South High principal credits new structures, staff and alternative pathways for post‑COVID turnaround

South High School Principal Rodney Gamen told the Washington County Public School Board of Education on Feb. 4 that a multi‑year effort to rebuild school structures, expand staff supports and add nontraditional pathways has reduced large hallway disruptions and helped more students earn credits toward graduation.

Gamen said the work began after the school returned from pandemic closures and staff and students ‘‘weren’t the same’’—national patterns compounded locally by widespread out‑of‑class time, fractured student relationships and older structures that no longer fit student needs. ‘‘The first challenge we had was what are we gonna do to get our kids back in class?’’ he said.

The principal described three main strategies: rebuilding operational structures, increasing schoolwide professional learning and creating alternative learning pathways. New operational changes included a six‑station tardy pass system that emails parents when students are late and an electronic hall pass system administrators and safety staff can monitor. Those systems are intended to identify frequent tardiness and limit students’ unsupervised time in hallways.

Gamen said Tuesday professional development time is used in a continuous cycle: teachers set a monthly, student‑centered goal, try a strategy for two weeks, then meet to reflect on student artifacts and adjust practice. He said teachers value the opportunity to tailor strategies to their classrooms.

To reduce reliance on external alternatives, South High added staff and in‑school options. The district funded a coordinator for student and school support, an additional student intervention specialist and an additional social worker; Gamen said community schools funding will support two more social workers next year. Grade‑level teams now include an assistant principal, a school counselor, a student intervention specialist and a social worker who jointly review student needs and use the student support team (SST) process.

Gamen described several alternative schedules and programs now run from South High: a midday bus that transports roughly 50 students to a modified PM‑only schedule and 90 AM‑only students; a Twilight program (3:30–5 p.m.) where students may earn one to four credits over multiple evenings; a blended learning program (state rules require at least 20 percent face‑to‑face instruction) that serves 81 students; and expanded use of the county’s Innovative Learning Center for full‑time virtual students and evening credit recovery. He gave these counts: 32 students in the district’s full virtual (connected) program, 11 students enrolled full‑time at the Innovative Learning Center’s elective program, and 58 students using the Innovative Learning Center for credit‑deficit evening programs. He also said two students were placed at the Innovative Learning Center under extended suspension/expulsion (ESE) protocols this year.

Board members asked whether attendance had improved. Gamen said attendance for students in the new programs has improved, and that the systems allow staff to show parents exactly how much instructional time a student has missed. He cautioned that schoolwide attendance remains a district‑wide challenge and that gains require sustained effort. ‘‘For the students that are involved in this, it improves,’’ he said.

Board members also raised concerns about long‑term readiness for full‑time work for students on modified schedules. Gamen said the school is developing career and technical education (CTE) and work‑based learning options so students can earn credits while gaining workplace experience; he said about 20 students already participate in school‑to‑work placements.

Gamen emphasized that implementation required time, a leader with operational capacity and coordinated teams. He said staff visits, frequent team meetings and close work with central office were essential to creating individualized plans.

Board members and other speakers praised the staff and noted visible differences during school visits. Gamen credited ‘‘incredible staff’’ and a ‘‘collaborative solutions team’’ for the improvement.

The presentation concluded with board members requesting follow‑up data on attendance and outcomes and suggestions for transferring successful practices to other high schools.