Weaverville Elementary School Improvement Plan 2016 – 2018

Weaverville Elementary

School Improvement Plan

2016 – 2018

Buncombe County Schools

Weaverville Elementary, 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 .................................................................................................... 14




AMO Targets and Performance .................................................................................................. 22

Annual Measurable Objectives (AMO) Report - Reading ............................................................ 23

Annual Measurable Objectives (AMO) Report - Math .................................................................. 24

EVAAS Academic Growth ........................................................................................................... 25

Second Grade Reading 3D mClass ............................................................................................ 26

Third Grade Reading 3D mClass ................................................................................................ 27

Retentions ................................................................................................................................... 28

Dropout Data .............................................................................................................................. 29

At-Risk Students ......................................................................................................................... 29

Safe School Data ........................................................................................................................ 30

Safety Considerations ................................................................................................................. 31

Parent and Community Involvement ........................................................................................... 32

Teacher Time .............................................................................................................................. 33

Action Plan for Healthy Students in Safe, Orderly and Caring Schools ....................................... 34

Mid-Year Progress Report........................................................................................................... 35

Year-End Progress Report .......................................................................................................... 37

Timeline ...................................................................................................................................... 38


Statement of Assurance


Direction and Purpose Statements

BCS Purpose Statement To provide safe and engaging learning environments that

prepare students for their tomorrow.

BCS Direction Statement Our students will become successful, responsible citizens

in an ever-changing global society.

Weaverville Elementary

Purpose Statement

Learning, Leading, Empowering! Changing the World!

Direction Statement

Through inspiration and nurturing, Weaverville Elementary students will be leaders, life-long learners and responsible

global citizens.


Belief Statements

● We believe that all students can grow in academic and social areas.

● We believe that family, school and community empower students to become responsible leaders and lifelong learners.

● We believe that children learn best in a safe, secure and loving environment.

● We believe all students are leaders.


School Profile Narrative Summary Based on your school’s needs assessment, complete the following sections: Demographic/School Characteristics – Provide information about your student population and current trends in demographics. Climate/School Culture - Provide information from student, parent and staff surveys. Academic Achievement - Provide a summary of academic achievement as it relates to overall school performance. *Source: Data Manager can access PowerSchool for reports. School Report Card Website- http://www.ncpublicschools.org/src/ EVAAS - https://ncdpi.sas.com - Go to Reports>Custom Reports>School Search>Select Test NC Teacher Working Conditions Survey - http://www.ncteachingconditions.org/ and BCS Survey Results Demographic/School Characteristics Weaverville Elementary is a public school located in the mountains of Western North Carolina. The school is located on Main Street in the town of Weaverville, NC. Weaverville Elementary is a school-wide Title I school with approximately 45 percent of students qualifying for Free or Reduced Lunch. Weaverville Elementary serves students in grades two through four. A neighboring school, Weaverville Primary, serves the community’s Kindergarten and First Grade students. Students Weaverville Elementary serves approximately 360 students during the 2015-2016 school year. Each grade level (2, 3, and 4) has approximately 120 students. A snapshot of student membership at the end of the 2016-2017 school year is as follows: White 82% Hispanic 13% Black 1% Multi 3% Male (total) 48% Female (total) 52% Teachers and Staff Weaverville Elementary maintains a highly qualified teaching staff. Seventeen certified teachers provide daily classroom instruction to students in each grade level. The school also is home to a full-time Media Specialist, a Title 1 Reading Specialist and two Special Education Teachers. Certified staff serving the school on a part-time basis include a Physical Education teacher, Music instructor, Art teacher, ESL teacher, Speech Therapist, Academically and Intellectually Gifted Teacher, and a Instructional Coach. One principal and one School Counselor serves the stakeholders of Weaverville Elementary School. Several certified staff members have advanced degrees or other recognitions including three with National Board Certification and 16 with advanced degrees. Weaverville Elementary currently has two teachers with Beginning Teacher status.

http://www.ncpublicschools.org/src/

https://ncdpi.sas.com

http://www.ncteachingconditions.org/


Non-certified staff members provide additional instructional support. Weaverville Elementary has one remediation assistant, six instructional assistants, three Title 1 assistants and one STEM lab instructional assistant. Other staff members ensure that the day to day operations of the school continue including one head secretary/bookkeeper, one data manager/receptionist, three custodians and four school nutrition employees. Two bus drivers are assigned to our school staff however the North Buncombe district shares bus drivers to be more efficient and several drivers come from other schools to complete routes for our student body. A School Resource Officer is provided by Buncombe County Sheriff’s Department and rotates among several schools in the North Buncombe District. Weaverville Elementary works to meet the social emotional needs of students as well as their academic needs. This is accomplished through the efforts of a dedicated and knowledgeable staff. Our school has a full-time School Counselor who provides a Comprehensive Counseling program complete with classroom instruction, small group instruction and individual counseling sessions. Weaverville Elementary also has access to a School Social Worker/Student Support Counselor who works at our school at least once a week. A mental health therapist from RHA Mental Health services visits our school weekly to provide more therapeutic support to students as needed. Functional Behavior Assessments and follow-up Behavior Intervention Plans were conducted throughout the school year to help refine behavioral intervention strategies in order to help students be more successful in the classroom and in the total school environment. These individuals meet with the school principal weekly to discuss student concerns, needs and to follow-up on interventions. Outside supports from the community are utilized as needed to support student and family needs. An Occupational Therapist and District Exceptional Children’s Program Placement Specialist also provide support to our school. Facilities and Equipment Data

The current Weaverville Elementary building was built in 1997 and replaced the older facility that was located on the same location. The building has three floors and utilizes some structures from the older school (specialist hallway and cafeteria). Safety upgrades include a front door buzzer and intercom system to approve entry of visitors to the school and four keyless entry points. The campus is located close to the Weaverville Town Hall and Police Station with Weaverville Police Officers visiting regularly (especially during lunch time). Weaverville Elementary provides a learning environment that is rich in technology. All classrooms have a Presentation Station (SMARTBoard, Laptop, Data Projector and Document Camera). Each classroom teacher is assigned an iPad as well. All students in fourth grade participate in the Buncombe County Digital Learning Initiative and have an assigned ThinkPad to utilize to enhance instruction. Students in other grades almost have a 1:1 device status with third graders utilizing Chromebooks and second graders using iPads. A dedicated Digital Teaching and Learning Lab is in process of being revamped to a STEM Lab as part of a Buncombe County pilot.


Community Approximately 19,000 residents reside in the Weaverville community (28787 zip code). Two elementary schools (Weaverville Elementary and North Buncombe Elementary) serve families in this geographical area. Weaverville Elementary School district lines also serve some families outside of the 28787 area specifically those living in the North Asheville area. Weaverville is a thriving, small town located along I-26 just minutes from downtown Asheville, the Blue Ridge Parkway, Great Smoky Mountain National Park, and the Tennessee border. Weaverville is located less than 10 minutes from the University of North Carolina at Asheville, 20 minutes from A-B Technical Community College, 30 minutes from Warren Wilson College, 15 minutes from Mars Hill University, and an hour from Western Carolina University and Brevard College. Weaverville is home to a number of large industries that are engaged in the high-tech industry. These include Thermo-Fisher who manufactures scientific equipment, and OTS who makes prosthetic limbs. In addition, the Town is home to AB Emblem which manufactures emblems for the United States Military, NASA, and many police and fire departments throughout the country. These are just a few of the many members of the industrial and business community in Weaverville. Baldor, Balcrank, Shorewood Packaging, and the Sample Group also call Weaverville home. In addition to its industrial residents, the Town is home to many small, entrepreneurial businesses. The Town's downtown business district is thriving and home to many unique shops. These include Miya Gallery, Mangum Pottery, Shope's Furniture, Brown's Florist, and the Shop Around the Corner. Blue Mountain Pizza, the Well Bred Bakery, Main Street Grill, The Glass Onion, and Jack of Hearts pub are all excellent places to eat located in downtown Weaverville. The Downtown District is also home to many other stores and shops. The Town of Weaverville and the surrounding area is home to one of the most vibrant and active art communities in North Carolina. Each spring and fall, local artists welcome the public into their studios to show off their craft during the Weaverville Art Safari. In addition, each September local artists host Art in Autumn, a juried show for artists. Many members of the Southern Highlands Crafts Guild call Weaverville and the surrounding area home as well. (http://www.weavervillenc.org/About) Climate/School Culture Weaverville Elementary is in the second year of The Leader in Me implementation. This initiative is based on the 7 Habits of Highly Effective People by Steven Covey. The Leader in Me is FranklinCovey’s whole school transformation process. It teachers 21st century leadership and life skills to students and creates a culture of student empowerment based on the idea that every child can be a leader. The school’s work in this area merges nicely with the established PBIS (Positive Behavior and Intervention Support) program. The Leader in Me initiative has received positive feedback from stakeholders in various groups including students, staff, parents and the community at large. Weaverville Elementary has a strong parent support system as seen through an active PTO. The Weaverville Schools PTO serves both Weaverville Elementary and Weaverville Primary Schools. Meetings are held monthly and fundraisers are focused on family friendly events/activities. PTO provides funding support for the school’s The Leader in Me initiative as well as for student incentives, teacher allotments, field trip support, extracurricular activities support, materials/supplies and various school needs. A teacher grant process is conducted yearly to provide even more support for unique project ideas. Parent volunteers are utilized in the school for academic support as well as mentorship. A newly formed partnership with Congregation4Children will help to pair up community mentors with students at Weaverville Elementary School.

http://www.weavervillenc.org/About)


In February 2016, a local Buncombe County Schools survey was disseminated to all stakeholders including certified staff, non-certified staff, parents and students. Below is a chart recording the results for questions related to “feeling safe” and “treated with respect”.

2016 Parent Survey Results (76 responses)

Disagree/Strongly Disagree

Neutral Agree/Strongly Agree

My child feels safe at school. 4% 5% 91% As a parent I feel welcome at

my child’s school. 0% 12% 88%

As a parent, I respect the school’s teachers.

1% 2% 97%

As a parent, I respect the school’s principal.

5% 3% 92%

The school as a whole provides a safe, orderly and healthy environment for my

child.

1% 8% 91%

2016 Instructional Certified Staff Results

(32 responses)



I feel that I belong at this school.

0% 6% 94%

I feel that I work in a safe environment.

0% 3% 97%

I feel knowledgeable of the content and procedures in

our safe schools plan.

0% 0% 100%

I feel competent in my ability to respond to an emergency

evacuation or school lockdown.

0% 0% 100%

My principal treats me with respect.

3% 9% 88%

My principal provides a process to report incidents

of student misconduct including acts of bullying,

violent or criminal behavior.

0% 9% 91%

My principal responds to disciplinary issues effectively

and communicates outcomes appropriately.

0% 12% 88%


2016 Instructional

Classified Staff Results (12 responses)



I feel that I belong at this school.

0% 0% 100%

I feel that I work in a safe environment.

0% 0% 100%

I feel knowledgeable of the content and procedures in

our safe schools plan.

0% 0% 100%

I feel competent in my ability to respond to an emergency

evacuation or school lockdown.

0% 0% 100%

My principal treats me with respect.

0% 17% 83%

My principal provides a process to report incidents

of student misconduct including acts of bullying,

violent or criminal behavior.

0% 8% 92%

My principal responds to disciplinary issues

effectively and communicates outcomes

appropriately.

0% 17% 83%

2016 Student Results (135 responses)



When I am at school, I am safe.

3% 16% 81%

When I am at school, my teachers treat me with

respect and care about me.

0% 1% 99%

When I am at school, my principal cares about me

and treats me fairly.

0% 4% 96%

I feel students are friendly and treat me with respect.

2% 8% 91%

I have friends at school. 0% 4% 96% The survey results above indicate that overall students, parents and staff feel that Weaverville Elementary is a safe and caring school. Overall, staff members are satisfied with their jobs. Other positive trends worth noting include teachers feeling like they have adequate resources and technology needed to teach effectively. The facility is clean and well-maintained. In addition, the school has a clear vision and a positive image in the community. Based on these survey results, there are some areas that need to be discussed and addressed by the School Improvement Team including:


● 6% of certified staff do not feel that they can express ideas about doing things differently; 23% of certified staff feeling neutral on this topic and 42% of non-certified staff feel neutral on this topic

● 5% of parents feel like the school does not have fair assessment practices and 14% are neutral on the matter

● 8% of students do not feel recognized and 12% are neutral on the topic ● 8% of students do not feel that other students are friendly and 23% are neutral on the topic ● 18% of students indicate that they have been bullied at school

In March 2016, certified staff members participated in the North Carolina Teachers’ Working Conditions Survey and the AdvancED survey was completed in April 2016. According to the North Carolina Teachers’ Working Conditions Survey, 85% of teachers feel that Weaverville Elementary is a good place to work and learn. Teachers feel that they are allowed to focus on teaching with minimal interruptions, have adequate space and materials (including technology) to be effective, feel that parents are involved in the school and that the community is supportive, and teachers are encouraged to participate in school leadership roles. Teachers indicated that concerns were noted in the areas of class size being reasonable, sufficient instructional time to meet the needs of all students, non-instructional time being sufficient, state assessment data reported in a timely manner and state assessments accurately gauging student understanding of standards (only 10.5% agree). Themes of trust and mutual respect showed improvement since the last survey was completed however this is still an area of concern that needs to be addressed. Teachers indicated that they feel the need for differentiated professional development and more feedback regarding the results of professional learning. The AdvancED survey is a new tool that our stakeholders have not had the opportunity to utilize before. This survey is aligned to the five standards that are part of the AdvancED reaccreditation.

Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

Four stakeholder groups participated in these surveys including: staff (as a whole), parents, early elementary students (grade 2) and elementary students (grades 3 and 4). Trends noteworthy from the staff survey include:

● 100% indicate that the school’s purpose statement is clearly focused on student success (average score of 4.79)

● 95% indicate that the school’s leaders expect staff members to hold all students to high academic standards (average score of 4.38)

● 95% of staff agree that all teachers in our school participate in collaborative learning communities that meet both informally and formally across grade levels and content areas (average score of 4.3)

● 95% of staff agree that our school provides qualified staff members to support student learning (average score of 4.43)

● 100% of staff agree that our school maintains facilities that contribute to a safe environment (average score of 4.51)


● 95% of staff agree that school leaders monitor data related to school continuous improvement goals (average score of 4.32)

● 81% of staff feel that all teachers use a process to inform students of their learning expectations and standards of performance (average score of 3.92)

● 78% of staff feel that all teachers provide students with specific and timely feedback about their learning (average score of 3.84)

● 76% of staff feel that all teachers use consistent common grading and reporting policies across grade levels and courses based on clearly defined criteria (average score of 3.92)

● 78% of staff feel that staff members provide peer coaching to teachers (average score of 3.76) ● 81% of staff feel that our school ensures all staff members are training in the evaluation, interpretation

and use of data (average score of 3.86) ● Open ended results show a wide acceptance of the school’s efforts in implementation of The Leader

in Me. Other positive indicators are community/family support, positive environment, and relationship among staff members. Areas mentioned for improvement include: everyone pulling their own weight, limited time for instructional assistants to complete tasks, not enough time for staff to collaborate, lunchroom concerns with both behavior and food selections, and staff mentoring assignments to assist new staff members to learn more about our school and expectations.

Trends noteworthy from the parent survey include:

● 90% indicate that the school’s purpose statement is clearly focused on student success (average score of 4.3)

● 90% indicate that the school has established goals and a plan for improving student learning (average score of 4.31)

● 90% indicate that the school communicates effectively about the school’s goals and activities (average score of 4.35)

● 96% indicate that their child has up-to-date computers and other technology to learn (average score of 4.44)

● 90% indicate that the school provides qualified staff members to support student learning (average score of 4.37)

● 94% indicate that the school provides a safe learning environment (average score of 4.43) ● 71% of parents feel that ‘all of my child’s teachers meet his/her learning needs by individualizing

instruction’ (average score of 3.85) ● 75% of parents feel that ‘all of my child’s teachers keep me informed regularly of how my child is

being graded’ (average score of 3.9) ● 80% of parents feel that ‘my child sees a relationship between what is being taught and his/her

everyday life’ (average score of 3.94) ● Open ended results show positive feedback regarding The Leader in Me initiative, safe and caring

environment, community feeling, communication and friendliness of staff, and opportunities for parents to be involved. Areas mentioned for improvement include: behavior of a few students, more opportunities to be involved in extracurricular activities/contests, the School Nutrition program, supervision on the playground, visitor parking, and communication from the classroom to parents (including teacher conferences and PowerSchool gradebook updates).

Trends noteworthy from the student (early elementary – 2nd grade) survey include:

● 98% of students agree that their teacher wants them to learn (average score of 2.96) ● 97% of students agree that their teacher wants them to do their best (average score of 2.97) ● 99% of students agree that they school has books for them to read (average score of 2.99) ● 82% of students agree that they are safe at school (average score of 2.77) ● 74% of students agree that teachers make them think (average score of 2.63) ● 53% of students agree that their families like to come to come (average score of 2.42)


Trends noteworthy from the student (elementary – 3rd and 4th grades) survey include: ● 94% of students agree that in my school my principal and teachers want every student to learn

(average score of 2.93) ● 98% of students agree that in my school my teachers want me to do my best work (average score of

2.97) ● 90% of students agree that their teachers tell them how to behave and do their work (average score

of 2.88) ● 91% of students agree that their principal and teacher help them to be ready for the next grade

(average score of 2.9) ● 51% of students agree that they are treated fairly at school (average score of 2.42) while 40% of the

students are not sure if they are treated fairly ● 34% of students agree that their principal and teachers ask them what they think about the school

(average score of 2.08) while 40% are not sure and 26% disagree ● Open ended results show positive feedback regarding The Leader in Me initiative, nice and brilliant

teachers, recess, specialist classes, technology and devices, and free breakfast and lunch food choices. Areas mentioned for improvement include: teacher supervision on the playground and in hallways, homework, cafeteria food, Z-scaler, some students are mean and the colors of the walls and chipped paint.

Academic Achievement Weaverville Elementary has historically been a high performing school. Since School Performance Grades were mandated, Weaverville Elementary has maintained a grade of B until the 2015-2016 school year. Weaverville Elementary did not meet expected growth for students on EOG and mClass assessments during the 2015-2016 school year. This growth average of 58.5 brought the school grade down to a ‘C’ after the 80/20 calculation. Even though the percentage of students remained the same or increased (math stayed at 70 percent and reading increased by two percent) from the 14-15 school year, the inability of the school to grow individual students according to state standards resulted in a drop in the school performance grade.


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: To increase student proficiency in reading by June 2017 as measured by state assessments (BOG, EOG) 2016 - 2017 3rd Grade Cohort (BOG/EOG): 41% to 70% 2016 - 2017 4th Grade Cohort (EOG): 69.6% to 71% Strategies:

1. Implement the BCS Literacy Block in all grades

2. Implement Leaders Achieve lesson planning format

3. Hold data meetings with teachers and instructional assistants on Early Release Days (October 18, December 9, February 22, March 30)

4. Hold individual data meetings for classroom teacher, principal, and Instructional coach, and Title 1 Reading Specialist four times per year

5. Facilitate grade level discussions regarding student progress and performance four times a year (October 18, December 9, February 22, March 30)

6. Hold Read Across America Week 7. Facilitate a Fluency Boot Camp 8. Implement Student Leadership

Notebooks as outlined in Leader in Me School-wide Goal

Person/Group Responsible: 1. Classroom teachers

2. Classroom teachers and assistants

3. Classroom teachers, instructional

assistants, iCoach, Principal, Title 1 Reading Specialist

4. Classroom teachers, Instructional Coach, Principal, Title 1 Reading Specialist

5. Grade level teachers, Instructional Coach, Principal, Title 1 Reading Specialist

6. Family Involvement or Family Events Action Team

7. Title 1 Department and Instructional Assistants

8. Leadership Notebook Action Team and School Staff


9. Implement at least one student led Parent-Teacher Conference by May 2017 as outlined in Leader in Me School-wide Goal

10. Participate in Leader in Me Aligning Academics

11. Train instructional assistants and teachers to utilize the CORE assessments

9. Leadership Notebook Action Team, Student Empowerment Action Team, Staff Motivation Action Team, Family Involvement Action Team

10. Michael Armstrong (LIM Consultant)

11. Instructional Coach, Title 1 Department and Instructional Assistants

Progress Monitoring: 1. Notes from quarterly data discussions 2. Notes from individual data discussions 3. Completion of action steps for Leadership Notebook implementation as defined in

Leader in Me School-wide Goal (“Myself” and “My Celebrations” tabs by September 9; inclusion of at least one WIG (Wildly Important Goal) by October 6th. Students will share WIGs during Leaders Achieve on November 10th, February 10th, and April 21st

4. Teachers will share samples of Leadership Notebooks with each other teachers. Professional Development Needed to Support Strategy:

1. BCS Literacy Block Training - August 17, September 1, September 15, October 10, December 1, March 2

2. Leader in Me Aligning Academics Professional Development - August 15 3. Training for Instructional Assistants on the CORE - October 7

Resources Required/Budgeted: School Funds for subs for individual data discussions School Funds for Leadership Notebook materials Title 1 Funds PTO Funds









SMART Goal 2: To increase student proficiency in 2nd, 3rd and 4th grade reading at each testing window (BOY, MOY, EOY) as measured by TRC/Benchmarks (data goals noted in the chart below) Grade Level BOY Baseline MOY Goal EOY Goal 2nd Grade 57% 65% 80% 3rd Grade 50% 65% 80% 4th Grade 64% 65% 80%

Strategies: 1. Implement the BCS Literacy Block in

all grades 2. Implement Leaders Achieve lesson

planning format 3. Hold data meetings with teachers and

instructional assistants on Early Release Days (October 18, December 9, February 22, March 30)

4. Hold individual data meetings for classroom teacher, principal, and instructional coach, and Title 1 Reading Specialist four times per year

5. Facilitate grade level discussions regarding student progress and performance four times a year (October 18, December 9, February 22, March 30)

6. Hold Read Across America Week



3. Classroom teachers, instructional

assistants, iCoach, Principal, Title 1 Reading Specialist

4. Classroom teachers, Instructional Coach, Principal, Title 1 Reading Specialist

5. Grade level teachers, Instructional Coach, Principal, Title 1 Reading Specialist

6. Family Involvement or Family Events Action Team


7. Facilitate a Fluency Boot Camp

8. Implement Student Leadership Notebooks as outlined in Leader in Me School-wide Goal

9. Implement at least one student led Parent-Teacher Conference by May 2017 as outlined in Leader in Me School-wide Goal

10. Participate in Leader in Me Aligning Academics

11. Train instructional assistants and teachers to utilize the CORE assessments

7. Title 1 Department and Instructional Assistants

8. Leadership Notebook Action Team and School Staff

9. Leadership Notebook Action Team, Student Empowerment Action Team, Staff Motivation Action Team, Family Involvement Action Team

10. Michael Armstrong (LIM Consultant)

11. Instructional Coach, Title 1 Department and Instructional Assistants

Progress Monitoring: 1. Notes from quarterly data discussions 2. Notes from individual data discussions 3. Completion of action steps for Leadership Notebook implementation as defined in

Leader in Me School-wide Goal (“Myself” and “My Celebrations” tabs by September 9; inclusion of at least one WIG (Wildly Important Goal) by October 6th. Students will share WIGs during Leaders Achieve on November 10th, February 10th, and April 21st

4. Teachers will share samples of Leadership Notebooks with each other teachers. Professional Development Needed to Support Strategy:

1. Leader in Me Coaching Day on September 28 with Sarah Ann Taylor to revisit Leader in Me Aligning Academics

Resources Required/Budgeted: Title 1 Funds PTO Funds









SMART Goal 3: To increase student proficiency in 2nd, 3rd and 4th grade math by each testing window (BOY, MOY, EOY) as measured by comprehensive common math assessment focused on grade level major work standards (data goals noted in the chart below) Grade Level BOY Baseline MOY Goal EOY Goal 2nd Grade 15% 40% 70% 3rd Grade 3% 40% 70% 4th Grade 2% 40% 70%

Strategies:

1. Implement the Pearson Realize Investigations in all grades

2. Hold data meetings during PLC time with teachers on common math assessments

3. Hold Math Madness Week in October

4. Increase one-on-one or small group instruction for those students not meeting benchmarks

5. Differentiated assignments to challenge students who have met benchmarks

6. Facilitate grade level discussions regarding student progress and performance four times a year


2. Classroom teachers and Instructional

Coach

3. Family Involvement or Family Events Action Teams


5. Classroom teachers, AIG specialist

6. Grade level teachers, Instructional Coach, Principal

Progress Monitoring: 1. Notes from data discussions


2. PLC notes 3. Teachers will share data from common assessments with other teachers.

Professional Development Needed to Support Strategy: 1. Support from Instructional Coach on new Investigations Math materials 2. New teacher/new to the grade level Investigations workshops 3. District Math Team meetings 4. Afterschool mini-workshops focused on math instruction on November 3, February 2,

and May 4 Resources Required/Budgeted: Instructional supply funds to purchase approximately $5,000 in updated math materials Title 1 Funds for parental involvement math workshops









SMART Goal 4: To increase the number of students who report feeling recognized for good work by February 2017 from 79% to 85% as measured by BCS local surveys Strategies: 1. Implementation of individual student Leadership Notebooks (in place by the end of 1st nine weeks) 2. Revised Hawk High Five form related to The Leader in Me by August 2016 3. Recognize students in a Hawk High Five Weekly Drawing on the morning news 4. Implementation of schoolwide goal tracking data boards (PBIS and Parent Events) and classroom data walls 5. Nine Weeks classroom celebrations (Honor Roll and Personal Pride Awards) 6. Nine Weeks behavior celebrations 7. Semester behavior celebrations 8. 2nd Annual Leadership Day 9. Build an understanding of the various ways to be recognized 10. Participation in district PBIS Module 2 Training

Person/Group Responsible: 1. Classroom Teachers and Leadership

Notebook Action Team 2. PBIS Team 3. Principal 4. PBIS Team, Family Involvement

Team and Classroom Teachers 5. Classroom Teachers 6. PBIS/Lighthouse Team and

Specialists 7. PBIS/Lighthouse Team 8. Entire school - staff and students;

Leadership Day Pop Up Action Team 9. Classroom teachers, school staff 10. Counselor and 2 PBIS Team

members

Progress Monitoring: 1. Two question survey sent to random students at the end of each nine weeks:

● Do you have a goal that you are working on listed in your leadership notebook? ● Do you feel recognized for good work at school?


2. Data Tracking on PBIS Semester Goals/Hawk High Five Tickets given out 3. Review of Leadership Notebooks throughout the year as a staff and in small groups Professional Development Needed to Support Strategy:

1. Leader in Me Aligning Academics - August 15 2. PBIS Module 2 Training

Resources Required/Budgeted: PBIS Funds to purchase Hawk High Fives District funding for subs for PBIS Module 2 training


AMO Targets and Performance

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

Performance Composite CCR % 58.4 57.8 55.8

Performance Composite GLP % 68.8 68.6 69.5

Total Number of AMO Targets 21 25 12

Number of AMO Targets Met 21 24 12

Percentage of AMO Targets Met 100% 96% 100%

Overall Achievement 69 69 70

Overall Growth 75.9 75.3 58.5

Performance Score 70 70 67

School Performance Grade B B C

Grade Subject 2013-2014 % Proficient

2014-2015 % Proficient




3

BOG Reading GLP 47.9 46.7 47.1 41.7

EOG Reading GLP 75.2 70.5 69.6

Mathematics GLP 72.8 73.5 76.8

4 Reading GLP 66.1 62.9 69.5

Mathematics GLP 59.8 66.9 64.1


Annual Measurable Objectives (AMO) Report - Reading

School Year: 2015-2016

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Participation Denominator 257 36 212 117 22 33 57 Participation Status M M M M M M Proficiency # of Students 176 100 76 10 160 54 2 6 54 Proficiency Percentage 69.3 76.3 61.8 29.4 75.8 46.6 10.5 18.2 >95


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Annual Measurable Objectives (AMO) Report - Math


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Participation Denominator 257 36 212 117 22 33 57 Participation Status M M M M M M Proficiency # of Students 178 96 82 15 157 62 6 8 >95 Proficiency Percentage 70.1 73.3 66.7 44.1 74.4 53.4 31.6 24.2 54


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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





3rd Math

4th Math -1.1 MET -0.4 MET -5.5 DNM

2nd Reading 2.7 EX -6.3 DNM

3th Reading -3.6 DNM -1.7 MET -3.1 DNM

4th Reading -0.8 MET 0.0 MET -1.5 MET

Index Level Index Level Index Level Index Level Index Level School Accountability

Growth Overall -0.94 MET -4.87 DNM

Educator Effectiveness Growth Composite -0.12 MET -6.4 DNM


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 113 60 54% 53 46% 2016-2017 116 66 57% 50 43% 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 118 66 56% 52 44% 2016-2017 120 69 58% 51 42% 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 122 73 60% 49 40%

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 117 72 62% 45 38% 2016-2017 121 61 50% 60 50% 2017-2018

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 120 70 58% 50 42% 2016-2017 121 60 49% 61 51% 2017-2018

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 123 86 70% 37 30% 2016-2017 2017-2018


Attendance

School Year Attendance Rate

2013 – 2014 96.23

2014 – 2015 96.28

2015 – 2016 95.92

2016 – 2017

2017 – 2018

Retentions

Grade Level

Final Number of Retentions

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

2 0 0 1

3 0 0 0

4 0 0 0


Dropout Data

School Year # of Students % Based on ADM

2013-2014 0 0

2014-2015 0 0

2015-2016 0 0

2016-2017

2017-2018

At-Risk Students The following instructional practices have been identified as effective in improving the academic performance of students identified as at-risk of academic failure or at-risk of dropping out of school.

● Communication with parents regarding student at-risk status ● Grade level data discussions every 30-40 school days ● Functioning grade level PLCs that work together to evaluate student data ● Implementation of an intervention block (Leaders Achieve) to provide targeted support ● Title 1 Reading Specialist and staff for small group instruction and tutoring ● Special Education interventions (if applicable) ● English as a Second Language Services (if applicable) ● Functioning TIPS (Tiered Problem Solving Team) to provide support and brainstorm strategies ● Use of parent/community tutors ● Small group instruction ● Regular meetings between CHAPS team and school based therapist ● FBA meetings and regular BIP updates (as needed) ● Use of 504 plans to meet the needs of eligible students


Safe School Data

End of Year Total Number of Legally Reportable Acts

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

0 0 1

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

2015-2016 2016-2017 2017-2018

Short Term 21 days - 8 students

Long Term (>10) 0

Discipline

Using your data on discipline, complete the areas below. Trends- Describe trends in your discipline data. Trends with our discipline data indicate that a few students (8 students) spend the majority of the time in the office due to discipline referrals. A closer examination of the data highlights that one student in particular lacked many of the behavioral skills needed to be successful in the classroom. Corrective Actions – Indicate what action you intend to take to resolve any discipline issues. PBIS – At Weaverville Elementary School we follow the HAWKS Leadership Expectations. Our expectations incorporate our PBIS initiative and our Leader in Me leadership goals. Our school began training in Leader in Me in August of 2015. Since implementing the new Leader in Me Habits and matching our expectations to the habits the students and staff have had a more positive attitude about our school and school family. Students are taught the expectations and habits intentionally during a specified HAWK time each day, as well as incorporated into our everyday academics and areas of the building. Students are acknowledged verbally as well as being given a HAWK High 5, which indicates the expectation and habit he/she is exhibiting. The High 5 is in triplicate so that the student takes one copy home, puts one copy in his/her Leadership Notebook for celebration and one copy goes into a basket in the office for a weekly drawing. Student’s names that are drawn get their picture taken for recognition, a special prize and the staff member who gave the High 5 gets a special privilege as well. Since implementing the new Leader in Me Habits and expectations, students, staff and families have begun to take ownership of their learning. Weaverville Elementary also started with a new administrator in the 2015-2016 school year. As a school, staff are documenting more discipline incidences of both minor behaviors as well as major behaviors. This data allows us to problem solve and see trends and patterns to be addressed. The Lighthouse/PBIS Team looks at both discipline data and implementation data to help utilize appropriate interventions and strategies to make our school a positive, safe place for instruction.


Safety Considerations Facility Related Safety – Include any facility initiatives that address directly the physical safety of students and staff on campus. Weaverville Elementary is located on Main Street in Weaverville. While this allows for excellent response by parents and local law enforcement/fire, it also means that our campus can easily be accessed by anyone in the area. We have had to revisit all procedures and protocols for locking doors and playground supervision to ensure the campus is safe from intruders. 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 1993

2014-2015 2840

2015-2016 3074

2016-2017

2017-2018

Mentors

Year Total # of

Staff Staff as Mentors

Students Served Year

Volunteer Mentors

Students Served

2013-2014 55 22 21 2013-2014 7 25

2014-2015 0 0 0 2014-2015 0 0

2015-2016 0 0 0 2015-2016 8 8

2016-2017 2016-2017

2017-2018 2017-2018


Teacher Time Duty-Free Lunch -Describe the school plan to provide a duty-free lunch period for every teacher on a daily basis, or as otherwise approved by the School Improvement Team. At Weaverville Elementary a rotating schedule of classroom assistants will provide supervision for students during their lunch time. All teachers will have a 30 minute duty-free lunch. Duty-Free Instructional Planning - Describe the plan to provide duty-free planning time for every teacher, with a goal of providing at least five hours of planning time per week. Each grade level team has 45 minutes of common time without students on a daily basis. Teachers utilize at least one of these sessions for a formal PLC meeting and at least one of these sessions for a common planning meeting. Efficient Reporting - Describe the plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent practicable, streamline the schools reporting system and procedures, including forms and reports to be in electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System. Weaverville Elementary utilizes a variety of strategies to eliminate unnecessary and redundant paperwork. These include technology advances such as email, Google Docs and online surveys. Grade level plans are completed in a collaborative manner and shared with various stakeholders via Google Docs. Google Calendar is utilized as a means to communicate information as well as online programs such as SMORE. Local expectations for curriculum assessment data collections are utilized and evaluated for efficiency and effectiveness. Stakeholders have access to various student information databanks (as permitted) such as EasyIEP, Amplify mClass and PowerSchool so information is easily accessible.


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 participate in a 30 minute recess block each school day. Recess is not taken away for punishment or withheld for any reason.

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 45 minutes/ weekly

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

5 days of 30 minutes recess

weekly and 1 day of 45 minutes of

structured PE each week = Total of 195

minutes


Mid-Year Progress Report

School Year: Weaverville Elementary 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: ___________________________ Signature: ___________________________ Signature: ___________________________ Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: ____________________________ Signature: __________________________ Signature: ____________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________


Year-End Progress Report

School Year: Weaverville Elementary 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: Major Accomplishments: SMART Goal 3: Major Accomplishments: SMART Goal 4: Major Accomplishments: SMART Goal 5: Major Accomplishments:


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 Second – 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.

Weaverville Elementary School Improvement Plan 2016 – 2018

Documents

Transcript of Weaverville Elementary School Improvement Plan 2016 – 2018