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Colleton County High outlines turnaround plan: graduation and EOC targets emphasized
Summary
Principal Eureka Bodysin presented a continuous improvement plan at the May 20 board meeting with a goal to raise the graduation rate from 78.2% to 83.2% and specific EOC performance targets for English II and algebra.
Principal Eureka Bodysin presented Colleton County High School’s continuous improvement (turnaround) plan to the school board on May 20, detailing intended performance targets and the steps school leaders say they are taking to meet them.
Bodysin said the high school’s overarching resource and equity goal is to raise the graduation rate from 78.2% to 83.2% as reported on the South Carolina School Report Card. Two specific performance targets under that umbrella are increasing the percentage of students passing the English II end‑of‑course (EOC) exam from 45.8% to 50.8% and raising the algebra EOC passing rate from 18.4% to 25.4%.
To monitor progress, Bodysin said the school uses MasteryConnect (benchmarks administered twice per semester) to predict student performance on state exams. The school ran fall and spring benchmark comparisons this year and expects more definitive results once EOC scores are fully returned.
Bodysin told the board the school has focused on multilingual learners (MLL), creating a class to provide extra instruction targeted at students who are still acquiring English. She said that model gave students concentrated support but also revealed a need for broader teacher capacity so MLL students receive assistance across more classrooms.
Other strategies in the plan include quarterly newsletters tied to a school climate survey, PBIS incentives, targeted professional development on new ELA standards, weekly PLC meetings for teachers, and career‑readiness activities such as OSHA and CPR certification in physical education courses, ASVAB administration for 10th graders, and senior projects. Bodysin said the work aims to spread college and career exposure across all grades so students do not wait until senior year to make post‑secondary decisions.
Board members asked for clarification about the MLL subgroup and the supports in place; Bodysin said the school is providing both teacher professional development and targeted class time to increase language proficiency and test readiness.
