Emma Elementary School School Improvement Plan 2016 2018 · Emma Elementary School, School...

Emma Elementary School

School Improvement Plan

2016 – 2018

Buncombe County Schools

Emma Elementary School, School Improvement Plan 2016 - 2018 2

Table of Contents

Table of Contents ............................................................................................................................................. 2

Statement of Assurance .................................................................................................................................... 3

Direction and Purpose Statements ................................................................................................................... 4

School Profile Narrative Summary .................................................................................................................. 6

SMART Goal 1 and Strategies ........................................................................................................................ 8

SMART Goal 2 and Strategies ...................................................................................................................... 10

SMART Goal 3 and Strategies ...................................................................................................................... 11

AMO Targets and Performance ..................................................................................................................... 13

Annual Measurable Objectives (AMO) Report - Reading ............................................................................. 14

Annual Measurable Objectives (AMO) Report - Math .................................................................................. 15

EVAAS Academic Growth ............................................................................................................................ 16

Kindergarten Reading 3D mClass.................................................................................................................. 17

First Grade Reading 3D mClass .................................................................................................................... 18

Second Grade Reading 3D mClass ................................................................................................................ 19

Third Grade Reading 3D mClass ................................................................................................................... 20

Attendance ..................................................................................................................................................... 21

Retentions ...................................................................................................................................................... 21

Dropout Data .................................................................................................................................................. 22

At-Risk Students ............................................................................................................................................ 23

Safe School Data ............................................................................................................................................ 25

Safety Considerations .................................................................................................................................... 27

Parent and Community Involvement ............................................................................................................. 28

Teacher Time ................................................................................................................................................. 29

Action Plan for Healthy Students in Safe, Orderly and Caring Schools ........................................................ 30

Mid-Year Progress Report ............................................................................................................................. 31

Year-End Progress Report ............................................................................................................................. 33

Timeline ......................................................................................................................................................... 34


Statement of Assurance


Direction and Purpose Statements

BCS Direction Statement

Our students will become successful, responsible citizens in an ever-changing global society.

BCS Purpose Statement

To provide safe and engaging learning environments that prepare students for their tomorrow.


Direction Statement

We believe that a child’s education is enhanced by a partnership between

home, school, and community; by data driven instruction focused upon

individual needs; and a respect for personal strengths, talents, and cultural

diversity. Through teamwork and high expectations, we provide an

environment in which learning becomes a lifelong pursuit for students

preparing them to become career and college ready.

Purpose Statement

School, Home, Community

Working together for student success

Belief Statements · Education has to be a partnership between home, school and

community to ensure student success.

· Learning becomes a lifelong pursuit when parents and the community

are involved in student learning and model the importance of

education.

· Teachers will enable students to become lifelong learners and problem

solvers through the establishment of high expectations and the belief

that all students can learn.


· Students who hold high expectations for themselves experience

academic achievement, growth and success.

· Data driven instruction that supports diverse learning styles and needs

allows students to exercise personal strengths and talents.

· Student potential for learning is maximized when all staff shares the

responsibility for student achievement.

· School staff needs teamwork, communication between grade levels,

and a strong, supportive leader to nurture a cohesive, innovative

learning environment.

· Students need a safe, positive and respectful environment that is

coupled with support and structure in order to learn.

· Students need multi-cultural experiences that reflect the cultures

represented by the student body to encourage global awareness and an

understanding of others.

A rigorous curriculum that addresses the needs of students

incorporates technology and interconnected content areas


School Profile Narrative Summary

Based on your school’s needs assessment, complete the following sections:

Demographic/School Characteristics Emma Elementary was first established in 1921 consisting of ten classrooms and housing

elementary through high school students. The central building was built in 1926 with the

gymnasium added in 1930. In l955 the high school was consolidated with Clyde A. Erwin. And

then in 1958 Emma School became accredited by the State of North Carolina. In 1969 one Head

Start Kindergarten was added and grades 6-8 were moved to the newly established Erwin Middle

School. As the school continued to evolve the school was damaged by fire in 1978 and was

remodeled while students continued to attend school. In 1996 a comprehensive renovation

allowed for new additional classroom space, additional office space, cafeteria, and staging area.

The lightning, air conditioning and electrical system were also updated. This renovation completes

the current structure in which the school operates out of today.

Currently Emma Elementary serves a community made up of predominantly lower middle

class to poverty class families. Our free and reduced rate for 2014-2015 averaged above 90% of

our population. Emma has over 18 different countries represented at the school and eight different

languages spoken (not including English). Flags from the following countries are proudly

displayed in the cafeteria: Armenia, Belarus, China, Colombia, Costa Rica, Ecuador, El Salvador,

Estonia, Guatemala, Mexico, Moldova, Nicaragua, Philippines, Russia, Senegal, Ukraine and

Vietnam. Emma Elementary School celebrates diversity.

Understanding the makeup and composition of the community, Emma has a number of

partnerships that allow the school and the students to find success. One of those partnerships is the

Family Resources Center located on campus. The center offers a food bank, social service

services, parent involvement programs, a community garden, and many other valuable services.

The school partners with AmeriCorps. This partnership has had up to 3 volunteers that work

directly with students to promote the success of the students in the classroom. This AmeriCorps

volunteer also coordinates a homework club at Woodridge Apartments, a government assisted

apartment complex near the school. Community assistance does not just stop there. Emma has a

backpack program providing food to students on weekends sponsored by Manna Food Bank.

Tutors are provided by a variety of community educational resources such as; UNCA, Asheville

Catholic School, Carolina Day School, Warren Wilson College, Central United Methodist Church

and North Asheville Baptist School.

In 2000/2001 Emma was recognized as a National Blue Ribbon School and in March 2002,

Emma was recognized by the National Reading Association for having an Exemplary Reading

program. In 2009-2010, Emma was recognized as a Distinguished Title 1 school for closing the

achievement gap with students. The school was recognized since as a ‘Model School’ for its

accomplishments in the NC Positive Behavior Interventions and Support (PBIS) program.

Currently, Emma has Exceeded Growth for three consecutive school years (13/14, 14/15, 15/16).

These recognitions illustrate Emma Elementary’s dedication and commitment to great instruction

for its students.


Climate/School Culture -

Summary of Buncombe County Certified Staff Survey-2016 Emma Elementary had twenty-eight certified staff members participate in the 2015-2016 Staff Survey. One

hundred percent of the staff felt safe at Emma Elementary. Over ninety-five percent of the staff members

believed they belong at this school and one hundred percent stated they ‘understand their job’. Ninety six

percent surveyed felt the Principal treated them with respect and ninety-one percent believe administrators

communicate effectively and ninety-six percent indicated that administration supports shared decision-

making. The survey reported that eighty-six percent believed their Principal encourages leadership. Over

ninety percent of certified staff believes that student achievement can increase through curriculum

integration, hands-on learning, addressing learning styles, technology, effective parental involvement,

positive relationships, differentiated instruction, and effective professional development. Eighty-two percent of the staff believes they work effectively with students with disabilities, ninety-six

percent with English Language Learners, and one hundred percent surveyed felt they worked effectively

with ethnically/racially diverse students and economically disadvantaged students, ninety-six percent with

low-achieving students, and ninety-three percent of respondents felt effective teaching gifted students.

Sixty-four percent believe that morale is high on the part of teachers, seventy-one percent for support staff,

and seventy-eight percent when asked about their own morale. Seventy-percent believe student morale is

high, and eighty-nine percent believe the morale is high on the part of administrators. Summary of Parent Survey 2016 Two hundred twenty six valid parent surveys were collected through the AdvancEd Survey Platform. This

number represents approximately sixty percent of our total parent population. In this survey ninety-one

percent reported ‘the school has established goals and a plan for improving student learning’. Eighty-seven

percent stated ‘our school has high expectations for students in all classes’ followed with eighty-seven

percent stating ‘All my child’s teachers give work that challenges my child’. Parents felt that their student’s

safety was addressed by the school with ninety-three percent stating ‘Our school provides a safe learning

environment’ and ninety-four percent stating ‘Our School ensures that the facilities support student

learning’. Summary of Student Survey 2016 There were eighty-one valid surveys completed by Emma Elementary fourth graders. Of these surveyed

eighty-six percent of students felt respected by their teachers, cared for, thought their teachers believed they

could learn, felt quality work is expected of them, had friends at school and believed their families wanted

them to do well in school. The student respondents reported that eighty-eight percent felt safe at Emma and

that sixty-eight percent felt they had an adult at school to report crimes or acts of violence to. Of the

students ninety-three percent never witnessed other students in possession of a weapon and ninety-eight

percent stated they had not witnessed someone using illegal drugs or alcohol while at school. On the survey

eighty-three percent reported they had been bullied. Academic Achievement According to the 2015-2016 Internal Ready Review Emma Elementary School exceeded growth status by a

Growth Index by 2.41. The overall School Performance Grade was a 59 (Grade C), Reading was forty-eight

percent proficient with a growth index of 81.9 (Grade C), Math was fifty-seven percent proficient with a

growth index of 88.6 (Grade C). Emma Elementary School ‘Exceeded Growth’ for the third consecutive

year.


SMART Goal 1 and Strategies NCSBE Goal BCS Strategic

Priorities

2012 AdvancED

Standards

Title I Component

☐ Every student in the NC Public School System graduates

from high school prepared for

work, further education and citizenship ☐ Every student has a

personalized education ☐ Every student, every day has

excellent educators ☐ Every school district has up-to-date financial, business, and

technology systems to serve its

students, parents and educators ☐ Every student is healthy, safe,

and responsible

☐ All students will graduate as high-achieving and globally

competitive learners with 21st

Century Skills. ☐ All learning environments

will be safe, respectful, caring

and produce healthy and responsible students. ☐ Quality teachers,

administrators and staff will provide an innovative and

effective educational program

for all students. ☐ Systems will be in place to

inform, educate and engage

the community to build support for schools and ensure

accountability.

☐ Purpose and Direction ☐ Governance & Leadership

☐ Teaching & Assessing for

Learning ☐ Resources and Support

Systems ☐ Using Results for Continuous Improvement

☐ School-wide Reform Strategies ☐ Transition Plans ☐ Parental Involvement ☐ Support for Students

Experiencing Difficulty ☐ Teacher Involvement in Use of Assessment ☐ Coordination of Programs

SMART Goal 1: At the end of 2015-2016 82percent of students at Emma Elementary School increased reading

levels by a minimum of two reading levels as measured by TRC in K-3 and Benchmark

Assessments in grade 4. By the end of 2016-2017 80percent of students at Emma Elementary

School will have an increase in reading by a minimum of three reading levels yielding higher

reading proficiency for all students at Emma Elementary School.

Strategies: ❏ Kindergarten and first grade teachers

will continue using Fundations.

❏ Second grade will implement

Fundations.

❏ All grade levels will use Leveled

Literacy Intervention.

❏ All grade levels will have a daily 30-

40 minute intervention block.

❏ Third and fourth grade teachers will

continue Words Their Way.

❏ Full continuum of EC services will be

provided (inclusion and resource).

❏ Title I services

❏ ESL services

❏ Lexia Core 5

❏ Oral/written comprehension question

stems

❏ Parent Liaison

❏ AmeriCorps members with 3rd and 4th

grades

Person/Group Responsible: ❏ Literacy Team

❏ SIOP Team

❏ Grade Level PLCs

❏ School Improvement Team

❏ Classroom teachers

❏ ESL, EC, Title I staff


Progress Monitoring: ❏ DIBELS

❏ mCLASS

❏ Fundations end-of-unit assessments

❏ Lexia reports/skill builders

Professional Development Needed to Support Strategy: ❏ Literacy studios

❏ Fundations (2nd grade teachers)

❏ LLI (2nd grade teacher)

❏ Data Analysis days

Resources Required/Budgeted: ❏ Fundations

❏ Lexia Core 5

❏ LLI



Priorities

2012 AdvancED

Standards

Title I Component

☐ Every student in the NC Public School System graduates




excellent educators ☐ Every school district has up-to-date financial, business, and

technology systems to serve its

students, parents and educators ☐ Every student is healthy, safe,

and responsible

☐ All students will graduate as high-achieving and globally



will be safe, respectful, caring

and produce healthy and responsible students. ☐ Quality teachers,

administrators and staff will provide an innovative and

effective educational program



the community to build support for schools and ensure

accountability.




Systems ☐ Using Results for Continuous Improvement

☐ School-wide Reform Strategies ☐ Transition Plans ☐ Parental Involvement ☐ Support for Students

Experiencing Difficulty ☐ Teacher Involvement in Use of Assessment ☐ Coordination of Programs

SMART Goal 2:

Kindergarten will increase math proficiency in K.CC.7 from 82 percent to 87 percent as

measured by county assessments.

First grade will increase math proficiency in 1.OA.3 from 43 percent to 48 percent as


Second grade will increase math proficiency in 2.NBT1 from 75 percent to 80 percent as


Third grade will increase math proficiency in 3.OA.8 from 25 percent to 32 percent as


Fourth grade will increase math proficiency in 4.OA.3 from 47 percent to 54 percent as


Strategies: Motivation math

Number Talks

APLus Math

Grade level intervention/remediation

Reflex math

Person/Group Responsible: ❏ Math Team




❏ EC teachers

Progress Monitoring: Common assessments will be provided throughout the school year.

Data from Common Assessments will be disaggregated during grade level PLC’s.

PLC minutes and reflections on student progress on goals.

Professional Development Needed to Support Strategy: Math studios

PD on Investigations 3

Realize Platform

Resources Required/Budgeted: Motivation math

Reflex Math

Investigations Materials



Priorities

2012 AdvancED

Standards

Title I Component

☐ Every student in the NC

Public School System graduates




excellent educators ☐ Every school district has up-

to-date financial, business, and technology systems to serve its

students, parents and educators ☐ Every student is healthy,

safe, and responsible

☐ All students will graduate

as high-achieving and globally



will be safe, respectful, caring and produce healthy and

responsible students. ☐ Quality teachers,

administrators and staff will

provide an innovative and effective educational program



the community to build

support for schools and ensure

accountability.




Systems ☐ Using Results for Continuous

Improvement

☐ School-wide Reform

Strategies ☐ Transition Plans ☐ Parental Involvement ☐ Support for Students

Experiencing Difficulty ☐ Teacher Involvement in Use

of Assessment ☐ Coordination of Programs

SMART Goal 3: In the 2015/2016 school year Emma Elementary had a reading proficiency of 48% as

measured by End of Grade Tests in 3rd and 4th grade. At the end of 2016/2017 reading

proficiency will be increased in 3rd and 4th grade by 2 points to 50% proficiency as measured

by End of Grade Tests.

Strategies: ❏ All grade levels will use Leveled

Literacy Intervention.

❏ All grade levels will have a daily 30-

40 minute intervention block.

❏ Full implementation of the 90-minute

Literacy Block.

❏ Community Mentors as reading

buddies working with

❏ Third and fourth grade teachers will

continue Words Their Way.

❏ Full continuum of EC services will be

provided (inclusion and resource).

❏ Title I services

❏ ESL services

❏ Lexia Core 5

❏ Oral/written comprehension question

stems

❏ Parent Liaison

❏ AmeriCorps members with 3rd and 4th

grades

Person/Group Responsible: ❏ Literacy Team

❏ SIOP Team




❏ ESL, EC, Title I staff


Progress Monitoring: ❏ DIBELS

❏ mCLASS

❏ Lexia reports/skill builders

Professional Development Needed to Support Strategy: ❏ Literacy studios

❏ LLI

❏ Data Analysis days

Resources Required/Budgeted: ❏ Fundations

❏ Lexia Core 5

❏ LLI


AMO Targets and Performance

Information from Page 1 of Internal Ready Report

AMO Targets 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Performance Composite CCR % 29.3 29.7 41.3

Performance Composite GLP % 42.5 42.3 52.5

Total Number of AMO Targets 25 29 8

Number of AMO Targets Met 18 18 8

Percentage of AMO Targets Met 72 62.1 100

Overall Achievement 43 42 53

Overall Growth 88.9 85.8 86

Performance Score 52 51 59

School Performance Grade D D C

Information from Page 2 of Internal Ready Report

Grade Subject

2013-2014

%

Proficient

2014-2015

%

Proficient

2015-2016

%

Proficient

2016-2017

%

Proficient

2017-2018

% Proficient

3

BOG Reading GLP 11.7 13.9 18.9

EOG Reading GLP 36.7 45.2 42.3

Mathematics GLP 41.8 51.2 59.0

4 Reading GLP 36.2 32.7 54.2

Mathematics GLP 58.0 41.8 54.2


Annual Measurable Objectives (AMO) Report - Reading

School Year: 2015-2016

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Participation

Denominator 162

<10 <10 27 78 <10 47 118 21 21 10

Participation Status Met Insuf Met Met Met Insuf Insuf Insuf

Proficiency # of Students 78 40 38 8 34 32 47 3 3 10

Proficiency Percentage 48.4 47.6 49.4 29.6 43.6 69.6 40.2 14.3 14.3 >95


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Participation Status

Proficiency # of Students

Proficiency Percentage


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Annual Measurable Objectives (AMO) Report - Math


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Participation

Denominator 162

<10 <10 27 78 <10 47 118 21 21 10

Participation Status Met Insuf Met Met Met Insuf Insuf Insuf

Proficiency # of Students 91 45 46 8 45 30 64 4 4 10

Proficiency Percentage 56.5 53.6 59.7 29.6 57.7 65.2 54.7 19.0 19.0 >95


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EVAAS Academic Growth

Record in Level whether your school Exceeded (EX), Met (MET) or Did Not Meet (DNM) Expected

Growth.

Test/Subjects 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Growth

Measure Level Growth




Measure Level

3rd Math

4th Math 8.9 Ex 3.4 Ex 4.9 Ex

Kindergarten Reading -1.0 Met .2 Met

1st Reading 3.5 Ex 2.0 Met

2nd Reading 6.3 Ex 4.0 Ex

3th Reading -.6 Met -.4 Met -1.9 Met

4th Reading .3 Met 3.3 Ex 2.5 Ex

Index Level Index Level Index Level Index Level Index Level

School Accountability Growth Overall

2.32 Ex 2.41 Ex

Educator Effectiveness Growth

Composite 4.21 Ex 3.33 Ex


Kindergarten Reading 3D mClass

Kindergarten LAP-D Screen 5

Year Students

Screened

Students

Proficient

Percent

Proficient

Students

Referred

Percent

Referred

2015-2016 78 68 87% 10 13%

2016-2017 67 52 78% 15 22%

2017-2018

Kindergarten MOY Benchmark Assessment

Year Students

Screened

MOY TRC

Students

Proficient

On/ Above

Level C

MOY TRC

Percent

Proficient

On/Above

Level C

MOY TRC

Students

Below

Proficient

Below

Level C

MOY TRC

Percent

Below

Proficient

Below

Level C

2015-2016 79 27 34% 53 66%

2016-2017

2017-2018

Kindergarten EOY Benchmark Assessment

Year Students

Screened

EOY TRC

Students

Proficient

On/Above

Level D

EOY TRC

Percent

Proficient

On/Above

Level D

EOY TRC

Students

Below

Proficient

Below

Level D

EOY TRC

Percent

Below

Proficient

Below

Level D

2015-2016 79 53 67% 26 33%

2016-2017

2017-2018


First Grade Reading 3D mClass

First Grade BOY Benchmark Assessment

Year Students

Screened

BOY TRC

Students

Proficient

On/Above

Level D

BOY TRC

Percent

Proficient

On/Above

Level D

BOY TRC

Students

Below

Proficient

Below

Level D

BOY TRC

Percent

Below

Proficient

Below

Level D

2015-2016 61 43 71% 18 29%

2016-2017 71 48 67% 23 33%

2017-2018

First Grade MOY Benchmark Assessment

Year Students

Screened

MOY TRC

Students

Proficient

On/ Above

Level G

MOY TRC

Percent

Proficient

On/Above

Level G

MOY TRC

Students

Below

Proficient

Below

Level G

MOY TRC

Percent

Below

Proficient

Below

Level G

2015-2016 63 16 25% 47 75%

2016-2017

2017-2018

First Grade EOY Benchmark Assessment

Year Students

Screened

EOY TRC

Students

Proficient

On/Above

Level J

EOY TRC

Percent

Proficient

On/Above

Level J

EOY TRC

Students

Below

Proficient

Below

Level J

EOY TRC

Percent

Below

Proficient

Below

Level J

2015-2016 61 29 47% 32 53%

2016-2017

2017-2018


Second Grade Reading 3D mClass

Second Grade BOY Benchmark Assessment

Year Students

Screened

BOY TRC

Students

Proficient

On/Above

Level J

BOY TRC

Percent

Proficient

On/Above

Level J

BOY TRC

Students

Below

Proficient

Below

Level J

BOY TRC

Percent

Below

Proficient

Below

Level J

2015-2016 87 42 48% 45 52%

2016-2017 63 23 36% 40 64%

2017-2018

Second Grade MOY Benchmark Assessment

Year Students

Screened

MOY TRC

Students

Proficient

On/ Above

Level L

MOY TRC

Percent

Proficient

On/Above

Level L

MOY TRC

Students

Below

Proficient

Below

Level L

MOY TRC

Percent

Below

Proficient

Below

Level L

2015-2016 88 50 57% 38 42%

2016-2017

2017-2018

Second Grade EOY Benchmark Assessment

Year Students

Screened

EOY TRC

Students

Proficient

On/Above

Level M

EOY TRC

Percent

Proficient

On/Above

Level M

EOY TRC

Students

Below

Proficient

Below

Level M

EOY TRC

Percent

Below

Proficient

Below

Level M

2015-2016 84 59 70% 25 30%

2016-2017

2017-2018


Third Grade Reading 3D mClass

Third Grade BOY Benchmark Assessment*

Year Students

Screened

BOY TRC

Students

Proficient

On/Above

Level M

BOY TRC

Percent

Proficient

On/Above

Level M

BOY TRC

Students

Below

Proficient

Below

Level M

BOY TRC

Percent

Below

Proficient

Below

Level M

2015-2016 74 29 39% 45 61%

2016-2017 76 47 62% 29 38%

2017-2018

Third Grade MOY Benchmark Assessment

Year Students

Screened

MOY TRC

Students

Proficient

On/ Above

Level O

MOY TRC

Percent

Proficient

On/Above

Level O

MOY TRC

Students

Below

Proficient

Below

Level O

MOY TRC

Percent

Below

Proficient

Below

Level O

2015-2016 75 30 40% 45 60%

2016-2017

2017-2018

Third Grade EOY Benchmark Assessment

Year Students

Screened

EOY TRC

Students

Proficient

On/Above

Level P

EOY TRC

Percent

Proficient

On/Above

Level P

EOY TRC

Students

Below

Proficient

Below

Level P

EOY TRC

Percent

Below

Proficient

Below

Level P

2015-2016 75 35 47% 40 53%

2016-2017

2017-2018


Attendance

School Year Attendance Rate

2013 – 2014 96%

2014 – 2015 97%

2015 – 2016 97%

2016 – 2017

2017 – 2018

Retentions

Grade

Level

Final Number of Retentions

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

K 1 4 2

1 1 0 0

2 0 0 0

3 0 0 0

4 0 0 0


Dropout Data

School Year # of Students % Based on ADM

2013-2014 0 409

2014-2015 0 419

2015-2016 0 379

2016-2017

2017-2018


At-Risk Students


We, at Emma Elementary, believe the education of our students must be a joint effort by the

school, parents and child. We strive to provide programs and materials which allow our parents to

feel comfortable and welcome in our school. We believe that we must assist parents in seeing the

importance of being involved in their child’s education. Title 1 provides an open-door policy for

all parents. Questions and concerns regarding the literacy education of every child can be directed

to the Title 1 teacher. Our goal is to involve not only the school staff in these endeavors, but the

students, parents and community as a whole. We provide the following ways to encourage our

parents’ involvement throughout the year:

School Functions and Strategies to assist Parents and At-Risk Students

1. Open House Night: September- This evening will be for parents to meet the staff and to

informally ask questions about procedures and curriculum. The Title I Specialist will have an

annual presentation for parents in our school. The purpose of the meeting will be to inform parents

of what Title I is and our policy for the school, the programs and activities for our students, and the

ways our funds are spent. It is also at this time when we will outline the school year in the terms

of opportunities for parent involvement. In the media center, students will take part in a book give

away.

2. Kindergarten Night: September - Parents of Kindergarten students have the opportunity to meet

with the staff and will be given an overview of specific areas of the Common Core and Essential

Standards Curriculum. Parents will learn the forms of academic assessment used to measure

student progress and the proficiency levels students are expected to meet. Parents and children are

given a packet of manipulatives that can be used at home to practice Kindergarten skills. We

complete the evening with dinner together in the cafeteria.

3. All Day Conferences: October -This day will be for teachers to conference with parents.

Teachers will discuss student progress, academic assessments, and grade level expectations.

Interpreters will be on-site.

4. Grades 1-4 Cougar Night: - Parents are provided the opportunity to meet with the staff and

experience first hand what their children experience daily with hands-on learning. Parents will be

provided with a description and explanation of the new Common Core and Essential Standards

curriculum, forms of academic assessment used to measure student progress, and the proficiency

levels students are expected to meet. Parents will be given a common core information handout.

For the lower elementary parents, reading readiness is an emphasis. Upper elementary parents

learn the importance of the End of Grade tests and various other topics within the curriculum. We

complete the evening with dinner together in the cafeteria.


5. Kindergarten Orientation Night: Parents of upcoming kindergarten students are provided with

information regarding the expectations of kindergarten and what the parents must do before school

begins in August. Parents and children are given a packet of manipulatives that can help prepare

them for Kindergarten.

6. Family Math Night: - Parents of Kindergarten through Fourth grade students have the

opportunity to come and participate in games and activities that the students engage in daily.

7. Parent Reading & Math Workshop: - Parents will attend a workshop to learn how they can help

their children at home. They will be given ideas and materials for reading, math, and writing

activities to do at home.

8. Read to Achieve Night: Parents of 3rd grade students will learn about the Read to Achieve Law.

They will be given information about the law and the impact it will have on 3rd grade students.

9. Parent Connections workshops- Parents of all students at Emma are invited to have a workshop

with the principal to discuss the school performance grade and brainstorm ideas of how the

community and parents can work together along with the school to increase the overall

performance of the school.

10. Coffee and Conversation with the Principal- This is an informal parent conversation with the

Principal and a variety of staff. The staff will have a brief presentation of different items

happening at the school. Following the quick presentation, parents can ask questions and engage

in dialogue with the Principal about any items they need clarification on.

Emma Elementary also uses data to drive all instruction in conjunction with the North Carolina

Standards. Teachers meet weekly in PLC’s developing lessons, disaggregating assessments, and

identifying students that need extra help.

11. Reading Buddies- Students that are identified in need of mentoring and additional reading

intervention are paired with a community volunteer. This volunteer has received training on

effective literacy instruction from the Title 1 lead teacher.

12. Therapy Dogs- Identified at-risk students are connected with a therapy dog. These students are

reluctant readers and have difficulty reading aloud with peers. The objective of this connection is

to help these students overcome this anxiety and continue to grow as a reader.


Safe School Data

End of Year Total Number of Legally Reportable Acts

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

3 1 1

End of Year Total Number Days of Out-of-School Suspension

2015-2016 2016-2017 2017-2018

Short Term 44

Long Term (>10) 0

*Source: Data Manager can access PowerSchool for reports.

Discipline

Trends

Office discipline referrals increased by approximately twenty-five percent during the 2015-

2016 school year. A significant portion of the increase occurred among third grade white students.

Overall discipline referral rates among Emma’s black population decreased by ten percent from

2015 to 2016, however referrals in that ethnic group are still disproportionate to their overall

population. The number of referrals for behaviors originating in the classroom increased by thirty-

six percent, while the number of incidents occurring on the bus decreased by twenty-four percent.

Disruptive behavior represented approximately twenty-two percent of the total office discipline

referrals during the 2015-2016 school term.

Corrective Actions

● Continue providing school-wide classroom guidance lessons based on Second Step, a

research-based social-emotional learning curriculum.

● Increase participation in Check In/Check Out, a school-based mentoring program that

matches students who have office discipline referrals with staff-members who offer twice-

daily encouragement and support.


● Support the ongoing implementation of classroom management strategies that mitigate the

effects of trauma and toxic stress on behavior and learning.

● Increase the number of students who participate in small group programs designed to

address specific behavioral needs.

● Continue working with students on an individual basis to resolve critical social-emotional

challenges that impact learning.

● Implement school-wide use of Educator’s Handbook ensure accurate tracking and

identification of disciplinary trends.

● Continue to refer families to community based resources where appropriate.

PBIS - Positive Behavior Interventions and Supports

● Behavioral expectations are displayed on posters throughout the school. Each poster

includes text and images depicting expected behaviors in the identified location.

● All staff members teach and review the school-wide behavioral expectations at the

beginning of the year and as needed throughout the school term.

● Classes earn Cougar Paw Points for meeting behavioral expectations during specials (Art,

Music, P.E., Media, Computer Lab, and Guidance). Each time a class earns 100 points,

they receive a reward of their choosing.

● Individual students who consistently meet or exceed expectations become Emma All-Stars

and are invited to the cafeteria for a special celebratory movie and snack.

● Students who demonstrate exceptional behavior receive purple bracelets. These bracelets

are entered in weekly prize drawings. Winners’ names are recognized during morning

announcements.

● A school-wide picnic is held at the end of the year to celebrate student and staff efforts

toward meeting or exceeding Emma’s PBIS goals and expectations.


Safety Considerations

Facility Related Safety – The administration and safety team at Emma acknowledge the school’s

physical location with regards to urban foot traffic and high capacity communities such as Mobile

Home communities and public housing. With this said, all exterior doors to the school are locked

all day everyday. Teachers take a walkie talkie with them to the playground so they can be in

contact with the main office at all times. We have had a variety of facility improvements in the

past year that deal specifically with Safe schools. We have installed an additional keyless entry

lock that uses a fob or a PIN code. We just installed 5 new interior/exterior video cameras. We

installed a new visitor sign-in software called LobbyGuard. The LobbyGuard does instant

background checks as visitors and volunteers sign-in to the building. Visitors are required to show

official identification upon checking into the system.

Incident Response – As per GS 115C-105.27(c1), specific information on incident response is not

included in the school improvement plan; however, each Buncombe County School has a crisis

response plan. The principal has communicated this plan to the staff and students as appropriate.

Further, this plan has been approved by the Buncombe County Board of Education and is on file

in the Assistant Superintendent’s Office.


Parent and Community Involvement

Number of Volunteer Hours / Number of Students Mentored

Volunteers

Year Total Volunteer Hours

2013-2014 912

2014-2015 977

2015-2016 1080

2016-2017

2017-2018

Mentors

Year

Total # of

Staff

Staff as

Mentors

Students

Served Year

Volunteer

Mentors

Students

Served

2013-2014 75 15 15 2013-2014 30 42

2014-2015 76 15 15 2014-2015 34 42

2015-2016 75 18 22 2015-2016 41 55

2016-2017 2016-2017

2017-2018 2017-2018


Teacher Time

Duty-Free Lunch - Each teacher has 25 minutes duty free lunch. Teachers take their classes to

the cafeteria at an assigned time where a teacher assistant is waiting to receive their class and take

over supervision. The teacher assistant watches the class

Duty-Free Instructional Planning - Currently each teacher has 45 minutes of planning at

minimum 4 days per week. This is facilitated by rotating students through a variety of special

classes such as: PE, Art, Music, Media Center, Computer Lab, and Guidance. With a goal of at

least 5 hours of planning per week, the School Improvement Team keeps a Scheduling Committee

that constantly evaluates the positives and negatives to the schedule and works as a team to

provide feedback and creative solutions for the administrative staff and the school as a whole.

Efficient Reporting - The school has begun to use Educatorshandbook.com. This website that

allows teachers to track their student behavior throughout the school. This program also this year

as a means to go paperless on our discipline referral system. We use technology as a school to

share documents and information. 4th grade students have a device (computer) that is assigned to

them. This allows the students to submit a variety of their assignments in digital form. All PLC

minutes are on a shared digital drive. The school uses a variety of Google Calendars for

communication purposes to keep all staff members informed.


Action Plan for Healthy Students in Safe, Orderly and Caring Schools

Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools

School Improvement Goal/Objective: 1. Provide 150 minutes per week of

moderate to vigorous physical activity for all K-8 students (a minimum of 30

minutes per school day).

Please record your action steps.

Strategy

Not Yet

Addressed

(What is your

plan?)

In Progress

(Please

describe.)

Need Assistance

(Please

describe.)

NA

(Provide

explanation.)

Ensure all students

have recess and/or

physical activity

during the school

day and that

physical

activity/exercise is

not taken away or

used as

punishment.

Indicate if this is in

progress or not yet

addressed.

All students will

have a minimum

of 150 minutes

per week of

physical activity,

either PE class

or outside

playtime.

Exercise is not

used as a

punishment.

We currently

use this plan.

None

Strategy Yes No

Total

time

during

the

school

year

Provide physical education for every student taught by a highly

qualified physical education teacher. Check the appropriate “yes” or

“no” box and list the exact number of minutes in PE during the school

year.

X 1620

Min

Provide physical activity and/or recess for every student. List the

exact number of minutes provided for recess and/or physical activity

during the school year. X

4320

Min


Mid-Year Progress Report

School Year: Emma Elementary School

Please list each current SIP Goal/Objective and provide a brief description of progress to date.

Please modify this form as necessary to complete the Mid-Year Reflection.

SMART Goal 1:

Progress to Date:

SMART Goal 2:

Progress to Date:

SMART Goal 3:

Progress to Date:

SMART Goal 4:

Progress to Date:

SMART Goal 5:

Progress to Date:

Signatures below indicate the School Improvement Team has participated in the development of

the School Improvement Plan Mid-Year Reflection as submitted.

Principal SIT Chairperson

Signature: Signature:






Signature: ___________________________ Signature: ___________________________

Signature: ___________________________ Signature: ___________________________





Signature: ____________________________ Signature: __________________________

Signature: ____________________________ Signature: __________________________

Signature: ___________________________ Signature: __________________________




Year-End Progress Report

School Year: Emma Elementary School

How did your school’s Purpose, Direction and Belief Statements guide your actions throughout

the school year?

Respond to the following for each Goal/Objective in your School Improvement Plan. Use

additional sheets as necessary.

SMART Goal 1:

Major Accomplishments:

SMART Goal 2:


SMART Goal 3:


SMART Goal 4:


SMART Goal 5:



Timeline

Complete and submit electronically to Candie Sellers, Director of Elementary and Intermediate

Education.

● School Improvement Plan for 2016-2018 by October 14, 2016.

● Mid-Year Progress Report by February 17, 2017.

● Year-End Progress Report by September 29, 2017.

● School Improvement Plan revised for 2017-2018 including the following pages with 2016-2017

data: Please include any other pages which have been revised by November 17, 2017.

SMART Goals and Strategies

AMO Targets and Performance

Annual Measurable Objectives (AMO) Report – Reading

Annual Measurable Objectives (AMO) Report – Math

Annual Measurable Objectives (AMO) Report – Science

EVAAS Academic Growth

Kindergarten – Third Grade Reading 3D mClass

Attendance/Retentions

Dropout Data/At-Risk Students

Safe School Data

Parent and Community Involvement

● Mid-Year Progress Report by February 16, 2018.

● Year-End Progress Report by September 28, 2018.

Emma Elementary School School Improvement Plan 2016 2018 · Emma Elementary School, School...

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