Buncombe County Schools
School Improvement Plan
2014 – 2016
W.D. Williams Elementary
Buncombe County Schools 2014 – 2016 School Improvement Plan Table of Contents
1. Cover 2. Table of Contents 3. Statement of Assurance 4. Vision, Mission, Belief Statements 5. School Profile Demographics/School Characteristics Climate/Culture Academics 6. School Improvement Plan – Objectives and Strategies 7. Year-Long Professional Development Plan 8. Attendance 9. Federal and State AMO Targets and Performance Standards – Percent Proficient 10. Annual Measurable Objectives (AMO) Report – Reading 11. Annual Measurable Objectives (AMO) Report – Math 12. EVAAS Academic Growth 13. Retentions 14. Parent/Community Involvement 15. Safe School Data 16. Dropout Data 17. Plan for Duty-Free Lunch and Duty-Free Planning 18. K-6 Action Plan for Healthy Students 19. K-3 Assessment Data 20. Building Level Waiver – K-3 Teacher Assistants 21. Building Level Waiver – Transfer of Funds 22. Building Level Waiver – Exceed Class Size 23. Mid–Year Reflection 24. Progress Report
Buncombe County Schools 2014– 2016 School Improvement Plan
BCS Mission Statement
To collaborate with stakeholders to provide a safe, caring, rigorous and engaging learning environment that prepares all students to be Career and College Ready.
BCS Vision Statement
Buncombe County Schools’ students will reach their full potential and become successful, responsible citizens in a diverse, global society.
W.D. Williams Mission Statement
Our mission is to challenge students to do their best and be their best. Equitable access to high quality instruction will be provided through a safe, caring and engaging learning environment that prepares all students to reach their full potential and become responsible citizens in a diverse global society.
W.D. Williams Vision Statement
Students at W.D. Williams as 21st Century Learners will be fully equipped to communicate, problem solve, adapt and succeed in a rapidly changing, diverse global society.
W.D. Williams Belief Statement
All students can learn. All stakeholders (administrators, teachers, parents, students and the community) share responsibility for learning. All students should feel physically safe and emotionally secure in the school setting. Students are the focus of teacher time and energy. Students learn and develop differently. Students learn best when actively engaged. High expectations are crucial to student success. Equitable instructional diversity is vital in meeting students’ individual needs. Student differences should be respected. Each student has value and is important.
Buncombe County Schools 2014 – 2016 School Improvement Plan
School Profile Narrative
School Profile Narrative W.D. Williams Elementary
Demographic/School Characteristics
WD Williams faculty and staff include the following:
(21)K-5 Classroom Teachers (2.5)Resource Teachers (10)Instructional Assistants (4)Custodians (4)Title One Assistants(1 full time, 4 part time) (2)Title One teachers (5)Bus Drivers (1)Computer Lab Assistants (.5)Remediation Assistant(25% of instructional day in K-3) (1)School Psychologist (Itinerant) (.5)Assistant Principal (1)Principal (1)Media Specialist (.5)Media Assistant (1)Curriculum Specialist (Itinerant) (1)EC Curriculum Specialist(Itinerant) (1)Counselor (1)Academically Gifted Specialist (Itinerant) (1)Music Teacher (Itinerant) (1)PE Teacher (1)Art Teacher (Itinerant) (1)Speech Language Therapist (1)ESL Teacher (1)Clerical Office Assistant (1)Head Secretary/Bookkeeper/Treasurer (1)Occupational Therapist (Itinerant) (1)School Nurse (Itinerant) (1)Family/School Specialist (Itinerant) (1)School Social Worker (Itinerant) (1)ACCESS Therapeutic Services (Itinerant) (1)Food Services Manager (4)Child Nutrition Assistants(2 full time, 1 4hr., and 1 2hr.) (1)Head Start Teacher (2)Head Start Assistants
Staff Education: 33 Bachelors of Science or Bachelors of Art Degree 22 Masters of Education Degree 1 Doctorate
Staff Certification: 13 National Board Certified 100% Highly Qualified
Staff Ethnicity: 6 Caucasian 1 Asian 3 African Americans 1 Multiracial 2 Hispanic
Staff Sex: 1 Male Teacher 31 Female Teachers 1 Female Principal 1 Female Assistant Principal 21 Female Assistants
Climate and Culture
W. D. Williams is a K-5 elementary school located in the Swannanoa Valley area of Buncombe County in Western North Carolina. The school was named for Mr. William D. Williams, a former principal who devoted much of his life to the education of the children of the Swannanoa Valley. In 2013-2014 we had a student population of 430 students enrolled in kindergarten through fifth grade. Our school is also home to a Head Start program which serves the needs of preschoolers living in our community.
The students we serve come from a very diverse blend of high middle class, middle class, and low socio-economic family backgrounds. In past years, the Swannanoa Valley offered ample opportunity for employment in at least 3 major textile industries, including Beacon Manufacturing Company, the world’s largest blanket manufacturing company. While the majority of our students’ parents are blue collar workers there was adequate access to gainful employment in the community.
However, in recent years two of the three textile companies have completely closed and the other employs a very limited number of workers. Other industries in our area have suffered similar set-backs or closings. Consequently, the number of students receiving free or reduced has increased to 74% in the current 2013-2014 school year. The loss of employment opportunities is clearly reflected in these statistics.
We are fortunate, however, to be located in close proximity to several colleges, including Asheville Buncombe Technical College, Warren Wilson College, Montreat College, and the University of North Carolina at Asheville. So while most of our parent population reflects a low to medium socio-economic status, we have parents who are college graduates as well.
At W. D. Williams we maintain a highly qualified teaching staff which includes 13 National Board Certified teachers. We presently have 4 Initially Licensed Teachers/Non-Tenured Teachers on our staff. Upon review of 2012-2014 surveys completed by parents, students, and staff we recognized patterns and trends that helped to guide decisions for improving school climate. The data comes from the 2012 and 2014 North Carolina Teachers’ Working Conditions Survey, the Instructional Staff Survey, parent, and student surveys. There was a marked increase in teacher participation of the Teacher’s Working Condition Survey improving from 92.68 % participating in 2012 to 100 % participating in 2014.
The 2013-2014 Certified Staff Survey indicated an increase in morale on the part of teachers, support staff, and administrators. The 2013-2014 Student survey indicated that students recognized that their teachers believed they could learn, and more than half of students surveyed felt like they were recognized, challenged by their class work and were successful. The Teacher Working Surveys noted positive changes in Community Support and Involvement, Managing Student Conduct, School Leadership and Teacher Leadership. See the following result summaries.
Student Survey 2013 - 2014
5. safe Response Response
Total Percent Strongly Agree 41 56%
Agree 20 27%
Neutral 11 15%
Disagree 1 1%
Strongly Disagree 0 0%
Total Respondents 73 (skipped this question) 3
6. fun Response Response
Total Percent Strongly Agree 23 32%
Agree 30 41%
Neutral 17 23%
Disagree 2 3%
Strongly Disagree 1 1%
Total Respondents 73 (skipped this question) 3
7. respect Response Response
Total Percent Strongly Agree 50 68%
Agree 18 25%
Neutral 3 4%
Disagree 2 3%
Strongly Disagree 0 0%
Total Respondents 73 (skipped this question) 3
8. principal Response Response
Total Percent Strongly Agree 52 71%
Agree 19 26%
Neutral 1 1%
Disagree 0 0%
Strongly Disagree 1 1%
Total Respondents 73 (skipped this question) 3
9. students Response Response
Total Percent Strongly Agree 39 53%
Agree 27 37%
Neutral 4 5%
Disagree 1 1%
Strongly Disagree 2 3%
Total Respondents 73 (skipped this question) 3
10. can learn Response Response
Total Percent Strongly Agree 51 70%
Agree 19 26%
Neutral 3 4%
Disagree 0 0%
Strongly Disagree 0 0%
Total Respondents 73 (skipped this question) 3
11. recognized Response Response
Total Percent Strongly Agree 19 26%
Agree 36 49%
Neutral 15 21%
Disagree 1 1%
Strongly Disagree 2 3%
Total Respondents 73 (skipped this question) 3
12. challenged Response Response
Total Percent Strongly Agree 18 25%
Agree 25 34%
Neutral 19 26%
Disagree 6 8%
Strongly Disagree 5 7%
Total Respondents 73 (skipped this question) 3
13. know learning Response Response
Total Percent Strongly Agree 44 60%
Agree 20 27%
Neutral 9 12%
Disagree 0 0%
Strongly Disagree 0 0%
Total Respondents 73 (skipped this question) 3
14. successful Response Response
Total Percent Strongly Agree 31 42%
Agree 29 40%
Neutral 12 16%
Disagree 1 1%
Strongly Disagree 0 0%
Total Respondents 73 (skipped this question) 3
15. help Response Response
Total Percent Strongly Agree 40 55%
Agree 20 27%
Neutral 10 14%
Disagree 2 3%
Strongly Disagree 1 1%
Total Respondents 73 (skipped this question) 3
16. problem Response Response
Total Percent Strongly Agree 51 70%
Agree 18 25%
Neutral 2 3%
Disagree 1 1%
Strongly Disagree 1 1%
Total Respondents 73 (skipped this question) 3
17. quality work Response Response
Total Percent Strongly Agree 37 51%
Agree 29 40%
Neutral 4 5%
Disagree 1 1%
Strongly Disagree 2 3%
Total Respondents 73 (skipped this question) 3
Certified Staff Survey 2014
11. respect Response Response
Total Percent Strongly Agree (0 Points) 11 32%
Agree (0 Points) 16 47%
Neutral (0 Points) 4 12%
Disagree (0 Points) 2 6%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
12. inst leader Response Response
Total Percent Strongly Agree (0 Points) 11 32%
Agree (0 Points) 15 44%
Neutral (0 Points) 6 18%
Disagree (0 Points) 1 3%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
13. communicates Response Response
Total Percent Strongly Agree (0 Points) 9 26%
Agree (0 Points) 17 50%
Neutral (0 Points) 4 12%
Disagree (0 Points) 3 9%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
14. supports me Response Response
Total Percent Strongly Agree (0 Points) 14 41%
Agree (0 Points) 13 38%
Neutral (0 Points) 5 15%
Disagree (0 Points) 1 3%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
15. feedback Response Response
Total Percent Strongly Agree (0 Points) 8 24%
Agree (0 Points) 17 50%
Neutral (0 Points) 5 15%
Disagree (0 Points) 3 9%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
16. encourages Response Response
Total Percent Strongly Agree (0 Points) 13 38%
Agree (0 Points) 13 38%
Neutral (0 Points) 6 18%
Disagree (0 Points) 1 3%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
17. vision Response Response
Total Percent Strongly Agree (0 Points) 12 35%
Agree (0 Points) 15 44%
Neutral (0 Points) 5 15%
Disagree (0 Points) 1 3%
Strongly Disagree (0 Points) 1 3%
Total Respondents 34 (skipped this question) 1
18. report incidents Response Response
Total Percent Strongly Agree (0 Points) 14 41%
Agree (0 Points) 17 50%
Neutral (0 Points) 3 9%
Disagree (0 Points) 0 0%
Strongly Disagree (0 Points) 0 0%
Total Respondents 34 (skipped this question) 1
19. discipline Response Response
Total Percent Strongly Agree (0 Points) 15 44%
Agree (0 Points) 12 35%
Neutral (0 Points) 5 15%
Disagree (0 Points) 2 6%
Strongly Disagree (0 Points) 0 0%
Total Respondents 34 (skipped this question) 1
20. decisions Response Response
Total Percent Strongly Agree (0 Points) 9 26%
Agree (0 Points) 19 56%
Neutral (0 Points) 5 15%
Disagree (0 Points) 1 3%
Strongly Disagree (0 Points) 0 0%
Total Respondents 34 (skipped this question) 1
North Carolina Teacher Working Conditions Survey 2014
Community Support and Involvement 2014 Please rate how strongly you agree or disagree with the following statements about community Q4.1 support and involvement in your school. a. Parents/guardians are influential decision makers in this school. 65.5% 62.9% b. This school maintains clear, two-way communication with the community. 93.1% 75.0% c. This school does a good job of encouraging parent/guardian involvement. 96.8% 83.3% d. Teachers provide parents/guardians with useful information about student learning. 100.0% 94.4% e. Parents/guardians know what is going on in this school. 96.7% 75.7% f. Parents/guardians support teachers, contributing to their success with students. 61.3% 61.1% g. Community members support teachers, contributing to their success with students. 73.3% 77.1% h. The community we serve is supportive of this school. 79.3% 70.3%
Managing Student Conduct Please rate how strongly you agree or disagree with the following statements about managing Q5.1 student conduct in your school. a. Students at this school understand expectations for their conduct. 96.8% 81.1% b. Students at this school follow rules of conduct. 80.6% 81.1% c. Policies and procedures about student conduct are clearly understood by the faculty. 89.7% 69.4% d. School administrators consistently enforce rules for student conduct. 87.1% 47.2% e. School administrators support teachers' efforts to maintain discipline in the classroom. 90.3% 54.3% f. Teachers consistently enforce rules for student conduct. 87.1% 80.6% g. The faculty work in a school environment that is safe. 93.5% 97.3%
Teacher Leadership Please rate how strongly you agree or disagree with the following statements about teacher Q6.1 leadership in your school. a. Teachers are recognized as educational experts. 69.0% 62.2% b. Teachers are trusted to make sound professional decisions about instruction. 62.1% 58.3%
c. Teachers are relied upon to make decisions about educational issues. 60.7% 59.5% d. Teachers are encouraged to participate in school leadership roles. 92.6% 91.7% e. The faculty has an effective process for making group decisions to solve problems. 79.3% 82.9% f. In this school, we take steps to solve problems. 93.1% 82.9% g. Teachers are effective leaders in this school. 93.1% 94.4%
Q6.5 Teachers have an appropriate level of influence on decision making in this school. 73.3% 56.8%
School Leadership Please rate how strongly you agree or disagree with the following statements about school Q7.1 leadership in your school. a. The faculty and staff have a shared vision. 93.3% 80.0% b. There is an atmosphere of trust and mutual respect in this school. 70.0% 52.6% c. Teachers feel comfortable raising issues and concerns that are important to them. 61.3% 59.5% d. The school leadership consistently supports teachers. 80.6% 64.9% e. Teachers are held to high professional standards for delivering instruction. 87.1% 86.5% f. The school leadership facilitates using data to improve student learning. 93.5% 94.7% g. Teacher performance is assessed objectively. 80.0% 70.6% h. Teachers receive feedback that can help them improve teaching. 74.2% 58.8% i. The procedures for teacher evaluation are consistent. 83.3% 58.8% j. The school improvement team provides effective leadership at this school. 93.5% 80.0% k. The faculty are recognized for accomplishments. 77.4% 54.3% Q7.3 The school leadership makes a sustained effort to address teacher concerns about: a. Leadership issues 96.0% 74.3% b. Facilities and resources 96.4% 86.1% c. The use of time in my school 75.0% 74.3% d. Professional development 86.2% 72.7% e. Teacher leadership 96.6% 85.7% f. Community support and involvement 86.2% 80.6% g. Managing student conduct 89.7% 66.7%
h. Instructional practices and support 89.3% 71.4% i. New teacher support 88.0% 56.7%
Academic Achievement(based on meeting on grade level standards of level 3, 4, and 5) There was a continued increase in math scores with a larger increase in the 3rd grade to 4th grade cohort(50.8% to 55.8%) than the 4th to 5th grade cohort(50.7 to 51.9%).
The academic trend was similar with our reading scores with the 3rd to 4th grade cohort(49.2 to 57.6). All grade levels showed growth with the exception of the 4th grade to 5th grade cohort showing a decrease(53.3 to 49.4). Science scores continue to be an academic strength at our school with a performance composite increase from 42,7%(2013) to 63.6%(2014).
We have numerous strategies used to improve academic performance of all students: Highly qualified staff who are dedicated establishing high expectation of student learning, Continuous staff development and follow up for teachers and instructional assistants, Use of the best teaching practices and research based curricula including the Balanced Literacy Model and Math Investigations, Common planning/PLC block for teachers
School Improvement Plan – Objectives and Strategies
Date : September 30, 2014 Revised 9/30/15
LEA: BUNCOMBE COUNTY
NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards Title I Component
☒ All students will graduate as high-achieving and globally
competitive learners with 21st ☒ School-wide Reform Strategies Century Skills. ☒ Instruction by Highly Qualified ☒ All learning environments will ☒ Purpose and Direction Teachers ☒ Globally Competitive Students be safe, respectful, caring and ☒ Governance & Leadership ☒ Attract highly qualified teachers ☒ 21st Century Professionals produce healthy and responsible ☒ Teaching & Assessing for ☒ Transition Plans □ Healthy & Responsible Students students. Learning □ Parental Involvement ☒ Twenty-First Century Systems □ Quality teachers, ☒ Resources and Support Systems ☒ Support for Students Experiencing □ Strong Family, Community, and administrators and staff will ☒ Using Results for Continuous Difficulty Business Support provide an innovative and Improvement ☒ Teacher Involvement in Use of effective educational program for Assessment all students. □ Coordination of Programs ☒ Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.
K•5 Math By June 2016 the percentage of students in grades K through 5 performing at or above the proficient level in Mathematics will increase by 5% using K•2 State summative math and EOG scores.
Differentiate by grade: • Kindergarten – Kathy Richardson(MOY) and K•2 Mid•Year • 1st Grade to move from 87.64% to 91.54% (79 students)
• 2nd Grade to move from 85.20% to 88.8% (72 students) • 3rd Grade to move from 40.57% to 44.8% (85 students)
School Improvement Plan – Objectives and Strategies
• *4th Grade to move from 71.9% to 75.1% (66 students) • *5th Grade to move from 52.1% to 55.1% (66 students) *Based on levels 3, 4, and 5 (GLP – Grade level performance)
Strategies: ● Professional Learning Communities with grade-level common assessments and data-driven instruction ● Collaboration between classroom and Support Staff in Professional Learning Communities ● Inclusion of EC staff within classroom in grade 4 and 5 ● Scheduling to accommodate support staff for intervention/enrichment – W.I.N. time ● Teacher collaboration with District Math Coach ● Math Studios ● Local/State Workshop ● Kathy Richardson Program K-2 ● Math Team presentation during faculty meetings ● Professional Development ● Technology – Smartboards, Apps, Ipads ● APLUS Math(Continue to add cohorts)
School Improvement Plan – Objectives and Strategies
Date : September 30, 2014 Revised 9/30/15
LEA: BUNCOMBE COUNTY
NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards Title I Component
☒ All students will graduate as high-achieving and globally ☒ School-wide Reform Strategies competitive learners with 21st ☒ Instruction by Highly Qualified Teachers Century Skills. ☒ Globally Competitive Students ☒ Purpose and Direction □ Attract highly qualified teachers ☒ All learning environments will be ☒ 21st Century Professionals ☒ Governance & Leadership ☒ Transition Plans safe, respectful, caring and produce □ Healthy & Responsible Students ☒ Teaching & Assessing for Learning □ Parental Involvement healthy and responsible students. ☒ Twenty-First Century Systems ☒ Resources and Support Systems ☒ □ Quality teachers, administrators Support for Students Experiencing ☒ ☒ Strong Family, Community, and staff will provide an innovative Using Results for Continuous Difficulty ☒ and Business Support and effective educational program for Improvement Teacher Involvement in Use of all students. Assessment ☒ ☒ Systems will be in place to inform, Coordination of Programs educate and engage the community to build support for schools and ensure accountability.
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● 14 - 2015)
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School Improvement Plan – Objectives and Strategies
● Implementation of STEAM(Science, Technology, Engineering, Arts, and Mathematics) ● Picture Perfect ● Collaboration with County Science Instructional Coordinator th th ● Collaboration with County STEM Instructional Coach(4 /5 ) ● Staff attending State Science Conference
School Improvement Plan – Objectives and Strategies
Date: September 30, 2014 Revised 9/20/2105
LEA: BUNCOMBE COUNTY
NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards Title I Component
☒ All students will graduate as high-achieving and globally ☒ School-wide Reform Strategies competitive learners with 21st ☒ Instruction by Highly Qualified Teachers Century Skills. ☒ Globally Competitive Students ☒ Purpose and Direction ☒ Attract highly qualified teachers ☒ All learning environments will be □ 21st Century Professionals ☒ Governance & Leadership ☒ Transition Plans safe, respectful, caring and produce ☒ Healthy & Responsible Students ☒ Teaching & Assessing for Learning ☒ Parental Involvement healthy and responsible students. ☒ Twenty-First Century Systems ☒ Resources and Support Systems ☒ □ Quality teachers, administrators Support for Students Experiencing ☒ ☒ Strong Family, Community, and staff will provide an innovative Using Results for Continuous Difficulty □ and Business Support and effective educational program for Improvement Teacher Involvement in Use of all students. Assessment ☒ ☒ Systems will be in place to inform, Coordination of Programs educate and engage the community to build support for schools and ensure accountability.
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School Improvement Plan – Objectives and Strategies
Date: September 30, 2014 Revised 9/30/15
LEA: BUNCOMBE COUNTY
NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards Title I Component
☒ All students will graduate as high-achieving and globally
competitive learners with 21st ☒ School-wide Reform Strategies Century Skills. ☒ Instruction by Highly Qualified ☒ All learning environments will ☒ Purpose and Direction Teachers ☒ Globally Competitive Students be safe, respectful, caring and ☒ Governance & Leadership □ Attract highly qualified teachers ☒ 21st Century Professionals produce healthy and responsible ☒ Teaching & Assessing for ☒ Transition Plans ☒ Healthy & Responsible Students students. Learning □ Parental Involvement ☒ Twenty-First Century Systems ☒ Quality teachers, □ Resources and Support Systems ☒ Support for Students Experiencing ☒ Strong Family, Community, and administrators and staff will ☒ Using Results for Continuous Difficulty Business Support provide an innovative and Improvement ☒ Teacher Involvement in Use of effective educational program for Assessment all students. □ Coordination of Programs ☒ Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.
K•5 Reading By June 2016 the percentage of students in grades K through 5 performing at or above the proficient level in English Language Arts will increase by 5% as measured by MCLASS or End of grade data. Differentiation by grade • K to move from 32% to 35% (59 students) • 1st Grade to move from 56% to 59% (62 students) • 2nd Grade to move from 38 %to 41.6% (71 students)
• 3rd Grade to move from 14.% to 17.4% (75 students) • *4th Grade to move from 73.4% to 76.6% (66 students)
School Improvement Plan – Objectives and Strategies
• *5th Grade to move from 64.8% to 67.8% (66 students) *Based on levels 3, 4, and 5(GLP – Grade level performance)
Strategies: ● MCLASS – BOY, MOY and EOY assessments and progress monitoring ● Formative 4/5 Benchmark Literacy Assessments and Progress Monitoring ● Professional Learning Communities with grade-level common assessments and data-driven instruction ● Scheduling to accommodate support staff intervention/enrichment ● Words Their Way ● LLI ● BCS Balanced Literacy Model ● Cross-grade articulation ● Words Their Way Training (New Staff ) ● Literacy Studios ● Data Analysis Training ● Literacy training for teacher assistants ● LexiaCore 5 ● Digital Flex Learning Lab – project based learning
School Improvement Plan – Objectives and Strategies
Date: September 30, 2014 Revised 9/30/2015
LEA: BUNCOMBE COUNTY
NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards Title I Component
☒ All students will graduate as high-achieving and globally
competitive learners with 21st ☒ School-wide Reform Strategies Century Skills. ☒ Instruction by Highly Qualified ☒ All learning environments will ☒ Purpose and Direction Teachers ☒ Globally Competitive Students be safe, respectful, caring and ☒ Governance & Leadership ☒ Attract highly qualified teachers □ 21st Century Professionals produce healthy and responsible □ Teaching & Assessing for □ Transition Plans ☒ Healthy & Responsible Students students. Learning ☒ Parental Involvement ☒ Twenty-First Century Systems □ Quality teachers, ☒ Resources and Support Systems ☒ Support for Students Experiencing ☒ Strong Family, Community, and administrators and staff will ☒ Using Results for Continuous Difficulty Business Support provide an innovative and Improvement ☒ Teacher Involvement in Use of effective educational program for Assessment all students. □ Coordination of Programs ☒ Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.
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School Improvement Plan – Objectives and Strategies
● Parent Conferences(LEP parents via interpreters) ● Progress Reports/Report Cards ● Title I parent meetings and workshops ● PLC’s ● School and Teacher Websites ● Facebook page ● Twitter ● TIPS / RTI ● Data Wall ● Backpack Program ● Fit Girls ● Grade 3, 4, and 5 chorus ● Parent/Student Handbook on website, student folders and planners ● Owen District Parent Night ● School Messenger ● Preschool visit and orientation prior to kindergarten ● Dual Immersion(year 2) ● PTO events(i.e. Community Breakfast with Team Captains made up of local Community Leaders, School staff and Central Office) ● Parent Workshops ● County Parent Resource ● Parent Advisory Council(Title 1, Buncombe County and school-wide) ● Mentors through Warren Wilson College ● YMCA R.I.S.E. program ● Utilization of the Sensory Room ● Specific Training of Behavior Support Staff with Zones of Behavior and Crisis Prevention ● Parent Resources through Warren Wilson College/YMCA ● Eblen Charities ● United Way ● School Improvement Team – Leader In Me book talk
Buncombe County Schools 2014 – 2015 Year-Long Professional Development Plan School: WD Williams Elementary School
SIP Goal Title of Activity Date(s) Target Person(s) Funding Completion Detailed Time Audience Responsi Source/Res Date Description ble ources Needed PBIS Peaceful October 28 All staff Miles PEP Grant June 2015 Playgrounds Woolley, Rene Glass, Kathrine Thomas Reading LexiaCore5 training August 29 K-5 Angela Title One June 2015 and implementation teachers Gwyn Support staff Reading Literacy Studios October 29 K-5 Margo Title One June 2015 teachers Hale Math Math Studios January K-5 Margo Title One June 2015 2015 teachers Hale Reading and SmartBoard September K-5 Pamela Buncombe June 2015 Math Training , October, teachers Johnson County November, Encore Legare Schools January teachers Hartbarger and Margo February Hale Staff Meeting Science ETSU November K-5 Lashay ETSU/Grant June Science/Literacy 2014-2015 teachers Jennings 2015(year 1) Project Margo Hale Safety/ No More Taking February, K-5 PBIS Title One June 2015 Reading/ Away Recess and March and teachers Committe Global/Math Other Problematic April Staff Encore e and Science Discipline Practices Meeting teachers - Not This But That book talk
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary
Attendance*
School Year Attendance Rate
2011 - 2012 96.2%
2012 - 2013 95.5%
2013 - 2014 95%
2014 - 2015 96.5
2015 – 2016
*Source: Data Manager can access PowerSchool for reports.
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: WD Williams Elementary School
Federal and State AMO Targets and Performance Standards – Percent Proficient
AMO Targets 2011 - 12 2012-13 2013-14 2014-15 2015-16 Total Number of Federal AMOs 10 Number of Federal AMOs Met 10 Percentage of Federal AMOs Met 100% Total Number of State AMOs 21 21 31 27 Number of State AMOs Met 17 21 30 25 Percentage of State AMOs Met 81% 100% 96.8% 92.6%
2011 – 12 2012 – 13 2013 – 14 2014 – 15 2015 -16 Grade Subject % Proficient % Proficient % Proficient % Proficient % Proficient Reading 64.8% 49.2% 57.6% 45.6%(ccr) 3 Mathematics 73.2% 50.8% 59.1% 47.1%(ccr) Reading 67.9% 53.3% 57.7% 50.0%(ccr) 4 Mathematics 69.1% 50.7% 55.8% 44.4%(ccr) Reading 65.9% 39.0 49.4% 31.3%(ccr) 5 Mathematics 83.0% 42.7 51.9% 46.3%(ccr) Science 79.5% 42.7 63.6% 51.3%(ccr) Performance 72.2 46.5 56.3% 44.8%(ccr) Composite
Information for this chart is found on the Ready Accountability Model (State Targets Met) website at www.ncaccountabilitymodel.org and http://abcs.ncpublicschools.org/abcs/.
Buncombe County Schools 2014 – 16 School Improvement Plan
School Year: 2013 -2014
School: W.D. Williams Elementary
Annual Measurable Objectives (AMO) Report*
READING GRADES: 3rd ,4th , and 5th
Black
Asian
White
Races
Hispanic
Disabilities
Proficiency
All Students All
Two or More More or Two
Economically Economically
Students with with Students
Disadvantaged
Limited English English Limited Indian American
Eligible Students 202 <5 <5 6 38 7 145 150 20 41
Met 95% Participation Met Insuf Insuf Insuf Met Insuf Met Met Insuf Met
Tested Students (FAY) 184 <5 <5 <5 35 55 136 133 19 435
Target Goals 49.5 26.1 65.4 33.0 35.9 51.1 60.9 35.8 18.5 21.6
Percent Proficient 44.6 * * * 14.3 * 51.5 40.6 * 14.3
Not Not Met Proficiency Target Met/C Insuf Insuf Insuf Insuf Met Insuf Me/C Met Met
*May attach Reports from DPI website for the Ready Accountability Model (Federal AMO Targets Met) at www.ncaccountabilitymodel.org. Included in this report is the performance of subgroups in Reading, Math and Science.
Buncombe County Schools 2014 – 16 School Improvement Plan
School Year: 2013 - 2014
School: W.D. Williams Elementary
Annual Measurable Objectives (AMO) Report*
MATH GRADES: 3rd, 4th and 5th
Black
Asian
White
Races
Hispanic
Disabilities
Proficiency
All Students All
Two or More More or Two
Economically Economically
Students with with Students
Disadvantaged
Limited English English Limited Indian American Eligible Students 202 <5 <5 6 38 7 145 150 20 41
Met 95% Participation Met Insuf Insuf Insuf Met Insuf Met Met Insuf Met
Tested Students (FAY) 184 <5 <5 <5 35 5 136 133 19 35
Target Goals 48.1% 34.3% 74.0% 30.0% 39.4% 47.8% 58.4% 34.9% 25.7% 21..2
Percent Proficient 48.4% * * * 31.4% * 53.7% 42.9% * 14.3%
Met Proficiency Target Met Insuf Insuf Insuf Met/C Insuf Met/C Met Insuf Met/C
*May attach Reports from DPI website for the Ready Accountability Model (Federal AMO Targets Met) at www.ncaccountabilitymodel.org. Included in this report is the performance of subgroups in Reading, Math and Science.
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary School
EVAAS Academic Growth* Record in Level whether your school Exceeded, Met or Did Not Meet Expected Growth.
Test/Subjects 2011 - 12 2012 - 13 2013 - 14 2014 - 15 2015 - 16 Index Level Index Level Index Level Index Level Index Level 3rd Math Meets Meets 4th Math 0.4 expected 6.6 Exceeds 0.9 expected growth growth Meets 5th Math 5.9 Exceeds 7.2 Exceeds 2.1 expected growth 3th Reading Meets Meets Meets 4th Reading 2.6 expected 2.5 expected 0.2 expected growth growth growth Did not Does not Meets meet meet 5th Reading -4.6 -0.3 expected -5.0 expected expected growth growth growth Meets 5th Science 1.4 Exceeds 1.3 Exceeds 1.1 expected growth Does not School Accountability meet 4.93 Exceeds 2.12 Growth Level expected growth Teacher Effectiveness TBA 4.93 Exceeds Growth Level (October)
*Math, Reading and Science data obtained from EVAAS at https://ncdpi.sas.com. Reports>School reports>Value added (choose subject) Growth Data obtained from EVAAS –Reports>School Accountability Growth Level and Reports>Teacher Effectiveness Growth Level
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary School
Retentions*
Grade Final Number of Retentions Level 2011 - 2012 2012 - 2013 2013 - 2014 2014 – 2015 2015 – 2016 2(moved to 5 (2 dual language,2 K 1 Haywood County) left)
1 1 1 1 2 2(one student 2 moved to 4 McDowell County) 3 2 1 7(RTA) 7 (RTA)
4 0 0
5 0 0
*2014 Read To Achieve Implementation For Third Graders
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary School
Parent and Community Involvement
Number of Volunteer Hours / Number of Students Mentored
Volunteers
Year Total Volunteer Hours 2011 - 2012 3484 hours 31 minutes
2012 - 2013 2874 hours 38 minutes
2013 - 2014 2771 hours 11 minutes
2014 - 2015 2969 hours and 42 minutes
2015 - 2016
Mentors
Total # of Staff as Students Volunteer Students Year Staff Mentors Served Year Mentors Served 2011 – 2012 78 6 55 2011 – 2012 No data No data 2012 – 2013 68 8 48 2012 – 2013 46 61 2013 – 2014 72 10 58 2013 - 2014 68 115
2014 - 2015 71.5 13 66 2014 – 2015 114 312
2015 - 2016 2015 - 2016
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary School
Safe School Data*
End of Year Total Number of Legally Reportable Acts
2011 - 2012 2012 - 2013 2013 - 2014 2014 - 2015 2015 - 2016 2 4 1 3
End of Year Total Number Days of Suspension
2013 - 2014 2014 - 2015 2015 - 2016 Short Term 23 8 Long Term (>10) 0 0
*Source: Data Manager can access PowerSchool for reports.
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary Schools
Dropout Data
School Year # of Students % Based on ADM 2011 - 2012 0 0
2012 - 2013 0 0
2013 – 2014 0 0
2014 – 2015 0 0
2015 - 2016
Buncombe County Schools 2014 – 2016 School Improvement Plan
School: W.D. Williams Elementary
Plan for Duty-Free Lunch (to the extent possible) Our schedule allows for all teachers at our school to have a duty free lunch. Below you will see the assistants that supervise the grade level lunches. Lunch Schedule 10:50-11:30 Chapman , Hudgins, Luchinina (2/4) 11:30-12:05 Tomblin, Robinson, Sperry (3/5) 12:05-1:00 Arrowood, House, Powell, Link, Franklin (1/K)
Plan for Daily Duty-Free Planning (to the extent possible) In k-2, we have 4 blocks of time per week for teachers to have duty-free planning. One of which is a 45 minute block of time that our entire grade level can meet for a PLC. In 3-5, we have 3 blocks of time per week for teachers to have duty-free planning. One of which is a 45 minute block of time that our entire grade level can meet for a PLC. See the schedule below for examples of our planning time.
Specials Grade PE Comp Music Art Media PE Comp Music Art Media
Days M M M M M T T T T T
8:10 - 8:55 3 3C 3H 3M 3H 3M 3C
9:00 - 9:45 2 2G 2N 2C 2S 2N 2G 2S 2C
9:50 - 10:35 1 1M 1A 1K 1Z 1Z 1M 1A 1K 10:40 - 11:25 K KM KB KD KB KM KG KD 11:30 - 12:15 KG KD 12:15 - 12:45 LUNCH
12:45 - 1:30 4 4S 4M 4U 4M 4U 4S
1:35 - 2:20 5 5P 5G 5B 5B 5G 5P
Kinder PLC Tuesday 10:40 - 11:25 1st PLC Monday 9:50 - 10:35 K D Medellin 1A Advincula KM McClanahan 1K Kuechenmeister KG Griffin 1M McMahan KB Bowen 1Z Kravitz
PE Comp Music Art Media PE Comp Music Art Media W W W W W R R R R R 3H 2N 3C 3M 2S 2G 2C 2C 2S 2G 2N 1A 1M 1K 1A 1Z 1M KM KG KB KG KD KB KM 1K
4U 4M 4S 4M 5B 5P 5G
2nd PLC Monday 9:00 - 9:45 3rd PLC Tuesday 8:10 - 8:55 2C Calloway 3H Hampton 2G Green 3M Moore 2S Schmidt 3C Collins 2N Noteboom
PE Comp Music Art Media
F F F F F
3M 3C 3H
2C 2N 2G
1Z 1K 1M 1A
KD KB 1Z KM KG
2S
4U 4S
5G 5P 5B
4th PLC Tuesday 12:45 - 1:30 5th PLC Friday 1:35 - 2:20 4M Mazzei 5P Parry 4S Sparger 5B Balchak 4U Murillo 5G Gricius
2014 – 2016 School Improvement Plan – Buncombe County Schools (Action Plan for Healthy Students in Safe, Orderly and Caring Schools)
School: W.D. Williams Elementary School
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-5 students (a minimum of 30 minutes per school day).
Please record your action steps.
Not Yet In Progress Need NA Strategy Addressed (Please Assistance (Provide (What is your describe.) (Please explanation.) plan?) describe.) Ensure all A 30 minute students have recess and/or recess and/or physical activity physical activity is scheduled for during the school each student day and that it is every day. not taken away or used as punishment. Indicate if this is in progress or not yet addressed.
Strategy Yes No Total time during the school year Provide physical education for every 45 minutes per week with one additional period student taught by a physical X of 45 minutes is provided monthly to all education teacher. Check the students. appropriate “yes” or “no” box and list the exact number of minutes in PE during the school year. Provide physical activity and/or 30 minutes of recess is provided 4 days a recess for every student. List the X week(not scheduled on physical education day). exact number of minutes provided for recess and/or physical activity during the school year.
Buncombe County Schools 2014-2016 School Improvement Plan School: W.D. Williams Elementary School
Kindergarten LAP-D Screen 5
Year Students Students Percent Students Percent Screened Proficient Proficient Referred Referred 2013-2014 62 47 75.8% 15 24.20% 2014-2015 71 59 83.1% 12 8.52% 2015-2016
Kindergarten MOY Benchmark Assessment
Year Students MOY TRC MOY TRC MOY TRC MOY TRC Screened Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level C Level C Below Below Level C Level C 2013-2014 74 39 53% 35 47% 2014-2015 62 12 20% 50 80% 2015-2016
Kindergarten EOY Benchmark Assessment
Year Students EOY TRC EOY TRC EOY TRC EOY TRC Screened Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level D Level D Below Below Level D Level D 2013-2014 72 55 76% 17 24% 2014-2015 61 42 69% 19 31% 2015-2016
First Grade MOY Benchmark Assessment
Year Students MOY MOY MOY MOY Screened TRC TRC TRC TRC Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level G Level G Below Below Level G Level G 2013-2014 86 60 70% 26 30% 2014-2015 72 23 32% 49 68% 2015-2016
First Grade EOY Benchmark Assessment
Year Students EOY TRC EOY TRC EOY TRC EOY TRC Screened Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level J Level J Below Below Level J Level J 2013-2014 87 47 54% 40 46% 2014-2015 72 35 49% 37 51% 2015-2016
Second Grade MOY Benchmark Assessment
Year Students MOY MOY MOY MOY Screened TRC TRC TRC TRC Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level L Level L Below Below Level L Level L 2013-2014 71 21 30% 50 70% 2014-2015 83 13 15% 70 85% 2015-2016
Second Grade EOY Benchmark Assessment
Year Students EOY TRC EOY TRC EOY TRC EOY TRC Screened Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level M Level M Below Below Level M Level M 2013-2014 70 27 38% 43 62% 2014-2015 85 19 23% 66 77% 2015-2016
Third Grade MOY Benchmark Assessment
Year Students MOY MOY MOY MOY Screened TRC TRC TRC TRC Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level O Level O Below Below Level O Level O 2013-2014 66 26 39% 40 61% 2014-2015 64 13 21% 51 79% 2015-2016
Third Grade EOY Benchmark Assessment
Year Students EOY TRC EOY TRC EOY TRC EOY TRC Screened Students Percent Students Percent Proficient Proficient Below Below On/Above On/Above Proficient Proficient Level P Level P Below Below Level P Level P 2013-2014 66 30 45% 36 55% 2014-2015 64 22 35% 42 75% 2015-2016
Please print and attach the following mCLASS: Reading 3D DIBELS Next Report:
Your Students’ Latest TRC Proficiency Ratings
Measure (Drawer) Level Filter: Select All Time (Drawer) 2 Periods: MOY and EOY The report generated is entitled Comparing Populations on mCLASS: Reading 3D. Buncombe County Schools 2014 – 2016 School Improvement Plan Building Level Waiver Request
School: W.D. Williams Elementary School
1. Please insert the waiver you are requesting.
Buncombe County Schools Teacher Assistants work in K-3 classrooms during upper grade Title I and non-instructional times. Teacher Assistants may work with students in other grade levels as needed.
2. Please identify the law, regulation, or policy from which you are seeking an exemption.
Buncombe County Schools' Administrative Guidelines for Use of Teacher Assistants
3. Please state how the waiver will be used.
The waiver would improve the quality of instruction for students needing individual or small group instruction which would be in cooperation with the classroom teacher.
4. Please state how the waiver will promote achievement of performance goals.
The waiver will allow our school to develop individual and small group tutoring during the school day, which will improve academic achievement on both formal and informal assessments.
Buncombe County Schools 2014 – 2016 School Improvement Plan Building Level Waiver Request
School: W.D. Williams Elementary School
1. Please insert the waiver you are requesting.
Request the flexibility to move funding between state categories to the maximum extent allowed by the General Assembly and the Department of Public Instruction.
2. Please identify the law, regulation, or policy from which you are seeking an exemption.
The principal, in consultation with the School Improvement Team reserves the right to request ABC transfers of funds between categories in any manner that furthers the accomplishment of the school’s mission.
3. Please state how the waiver will be used.
The transfers of funds between categories will assist in accomplishing the school’s mission to better meet the educational objectives for students.
4. Please state how the waiver will promote achievement of performance goals.
Flexibility of funding will help provide resources for quality instruction as determined by the local school administration and the School Improvement Team.
Buncombe County Schools 2014 – 2016 School Improvement Plan Building Level Waiver Request
School: W.D. Williams Elementary School
1. Please insert the waiver you are requesting.
Request a class size waiver for individual academic classes.
2. Please identify the law, regulation, or policy from which you are seeking an exemption.
Public School Law: 115C-301 - Allocation of teachers, class size.
3. Please state how the waiver will be used.
Within the school, administrators need the flexibility of assigning smaller numbers of students to one class which may result in larger classes scheduled during the same time period.
4. Please state how the waiver will promote achievement of performance goals.
To accommodate student needs, staffing and specialized courses schools need flexible scheduling. This waiver will give us the flexibility to assist low achieving students through smaller classes, therefore providing the individualized instruction and support necessary for them to achieve success.
Buncombe County Schools 2014 – 2016 School Improvement Plan Mid-Year Reflection for School Year: 2014-2015
School Name: W.D. Williams Elementary Date: February 25, 2015
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.
SIP Goal/Objective #1: Increase stakeholder participation and satisfaction by 10% to insure that the WD Williams learning environments will be inviting, respectful, supportive, inclusive and flexible with positive, nurturing relationships through caring adults who promote responsible choices among WD Williams’ globally competitive students.
Progress to Date: Strategies: 1. Weekly newsletter to staff from principal 2. Positive Behavior Intervention Systems year four with PBIS cahir and principal going through compassionate schools training in March 2015 3. Small group and individual support with guidance counselor 4. Teacher Evaluation via NC Educator Evaluation System and daily walk-throughs 5. Staff, Parent and Student Survey(March-April 2015) 6. Parent Conferences for all at-risk students(LEP parents via interpreters) 7. Progress Reports/Report Cards(every 9 weeks and mid point(4.5 weeks)) 8. Title I parent meetings and workshops(4 have been concluded with 2 Latino and 1 curriculum night to be held in April and May 2015) 9. Weekly PLC’s in Data Room with up to date Data Wall and PLC notes posted via google drive 10. School and Teacher Websites(current and up to date) 11. Facebook page/ Twitter (current and up to date) 12. TIPS(students have been placed and several are remaining in the process. We have a K-2 and a 3-5 team) 13. Data Wall – currently located in the Curriculum Coaches office 14. Backpack Program – ongoing 15. Fit Girls – Fall and Spring teams 16. Grade 3, 4, and 5 chorus - ongoing with several students performing at the Honors Choir in February 2015 17. Parent/Student Handbook on website(online), student folders and planners –dispersed to all students in August 2014 and to new students as they arrive. 18. Owen District Parent Night with Healthy Children focus – October 2014 19. School Messenger-used as needed for announcements of event such as Open House, kindergarten registration, Picture Day, etc. 20. Preschool visit and orientation prior to kindergarten – Schedule for April and May 2015 21. Dual Immersion(year 1)- monthly Dual Language meeting with team tasks, Book Talk, collaborative planning and Professional Development 22. PTO events(i.e. Community Breakfast – postponed for next year to allow for more planning, fundraisers, parent events, Boo-Hoo breakfasts, etc.) 23. Parent Workshops – Math, Literacy and STEAM workshops held throughout the year 24. Parent Advisory Council(Title 1, Buncombe County and school-wide) – 3 meetings have been held at WD Williams and the district advisory is scheduled for April 2015 at BMP for the Owen District with a focus on Marketing our Owen District Schools. 25. Mentors through Warren Wilson College – mentors are currently in place from the Spanish class, EcoSystems Class, and also an Education Class 26. YMCA R.I.S.E. program – currently with have 22 students enrolled 27. Utilization of the Sensory Room – sensory items are intact and available for students with sensory needs 28. Specific Training of Behavior Support Staff with Zones of Behavior and Crisis Prevention – Staff have been trained in de-escalation training via Michelle Perry during the February 2015 staff meeting. Ms. Perry had two follow-up session for individual teachers to meet with her and for her to schedule classroom observations. 29. Eblen Charities – we supported the Walk/Run in October 2014 as well as the pumpkin fundraiser 30. United Way-Day of Caring with T.D. Bank plus we were an early contributor for the United Way drive.
SIP Goal/Objective #2: By June 2015 the percentage of students in grades K through 5 performing at or above the proficient level in English Language Arts will increase by 5% as measured by MCLASS or End of grade data.
Progress to Date: 1. MCLASS – BOY, MOY(available March 2015) and EOY(May 2015) assessments and progress monitoring 2. Formative 4/5 Benchmark Literacy Assessments and Progress Monitoring 3. Professional Learning Communities with grade-level common assessments and data-driven instruction(Data Wall and requirement of support staff to attend a minimum of one grade level PLC) 4. Scheduling to accommodate support staff intervention/enrichment(all support staff have been scheduled for pull-outs during the “power hour” block if applicable) 5. Words Their Way – currently being used in grades 2-5 6. LLI – EC teachers, Title One Leads, and two kindergarten teachers have been trained and currently use with identified students. Two additional staff members(1st grade and 2nd grade) have been selected to attend an upcoming training via Title One in April 2015 7. Wilson Reading – currently in place for select number of students 8. BCS Balanced Literacy Model – currently used in k-5 9. Cross-grade articulation – occurring in Literacy, Math and Science committee as well as faculty meetings 10. Words Their Way Training (New Staff – all new staff have been trained ) 11. Literacy Studios – October 2014 12. Data Analysis Training – Administration, Curriculum Coach and Title One Leads attended a training in the Fall 2014 and will attend a Spring session in February 2015 13. Literacy training for teacher assistants(new to W.D. Williams) – completed via Curriculum Coach and Title One Leads 14. LexiaCore 5 – ongoing k-5 with the exception of the dual language classrooms. In addition to the professional development, four data session have been scheduled for August 2014, October March and May 15. Digital Flex Learning Lab – project based learning – ongoing with scheduled lab time weekly
SIP Goal/Objective #3: We will reduce the number of discipline/bullying referrals so the percentage of students being referred will decrease by 10% by June 2015 as measured by POWERSCHOOL data. We will increase the frequency of safety and preventative safety exercises while decreasing the amount of time to complete drills effective.
Progress to Date: 1. Continued school-wide implementation of Positive Behavior Intervention Systems (Year 4) with monthly breakfast recognition ceremony and “Wall of Fame” with a monthly character trait and student of the month 2. Increased communication between teachers and school support personnel via monthly PBIS meeting 3. Small group and individual support with guidance counselor - ongoing 4. Mandated drills – monthly fire drills, perimeter and full lockdown(October 2014 and February 2015), Bomb Threat(April 2015), Tornado drill(March 2015) and Shelter in place(May 2015) 5. Tabletop discussion with staff and students( September 2014 6. Timed drills(i.e. perimeter, full, bomb, fire, tornado, secondary routes) 7. Tabletop exercises that include local agencies(i.e.BCSD, BMPD, BMFD, RFD, etc.) held during monthly Crisis/Safety meeting 8. Implementation of drills during non-school time(i.e. afterschool, Parent Nights, Cafeteria – mornings, etc.) 9. Completion of FEMA courses IS100, IS200, IS700, IS800 and IS970 for all members of the Crisis/Safety Team 10. Crisis/Safety Team Visit to Ridgecrest(Shelter in Place) January 2015
SIP Goal/Objective #4: By June 2015 the percentage of students in grade 5 performing at or above the proficient level in Science will increase by 5% based on previous performance composites. 68% of our students will earn an achievement level of 3, 4 or 5(Meets on grade level standards) in science on the 2014 – 2015 EOG. (63.64% in 2013 - 2014) 59% of these students will earn an achievement level of 4 or 5(meets college and career readiness standards). (53.25% in 2013 - 2014)
Progress to Date: 1. ETSU Science/Literacy Project – currently 3 teachers are in collaboration 2. Warren Wilson – ECOTEAM project – currently working with 3rd and 4th grade 3. EVAAS Data – use of data with 5th grade teachers to target subgroups(i.e. ESL, White, EDS, and EC students) 4. New FOSS kits and professional Development(Weather) – currently in use 5. Powerhour(Intervention/Enrichment)-used as an enrichment for studnets not needing interventions in math or literacy) 6. Implementation of STEAM(Science, Technology, Engineering, Arts, and Mathematics) with 2 makers-faire(October 2014 and Febraury 2015) 7. Use of Picture Perfect as needed per grade level.
SIP Goal/Objective #5: By June 2015 the percentage of students in grades K through 5 performing at or above the proficient level in Mathematics will increase by 5% using K-2 State summative math and EOG scores.
Progress to Date: 1. Professional Learning Communities with grade-level common assessments and data-driven instruction(ongoing and use of Data Wall located in Curriculum Coach’s room) 2. Collaboration between classroom and Support Staff in Professional Learning Communities(ongoing with support staff such as EC and ESL attending at least one grade level PLC) 3. Inclusion of EC staff within classroom in grade 4 and 5(currently ongoing) 4. Scheduling to accommodate support staff for intervention/enrichment – Powerhour(studnets are currently pulled for support during this timeframe) 5. Teacher collaboration with District Math Coach(scheduled meetings with Marta Garcia and Margo hale as needed) 6. Math Studios – Scheduled for March 2015 7. Local/State Workshop – Ongoing staff development at the school level via faculty meetings 8. Kathy Richardson Program K-2 – ongoing and in use 9. Math Team presentation during faculty meetings – September 2014, October 2014, March 2015 and May 2015 10. Technology – Smartboards, Apps, Ipads – installed and ongoing 11. APLUS Math(Continue to add cohorts) – in addition to new cohorts, EC teachers will attend training in March 2015