needs

August 27September 5,
2015

SLP Analysis of Data

Conducted First
lockdown drill for
the 2015-16 school
year

Taylor Matkins
Principal
Assistant
principal
Teachers
Pitt County
Officials

October 8, 2015

Communication records
Email
Checklist

Taylor Matkins
Principal

The school
underwent their
first lockdown
drill for the school
year
Pitt County
officials conducted
the lockdown and
provided feedback
once it was over
Administrators and
myself sat down
with the Pitt

October 8, 2015

Communication records
Emails

Met with Pitt

County officials to

discuss changing
of the crisis box

Worked with
Assistant Principal
to modify crisis
box

Assistant
principal
Teachers
Pitt County
Officials

Taylor Matkins
Assistant
Principal
Data Manager

Worked with
Assistant Principal
to create
documents for the
crisis box

Taylor Matkins
Assistant
Principal

Met with Pitt

County officials to
discuss
implementation of
new boxes

Taylor Matkins
Principal
Assistant
principal
Pitt County
Officials

County official
and heard the plan
to change the
boxes for this year
Pitt County
wanted a
standardized
method for all
boxes
Assistant principal
and myself worked
on revamping
certain aspects of
the box.
We eliminated
documents that
were dated
We worked
together to start
creating forms and
documents that the
county wanted
included in the box
The officials
brought with them
a notebook of
required
documents, maps,
forms, and other
materials that were

November 2-4,
9-11, 2015

Documents
Emails

December 7-9,
2015

Crisis Forms
Crisis Documents

February 4, 2016

Emails
Checklist
Crisis Notebook

Created maps and

procedures for the
crisis box

Taylor Matkins

Met with Assistant

Principal to
modify crisis box

Taylor Matkins
Assistant
Principal

Met with Pitt

County officials to
check off crisis
box

Taylor Matkins
Principal
Assistant
principal
Pitt County
Officials

needed for the

black boxes.
We sat down
together and
discussed what
each box needed to
have.
I created some
school maps and
evacuation maps
for each classroom
in the school
We came together
to start putting
things in the black
box
We met for one
last time to make
sure that
everything was
included and
finished

February 8-11,
2016

Email
Maps
Crisis Procedures

February 15-16,
2016

Email

February 25,
2016

Email
Pitt County Schools
Check off List

Section 5: Service Leadership Project Evaluation and Impact Summary

E.B. Aycock Middle School
Data Outcomes
All three administrators have expressed their appreciation for the work that
went into the organization of the crisis boxes.
A partnership has been strengthened with crisis district officials.
A calming atmosphere has been created within the school.
Maps, documents, and other forms that were once dated have been destroyed
and new ones have been created to properly assist the school when in need.
Communication lines have been created and strengthened among the
community and within the school.
For the first time, all personnel within the school know their roles in the time
of a crisis.

Impact on Overall School Improvement:

The administrators of E.B. Aycock Middle School, two district officials and I reviewed
the schools crisis boxes and deemed them outdated and not effective. We knew that
during this time, crisis plans need to be planned meticulously with great detail in order
for them to do what they are designed to do. District officials along with administration
had reviewed the original crisis boxes in detail. Pitt County Schools wanted to have a
standardize method of creating and organizing the boxes in all schools so that if there was
ever a time that they were needed, officials could be deployed and help the situation.
Since we service a large student population, we know the importance of making sure that
our students and staff members have a plan in place that will ensure their safety.
When I began this project, I discussed with our administration some things that needed to
be corrected with our current crisis boxes. Collectively, we decided that the creation of
new boxes with the help from the district would be important. We discussed some
methods and strategies that we wanted to implement into the boxes. These ideas would be
critical for the implementation of the plans during a time of crisis. During this time, the
district stepped in and also helped provide some feedback on what should be required for
the boxes. Once the creation of the boxes was completed, I have received more positive
feedback than negative from all staff members and district officials. My assistant
principal told me Awesome job. This is really helpful. My principal said, The folders
that you created are great. They are colorful and organized perfectly. It will make it easy
for us to see them if there is every a crisis. Other teachers have said, It is hard to
imagine that a crisis could occur that would cause us to have to implement some of these

procedures. But you have done a great job with putting them together. I have been
blown away with positive remarks that I have received. It has definitely made this project
well worth it.
In order to implement the correction of the black boxes, I had to make sure that I could
elicit the help of my administrators, support staff, teachers, and district officials that are
present in my school district. I contacted all that would be a part of this project to make
sure that they would be willing to help. All parties were on board with the idea and were
eager about getting started.
In addition to the creation and reorganization of the boxes, we will also see the creation
of new roles for participants and a clear definition of old ones. This will allow for a better
understanding of the plans during a time of need. This will allow for safety to be ensured
for all 750 students and 100 staff members.

Impact on Leadership Skills and Abilities:

Once I had completed the Service Leadership Project, I had a few moments to reflect on
the impact this project had on my leadership skills and abilities. Collaboration was the
first area that was targeted through this project. I had to communicate with 10 individuals
via email and face-to-face to accomplish the creation of the creation boxes. I worked with
all cultural groups within my school as well. On top of that, I also worked with core
teachers, encore teachers, personnel, administrators, and district officials to complete this
project. Throughout this endeavor, I had to learn how to communicate with over 10
individuals from all different areas, and concentrations. I have come to understand how
important it is to communicate with individuals in an effective manner.
In my research of professional language, I was able to develop a deeper understanding for
plans in a time of need. I grew up in a small, rural school where everyone knew one
another and the threat of a shooter was never imminent. It was never something that you
had to worry about. In fact, schools across America did not have to deal with these sort of
events. That has all changed within the last decade. Shootings and disasters are starting to
become more prevalent in schools, malls, movie theaters, or wherever there is a crowd.
Through my SLP, I have started to see how important it is to have collaboration with
everyone and work for a common goal.
Since this SLP, I have seen how creating crisis plans goes hand-in-hand with creating
collaborative groups. If we all work together to complete a common goal then more gets
accomplished. There are so many ways that these plans can help students and staff.
Hopefully, their use will never be needed, but we can make sure that they extremely
effective if the time calls for it.