Buncombe County Schools Strategic Plan · students earned a total of 3119 industry recognized...

In compliance with Federal Law, Buncombe County Schools administers all education programs including its Career and Technical Education Programs, employment, activities and admissions without discrimination against any person on the basis of gender, race, color,

religion, national origin, age, or disability. | Approved by the Buncombe County Schools Board of Education, April 12, 2012. Last update January 2017.

CONTACT USBuncombe County SchoolsAdministrative Services BuildingPhone: 828.255.5921Fax: 828.255.5923175 Bingham Road, Asheville, NC 28806

Buncombe County Schools

Strategic Plan2012 - 2017

Priority I: All students will graduate as high-achieving and globally-competitive learners with 21st Century skills.

OutcomesMeasurable

OutcomesMore Strategies Means of Evaluation Contacts

2012-2017 Progress Notes

I(A). High quality

instruction to all

students

I(A)1. All teachers

will engage

students in high

quality instruction

based on local,

state, or federal

accountability

measures.

Referenced with:

RttT B(3) 1.1

RttT C(3) 1.3

RttT D(5) 1.1

RttT D(5) 1.2

RttT P(2) 1.1

I(A)1.1. Engage all students in

research-based instructional

practices, including but not

limited to the Balanced

Literacy model (media,

financial, informational,

health, scientific), inquiry math

and science, writing across the

curriculum, and concept-based

instruction in social studies to

ensure achievement of

learning expectations.

Classroom walk-through

observations

Curriculum

Directors,

Specialists,

Administrators

Curriculum Specialists, Instructional

Coaches, & Principals provide fidelity

measures; Documentation at the school

level and coaching logs. School and

district curriculum leadership teams.

Continued curriculum support for all NC

Standards. Implement Instructional

Framework and Learning Targets at all

schools 2015-16

North Carolina Educator

Evaluation System (NCEES), a

growth model to promote

effective leadership, quality

teaching, and student learning

Personnel Director Ratings available each year.

System Evaluation Assessment

(SEA System) professional

development reports. Converted

to My Learning Plan in 2015.

Professional

Development

Coordinator

SEA System data July 2013 , 2014, 2015

My Learning Plan data, available 2015-

16

North Carolina Annual

Measurable Objectives (AMOs)

Testing &

Accountability

Director

2011-12 AMO charts (Gr.3-12); 2012-13

data available from NCDPI, October,

2013

2013-14 AMO data available from NCDPI,

October 2014. AMOs no longer reported

as of 2015-16. Participation targets only.

Buncombe County Literacy and

Math Stages (elementary)

Elementary

Curriculum

Director

Progression to District Literacy and Math

Assessments 2013-14, ongoing. mCLASS

2013, ongoing

I(A)1.2. Use data to make

decisions about teaching and

learning.

Records of data-analysis

meetings

Testing &

Accountability

Director

PowerPoints, Data Charts, Schedule &

Agendas of training dates available from

Data Team (2011-2016)

Review of agendas to insure data are

used during PLCs to inform teaching and

learning.

I(A)1.3. Implement the use of

the Buncombe County Data

Analysis Sequence model

(DAS) to facilitate data

conversations and strategic

decision-making with district-

and school-level staff.

DAS training materials Testing &

Accountability

Director;

Curriculum

Directors

PowerPoints, Data Charts, Schedule &

Agendas of training data available from

Data Team; Sampling of photos of

schools’ data walls; School walkthrough

observations

Data analysis summer training with SITs;

District-level staff & Principals received

EVAAS training Sept./Oct. 2014, 2015,

2016.

Program and Classroom

Connections improvement

strategies chart included in Data

Walls

Sample of photos of schools' data walls;

School Walkthrough observations (of

PLC/Data walls)

Sample of photos of schools' data walls;

School Walkthrough observations (of

PLC/Data walls)

I(A)1.4. Require the inclusion

of “Specific Measurable

Attainable Relevant Timely”

(SMART) goals in School

Improvement Plans.

SMART goals included in School

Improvement Plans (SIPs)

Curriculum

Directors

SIPs approved by the BCS Board of

Education, December 3, 2012. SMART

goals are included in the 2014-16 SIPs.

SMART goals are included in the 2016-

2018 SIPs.

I(A)1.5. Review progress

toward accomplishing SMART

goals with principal and key

participants.

Principals' Mid-year Reflections

and Annual Progress Reports

Associate

Superintendent,

Curriculum

Directors

Completed biannually 2013, 2014, 2015,

2016

I(A)2. Increase

the percentage of

licensed staff

rated at or above

proficient on all

standards as

measured by the

NCEES.

Referenced with:

RttT B(3) 1.1

RttT C(3) 1.3

RttT D(2) 2.1

RttT D(5) 1.1

RttT D(5) 1.2

RttT P(2) 1.1

I(A)2.1. Utilize the NCEES as

a means of critical feedback

and honest evaluation of

the level of instruction

taking place.

Annual comparison evaluation

data

Personnel Director Annual comparison data of NCEES

Aggregate Percentage of Teachers Rated

At or Above Proficient on the NCEES

Standards for 2011-12, 2012-13, 2013-

14, 2014-15 (See Table I(A) 2.1 in Prioity I

Appendix) .

I(A)2.2. Monitor classroom

instruction according to the

NCEES.

NCEES data to ensure correct

implementation of the

evaluation process

Associate

Superintendent;

Curriculum

Directors,

Ongoing

I(A)2.3. Review the NCEES

evaluation data to ensure

correct implementation of the

evaluation process.

Training with Tom Tomberlin, NCDPI &

Sandy Horn, SAS (November 3, 2014).

System level review at General Staff

Meetings - Personnel department.

Principal's Ready Training, annually.

I(A)2.4. Provide training to

school-based administrators

on the effective use of the

NCEES for the purpose of

identifying weaknesses in

instructional practices.

Professional development

records

Personnel

Director,

Professional

Development

Coordinator

Initial training sessions were facilitated

by WRESA; Inter-rater reliability training

for administrators. Annual training for

new administrators and ongoing support

from personnel department.

I(A)3. Increase the

percentage of AIG

students/schools

making high

growth in Reading

and Math.

I(A)3.1. Differentiate

instruction so that all students

are challenged to reach their

potential through rigorous and

relevant educational

experiences.


observations and lesson plans

that include Revised Bloom’s

Taxonomy (RBT) and tiered

activities. Documentation of

differentiated lesson plans and

units using STEAM principles and

math/reading curriculum

extensions.

AIG Specialist and

District AIG

Coaches

Quarterly AIG Parent Advisory meeting,

committees, AIG Credentials, Credit by

Demonstrated Mastery Process. District

AIG plan adopted by Board June 2016.

Math curriculum maps created in

collaboration with AIG to be implemented

2016-17. Monthly professional

development with AIG specialists. Data

analysis review with administrators and

leadership.

I(A)3.2. Increase collaboration

between AIG Specialists and

regular classroom teachers.

Common Core / Essential

Standards Professional

Development and training

Curriculum

Directors; AIG

Specialist and AIG

Coaches

PLC Continuum, Learning Targets,

Unpacking Standards Workshops, Credit

By Demonstrated Mastery, BCS

Instructional Framework, PLC Continuum.

Sharing of differentiated units/lesson

plans. Consultative support.

I(A)3.3. Expand Advanced-

Placement (AP) and Honors-

level courses for secondary

students (middle and high

school).

AP and Honors-level course

enrollment and test data

Secondary

Curriculum

Director; Testing &

Accountability

Director

NCDPI data available annually.

I(A)3.4. Revise the

Academically or Intellectually

Gifted (AIG) Plan to enhance

differentiation of instruction,

professional development, and

parental

empowerment/involvement

resulting in rigorous and

relevant educational

experiences.

Current BCS AIG Plan, records of

professional development, BCS

AIG endorsement list, and AIG

Advisory Committee

AIG Specialist and

District AIG

Coaches

See Table I(A)3.4. in Priority I Appendix

for annual AIG Population & Honors & AP

Placement annual comparison data.

Board approved AIG plan 2016.

Implementation through 2019. Student

progress reports provided to parents

every nine weeks. At least two parent

advisory meetings per year.

I(A)3.5. Maximize

opportunities for expansion of

direct AIG services.

Training with principals on scheduling.

Service delivery plan addressed in the

new AIG Plan.

I(A)4. Use

common,

formative, &

comprehensive

assessments to

provide feedback

for improvement

in teachers’

instructional

practices and

student learning

outcomes.

Referenced with:

RttT C(3) 1.3

RttT C(3) 1.4

I(A)4.1. Develop and make

accessible a repository of

school and district-wide

assessments designed for

teachers to measure student

performance and effectiveness

of instructional practice.

Repository of archived common,

formative, and comprehensive

assessments

Curriculum

Directors

Linked to the development of Home Base

(NCDPI Instructional Improvement

System (IIS); mCLASS (K-3); Local math,

COGAT assessment, science,

English/Language Arts assessments.

Creation of common district benchmarks

2015, Formative assessments 2016,

Learning Target Focus 2015-16, K-5

District assessments for PLC use. Use of

School NET, Canvas.

I(A)4.2. Implement routine

use of assessments based on

NC FALCON Professional

Development.

Formative assessment

documentation

Curriculum

Directors; Testing

& Accountability

Director, Coaches

NC FALCON training completed 2012.

Instructional framework continues to

support the work of NC Falcon with

embedding of learning targets.

I(A)4.3. Utilize Education Value-

Added Assessment System

(EVAAS) reports.

Annual EVAAS reports Testing &

Accountability

Director

EVAAS Reports for training (former

diagnostic and current Educator

Effectiveness, district training for

instructional coaches and school-based

training with data coaches); Test

Director/Data Coaches provide annual

EVAAS training. School based data team

meetings.

I(A)4.4. Use K-2 formative and

benchmark assessments to

ensure students are reading on

grade-level by the beginning of

Grade 3.

K-2 Assessment data Elementary

Curriculum

Director

BCS K-2 Assessments fall, mCLASS-

beginning, middle and end of year with

progress monitoring.

I(A)4.5. Third grade students

will demonstrate proficiency at

a level 5 percentage points

above the state average in

reading by 2013 as measured

by the NC End of Grade (EOG)

as a BCS benchmark.

Grade 3 NC Reading End of

Grade (EOG) Test as a BCS

benchmark

Testing &

Accountability

Director

See Table I(A)4.5. in Priority I Appendix

for annual comparison data of Percent of

grade 3 Students Scoring At or Above

Proficient on the EOG Reading Test

I(B). Career and

College

Readiness

options for all

students

I(B)1. All

graduates will be

Career and

College Ready.

Referenced with:

RttT C(3)1.2

RttT C(3)1.3

RttT P(2)1.1

I(B)1.1. Increase student

access to relevant work

experiences through programs

such as Career Academy,

Workforce Investment

Opportunities Act, Work-based

Learning, Internships, and

summer enrichment

programs.

Student participation in work-

based learning and enrichment

experiences

CTE Director 92 students are enrolled in CTE

internships for the 2016-17 school year.

25 students participated in Mission

Possible this summer and 19 students

participated in Career Academy's

Summer Work Program. Both of these

programs are funded by the Buncombe

County Commissioners. 77 students

participated in CTE Summer Career

Camps at A-B Tech. Over 700 middle

school students visited local businesses

and industries during Student@Work

Week. CTE provides Virtual Job

Shadowing to all students in grades 6-12

allowing them to explore careers in an

online setting.

I(B)1.2. Ensure all students

have a personalized four-year

graduation plan that includes

post-secondary goals and

diagnostic information from

various sources including

WorkKeys, ACT, and SAT.

Four-Year Graduation Plans,

Graduation Rate, WorkKeys,

ACT, and SAT data

CTE Director The latest data from NCDPI CTE shows

that the CTE Concentrator graduation

rate is 95% compared to the current

graduation rate of all students which is

85.2%. 737 students earned either a

Platinum, Gold, or Silver Level Career

Readiness Certification on WorkKeys. CTE

students earned a total of 3119 industry

recognized credentials during the 2015-

16 school year and 140 students earned

articulated credits through their Career

and Technical Education courses.

I(B)1.3. Utilize distance

learning to provide Course

Recovery and additional

options such as NC Virtual

Public School to meet

individual student need.

Number of students enrolled and

successful course completion

Secondary

Curriculum

Director

Annual data as recorded in PowerSchool

will be reported the Distance Learning

Coordinator.

I(B)2. Increase the

graduation rate to

85% by 2013-14.

I(B)2.1. Identify at-risk early

warning indicators and plan

appropriate interventions for

academics, attendance, and

behavior.

BCS K-3 Reading and Math

Assessments

Elementary

Curriculum

Director

Documentation on file at school level/

Scores on file in Elementary Curriculum

Director's Office. District level fidelity

check 2017.

Learning Accomplishment Profile

Diagnostic LAP-D2, Pre-

kindergarten assessment

Elementary

Curriculum

Director

Documentation on file at school level/

Scores on file in Elementary Curriculum

Director's Office

NC Window of Information on

Student Education (NCWISE)

attendance and discipline data.

Converted to PowerSchool.

Educator handbook in effect

2016.

Student Services

Director

Attendance & discipline data used for

RtI, 2012-13 District RtI Implementation

plan, Tier 1; Tier 2 training fall 2013,

Principals train annually. Annual

PowerSchool data collected by Student

Services. Piloted Educator Handbook

Spring 2016 with full implementation Fall

2016. Multi-tiered System of Support

(MTSS) training for district team 2016.

Graduation Initiative data, Mini-

mester completion, Online

Course Recovery, Increase

number of school social workers.

Graduation Initiative specialists.

Participation in Minimum Credit

Diploma, student enrollment in

Middle College and Community

High School.

Graduation

Initiative Director

4 year cohort graduation rate:2012-

80.0%, 2013-80.3%, 2014-83.2%, 2015-

85.2%, 2016-85.7% (See Table I(B)2.1 in

Priority I Appendix)

I(B)2.2. Provide interventions

to ensure students’ academic

progress. Comprehensive

Counseling Program.

Personal Education Plans Student Services

Director

Comprehensive counseling program. PEPs

and assurance statements on file until

requirement removed from General

Assembly in 2015. Transitioning to MTSS

model-2016.

Individualized Education Plans EC Director Documentation in EasyIEP

504 Accommodation Plans Student Services

Director

Number of identified 504 students on file

in NCWISE database and in PowerSchool

database. Annual Student Services

meeting.

Limited English Proficiency Plans Federal Programs

Director

LEP Plans on file at school level – ESL

Innovations (database software).

Collaboration with ESL coaches,

curriculum specialists to provide

Language of Science and Math

professional development 2015, 2016.

I(B)3. (a)

Buncombe County

Schools will seek

participation in

the North Carolina

Science

Technology

Engineering

Mathematics

(STEM) Learning

Network

beginning 2011-

12; (b). Increase

the number of

STEM related

courses available

to BCS students;

(c). Increase the

emphasis on

STEM within the

content areas, K-

12. Referenced

with: RttT P(2)1.1

I(B)3.1. Schools will identify

business and community

partners for STEM.

STEM Committee meeting

documentation and

implementation plan

CTE Director,

Curriculum

Directors, Content

Specialists

Meeting agendas and materials;

PowerPoints; List of business partners;

Chamber of Commerce, Work Force

Development, job shadowing, and work-

based learning. Continued participation

with business partners; Nesbitt Discovery

Academy opened, August 2014.EWIF

grant for elementary/intermediate

schools. Project Lead The Way

implementation 2013. STEAM lab pilot in

six schools 2016 with full-district

implementation for

elementary/intermediate schools

2017/2018. District STEM Awareness

events for students and families 2014,

2015, 2016, 2017. Development and

implementation of STEAM units for AIG

students, ongoing.

I(B)3.2. Collaborate with

stakeholders to establish a

new STEM-themed high

school.

Partnership opportunities Nesbitt Discovery Academy opened,

August 2014

I(B)3.3. Implement Project

Lead the Way (PLTW) in

middle and high schools and

integrate PLTW lessons into

elementary curriculum.

Implementation of PLTW

curriculum; PLTW professional

development records; PLTW

evaluation reports

CTE Director,

Professional

Development

Coordinator, STEM

Coach

Buncombe County Schools offers PLTW in

all intermediate and middle schools and

at Nesbitt Discovery Academy. PLTW is

being introduced in our elementary

schools through the Education Workforce

Innovation Funding grant. Robotics

competitions and additional club

activities help students extend their

learning past the classroom.

I(B)3.4. Provide curriculum

support in new standards and

use available data to place

students in the most rigorous

and appropriate science and

math courses.

Enrollment analysis of science

and math courses.

Secondary

Curriculum

Director; Testing &

Accountability

Director, District

Math and Science

Specialist

Analysis of enrollment data for Science &

Math courses. Analysis of data: EOG,

EOC, and NC Finals. Middle school Math

Placement Rubric.

I(B)3.5. Expand Green Schools

Initiative to integrate inquiry

learning opportunities for

students.

Number of BCS with Green

Schools designation

Science Specialist Twenty-six BCS schools recognized as NC

Green Schools as of 2016. (See Table I

(B)3.5 I n Priority I Appendix)

I(C). Equity in

curriculum

across the

district,

targeting

minority

achievement

I(C)1. All students

will have access to

equitable

curriculum

offerings across

the attendance

districts.

I(C)1.1. Analyze current district-

wide curriculum offerings,

staffing, and student

enrollment patterns to ensure

equitable curriculum offerings

across the district

• Student registration: face-to-

face and online enrollment data

• PowerSchool

• Graduation rate

• Transfer data

• Career and College Ready

graduates

• CTE Task Force report

● Civil Rights Review

CTE Director;

Student Services

Director

Students use PowerSchool for course

selection; Equity is a focused initiative

across the district; OCR Audit, spring

2013 will provide additional data to assist

with this initiative; The CTE Graduation

Rate 93.6% for 2011-12; The CTE Task

Force revealed a need for a CTE Advisory

Council, who will focus on implementing

the recommendations in the report; 44

council members will provide assistance

with this initiative; Meeting

notes/agenda are on file in the CTE

Office. Virtual Public High School course

records.

I(C)1.2. Create and implement

district-wide high school

course guide in PowerSchool

starting with Career Technical

Education (CTE) and

continuing with other

curriculum areas.

District-wide high school course

selection guide; Buncombe

County Curriculum Council

Comprehensive Course Catalog published

annually.

I(C)1.3. Develop a Minority

Achievement Action Plan to

investigate and resolve

inequities in curriculum

offerings

Action plan to decrease

inequities across the district

Student Services

Director,

Secondary

Curriculum

Director, Math

Specialist

Professional Development, use of

Curriculum Council to address course

offerings, removed course prerequisites,

Implementation of BCS Instructional

Framework

I(C)2. Minority

participation in

the AIG program,

Honors, AP, and

college-level

courses will be

commensurate

with the

demographic

make-up of the

I(C2.1. Development of equity

teams in four priority districts

with greater than 20%

minority enrollment. These

teams will develop minority

achievement plans for each

district during the 2012-13

school year.

Four district plans submitted by

the end of 2012-13.

Student Services

Director; Math

Specialist

Equity teams/committees established

then transformed into school-level, data-

driven Professional Learning

Communities (PLCs). Integrated into

MTSS model for 2017. Requirements for

underrepresented populations for AIG

placements included in AIG plan.

I(C)2.2. Utilize the Minority

Achievement Action Plan

(MAAP).

Plan submitted to

Superintendent and Leadership

Team

Added Spanish Family Support Specialist

in Erwin District 2015.

I(C)2.3. Develop academic

benchmarks in reading and

math at each grade level that

students need to achieve to be

ready for advanced courses in

high school by 2012-13.

Baseline data: AIG minority

enrollment (Grades 3-8), Honors

and AP enrollment (9-12);

Implementation plan with

identified benchmarks

EC Director; Math

Specialist

Data collection process, Requirements for

underrepresented populations for AIG

placements included in AIG plan. AIG

specialists monitor participation and

placement.

I(C)2.4. Articulate culturally-

relevant criteria to identify

minority AIG candidates.

I(C)2.5. Create equitable

criteria for enrollment in

Honors and Advanced

Placement (AP) courses across

district.

Review high school registration

information with a focus on

prerequisites for advanced

courses; Prerequisite and

enrollment criteria

Secondary

Curriculum

Director; CTE

Director

Systematic review of registration

materials at the high school level with an

emphasis on equitable prerequisite.

Buncombe County Schools Course

Catalog.

I(C)2.6. Analyze enrollment

data for minority students.

Enrollment data of minority

students

Student Services

Director; Math

Specialist

Enrollment criteria removed. Buncombe

County School Comprehensive Course

Catalog. PowerSchool student reports.

I(C)2.7. Require all schools to

have SIP strategies to increase

eligibility and participation in

AIG and advanced courses for

2012-14.

School Improvement Plans Curriculum

Directors, EC

Director; District

Curriculum

Coaches;

Curriculum

Specialists

AIG subgroup data collected and

analyzed by the SIT and AIG specialists

annually. Subgroup performance

monitored through Data Analysis

Sequence Model. Data collected annually

for monitoring.

I(D). New

technology to

develop

students’ 21st

Century skills

I(D)1. By 2013-14,

all classrooms will

have a standard

set of technology:

• LCD projector,

• intelligent white

board,

• document

camera, and

• wireless

computer for

teacher, and

• computers for

students to obtain

1:1 computer use

as needed

Referenced with:

RttT C(3)1.2

I(D)1.1. Identify classroom

technology needs to

determine what technology

infrastructure and equipment

are required to provide a

standard set of technology for

presentation capability.

• Technology Needs Assessment

results -completed 10/13

• Technology plan for wireless

access implementation-

completed 1/14

• Technology budget

• Purchase Order

• Inventory of installed

equipment

• Annual Media & Technology

Report (AMTR) by school

Technology

Director,

Technology

Facilitator

Interactive classrooms completed July

2015, Wireless everywhere completed

July 2015, 1:1 phase one 4th-6th graders

completed January 2016 and phase two

7th-9th graders completed October 2016.

Phase three projected completion for

10th-12th grade2017-2018. Best STEAM

Conference.2017 wireless access points

updated to newer version.

I(D)1.2. Identify each school

for wireless access.

I(D)1.3. Request budget to

achieve 100% implementation;

upgrade and retrofit to

accomplish the minimum

standard K-12, as established

by Media Technology Advisory

Committee (MTAC).

Interactive classrooms-completed 7/15,

wireless everywhere-completed 7/15, 1:1

Phase I (4th-6th)-completed 1/16. Phase

2 (7th-9th) - completed October 2016.

Increased number of Digital Learning

Facilitators, from 4 to 6. Increased

distance facilitator from part-time to full-

time in 2015.

I(D)2. Teachers

will integrate

technology across

the curriculum.

Referenced with:

RttT C(3)1.2

RttT D(5 )1.1

RttT P(2)1.1

I(D)2.1. Teachers will help

students use technology to

learn content, think critically,

solve problems, use

information, discern reliability,

communicate, innovate, and

collaborate.

Explore Learning Gizmo Usage

Reports by school, teacher, and

student Professional

Development attendance as

documented in My Learning

Plan.

Science Specialist Gizmo Usage Reports (2011-12, Aug-

December 2012. BEST STEAM

Conference, BEST 1:1 Professional

Development, annually. Digital Learning

facilitators, calendars, and school visit

logs.


observations -ongoing

Curriculum

Directors

Digital Learning Facilitators, Curriculum

Specialists, Instructional Coaches, &

Principals provide fidelity measures;

Documentation at the school level and

coaching logs. BEST 1:1 Professional

Development and BEST STEAM

conference offered annually.

I(D)2.2. Technology facilitators

will collaborate with teachers,

media and technology staff,

and students to evaluate and

select resources addressing

curricular needs and learning

goals.

Technology facilitators' calendar -

ongoing

Technology

Facilitators

Updated calendar on file in IT Dept. and

Professional Development records.

Examples include: PowerSchool Grade

Book, Clever Apps, Canvas Apps, SMART

Board Notebook, GAFE - GOOGLE,

Microsoft Suite- Word, Excel, PowerPoint,

SchoolNet, Canvas, Discovery Ed, BEST,

Microsoft Apps, Apple Apps.

List of technology supported

programs

20+ application software are supported.

I(D)2.3. Provide training on

and implement best practices

related to technology use in

school programs based on

research, pilot programs, and

state/national standards.

Professional development

training schedule; Records of

attendance; Staff survey results;

PD trainings offered on file in IT Dept.;

RttT; and SEA System (over 10 hrs.)

BEST Professional Development: District,

Principal/Teacher Teams (Summer 2014),

(2015); BEST for BTs (Winter/Spring

2015), Best STEAM Conference Summer

2016. Technology Tuesdays 2016-17

I(D)2.4. Instructional

technology facilitators will

provide monthly training

sessions.

Offerings of/Participation in PD trainings

on file in IT Dept.; RttT; and SEA System

(over 10 hrs.), MyLearningPlan

I(D)3. Install 21st

Century high-

density wireless

technology

infrastructure

district-wide by

2013-14.

I(D)3.1. Identify each school

for adequate amount of

density wireless access.

Technology plan for high-density

wireless access implementation

Technology

Director

Installation complete for infrastructure

phase with ongoing upgrades as

necessary.

I(D)3.2. Request budget to

implement high-density

wireless capability throughout

all schools K-12 to support

future on-line testing

requirements and one to one

initiatives

Technology budget. High density complete July 2015.

Aerohive in every classroom.

Implementation of Technology timeline

for all upgrades annually.

I(E). Global

perspective and

emphasis across

the school

system

I(E)1. Increase

student

opportunities in

cultural arts and

world languages

by 2012-13.

I(E)1.1. Expand opportunities

for student participation in

world language courses by

working with school-based

administrators to evaluate

current course offerings and

maximize the use of personnel

across the district, including

Dual Language in elementary

classrooms.

Analysis of world language

course offerings enrollment

Global Specialist Enrollment and course offering data;

Dual language Spanish Immersion

programs (one and two-way immersion)

implemented in four elementary and one

intermediate school: Glen Arden (2011-

12); Oakley (2013-14); Avery's Creek

(2013-14); W. D. Williams (2014-15); &

Koontz Intermediate (2016-17)

I(E)1.2. Expand the Chinese

language program by utilizing

resources such as the Chinese

Guest Teacher program,

Visiting International Faculty

(VIF) and optimizing current

world language faculty

positions.

Documentation of course

offerings and enrollment in

Chinese culture and language

courses at secondary schools

Global Specialist Four full-time Chinese guest teachers

serve all six traditional high schools;

Course offerings include Chinese I, II, III,

IV ; Chinese guest teachers are part of

our partnership with College

Board/Hanban and Visiting International

Faculty.

I(E)1.3. Implement Splash!

Spanish immersion program

and expand to additional

schools as funds permit.

Splash! enrollment and

assessment data

Global Specialist Splash! Dual Language Spanish (one-way)

Immersion program is a program within a

school, K-4; DL/I enrollment is extended

to Grade 5, Intermediate level; Two-way

DL/I Spanish has been implemented in

three additional elementary schools.

I(E)2. All schools

will create and

implement an

annual Global

Action Plan in

coordination with

the BCS Global

Action Plan.

I(E)2.1. Create Global

Resources web presence on

the BCS website.

Global Resources page on

student and parent portion of

the BCS website

Global Specialist Global Education presence on the BCS

website

I(E)2.2. Provide support to

schools to increase the

number and quality of

activities related to global

education, such as providing

opportunities for staff and

student travel, creating Global

Awareness and World Quest

clubs, and establishing partner

school relationships with

schools in foreign countries.

Schools’ Global Action Plans Global Specialist Global Education Specialist position has

been implemented to provide support to

schools to meet the local and state global

commitments; High schools receive

$10,000 Confucius Classroom grant

funding through the College

Board/Hanban; Increased the number of

schools with the DL/I Spanish programs;

Students and faculty have engaged in

study broad visits to China and Denmark;

Cohort of approximately 20 teachers are

participating in the NC Global Educator

Digital Badge recognition process;

Schools are seeking the NC Global Ready

Schools designation; School-level global

clubs; Jiangsu Province partnership;

Partnership with organizations in NC

supporting our global initiatives: World

View, Go Global NC, Asheville Sister

Cities, VIF, EPI, College Board

(w/Hanban); NCDPI Global Education -

Special Assistant provides state-level

support, including resources.

I(E)2.3. Create criteria for

recognition of schools

demonstrating outstanding

opportunities for global

education.

Global school awards beginning

2012-13

Global Specialist Several qualifying schools (elementary,

intermediate, and middle) expressed

interest in completing the state's

application process for the Global-Ready

Schools designation.

Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts2012-2017 Progress Notes

II(A)1.1. Revise the county-wide

safe schools plan, as needed.

Reunification contracts

signed and training provided.

BCS Safe School Plan

completed by October 31,

annually.

II(A)1.2. Schools will develop a

comprehensive safe school plan

for school and bus safety.

Safe School Plans are

developed in conjunction

with School Improvement

Plans and Tactical Site

Surveys.

II(A)1.3. Schools and school

system will: 1) Conduct tactical

site survey;

2) Complete report on school

crime and violence;

3) Participate in school safety

survey; and

4) Conduct mandatory drills: two

tabletop exercises; one functional

exercise; perimeter and full

lockdown drills, and fire, bomb

threat, and tornado drills.

School safety drills form filed with

Safety Facilitator

School safety drills form to

be completed by EoY.

Checklist of schools on file in

Assistant Superintendent's

office. District webpage

houses forms.

II(A)1.4. Provide crisis

management training for

identified administrators.

Certificate of completion filed with

Safety Facilitator

All principals participated in

and received certificates of

completion for ICS 3

Modules 100, 200, & 700.

II(A)2. Maintain sites, facilities,

services, and equipment to provide

a safe, orderly and healthy

environment as documented by

yearly inspections.

II(A)2.1. Initiate, evaluate and

prioritize school and system-wide

funding required for capital

environments on an annual basis

utilizing the Capital Outlay

process.

Documentation of Capital Outlay

meetings, copy of Capital Outlay

Budget. Yearly inspections due by

day 180 annually.

Chief Finance Officer Annual budget approved by

Board of Education.

Assistant

Superintendent II(A). Safe and orderly

learning environment

Schools' and school system's Safe

School Plan in place. Copy

submitted to the Assistant

Superintendent Office.

II(A)1. Maintain written Security

and Crisis Management Plans with

appropriate training for

stakeholders annually.

Priority II: All learning environments will be safe, respectful, caring and produce healthy and responsible students.

II(A)2.2. Conduct a yearly facilities

work session to update the board

on current and projected

enrollments in relation to school

capacities.

Documentation from Board

Facilities Work Session

Facilities Director Annual capital outlay budget

process, #1-10 construction

priorities. Safety is the #1

priority.

II(A)2.3. Meet bi-monthly with all

Auxiliary Department directors to

coordinate and meet the needs of

daily operations of the school

system as well as short and long

range planning.

Documentation of Auxiliary

Department meetings; Energy use

data benchmarks; Land of Sky

Monitoring Verification Report

Administrative Assistant to

the Superintendent;

Maintenance Director

Auxiliary Dept. meetings held

2x/month; Schedule of

meeting dates on file in

Superintendent's office.

Energy use data/reports on

file in Maintenance

Director's office.

II(A)2.4. Continue to pursue

funding opportunities to reduce

energy consumption through

agencies from the State Energy

Office, Land of Sky, and Progress

Energy

Annual Budget Maintenance Director Documentation on file in

Maintenance Director's

Office.

II(A)3. Comply with FCC regulations

to produce Internet safety policy.

II(A)3.1. Educate minors about

appropriate online behavior,

including interacting with other

individuals on social-networking

websites, in chat rooms, and cyber-

bullying awareness and response.

Internet safety policy Associate Superintendent;

Technology Director;

Technology Facilitator

Policy 646, adopted by the

BCS Board of Education, May

3, 2012. Policy 646 revised to

3225/4312/7320,

Technology Responsible Use

Policy. Training included in

BEST 1:1 Workshop.

II(A). Safe and orderly

learning environment

II(B)1.1. Develop K-12 curriculum

materials to increase student anti-

bullying skills, reporting options,

conflict resolution, and positive

peer relationships.

Completed Resource Guide

Development

Healthful Living

Coordinator - Student

Services Director

See Table II(B)1.1. in Priority

II Appendix for annual

comparison data of students'

perception of feeling safe at

school; Administrators

received training, June 2012;

Counselors provide regular

training to K-8 students; Bus

drivers & cafeteria staff

received training, Aug 2012;

Student Services Director

and Program Specialist are in

process of identifying

consistent anti-bullying

curriculum. Second-Step

implemented K-8, Fall 2016.

II(B)1.2. Provide ongoing training

to administrators and other staff

on bullying prevention,

documentation, and intervention

procedures so students will feel

comfortable reporting bullying

incidents.

Alternative to Suspension

(ATS) Moodle data

Student Services

Director

Bully-prevention lessons are

implemented; To post on

Moodle to develop system-wide

curriculum /develop standard

lessons at K-2, 3-5, 6-8. Using

Second-Step to reteach instead

of Moodle, Fall 2016.

II(B). Relationships and a

sense of community among

students, parents and staff

II(B)1. By 2012-13, 85% of students

will report feeling safe at school.

II(B)1.3. Analyze bullying incidents

as reported

Bully prevention/intervention

professional development

attendance rosters; NC WISE data

Student Services

Director; Healthful Living

Coordinator; Director of

Safe Schools, Athletics,

and School and

Community

Communications

Director

PBIS professional

development is documented

in the SEA System.

Telephoned reports received

by Student Services Director;

Online reports received by

Director of Safe Schools,

Athletics, and School and

Community Communications

Director; Bullying reports

received by principals are

forwarded to Director of Safe

Schools. 2017 - Doc-Tracker

in place.

II(B)1.4. Design and administer

system-wide survey to measure

student awareness of anti-bullying

strategies.

Survey results Student Services

Director; Healthful Living

Coordinator; Director of

Safe Schools, Athletics,

and School and

Community

Communications

Director

Plans to begin 2013-14.

Phase I: Curriculum

implementation; Phase 2:

Survey development and

implementation using DESA

and Bully Reporting

Monitoring System Data

2015-16

II(B)2.1. Deliver customer service

training for office personnel.

Parent surveys Testing & Accountability

Director;

Communications

Director

Distribution of parent survey

will take place annually.

Testing & Accountability

Director will merge/compile

results in school/district

reports for analysis. See

Table II(B)2.1. in Priority II

Appendix for district level

annual comparison data of

parents' perception of

feeling welcome at school.

II(B)2. By 2012-13, 88% of parents

will report feeling welcome at

school.




II(B)1. By 2012-13, 85% of students

will report feeling safe at school.

II(B)2.2. Embed parent

conferencing strategies through

various professional development

opportunities.

Professional development;

Conference logs

Associate

Superintendent

Administrators participated

in Beyond the Bake Sale

Book Study and will

participate in Family

Engagement professional

development, January 2013.

Documentation of

administrators' participation

on file.

II(B)2.3. Provide opportunities for

parental involvement.

Documentation of opportunities

for parent participation

Federal Programs

Director

Migrant Parent Advisory

meeting, Spring 2013,

ongoing; ESL, Title I, Migrant

Parent meetings;

Administrators' Book study:

Beyond the Bake Sale ;

Family engagement


for administrators, Family

Engagement speaker from

UNC-CH, January 2013,

ongoing school events. II(B)2.4. Expand family/school

partnerships that allow for shared

decision-making.

Membership rosters for

advisory groups maintained

in Superintendent’s office;

Parent resource on BCS

website.

II(B)2.5. Expand parent

membership on committees such

as Advisory Council, Parent

Teacher Organizations, and School

Improvement Teams.

Links to Parent

Tips/Resources posted on

BCS website.

Office of the

Superintendent,

Communication Director

Membership roster of councils;

School and district website

presence



school.




II(B)2.6. Increase volunteer

participation at all schools.

Volunteer hours reported in SIPs Curriculum Directors Schools' volunteers hours

are documented in SIPs;

See Table II(B)2.6. in Priority

II Appendix for district level

annual comparison data of

volunteer hours.

II(C).1. Create clearly defined

positive behavioral expectations

with both positive and appropriate

negative consequences.

Completed PBIS plan per school By August 2015, all schools

completed PBIS with current

plan in place, with levels 1-3

in place.

II(C)1.2. Provide training to school

staff on school positive behavior

teams.

Training rosters Eight new schools to be

trained in 2013-14. New

administrators received PBIS

training; PBIS training

documented in SEA System.

All schools trained 2015-16.

All but one school

implementing 2015-2016 .

Erwin High being retrained.

II(C)1.3. Use data to implement

and monitor tiered positive

behavior strategies to reduce

discipline referrals and improve

overall climate for school and bus

safety.

Annual Implementation Inventory Individual schools do an

annual implementation

inventory to assess current

status and guide their team

toward 100%

implementation. Added

implementation inventory

2015-16.

II(C)1.4. Analyze student data

monthly in schools and annually

by district.

School Evaluation Tool; PBIS

Report

Lead SSW will conduct the

School Evaluation Tool (SET)

in April – May



school.




II(C)1. All schools will implement

Positive Behavior Intervention

Support (PBIS) by 2014-15.

II(C).Positive Behavior

Intervention Support

programs

Student Services

Director & Program

Specialist

II(C)1.5. Identify resources to

provide a coach to support PBIS.

Identified coaching support for

PBIS

Initial conversations have

begun to consider using

school psychologists as PBIS

coaches with teachers on

behavioral strategies. This

will be part of RtI / PBIS

district implementation plan.

District PBIS coordinator

hired. Coaches are school-

based coordinators in each

school.

II(D). Healthy Active

Children’s programs and

policy

II(D)1. BCS will ensure policy

compliance with the Healthy,

Hunger-Free Kids Act beginning

2012-13.

II(D)1.1. Collaborate with

Buncombe County School Health

Advisory Council (SHAC) to review

the current student wellness

policy to ensure compliance with

the new requirements in Section

204 of the Healthy, Hunger-Free

Kids Act. Recommendations for

revision will be shared with BCS

Administration and Child Nutrition

Department.

SHAC meeting records; Adopted

student wellness policy

Healthful Living

Coordinator

Monthly meeting records on

file with Healthful Living

Coordinator. Student Health

Advisory Council

participation in policy

revisions. SHAC Annual

Reports sent to Raleigh.

II(C)1. All schools will implement

Positive Behavior Intervention

Support (PBIS) by 2014-15.

II(C).Positive Behavior

Intervention Support

programs

Student Services

Director & Program

Specialist

Data from staff wellness interest

survey will drive the committee

actions.

All schools have wellness

committees in place;

Currently doing a 4-part

health assessment; Zone

Health from NC Prevention

Partners provide baseline

data on wellness continuum.

All assessments will be

completed by 2012-13. Zone

Health is no longer available

for free. We now

recommend the Modified

School Health Index provide

by NC Action for Healthy

Kids. This assessment follows

along with the whole school,

whole community, whole

child model in our policies.

Staff wellness will be added to the

agenda topics for all SHAC

meetings.

Agendas on file with

Healthful Living Coordinator.

School Wellness Team

Celebrations held annually

with SHAC.

II(E)2. Promote community

wellness opportunities/links on the

BCS Healthful Living website

monthly.

II(E)2.1. Develop an online

community wellness resource

guide to encourage family

wellness participation.

Resource guide posted on website Healthful Living

Coordinator

Community wellness

resource guide linked on BCS

Healthful Living website.

II(E). Staff and student

wellness programs

Healthful Living

Coordinator

II(E)1.1. Expand the efforts of the

School Health Advisory Council -

(SHAC) to include staff wellness.

II(E)1. All schools will have a

committee in place to address staff

and student wellness by the end of

the 2011-12 school year.

II(E)3.1. Ensure equitable

individual/group counseling

opportunities from school

counselor/social workers as

reflected by their daily schedules

and service log.

Counselor /social worker

schedules; Service log

Phase 1: Joint planning

meeting with principals and

counselors to see how they

design schedules, especially

for elementary: Phase 2:

Counselors' service log (Daily

Google calendar). Time-

sampling collection for use

of day twice per year.

Increase school-based therapy and

day treatment options in schools

and the community in conjunction

with Western Highlands and

community mental health

providers.

Annual data collected from

agencies on number of student

served and services provided

By July 2013, EOY data to be

collected on services

provided; Beginning 2013-

14, analysis of data to

determine needs and

development of future

service plans based on

identified needs. Building

Interconnected Systems

Framework (ISF) system with

universal screening and

outcome data 2016-2017 for

integrating into MTSS.

II(F)1. Design and post an arts

education online resource guide by

2012-13.

II(F)1.1. Promote opportunities for

students to participate in all arts

disciplines (music, visual arts,

dance, and theatre arts) through

classroom activities, attending

concerts and performances, and

participating in local, state and

district performing and visual arts

events.

Online arts education resource

guide of program offerings and

activities

Events posted on BCS

website.

Arts Education SpecialistII(F). Healthy, active,

culturally-aware students

II(E). Staff and student

wellness programs

Student Services

Director

II(E)3. All students referred for

mental health concerns will have

access to social emotional/mental

health services from school or

community providers by 2013-14.

II(F)2. Create Community Arts

Council 2011-12.

II(F)2.1. Collaborate with

community arts groups to form an

Arts Education Advisory Council to

explore ways to expand cultural

arts opportunities for students K-

12.

List of available cultural arts

opportunities generated by the

Arts Education Advisory Council

AEAC meets 3x/yr.

Documentation of meetings

on file with Arts Specialist

II(F)3.1. Ensure that Health and

Physical Education opportunities

are equitable district-wide and

that Healthy Active Children Policy

requirements are being met in the

schools.

Administrators’ signatures on

accountability/equity report per

school

Separate assurances sent

2x/year to principals: end of

each semester; Documented

in SIPs. Annual report of

Healthy Active Child Policy

attestation sent in to DPI.

II(F)3.2. Implement a K-12

Healthful Living curriculum

framework that meets the New

Essential Standards to all schools.

K-12 Healthful Living Curriculum

Framework, including the New

Essential Standards

HLCF in place/accessible.

Addition of lesson plans on

Moodle in progress.

Completed but is a work in

progress; lead teachers meet

bi-monthly to discuss.

II(F)3.3. Provide professional

development on the new Healthful

Living framework.

Sign-in rosters or SEA System

reports

PD days: 9/27/12 &

10/22/12. On-going, PEP

grant ends 7/31/17

Arts Education SpecialistII(F). Healthy, active,

culturally-aware students

II(F)3. All schools will be assessed

in the relations of equity of

physical education and physical

activity offerings K-8 by 2012-13.

Healthful Living

Coordinator

II(G)1.1. Provide training for BCS

staff in awareness of culturally

responsive practices.

Professional development records Student Services

Director, Healthful Living

Coordinator

Multi professional

development provided: How

to be an Ally for GLBTQ (Nov

12); Immigration Forum (Oct

2012), with follow-up

(March/April 2013); No

Name Calling Week,

annually, United Way

middle grades network,

UNCA diversity training

2015, Newcomer Support

Committee 2015, ongoing,

2015-17 Latino Family

School Specialist training

sessions for staff, students

and community.

II(G)1.2. Partner with the Center

for Diversity Education and other

agencies to provide cultural

awareness programs at the school

level.

Record of Center for Diversity

Education activities in schools

Healthful Living

Coordinator

Informational displays and

consultation provided to

schools, ongoing.

Collaboration as needs arise.

Global Specialist

collaboration with Center for

Diversity.

II(G). Professional

development designed to

build respect and

understanding of diversity

II(G)1. Increase the percentages of

licensed staff rated at or above

proficient on Standard 2 as

measured by the NCEES rubric.

Priority III: Quality teachers, administrators and staff will provide an innovative and effective educational program for all students.

Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts

2012-2017 Progress Notes

III(A). Highly effective

teachers & administrators

III(A)1. 97% of all core teachers will

be highly qualified in the areas in

which they teach in order to meet

Title II Federal/State requirements.

Referenced with:

RttT D(1)1.2

RttT D(1)2.1

RttT D(3)1.1

RttT D(3)2.1

III(A)1.1. Monitor the highly

qualified teacher report each year

and review subject areas and

schools in which there are non-

highly qualified teachers.

NCLB Highly Qualified Teacher

Summary Report prepared by

NCDPI

Personnel Director NCEES Summary Ratings Report available

annually. 2010-11 Baseline 98.92%. 2015-16-

Last year of reporting 99.94% HQ.

III(A)1.2. Support principals and

supervisors to assist non-highly

qualified teachers meet the criteria

to become highly qualified.

NCLB HQT Summary Report available June

annually; (See Table 3 (A) 1.2 in Priority III

Appendix) for annual comparison data of

Aggregate Percent of NCLB Highly Qualified

Teachers.

III(A)2. Expand the level of support

for beginning teachers by

increasing mentor support and

training.

III(A)2.1. Provide a three-tiered

mentoring support program for

Beginning Teachers (BTs).

Mentor logs BT Coordinator Peer (EoY); District (monthly); Elem. Coaches’

logs; Sec. support = Coaches, Directors, or

Coordinators

District mentor logs; Created resourceful web

presence (www.bcsbtweebly.com); Provided

Peer Mentor training to 100+ teachers (fall

2013 & 2014); Elementary district mentors

attended Balanced Literacy; Implemented

combination of required and self-selected

support sessions for personalized support

training since fall 2014, ongoing; Planned

collaborative Professional Development with

specialists, coaches, and Digital Learning

Facilitators (DLFs) based on curriculum

initiatives and data analysis.

Sign in-sheets from BT trainings On file with Beginning Teacher Support

Program (BTSP) (1st yr.-10x); 2nd yr.-6x; 3rd

yr.-5x), Voucher & SEA System sign-in sheets;

CEU History of BTs; Exit slips, conversion to

MyLearningPlan 2015.

Teacher Turnover Report Personnel Director Annual

III(A)3. Increase the number of

National Board Certified teachers

(NBCT) annually.

III(A)3.1. Provide professional

development workshops and

individual support for candidates.

Sign-in sheets from NBCT trainings NBPTS Coordinator Aggregate list of NBPTS workshops & numbers

of participants; Coaching/Candidates email

Annual teachers receiving National Board

Certification or Recertification

Annual record of NBCTs NBPTS Coordinator BCS consistently ranks in top 10 LEAs in NC

III(A)4. Recruit licensed staff in high

needs areas.

III(A)4.1. Appoint principals and

key administrators to serve on the

BCS Recruiting Committee to assist

with recruiting needs.

BCS Recruiting Committee Roster Personnel Director Annual recruiting team in place to target high

need areas. 2017 conversion to AppliTrack for

employment process.

III(A)4.2. Recruit teachers in high-

needs areas, such as Special

Education, CTE, Math, and Science.

Number of applicants in the BCS

applicant pool in high need areas,

such as Special Education, CTE,

Math, and Science

III(A)4.3. Attend multiple career

fairs at universities that have

education programs in areas of

high need.

Record of participation in career

fairs

III(A)5. Annual Teacher Turnover

rate will remain lower than state

average.

III(A)5.1. Offer the Universal Local

Supplement to all staff for the

purposes of retention.

Local supplement Personnel Director Local supplement currently in place. Increased

in 2016

III(A)5.2. Maintain a turnover rate

that is consistent with the turnover

rate for our region, which is lower

than the state turnover rate.

Teacher Turnover Report – yearly

comparison data

BT Coordinator Turnover rate/attrition rate remains below NC

( See Table III (A) 5.2 in Priority III Appendix)

III(A)6. Increase staff diversity

annually.

III(A)6.1. Create a plan to increase

the diversity of staff by 2012-13.

Diversity plan Personnel Director Part of recruitment process

III(A)6.2. Compare the percentage

of non-white employees from year

to year based on the annual SS-200

Full-time Personnel Report to

ensure an increase in percentage

Personnel Report Personnel Director Document on file in Personnel Office. See

Table III(A)6.2. in Priority III Appendix for

Percent of Full-time Employees by

Race/Ethnicity annual comparison data.

III(A)6.3. Recruit applicants who

are from minority groups.

III(A)6.4. Expand Teacher Cadets

programs from 3 to 6

comprehensive high schools

Number of Teacher Cadet programs Secondary Curriculum

Director; Personnel

Director

Support was defunded by NC ( See Table III (A)

6.4 in Priority III Appendix).

III(A)6.5. Provide Teacher Cadet

Program training for BCS teachers

in the spring of 2012.

Professional development records Professional development records on file.

III(A)6.6. Pay for substitute

teachers so that minority teachers

are able to attend university career

fairs at historically minority

universities as representatives of

our system in the spring of 2012.

Record of participation in career

fairs at historically minority

universities

Personnel Director Schedule of career fairs

Automatic Substitute Placement &

Absence Management (AESOP)

documentation

III(A)7. All teachers will be trained

in the Common Core and Essential

Standards training by 2013 as

monitored by Race to the Top.

Referenced with:

RttT B(3)1.1

RttT D(5)1.1

III(A)7.1. Refine and implement a

professional development plan to

prepare teachers and school based

administrators for implementation

of the Common Core and Essential

Standards.

System level professional

development plans for

implementation of the Common

Core and Essential Standards.

Curriculum Directors,

Professional

Development

Coordinator

Schedule of PD, Sept. 27 & Oct. 22, including

makeup sessions completed.

III(A)7.2. Use the SEA System to

track and evaluate Common Core

and Essential Standards


sessions.

SEA System professional

development reports.

Professional

Development

Coordinator

Annual SEA System Reports, 2013 Annual SEA

System Reports, 2014

III(A)8. Strengthen instructional

coaching model to support district

initiatives.

III(A)8.1. Insure instructional

coaches are well-trained and have

resources to support teachers.

Professional development records Curriculum Directors SEA System records; PLC Book Talks

scheduled; RttT funds supplies/equipment;

My Learning Plan

III(A)8.2. Strengthen collaboration

between coaches and

administrators.

Coaches’ Logs Coaches' monthly activity logs on file

III(A)8.3. Support regional and

state professional development

initiatives and encourage teachers

to participate in curriculum

development workshops.

SEA System summative reports Professional

Development

Coordinator

Voucher/SEA System Reports, My Learning

Plan.

III(A)8.4. Develop a timeline for

district professional development

initiatives.

Professional Development Timeline Curriculum Directors;

Professional

Development

Coordinator

Schedule of District Professional Development

Days; annually, PD Included in SIPs

III(A)9. Provide professional

development for all school

administrators for effective and

innovative leadership. Referenced

with:

RttT D(2) 1.1

RttT D(3) 1.1

RttT D (3) 2.2

III(A)9.1. Provide monthly

curriculum focus for school

administrators.

Monthly agendas Administrative Assistant

to the Associate

Superintendent

Monthly principal meeting agendas, identified

with a curriculum focus on file

III(A)9.2. Conduct summer

leadership training for

administrators.

SEA System Activity reports Associate

Superintendent;

Curriculum Directors;

Professional

Development

Coordinator

Summer In-service, annually. Topics:

Superintendent, Leadership focus, curriculum

emphasis and legal updates

III(A)9.3. Build the professional

capacity for future administrators

through BCS Aspiring Principals

Training.

Training materials, agendas, SEA

System documentation and

participant portfolios

Associate

Superintendent

District trainings, partnership with Western

Region Education Service Alliance (WRESA) for

professional development for leadership.

Partnership with Western Carolina University

2016 for leadership development through

course work, mentoring and internships.

III(A)9.4. Provide mentor support

and training for new

administrators.

Meeting records Associate

Superintendent

For new administrators: Orientation (2-day);

PDP goal-setting; Monthly support meetings;

Assigned mentor

III(A)9.5. Support Professional

Learning Communities for

administrators

Meeting records of district-level

PLC meetings

III(B). Professional learning

communities that provide

opportunities for

collaboration leading to

student improvement

III(B)1. All schools will adopt and

implement the DuFour PLC model

by 2014-15.

III(B)1.1. Provide job-embedded

professional development to

teachers and administrators on the

DuFour PLC model.

Professional development records Professional

Development

Coordinator

Initial implementation complete. Continued

training to further refine PLC process with

fidelity at all schools. 2015-16 Develop PLC

Leadership Team, 2016 - continue.

PLC meeting records Associate

Superintendent;

Specialists, Directors

III(C).High quality working

conditions for teachers and

staff

III(C)1. All schools will address areas

of teacher and staff satisfaction as

measured by annual/bi-annual

surveys.

III(C)1.1. Improve the level of

teacher and staff satisfaction in the

following three areas: 1) My school

is a good place to work and learn;

2) I'm a valuable part of my

team/department; and 3) I'm

recognized for good work .

Teacher Working Conditions Survey

(TWC).

Associate

Superintendent

NC PTSC conducts the TWC Survey every two

years-- Data will be available EOY 2013-14;

2016 . See Table III(C )1.1. in Priority III

Appendix for annual comparison data of

teachers' perception of satisfaction, as

measured by the NC TWC and BCS annual

surveys. In addition, annual comparison data

of classified staffs' perception of satisfaction

are represented in Table III(C)1.1. in Priority III

Appendix.

BCS school-based annual survey Testing and

Accountability Director

Teachers' perception data to be gathered

annually. See Table III(C)1.1. in Priority III

Appendix for annual comparison data of

teachers' perception of satisfaction, as

measured by the BCS Certified Staff Survey.

III(C)1.2. Require SITs to use survey

data when developing or

amending SIPs.

Inclusion of teacher satisfaction

survey data in SIPs

Curriculum Directors SIPs approved by Board of Education, Dec.

2012, Dec. 2014 and Dec. 2016

Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts2012-2017 Progress

NotesBCS parent survey results Testing &

Accountability

Director,

Communications

See Table IV(A)1.1. in

Priority IV Appendix

for annual

comparison data of

Parents' Perception

of Accessibility to

Information; data to

be collected annually.

School Improvement Plans indicate

strategies to increase parental

satisfaction

Curriculum

Directors

SIPs include

strategies, Customer

Service system-wide

training 2015-16,

school-level parent

engagement

opportunities.

IV(A)1.2. Classroom information

will be disseminated through:

• Progress reports; Report cards

• Teacher websites

• Moodle

• Parent-teacher conferences

• Personal contact with teachers

• Newsletters

Progress reports; Report cards;

Teacher websites, Moodle, Parent-

Teacher contact and conferences

Curriculum

Directors

Documentation at

the classroom/school

level via progress

reports, report cards,

websites, parent

conference logs, &

newsletters,

PowerSchool Parent

and Student Portals.

Priority IV: Systems will be in place to inform, educate and engage the community to build support for schools and ensure

accountability.

IV(A)1. By 2013-14, annual parent

survey results will show 90%

positive response to questions

regarding accessibility to

information.

IV(A). Stakeholder

accessibility to timely

classroom, school, and system-

level information

IV(A)1.1. Analyze parent survey

results and develop strategies to

increase the level of satisfaction

for the following statements: 1) I

am informed of my child’s

progress ; and 2) The school

communicates expectations for

student learning and goals.

IV(A)1.3. School information will

be disseminated through: •

School websites

• Alert notification system

• Social media

• Staff, parent, and student

handbooks

• Newsletters.

New headline articles appear

weekly; Current online meeting

calendar; School incentives for

current websites, with links to

important documents and teacher

websites.

Curriculum

Directors

Documentation at

the school level via

website, notification

system, handbooks,

newsletters, system

produced videos,

PowerSchool Parent

and Student Portals.

Evidence of system-level

disseminated communiqués

Communications

Director

Ongoing and on file in

the Communications

Office.

Expansion of Notification System to

include email, text messaging,

Facebook and Twitter, in addition

to phone contact; Contact

Manager feature to allow

stakeholders to customize their

contact parameters.

Communications

Director

Added videos

produced by system





information.

IV(A). Stakeholder



level information

IV(A)1.4. System information will

be disseminated through: •

Parent E-Newsletters

• School and district websites

• Social media

• Media relations

• Alert notification system

• Speakers’ bureau

• Parent and community

trainings

• Meeting with advisory councils

• Parents-teacher organizations

• Community groups

IV(A)1.5. Create opportunities for

student involvement and two-

way communication.

Meeting records of

Superintendent’s Student Advisory

Council

Administrative

Assistant to the

Superintendent

Records on file in

Superintendent’s

Office

IV(A)1.6. Provide communication

to families in Spanish,

Russian/Ukrainian, and

Moldovan.

Records of translations and

interpretations

Federal Programs

Director,

Communications

Director

Records on file in ESL

translation office.

IV(A)1.7. Create a

Communication Council to

identify student issues and

generate publicity surrounding

them.

Communication Council roster Superintendent As needed

IV(B)1.1. Collaborate with

community agencies, businesses,

and other organizations to

continue to build strong partners

and foster goodwill for our

school system.

BCS database of community

partnership activities

Central Office Staff District-level

leadership

participation records

with community

partners, agencies,

charities, civic

organizations, etc.

IV(B)1.2. Implement

Superintendent Advisory

Councils and Parent Advisory

Groups for EC and AIG.

Membership and meeting records

of parent advisory and stakeholder

groups

Superintendent Early summer

collaboration &

coordination with

principals-- School

Advisory Councils

presented to

Superintendent &

Board of Education

IV(B)1.3. Increase participation of

directors and administrators on

community and business boards

to expand opportunities for

students and staff.

Records of participation of

directors and administrators on

community and business boards

Superintendent District-level

leadership

participation records

with community

partners, agencies,

charities, civic

organizations, etc.





information.

IV(A). Stakeholder



level information

IV(B)1. Build stronger positive

relationships and partnerships with

parents and the community to

support student learning.

IV(B). Positive

partnerships within the

community

IV(B)1.4. Train PTO/PTA and

other parent leaders to build

participation at their schools, and

provide opportunities for them

to share ideas.

Very Important Parent (VIP) annual

seminar for parent leaders with

sessions on participation and idea-

sharing

Communications

Director

Completed 2014, Title

1 and instructional

coaches provide as

requested.

IV(B)1.5. Utilize BCS personnel to

speak regularly at service club

meetings and other public

venues.

Records of speaking engagements

by BCS personnel

Associate

Superintendent

Superintendent’s and

Associate

Superintendent’s

offices informed of

speaking

engagements.

IV(C)1.1. Revise district website

to include sitemap and easier site

navigation; Superintendent’s

blog; open meetings calendar.

Revised school and district

websites; blog; open meetings

calendar

Communications

Director

Ongoing; Postings on

BCS website, 2016

vendor change.

Advantage magazine

published quarterly

beginning in 2016.

2017 mobile app

access began.

Meetings posted on district and

school websites

Communications

Director

Ongoing; Postings on

BCS and school

websites

Stakeholder perception survey data Communication

Director, Testing &

Accountability

Director

Stakeholder

perception data to be

collected annually.

IV(C)2. Revise policies and

procedures that provide for the

effective operation of the school

system.

IV(C)2.1. Revise and present

effective operation of the school

system policies for approval to

the BCS Board of Education as

required by changes in law or

educational need.

Current Buncombe County Schools

Board of Education Policies

Associate

Superintendent

Ongoing per

legislation of Board

direction

IV(B)1. Build stronger positive

relationships and partnerships with

parents and the community to

support student learning.

IV(B). Positive

partnerships within the

community

IV(C)1.2. Post information about

meetings, including advisory

groups and councils on district

and school websites.

IV(C)1. Provide effective

communication methods to

enhance stakeholder involvement

and transparency as measured by

annual stakeholder perception

survey data.

IV(C). Stakeholder

involvement and

transparency through the

use of current and future

technologies such as

school and district

websites, social media,

survey tools, etc.

IV(D)1.1. Publish staffing charts

showing assignment of all district

personnel among schools and

functional areas.

Allocation of resources on the part

of the Board and the public.

Annual Budget

Resource document

IV(D)1.2. Remain in compliance

with Personnel law and grant

employment-related

requirements.

Annual audit results Annual Audit

IV(D)2.1. Publish budget

document showing allocation of

resources among schools and

functional areas and publish

Comprehensive Annual Financial

Report (CAFR) to demonstrate

actual use of resources.

Recognition for CAFR by the

Association of School Business

Officials International (ASBO) and

the Government Finance Officers

Association of the United States

and Canada (GFOA)

Achieved both

recognitions for the

most recent year for

which awards have

been made; Board

approved CAFR

annually. 2014-2015,

2015-2016, 2016-

2017 Budget

Resource Document

IV(D)2.2. Remain in compliance

with Fiscal law and grant

financial-related requirements.

Annual audit results Annual audit results

Superintendent,

Chief Finance

Officer

IV(D)2. In Financial management

area, demonstrate accountability

in allocation of resources among

schools and functional areas,

compliance with fiscal laws and

regulations, and efficiency in

carrying out duties.

IV(D). Accountability in all

areas of management

IV(D)1. In Human Resources

management area, demonstrate

accountability in allocation of staff

among schools and functional

areas, compliance with

employment laws and regulations,

and efficiency in carrying out

duties.

IV(D)2.3. Leverage financial

resources to achieve the

maximum cost/benefit ratio

possible.

Receipt of award for Excellent in

Financial Management of the State

Public School Fund by the State

Board of Education

Ongoing Budget

Committee for

planning annual

budgets, annual

Board Work Sessions

dedicated to budget

planning for

continuous

improvement for

effectiveness and

efficiency. 2017

Restructure Payroll

Department and re-

align duties and

responsibilities

IV(D)3. Demonstrate compliance

with student accountability model.

IV(D)3.1. Comply with all local,

state, and federal accountability

measures through systemic

organizational procedures.

• AMOs

• NCWISE; Accountability reports

• Code of Ethics

• Testing training procedures &

materials

• SPSS Testing Server/Database

Testing &

Accountability

Director

Compliance

documentation on

file in Testing &

Accountability Dept.;

Annual

Superintendent’s and

Test Coordinator’s

Accountability Sign-

off Sheets on file.

Superintendent,

Chief Finance

Officer

IV(D)2. In Financial management

area, demonstrate accountability

in allocation of resources among

schools and functional areas,

compliance with fiscal laws and

regulations, and efficiency in

carrying out duties.

IV(D). Accountability in all

areas of management

Priority I(A)2.1.

≥99% 99.30% 99.20% 99.40% **

≥99% 100% 100% 100% **

≥99% 98.30% 98.30% 98.80% **

≥99% 98.80% 98.60% 98.90% **

≥99% 98.70% 97.60% 98.50% **

83.60% 82.10% 83.40% **

Priority I(A)3.4.

16% 16% 16% 15%* 16%

1306 1300 1281

Priority I(A)4.5.

CCR GLP

2015-16

2015-162014-15

* Completion of Grade 3 students' evaluation still in process; Final count TBD, as a result.

2016-17*2013-14

Percent of Gr. 3 Students Scoring At or Above Proficient on EOG Reading Test

Baseline

2010-112011-12 2012-13

2016-17

Baseline

2012-13

5

**data not reported

Standard

1

2

3

4

2016-17Baseline

2011-122012-13 2013-14 2014-15

Priority I Tables.

Aggregate Percent of Teachers Rated At or Above Proficient on NCEES Standards

Honors & Advanced Placement (AP)

2013-14 2014-15 2015-16 2016-17

Aggregate AIG Population (Grades 3-8)

Baseline

2011-122012-13 2013-14 2014-15 2015-16

6

BCS 70% 75% 52.40% 52.50% 65.30% 51.90% 51.20%

NC 68% 69% 45.20% 47.70% 60.20% 64.30% 61.00%

Priority I(B)2.1.

BCS 78% 80% 80.30% 83.20% 85.20% 85.70%

NC 78% 80% 85.90% 83.90% 85.60% 85.80%

Priority I(B)3.5.

12 *17 **25 25 26 26

* Two different proficiency standards: 1) College & Career Ready, & 2) Grade Level Proficiency

**Cane Creek - "NC Green School of Promise" ; Owen Middle - "NC Green School of

Quality"

2013-14 2014-15 2015-16

*Of the 17, Owen Middle School achieved Silver Level status. Four (4) schools are

continuing certification. Continuum of status levels includes: 1) New, 2) Maintaining, 3)

Next level, and 4) North Carolina Green Ribbon Schools.

Annual Cumulative Number of BCS Green Schools

2016-17Baseline

2010-112011-12 2012-13 2013-14 2014-15 2015-16

2016-17Baseline

2010-11

Graduation Rate (4-year Cohort)

2011-12 2012-13

Priority II(B)1.1.

BL

2010-11

*Cumulative Percent of "Strong Agree" & "Agree" Responses

Priority II(B)2.1.

BL

2010-11

*Cumulative Percent of "Strong Agree" & "Agree" Responses

Priority II(B)2.6.

BL

2010-11

Priority II Tables.

Aggregate Number of Volunteer Hours

2013-14 2014-15 2015-16 2016-172011-12 2012-13

84% NA85% 76.10% NA 87.20%

*Aggregate Percent of Students’ Perception of Feeling Safe at School

78,883

2011-12 2012-13

74,053 NA

2014-15 2015-16 2016-17

100,276 83,230 87,719

2013-14

*Aggregate Percentage of Parents’ Perception of Feeling Welcome at School

82.10% 79.40%83% 79% NA 83.80%

2013-14 2014-15 2015-16 2016-172011-12 2012-13

Priority III(A)1.2.

BL 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

99% 99% 100% NA 100% 99.94%

Priority III(A)5.2.

BL 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

BCS 9% 9% 11.80% 13.67% 12.98% 10.78%

NC 11% 12% 14.33% 14.12% 14.84% 13.40%

Priority III(A)6.2.

BL 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

97% 95% 97.30% 97.00% 96.70% 98.50%

3% 5% 2.70% 3.00% 3.30% 1.50%

Priority III(A)6.4.

BL 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

2 5

Enka (352)

Owen (336)

Enka

(352)

Erwin

(340),

Owen

(336),

Roberson

(416)

* * *

Priority III(C)1.1.

NC BCS

85% 86%

72% 73%

84% 80%

85.10% 82.30%

79.60% 75.50%

85.60% 77.10%

86.50% 87.80%

80.60% 80.00%

85.80% 82.30%

**Cumulative percent of "Strongly Agree" and "Agree" responses

BL

2011-12

2012-13 2013-14 2014-15 2015-16 2016-17

(Valued) 93% NA 87.1% 90.1% 91.4%

(Recognition) 72% NA 61.0% 71.3% 74.4%

*Cumulative percent of "Strongly Agree" and "Agree" responses

64.10%

86.90%

69.80%

**BCS

Certified Staff Survey

78%

Aggregate Percent of Teachers’ Perception of Satisfaction

*North Carolina

Teacher Working

Conditions Survey

2011-12

Number of Teacher Cadet Courses in BCS Comprehensive High Schools

High Schools

BCS Certified Staff Survey Statements

(Valued) "My principal supports me in my work with students."

(Recognition) "I feel recognized for good work."

(Good place work/learn) "I believe the school provides an atmosphere where every student can succeed."

*program discontinued due to NC defunding

Priority III Tables.

Aggregate Percent of NCLB Highly Qualified Teachers

Race/Ethnicity

White

Non-White

Annual Teacher Turnover Rate

Percent of BCS Full-time Employees by Race/Ethnicity

(Good place

work/learn)

82%

68%

*NC TWC Survey is distributed every two years.

77.80%

81.40%

2013-14

2015-16

81.10%

*Aggregate Percent of Classified Staffs’ Perception of Satisfaction

BCS Staff Survey Statements

"I feel I belong at this school."

"I feel recognized for good work."

"I believe the school provides an

atmosphere where every student can

succeed."

85%

NA 79.6% 82.3% 84.5%

Priority IV(A)1.1.

2011-12

2012-13 2013-14 2014-15 2015-16

78% NA 72.2% NA 80.5%

"The school as a whole communicates expectations for student learning and goals." 82% NA 74.5% NA 85.1%

*Cumulative percent of "Strongly Agree" and "Agree" responses

Priority IV Table.

BCS Parent Survey Statements

*Aggregate Percent of Parents' Perception of Accessibility to Information

"As a parent I am kept informed of my child's progress."

2016-17

*Aggregate Percent of Parents' Perception of Accessibility to Information

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