North Buncombe Elementary School Improvement Plan 2018 - 2020 Buncombe County Schools - (North Buncombe Elementary), School Improvement Plan 2016 ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
North Buncombe Elementary
School Improvement Plan
2018 – 2020
Buncombe County Schools
(North Buncombe Elementary), School Improvement Plan 2016 - 2018 1Table of Contents Table of Contents 2 Statement of Assurance 3 School Improvement Team Members 4 Purpose, Direction, and Beliefs 6 Profile Narrative 8 School Improvement Plan Goals 13 School Safety 24 At Risk Students 26 Teacher Time 27 Healthy Students 28 2018 – 2019 Mid-Year Progress Report 29 2018 – 2019 Year-End Progress Report 30 2019 – 2020 Mid-Year Progress Report 31 2019 – 2020 Year-End Progress Report 32 School Performance Data 33 mCLASS Data 34 LAP-D Data 36 EVAAS Data 37 Subgroup Performance 38 Long Term Goals 40 Attendance Data 42 Retention Data 42 Parent Survey Data 43 Volunteers and Mentors 44 Safe Schools / Discipline Data 45 Timeline 48
Statement of Assurance
The School Improvement Team, with input from faculty, staff, and community members, has
developed the following school improvement plan. This plan is based on an analysis of data
collected in the areas of academics, climate/culture, and demographics/school characteristics.
Academic information is based largely on the North Carolina accountability model which
includes proficiency and growth (EVAAS) data. Further, the plan incorporates the following
priorities:
Buncombe County Schools Strategic Priorities
● Academic Excellence: All Buncombe County Schools take collective responsibility to
increase the academic growth and achievement of each student.
● Safety and Support Systems: All Buncombe County Schools will maintain safe learning
environments and enhance wellness for all students and staff.
● Leadership Development: All Buncombe County Schools are committed to develop a
diverse group of highly qualified leaders who empower others.
● Family and Community Engagement: All Buncombe County Schools will fully engage
families, communities, and staff to work together for the success of each child.
North Carolina State Board of Education Goals
● 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.
AdvancED Standards of Quality
● Clear Direction: The capacity to define and clearly communicate to stakeholders the
strategic direction and priorities that the system is committed to achieving.
● Healthy Culture: The shared values, beliefs, written and unwritten rules, assumptions,
and behavior of the system’s stakeholders that shape the social norms and create
opportunities for everyone to be successful.
● High Expectations: The system sets and commits to high expectations for student
learning outcomes, teacher quality, leadership effectiveness, community engagement, and
parent involvement.
● Impact of Instruction: The capacity of all staff in the system to purposefully and
intentionally create an environment that empowers all learners to be successful and reach
expected levels of achievement, including readiness to transition to the next level of
learning or career pathway.
● Resource Management: The ability of a system to plan, secure, and allocate its resources
(human, material, and fiscal) to meet the needs of every learner.
● Efficacy of Engagement: the ability of the system to engage learners and other
stakeholders in an effective and efficient manner to achieve its goals.
● Implementation Capacity: The ability of a system to consistently execute actions
designed to improve organizational and instructional effectiveness.
Signatures verify that the school improvement plan was approved by secret ballot vote of the
staff.Principal: SIT Chairperson:
Date: Date:
School Improvement Team Members
2018 - 2019 SIT Members
The following were members of the School Improvement Team for the 2018 – 2019 school year.
Signature indicates participation in the development of the plan, revisions, and/or progress
reports completed during their time of service.
Please print your name and sign.
Principal: SIT Chairperson:
Signature: Signature:
Assistant Principal: Instructional Support:
Signature: Signature:
Teacher: Teacher Assistant:
Signature: Signature:
Teacher: Parent:
Signature: Signature:
Teacher: Parent:
Signature: Signature:
Teacher: Member:
Signature: Signature:
Teacher: Member:
Signature: Signature:
Teacher: Member:
Signature: Signature:
Teacher: Member:
Signature: Signature:2019 - 2020 SIT Members The following were members of the School Improvement Team for the 2019 – 2020 school year. Signature indicates participation in the development of the plan, revisions, and/or progress reports completed during their time of service. Please print your name and sign. Principal: SIT Chairperson: Signature: Signature: Assistant Principal: Instructional Support: Signature: Signature: Teacher: Teacher Assistant: Signature: Signature: Teacher: Parent: Signature: Signature: Teacher: Parent: Signature: Signature: Teacher: Member: Signature: Signature: Teacher: Member: Signature: Signature: Teacher: Member: Signature: Signature: Teacher: Member: Signature: Signature:
Purpose, Direction, and Beliefs 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. BCS Belief Statements ● Teaching the whole child ● Personalizing instruction ● Empowering world-class educators ● Encouraging personal growth ● Embracing diversity ● Investing purposefully ● Collaborating and communicating North Buncombe Elementary Purpose Statement Growing, Learning, Succeeding North Buncombe Elementary Direction Statement Growing, Learning, and Succeeding Growing: To foster physical, emotional, and intellectual growth in a safe, nurturing environment. Learning: To create a climate of instructional excellence that meets individual needs and provides the building blocks for developing life-long learning. Succeeding: To provide challenging experiences, which will lead to productive, successful citizens. North Buncombe Elementary Belief Statements We believe students learn best when: • safety is a top priority in an environment free of aggressive and violent behaviors. • healthy lifestyle choices are modeled and encouraged. • the school climate ensures that every person is respected, heard and valued. • continuous, effective communication among staff, students, parents and the community exists. • actively engaged in a variety of meaningful learning experiences utilizing a variety of methods of instruction to accommodate different learning styles, multiple intelligences, and diverse cultural backgrounds. • challenged to produce quality work in order to reach their highest academic potential. • assessments measure students" on-going progress toward mastery of individual, local, state and federal established goals. • empowered to become problem-solvers and decision-makers in order to be productive, successful citizens. • valued as learners with individual physical, social, emotional, intellectual and cultural needs.
• the school and community promote learning as a life-long process with a guiding principle that all students can learn well. • staff, students, parents and the community work collaboratively to promote the school's mission.
Profile Narrative Demographics/School Characteristics North Buncombe Elementary school is an elementary school that serves students in grades K-4. It is also the North Buncombe District’s Intensive Needs school for students who need a separate setting and are assessed on Extend 1 standards. We provide transportation for students from Weaverville Primary and Elementary and Barnardsville Elementary who fit this criteria. At this time, we have 559 students enrolled which has decreased from 589 students at the end of the 2017-18 school year. 80 percent of the school’s population is white, 15 percent of the students are Hispanic, 3 percent are multi-racial, and less than .007 percent are black. 61 percent of all students receive free/reduced priced meals which qualifies North Buncombe Elementary to receive Title 1 funding. Our school staff is comprised of 28 regular classroom teachers, 1 Dual Language Kindergarten teacher, three Intensive Needs teachers, a Title 1 teacher, two resource teachers, specialists in Art, Music and Physical Education, one full-time and one part-time Guidance Counselor, a Media Coordinator, two speech therapists, an ESL teacher, and a Head Start Preschool teacher. Itinerant staff includes a social worker, a physical therapist, an occupation therapist, a vision specialist, a school nurse, a school psychologist and EC program placement specialist. There are 22 full-time assistants in regular and special education, 8 part-time assistants in regular education and Title 1, a Digital Lab Facilitator, and a part-time Media Assistant. Support staff includes a cafeteria manager and four other cafeteria workers, a head custodian, two full-time custodians and three part-time custodians, eight bus drivers and three transportation safety assistants. The office staff is made up of one secretary/bookkeeper, a data manager, a receptionist, an assistant principal and a principal. A preschool program is housed here with a Head Start classroom and there is an after-school program staffed and coordinated by the YMCA. Climate/School Culture The staff at North Buncombe Elementary school strives to promote a climate where everyone can be a part of our mission statement, “Growing, Learning and Succeeding” by providing every child the opportunity to achieve, regardless of socioeconomic factors, home environment or ethnicity. The school’s clean, cheerful appearance is a high priority. The walls are bright and colorful from displays of student work. Teachers encourage students to feel pride and to take responsibility for the condition of their school. Our PTO is very active and involved in our school and provide support to our students and staff. Our School Improvement Team is representative of our staff and contributes to the success of our school. It is an effective model of shared leadership in our school. This year, North Buncombe Elementary began a Dual Immersion program with the development of a kindergarten classroom. There are currently 19 students in the classroom. The teacher and classroom assistant are from Columbia and instruction is presented in Spanish. It has been received very positively by our school community. Our PBIS program is in year four of implementation and we were recognized during the 2017-18 school year as a PBIS Green Ribbon school. The number of major and minor referrals indicate our model and staff taught expectations are very successful. Weekly, monthly, nine weeks and end of the year rewards help celebrate our positive behaviors. This year we will implement the model of Check-In/Out to prepare for transition to MTSS and to target Tier 2 and Tier 3 interventions. Our TIPS Team has been reorganized to include a combined K-4 Team which includes a broad range of support staff to ensure transition and consistency within the grade levels. We began implementation of Compassionate Schools last school year with a focus
on staff self-care. This year we will focus on developing calm spots in classrooms and other
areas within the school.
Information from Surveys:
Teacher Working Conditions Survey Data:
Results from the Teacher Working Conditions revealed very positive data from our
certified staff. We had 100% of our staff completing the survey.
Time:
● Lowest Rating: Efforts are made to minimize the amount of routine paperwork teachers
are required to do. 57%
● Highest Rating: Teachers are protected from duties that interfere with their essential role
of educating students. 91.3%
Facilities and Resources:
● Teachers have access to reliable communication technology, including phones, faxes and
email. All areas were at 89% or higher.
Teacher Leadership:
● Lowest Ratings: Teachers are relied upon to make decisions about educational issues.
83%
● Teachers are trusted to make sound professional decisions about instruction 83%
● Highest Ratings: Teachers are encouraged to participate in school leadership roles 100%
● The faculty has an effective process for making group decisions to solve problems 100%
● In this school we take steps to solve problems. 100%
School Leadership:
● Lowest Rating: Teachers feel comfortable raising issues and concerns that are important
to them. This is the lowest area but has shown an increase over the past four year
increasing from 73% to 80.4%.
● Highest Ratings: Teachers are held to high professional standards for delivering
instruction. 100%
● The school leadership facilitates using data to improve student learning. 100%
● Teacher performance is assessed objectively. 100%
● The faculty and staff have a shared vision. 100%
● The procedures for teacher evaluation are consistent. 100%
● The school improvement team provides effective leadership at this school. 100%
The school leadership makes a sustained effort to address teacher concerns about:
● All areas 92% or higher
Professional Development:
● Two areas of concern: Professional development is differentiated to meet the individual
needs of teachers. 67.4%
● Professional development is evaluated and results are communicated to teachers. 67.4%
Instructional Practices and Support:
● Lowest Rating: Teachers have autonomy to make decisions about instructional delivery
(i.e. pacing, materials and pedagogy). 64.4%
● Highest Ratings: Provided supports (i.e. instructional coaching, professional learning
communities, etc.) translate to improvements in instructional practices by teachers. 100%
● Teachers require students to work hard. 100%
● Teachers collaborate to achieve consistency on how student work is assessed. 100%
● Teachers use digital content and resources in their instruction. 100%● Teachers use assessment data to inform their instruction. 100%
Overall:
● Overall, my school is a good place to work and learn. 91.7%
● At this school, we utilize the results from the 2016 North Carolina Teacher Working
Conditions Survey as a tool for school improvement. 95%
Student Survey Data:
● 87.32% of our students have internet access at home.
● Area of bullying and school safety:
*11% feel they have been bullied by computer or by phone.
*25% feel while in school or on the school bus, they have been bullied or threatened.
*14% feel while in school or on the school bus, they have witnessed students carrying a
weapon.
*4% feel while in school or on the school bus, they witnessed students in possession of/using
illegal drugs.
● Three areas which received the lowest rating:
*73% feel when at school, they are recognized for good work.
*75% feel when at school, they are challenged by the work their teachers ask them to do.
*80% feel technology is used effectively in their school
● Three areas which received the highest rating:
*96% feel when at school, their teachers believe they can learn.
*92% feel when at school, their teachers treat them with respect and care about them.
*90% feel when at school, they know what they are supposed to be learning in class.
Staff Survey Data:
● I play an important role at my school. 94%
● I am recognized for good work. 88%
● I am safe in my work environment. 95%
● I am knowledgeable of the content and procedures in our safe schools plan. 98%
● I am competent in my ability to respond to an emergency evacuation or school lockdown
procedure. 95%
● My school provides necessary technological tools for instruction. 85% - Instructional
technology weekly tips and training have been scheduled and are being facilitated by our
Media Coordinator and District Technology facility. Staff expressed a need for this in
the surveys.
● My administrator treats me with respect. 95%
● My administrator is an effective instructional leader. 93%
● My administrator is an effective communicator. 95%
● My school implements PBIS with fidelity. 80% - Interesting to note that 15% marked
this as neutral and 5% disagreed. Based on behavior data, PBIS is very effective in our
school.
● I know how to address and report incidents of student misconduct including acts of
bullying, violent or criminal behavior. 98%
● My administrator responds to disciplinary issues effectively and communicates outcomes
appropriately. 87%
● My administrator empowers the school improvement team to participate in school
decision making. 95%
● I actively participate in planning my instructional program. 91%● I have regular opportunities to meet with other teachers to discuss planning, instruction,
and student work. 82% - An area of concern, this year a concerted effort is being made
for Title 1, ESL and EC teachers to attend PLC’s and data analysis/curriculum alignment
planning days.
● The instructional program at this school is rigorous. 97%
● My school provides an atmosphere where every student can success. 93%
● Teachers and staff maintain high expectations for student work. 98% - A celebration!
● Quality work is expected of all the adults working at this school. 90% - This area has
shown a steady positive increase over the past four years.
● Our school improvement plan is used to guide our decisions throughout the school year to
improve student achievement. 98% - An example of shared leadership and a strong,
effective SIT.
The five areas of professional learning that would most enhance your skills as a teacher:
● Engaging the unmotivated
● Instructional Technology
● Behavioral and Emotional needs
● Tiered Intervention
● Differentiated Instruction
Based on these results, we have scheduled the following professional development and
opportunities for staff.
● A book talk about a growth mindset
● Media Coordinator to put a weekly blurb in the daily bulletin with technology
tips. A survey was sent to staff identifying instructional technology needs,
trainings will be scheduled throughout the school year based on the needs of the
survey.
● Autism outreach therapists will be scheduled to conduct trainings with staff.
● PBIS has added Tier 2 & Tier 3 Behavior Interventions and strategies such as
Check In/Out; TIPS has been combined to create a K-4 team adding additional
support personnel to the team.
● BCS’s trainings will address differentiated instruction as well as Ms. Knox, our
AIG specialists who will provided training and tips for staff.
Academic Achievement
North Buncombe Elementary has much to celebrate this school year in terms of our students’
academic achievements. One component of our academic success is our school-wide Title 1
program. Title 1 funds are used for staffing, providing professional development and trainings
for our staff and parents, and materials to support instruction. Our Title 1 Reading Specialists
oversees our Title 1 program and supervises our Title 1 assistants. Our staff participates in
on-going professional development opportunities and meet weekly within their grade level/group
PLC’s where focus is given to standards, analysis of assessments and discussion of flexible
intervention and enrichment groups. Focused attention is also given to grouping of students to
accommodate instruction and to reduce classroom pull-outs. A time is designated daily for
students to receive reading and math interventions and enrichment activities.
School Performance Grade and Assessment Information: Our overall Reading performance
in grades three and four was 64.9 percent and overall Math performance in grades three and fourwas 72.6 percent. Our overall growth index was 6.80 and our students exceeded growth in Reading and Math. Our achievement was 69.6 percent and performance composite was 75 earning our school a grade of a B. We met 10 of our 11 long term goals. Our SWD is the one long term goal we did not meet; our goal was 15.2 and our actual achievement was 14.7. Two continued specific areas of academic focus this year will be our ELS and SWD subgroups. Smart Goals have been written in our School Improvement Plan for these two subgroups along with specific strategies to increase student proficiency.
School Improvement Plan Goals
Goal #1
SMART Goal
From September 2018 to May 2019, increase the reading proficiency of K-3 students so
that the average TRC proficiency score is increased by 10% as measured by mCLASS
TRC data.
BOY
Kindergarten: 47%
First Grade: 64%
Second Grade: 69%
Third Grade: 64%
Strategies
● Clearly articulated learning targets linked to standards, embedded in instruction, and
understood by students.
● Create and analyze common ELA and mCLASS assessments/Small Group Advisor in PLCs
to develop flexible intervention and enrichments groups to move students toward and above
proficiency.
● Implement Imagine Learning and monitor individual student use and progress, making
changes when needed in grouping and targeted skill-based instruction
● Provide and promote RAZ Kids and Ready Rosie for school and home use.
● Participate in Buncombe County Schools’ Literacy block training in ISR and differentiation
● Participate in weekly PLC’s which are data driven to analyze new ELA standards and align
curriculum
● Participate in data analysis and curriculum alignment half days
● Provide Fundations training for K-2 teachers and implement phonics instruction
● Provide after school tutoring for targeted students in all grades
● Designated intervention/enrichment time for each grade
● Host parent events such as Stream Night, Kindergarten Orientation, Meet the Teacher, Open
House, Curriculum Night, Young Author’s Day and Transition Night
● Provide parents with monthly newsletters which provide tips and strategies on how to help
their child with reading at home
● Continue the use of Flocabulary to improve vocabulary development
● Improve collaboration between classroom teachers, EC teachers, ESL teacher and Title 1
teacher.
● Continue to train teachers in Reading Research to Classroom Practice
● Track and monitor student interventions and progress throughout the year with a spreadsheet
and data collection
● Student use of 1:1 devices
Resources Required
● RAZ Kids; Subs for Data Analysis/Curriculum Alignment; Imagine Learning; Ready
Rosie; Fundations Kits and materials; Flocabulary; Tutoring funds; 1:1 Devices; Building
Readers Newsletters; Title 1 Parental Engagement Funds
Staff Development● District and school based Literacy Training; Fundations Training; Imagine Learning
Training; Reading Research Training; Instructional Technology Training
Progress Monitoring
● Classroom walkthroughs; Lesson Plans; PLC Minutes; Schedules; Assessments; Usage
reports
Persons Responsible
● Administration; School and District-Wide Curriculum Coaches; Teachers and Support
Staff; Title 1 Staff; Fundations Trainers; Media Coordinator; District Technology
Facilitator
Date: Revised:
Alignment (mark all that apply)
(X) NCSBE Goal
X Every Student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
X Every student has a personalized education.
X Every student, every day has excellent educators.
X Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.
X Every student is healthy, safe and responsible.
(X) BCS Strategic Priorities
X Academic Excellence: All BCS take collective responsibility to increase the academic growth and achievement of each student.
X Safety and Support: All BCS will maintain safe learning environments and enhance wellness for all students and staff.
X Leadership Development: All BCS are committed to develop a diverse group of highly qualified leaders who empower others.
X Family and Community Engagement: All BCS will fully engage families, communities, and staff to work together for the success of
each child.
(X) AdvancEd Standards
X Clear Direction
X Healthy Culture
X High Expectations
X Impact of Instruction
X Resource Management
X Efficacy of Engagement
X Implementation Capacity
(X) Title I
X School-wide Reform Strategies
X Transition Plans
X Parental Involvement
X Support for Students Experiencing Difficulty
X Teacher Involvement in Use of AssessmentGoal #2
SMART Goal
By the end of the 2018-19 school year increase the reading proficiency of third and
fourth grade students from 65% to 69% as measured by the EOG ELA
Assessment.
Strategies
● Clearly articulated learning targets linked to standards, embedded in instruction, and
understood by students.
● Create and analyze common ELA and mCLASS assessments/Small Group Advisor in PLCs
to develop flexible intervention and enrichments groups to move students toward and above
proficiency.
● Implement Imagine Learning and monitor individual student use and progress, making
changes when needed in grouping and targeted skill-based instruction
● Provide and promote Ready Rosie for school and home use.
● Participate in Buncombe County Schools’ Literacy block training in ISR and differentiation
● Participate in weekly PLC’s which are data driven to analyze new ELA standards and align
curriculum
● Participate in data analysis and curriculum alignment half days
● Provide after school tutoring for targeted students in all grades
● Designated intervention/enrichment time for each grade
● Host parent events such as Stream Night, Meet the Teacher, Open House, Curriculum Night,
Young Author’s Day and Transition Night
● Provide parents with monthly newsletters which provide tips and strategies on how to help
their child with reading at home
● Continue the use of Flocabulary to improve vocabulary development
● Improve collaboration between classroom teachers, EC teachers, ESL teacher and Title 1
teacher.
● Continue to train teachers in Reading Research to Classroom Practice
● Use of a Daily Comprehension Book and Daily Language Book
● ACT Now intervention block
● Fountas and Pinnell Benchmark and Sundance Materials for Progress Monitoring
● Use results from NC Check-Ins to provide remediation for mastery (Fourth Grade)
● Provide Time for Kids, Scholastic News and Readworks.org
● Use of Mentoring Minds – ELA materials
● Administer CASE 21 assessments and use results to provide remediation and enrichment
● Track and monitor student interventions and progress throughout the year with a spreadsheet
and data collection
● Student use of 1:1 devices
Resources Required
● Subs for Data Analysis/Curriculum Alignment; Imagine Learning; Ready Rosie;
Flocabulary; Tutoring funds; Case 21 Assessments; Mentoring Minds Materials; Daily
Comprehension Books; Daily Language Books; Time for Kids; Scholastic News;
Readworks.org; 1:1 Devices; NC Check-Ins; Title 1 Parental Engagement Funds;
Building Readers Newsletters; ACT Now materials
Staff Development● District and school based Literacy Training; Fundations Training; Imagine Learning
Training; Reading Research Training; Instructional Technology Training
Progress Monitoring
● Classroom walkthroughs; Lesson Plans; PLC Minutes; Schedules; Assessments; Usage
reports
Persons Responsible
● Administration; School and District-Wide Curriculum Coaches; Teachers and Support
Staff; Title 1 Staff; Reading Research Trainers; Media Coordinator; District Technology
Facilitator
Date: @(insert date) Revised:
Alignment (mark all that apply)
(X) NCSBE Goal
X Every Student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
X Every student has a personalized education.
X Every student, every day has excellent educators.
X Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.
X Every student is healthy, safe and responsible.
(X) BCS Strategic Priorities
X Academic Excellence: All BCS take collective responsibility to increase the academic growth and achievement of each student.
X Safety and Support: All BCS will maintain safe learning environments and enhance wellness for all students and staff.
X Leadership Development: All BCS are committed to develop a diverse group of highly qualified leaders who empower others.
X Family and Community Engagement: All BCS will fully engage families, communities, and staff to work together for the success of
each child.
(X) AdvancEd Standards
X Clear Direction
X Healthy Culture
X High Expectations
X Impact of Instruction
X Resource Management
X Efficacy of Engagement
X Implementation Capacity
(X) Title I
X School-wide Reform Strategies
X Transition Plans
X Parental Involvement
X Support for Students Experiencing Difficulty
X Teacher Involvement in Use of AssessmentGoal #3
SMART Goal
By the end of the 2018-19 school year increase the math proficiency of third and fourth
grade students from 74% to 78% as measured by the EOG Math Assessment.
Strategies
● Clearly articulate learning targets linked to new math curriculum standards, embedded in
instruction, and understood by students.
● Participate in weekly PLC’s which are data driven to analyze new Math standards and align
curriculum
● Participate in data analysis and curriculum alignment half days
● Provide after school tutoring for targeted students in all grades
● Designated intervention/enrichment time for each grade level
● Host parent events such as Stream Night, Kindergarten Orientation, Meet the Teacher, Open
House, Curriculum Night, Young Author’s Day and Transition Night
● Use results from NC Check-Ins to provide remediation for mastery
● Use of Mentoring Minds Motivational Math materials
● Administer CASE 21 assessments and use results to provide remediation and enrichment
● Implement Investigations’ curriculum along with supplemental materials: Prodigy, Extra
Math, IXL Math, Khan Academy, Learning Farm, Problem-Attic, and Study Ladder
● Select staff to attend Elementary Math BCS Best Practices trainings
● Track and monitor student interventions and progress throughout the year with a spreadsheet
and data collection
● Student use of 1:1 devices
Resources Required
● Mentoring Minds Motivational Math materials; CASE 21 assessments; IXL; Khan
Academy; XMath; 1:1 Devices; Title 1 Parental Engagement Funds
Staff Development
● Participate in BCS’s Math professional development opportunities; IXL Math
professional development; Elementary Math BCS Best Practices for select teachers;
Instructional Technology Training
Progress Monitoring
● Math Assessments, Lesson Plans; Classroom Walkthroughs; PLC Minutes
Persons Responsible
● Administration; School and District-Wide Curriculum Coaches; Teachers and Support
Staff; Media Coordinator: District Technology Facilitator
Date: @(insert date) Revised:
Alignment (mark all that apply)
(X) NCSBE Goal
X Every Student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
X Every student has a personalized education.
X Every student, every day has excellent educators.
X Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.
X Every student is healthy, safe and responsible.
(X) BCS Strategic Priorities
X Academic Excellence: All BCS take collective responsibility to increase the academic growth and achievement of each student.
X Safety and Support: All BCS will maintain safe learning environments and enhance wellness for all students and staff.
X Leadership Development: All BCS are committed to develop a diverse group of highly qualified leaders who empower others.X Family and Community Engagement: All BCS will fully engage families, communities, and staff to work together for the success of
each child.
(X) AdvancEd Standards
X Clear Direction
X Healthy Culture
X High Expectations
X Impact of Instruction
X Resource Management
X Efficacy of Engagement
X Implementation Capacity
(X) Title I
X School-wide Reform Strategies
X Transition Plans
X Parental Involvement
X Support for Students Experiencing Difficulty
X Teacher Involvement in Use of AssessmentGoal #4
SMART Goal
By the end of the 2018-19 school year increase the combined proficiency in reading and
math of third and fourth grade EL students from 41.9% to 45% as measured by EOG
ELA/Math assessments.
Strategies
● Teachers to use SIOP strategies and best practices during instruction
● PD focused on increasing the ability of teachers to implement effective culturally responsive
teaching practices in their classroom in order to address the learning needs of English
Language Learners.
● Use of vocabulary programs such as: Flocabulary, BrainPop (& BrainPopJr.), SeeSaw, Pear
Deck, Kahoot!
● Use of Textbook series: Avenues
● Provide Afterschool tutoring for targeted EL students
● Implement Imagine Learning and monitor individual student use and progress, making
changes when needed in grouping and targeted skill-based instruction
● Analyze mCLASS assessments/Small Group Advisor to drive instruction.
● Track and monitor EL student interventions and progress throughout the year with a
spreadsheet and data collection
● Provide and promote RAZ kids and Ready Rosie for school and home use.
● ESL teacher to participate in data analysis and curriculum alignment days.
● EL students to participate in both EL and Title 1 groups for ELA Intervention
● Student use of 1:1 devices
Resources Required
● Flocabulary; Brain Pop (Jr.); SeeSaw, Pear Deck, Kahoot!; 1:1 devices; Tutoring funds;
Title 1 Parental Engagement Funds; Building Reader Newsletter (Spanish)
Staff Development
● Review of SIOP strategies for staff; Imagine Learning Training; Technology Training
Progress Monitoring
● Classroom walkthroughs; Lesson Plans; PLC Minutes; Schedules; Assessments; Usage
reports
Persons Responsible
● Administration; School and District-Wide Curriculum Coaches; Teachers and Support
Staff; Title 1 Staff; Media Coordinator: District Technology Facilitator
Date: @(insert date) Revised:
Alignment (mark all that apply)
(X) NCSBE Goal
X Every Student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
X Every student has a personalized education.
X Every student, every day has excellent educators.
X Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.
X Every student is healthy, safe and responsible.
(X) BCS Strategic Priorities
X Academic Excellence: All BCS take collective responsibility to increase the academic growth and achievement of each student.X Safety and Support: All BCS will maintain safe learning environments and enhance wellness for all students and staff.
X Leadership Development: All BCS are committed to develop a diverse group of highly qualified leaders who empower others.
X Family and Community Engagement: All BCS will fully engage families, communities, and staff to work together for the success of
each child.
(X) AdvancEd Standards
X Clear Direction
X Healthy Culture
X High Expectations
X Impact of Instruction
X Resource Management
X Efficacy of Engagement
X Implementation Capacity
(X) Title I
X School-wide Reform Strategies
X Transition Plans
X Parental Involvement
X Support for Students Experiencing Difficulty
X Teacher Involvement in Use of AssessmentGoal #5
SMART Goal
By the end of the 2018-19 school year increase the combined proficiency in reading and
math of third and fourth grade SWD's students from 32.8% to 36% as measured by
EOG ELA/Math assessments.
Strategies
● Continue to train teachers using Fundations Reading Program
● Continue to train teachers in Reading Research to Classroom Practice
● Use core phonics assessments to drive instruction and develop skill groups
● Professional development on updated ELA and Math standards
● Use data to differentiate daily instruction targeting specific reading goals
● Provide student with Core Literacy instruction
● Use Buddy reading with upper grade levels
● Participate in Young Author’s Day activities by listening to stories to support
comprehension and reading to others.
● Use Early Literacy Skill Building with students who communicate using augmentative
communication devices.
● Implement Imagine Learning and track student usage and progress
● Use Starfall online to support those students who communicate using assistive
technology.
● Use Zoo Phonics to teach letter recognition.
● Analyze mCLASS assessments/Small Group Advisor to drive instruction.
● Track and monitor EC student interventions and progress throughout the year with a
spreadsheet and data collection
● Provide and promote RAZ kids and Ready Rosie for school and home use.
● EC teachers to participate in data analysis and curriculum alignment days.
● Provide classroom newsletters with strategies for parents to use with students at home.
● Collaborate with EC Language Arts and Math curriculum specialists regarding strategies
and documenting student progress.
● Ensure when possible these students participate in both EC and Title 1 groups for ELA
and Math Intervention
● Use of 1:1 devices
Resources Required
● 1:1 Devices; Tutoring Funds; Title 1 Parental Engagement Funds; Building Readers
Newsletters
Staff Development
● Imagine Learning professional development; Instructional Technology Training
Progress Monitoring
● Classroom walkthroughs; Lesson Plans; PLC Minutes; Schedules; Assessments; Usage
reports
Persons Responsible
● Administration; School and District-Wide Curriculum Coaches; Teachers and Support
Staff; Title 1 Staff; Fundations Trainers; Media Coordinator: District Technology
FacilitatorDate: @(insert date) Revised:
Alignment (mark all that apply)
(X) NCSBE Goal
X Every Student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
X Every student has a personalized education.
X Every student, every day has excellent educators.
X Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.
X Every student is healthy, safe and responsible.
(X) BCS Strategic Priorities
X Academic Excellence: All BCS take collective responsibility to increase the academic growth and achievement of each student.
X Safety and Support: All BCS will maintain safe learning environments and enhance wellness for all students and staff.
X Leadership Development: All BCS are committed to develop a diverse group of highly qualified leaders who empower others.
X Family and Community Engagement: All BCS will fully engage families, communities, and staff to work together for the success of
each child.
(X) AdvancEd Standards
X Clear Direction
X Healthy Culture
X High Expectations
X Impact of Instruction
X Resource Management
X Efficacy of Engagement
X Implementation Capacity
(X) Title I
X School-wide Reform Strategies
X Transition Plans
X Parental Involvement
X Support for Students Experiencing Difficulty
X Teacher Involvement in Use of AssessmentSchool Safety
Discipline
Issues
Overall, the 2017-18 school year was a quiet one for discipline at North Buncombe Elementary.
We processed 27 office referrals and 196 minor referrals. Aggressive behavior was the most
common offense for office referrals and inappropriate behavior the most common offense for
minor referrals. The busiest day for office referrals was Tuesday and Friday. Minor incidents
occurred most frequently on the playground and in the classroom. Second and Third grade had
the most office referrals and third grade the most minor referrals. Six of the major office
referrals were for theft during our Book Fair. Males made up 100% of our major referrals while
the make up for minor referrals was 75% male and 25% female. The major trend we saw in
discipline throughout the 2017-2018 was aggressive and inappropriate behavior. We had one
reportable offense for assault on school personnel.
Corrective Actions
Our PBIS coaches share discipline data monthly at their PBIS Team meetings and discipline data
is also shared at staff meetings. This school year, we will also add looking at the discipline data
during several PLC meetings. This will give us an opportunity to discuss ways in which to
reteach expectations to students for issues within each grade level and schoolwide. Our PE
teacher will also provide training to teachers to allow time in their daily schedule to provide
movement time for students, especially our males. We will continue to implement our recess
schedule that we developed last school year, which limits three classes at a time on the
playgrounds. Our referrals decreased significantly last year from the previous year with this
schedule in place. We have developed a sensory classroom in our Intensive Needs pod as a calm
down spot and room for students, thereby reducing classroom disruption time and allowing more
time for instruction.
PBIS
Our PBIS program is in year three of implementation and we were recognized during the
2017-18 school year as a PBIS Green Ribbon school. The number of major and minor referrals
indicate our model and staff taught expectations are very successful. Weekly, monthly, and nine
weeks rewards help celebrate our positive behaviors. Students at NBES are awarded PBIS
tickets for going above and beyond the daily school expectations and following the Blackhawk
Basics which are being Safe, Respectful and Responsible. Students place their tickets in a
container within their classroom and one winner is drawn out weekly. Those students’ names are
announced on the Monday morning announcements and their picture is taken and displayed on
our school Facebook page and in our cafeteria. Weekly and monthly PBIS ticket winners have
their pictures displayed on the wall in the foyer. A culminating PBIS end of year activity will be
added this year. The PBIS Team is looking to provide inflatables for students at this event.
Monthly winners have lunch with Administrators where pizza and a special dessert are provided.
Our PBIS coaches will attend Module 3 training this school year. By adding several new
strategies to our school PBIS plan, our PBIS Team has set the goal of being recognized as
Exemplar Status this school year.
This year we will implement the model of Check-In/Out to prepare for transition to MTSS and to
target Tier 2 and Tier 3 interventions. Student work from various grade levels is also displayedin the case in the lobby. Student surveys noted that an area of concern for students was being
recognized for good work, their work being displayed helps to spotlight the great student work
that is taking place each day. Our TIPS Team has been reorganized to include a combined K-4
Team which includes a broad range of support staff to ensure transition and consistency within
the grade levels. We began implementation of Compassionate Schools last school year with a
focus on staff self-care. This year we will focus on developing calm spots in classrooms and
other areas within the school.
Safety Considerations
Facility Related Safety
An on-going safety concern is the lack of a second drive entrance and exit approaching the
school. Once the car rider line forms, cars must pass the parked cars in the car rider line to get
up the drive to the school. The blacktop area where 2-4 graders play was easily accessible by car
due to an opening at the end of the fence. A gate was installed that prevents car access to this
area. All exterior doors currently have key pads making the building accessible only by
individuals who have codes to enter the building.
Incident Response
As per NC General Statue 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 their faculty, 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.At Risk Students
Instructional Support
The following instructional practices and methods 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 North Buncombe Elementary:
● TIPS Referral and Process to identify interventions and screen for additional services if
needed
● LLI – Leveled Literacy Intervention Group instruction provided by the Title 1 Teacher
and Select Classroom Teachers
● Fundations instruction to select students
● Individualized instruction in the Digital Lab
● Provide tutoring to select students outside of the school day
● mCLASS Progress Monitoring and the use of Small Group Advisor and other prescribed
interventions based on mCLASS assessments
● Third grade students selected for RTA pathway
● Small intervention groups in Math and ELA based on common assessments
● Differentiated instruction in Math and ELA based on assessments and data analysis
● Bi-Monthly CHAPS meetings to identify services for students and families and make
referrals to outside agencies for additional support
● Counselors provide small groups based on identified student needs
● Provide leadership opportunities such as safety patrols and offer before/after school clubs
● Provide parental engagement opportunities and curriculum resources for parents
● Instruction through the use of 1:1 devices and software resources
● Provide interpreters for school events and materials and information sent in home
language to parents
● Parent needs survey to address areas of focus
Transition Plans
● Provide parental engagement opportunities and curriculum resources for parents
● Instruction through the use of 1:1 devices and software resources
● Offer a Transition night for rising preschoolers and intermediate school students
● Provide K-3 students and parents with a Transition night as they prepare to move to the
next grade level
● Schedule school visits and tours and prospective parents and students
● Provide interpreters for school events and materials and information sent in home
language to parents
● Parent needs survey to address areas of focusTeacher Time
Duty Free Lunch
● Classroom teachers have duty free lunch daily. Teacher assistants are responsible for
supervising the students. All other certified staff members have a duty-free lunch daily.
Duty-Free Instructional Planning
● Classroom teachers have a 45 minute common planning period daily when students are in
specials (Art, Music, PE, Library, Digital Learning Lab).
● Special Education and Specialists have a 30-60 minute common planning period daily.
● Certified teachers have an hour of planning after school a minimum of three days per
week.Buncombe County Schools has established a strategic priority of Healthy Students in Safe,
Orderly and Caring Schools (BCBOE Policy 6140). Schools have a goal of providing 150
minutes per week of moderate to vigorous physical activity for all K-8 students (minimum
of 30 minutes per school day). Physical activity/exercise is not to be taken away or used as a
punishment.
Not Yet
In Progress Need Assistance NA
Addressed
Strategy (Please (Please (Provide
(What is your
describe.) describe.) explanation.)
plan?)
Ensure all students All students
have recess and/or have physical
physical activity education once a
during the school week and recess
day and that daily except for
physical PE days with the
activity/exercise is exception of
not taken away or kindergarten and
used as first grade.
punishment.
Indicate if this is in
progress or not yet
addressed.
Total time during the
Strategy Yes No
school year
Provide physical education for every student taught by a
K-4 45 minutes a
highly qualified physical education teacher. Check the
appropriate “yes” or “no” box and list the exact number X week for 36 weeks
equaling 1620 minutes.
of minutes in PE during the school year.
Provide physical activity and/or recess for every student.
K 5400 minutes
List the exact number of minutes provided for recess X 1-4 4320 minutes
and/or physical activity during the school year.
.2018 – 2019 Mid-Year Progress Report Goal #1 Progress to Date @(add text) Goal #2 Progress to Date @(add text) Goal #3 Progress to Date @(add text) Goal #4 Progress to Date @(add text) Goal #5 Progress to Date @(add text)
2018 – 2019 Year-End Progress Report How did your school’s Purpose, Direction, and Belief Statements guide your actions throughout the school year? @(add text) Goal #1 Major Accomplishments @(add text) Goal #2 Major Accomplishments @(add text) Goal #3 Major Accomplishments @(add text) Goal #4 Major Accomplishments @(add text) Goal #5 Major Accomplishments @(add text)
2019 – 2020 Mid-Year Progress Report Goal #1 Progress to Date @(add text) Goal #2 Progress to Date @(add text) Goal #3 Progress to Date @(add text) Goal #4 Progress to Date @(add text) Goal #5 Progress to Date @(add text)
2019 – 2020 Year-End Progress Report How did your school’s Purpose, Direction, and Belief Statements guide your actions throughout the school year? @(add text) Goal #1 Major Accomplishments @(add text) Goal #2 Major Accomplishments @(add text) Goal #3 Major Accomplishments @(add text) Goal #4 Major Accomplishments @(add text) Goal #5 Major Accomplishments @(add text)
School Performance Data
Summary
Performance Standards 2016 – 17 2017- 18 2018 - 19 2019 – 20
Performance Composite GLP 56.8 68.8
Growth Status Exceeded Exceeded
Growth Index 4.71 6.80
SPG Overall Achievement 57 69.6
SPG Reading Achievement 54 65.4
SPG Math Achievement 60 73.8
SPG Overall Growth 91.1 94.6
SPG Reading Growth 78.5 88.6
SPG Math Growth 98.6 96.1
SPG Overall Performance 64 75
SPG Overall Grade C B
Source: Internal Ready Review, RDYSTAT Overview, SPGSTAT- School Performance Grade
Subject/Grade Performance (GLP)
Area/Level 2016 – 17 2017 - 18 2018 - 19 2019 – 20
EOG All 56.8 68.8
Reading 3 49.6 62.5
Reading 4 57.8 66.9
Math 3 59.1 70.5
Math 4 61.0 74.3
Source: Internal Ready Review, RDYLEV – Performance Composite by LevelmCLASS Data
Kindergarten
Kindergarten: BOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 101 58 57% 43 43%
2018 – 19 94 44 47% 50 53%
2019 – 20
Kindergarten: MOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 103 52 50% 51 50%
2018 – 19
2019 – 20
Kindergarten: EOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 106 92 86% 14 14%
2018 – 19
2019 – 20
First Grade
Grade 1: BOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 118 83 71% 35 29%
2018 – 19 104 66 64% 38 36%
2019 – 20
Grade 1: MOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 118 80 68% 38 32%
2018 – 192019 – 20
Grade 1: EOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 116 85 73% 31 27%
2018 – 19
2019 – 20
Second Grade
Grade 2: BOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 104 42 41% 62 59%
2018 – 19 112 77 69% 35 31%
2019 – 20
Grade 2: MOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 101 41 50% 50 49%
2018 – 19
2019 – 20
Grade 2: EOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 105 73 73% 28 27%
2018 – 19
2019 – 20
Third Grade
Grade 3: BOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 110 75 69% 35 31%
2018 – 19 82 53 64% 29 36%
2019 – 20Grade 3: MOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 114 74 65% 40 35%
2018 – 19
2019 – 20
Grade 3: EOY
Year Students TRC # of TRC % TRC # of TRC %
Screened students Proficient students Below
Proficient Below Proficient
Proficient
2017 – 18 112 86 77% 26 23%
2018 – 19
2019 – 20
Source: NCEdCloud, Amplify Reports, Reporting, View my Data, MCLASS: Reading 3D Dibels
Next, comparing populations, view report, green + blue = proficient, red + yellow = below
proficient
LAP-D Data
List totals
Time # Screened # Proficient #Referred
Spring 17 88 66 22
Fall 17 16 13 3
Spring 18 100 61 39
Fall 18 14 8 6
Spring 19
Fall 19
Spring 20
Fall 20
Spring 21
Source: SchoolEVAAS Data
Levels: Blue: Exceeds Expected Growth, Green: Meets Expected Growth, Red: Does Not Meet
Expected Growth
School Accountability Growth
Year Index Level (B/G/R)
(2016) – 2017 4.71 Blue
(2017) – 2018 6.80 Blue
(2018) – 2019
(2019) – 2020
Source: EVAAS, School Accountability Growth
Educator Effectiveness Growth (Composite)
Year Index Level (B/G/R)
(2016) – 2017 2.10 Blue
(2017) – 2018
(2018) – 2019
(2019) – 2020
Source: EVAAS, Educator Effectiveness Growth
Growth by Subject/Grade
(B/G/R)
Subject (2016) - 2017 (2017) - 2018 (2018) - 2019 (2019) - 2020
Kindergarten Reading -0.4
Grade 1 Reading -0.2
Grade 2 Reading -5.8
Grade 3 Reading -0.7 1.97
Grade 4 Math 8.8 7.71
Grade 4 Reading 0.1 2.89
Source: EVAAS, School Value AddedSubgroup Performance
2017 – 2018 Subgroup GLP
All Fem Male Amin Asia Blck Hisp Mult Whte EDS LEP SWD AIG
Num 224 116 108Math 5
Science 5
Source: Internal Ready Review, RDYSUM – Ready Drilldown, Performance Composite GLPLong Term Goals
2017 - 2018 Long Term Goals NOT Met
Subject / Grade Subgroup Target Actual
Reading/Grade 3-4 SWD 15.2 14.7
2018 – 2019 Long Term Goals NOT Met
Subject / Grade Subgroup Target Actual
2019 - 2020 Long Term Goals NOT Met
Subject / Grade Subgroup Target ActualSource: Internal Ready Review (new, specifics unknown)
Attendance Data
Chronic Absent is a student who missed more than 17 days
School Year # Chronic Absent # Final Enrollment % Chronic Absent
2016 – 2017 59 619 10%
2017 – 2018 66 589 11%
2018 – 2019
2019 – 2020
Source: Data manager
Retention Data
Grade 2016– 2017 2017 – 2018 2018 – 2019 2019 – 2020
# % # % # % # %
K 1Parent Survey Data
2017 - 2018
Number of responses: Percent of respondents who
Strongly Strongly
Statement Agree
Agree Neutral Disagree
Disagree
3) My child is safe at school 22.89% 57.83% 15.66% 3.61% 0
6) I feel welcome at my child’s school 54.22% 43.37% 1.20% 1.20% 0
7) I respect the school staff 61.45% 36.14% 2.41% 0 0
8) The school communicates expectations
37.35% 51.81% 8.43% 2.41% 0
for student learning and goals
9) The school responds in a timely manner
45.12% 48.78% 6.10% 0 0
when I have concerns
10) The school is successful in preparing my
34.57% 55.56% 8.64% 1.23% 0
child for the future
11) There are clear behavior expectations
35.51% 46.91% 12.35% 1.23% 0
that are supported by school staff
2018 – 2019
Number of responses: Percent of respondents who
Strongly Strongly
Statement Agree
Agree Neutral Disagree
Disagree
3) My child is safe at school
6) I feel welcome at my child’s school
7) I respect the school staff
8) The school communicates expectations
for student learning and goals
9) The school responds in a timely manner
when I have concerns
10) The school is successful in preparing my
child for the future
11) There are clear behavior expectations
that are supported by school staff
2019 – 2020
Number of responses: Percent of respondents who
Strongly Strongly
Statement Agree
Agree Neutral Disagree
Disagree
3) My child is safe at school
6) I feel welcome at my child’s school
7) I respect the school staff8) The school communicates expectations
for student learning and goals
9) The school responds in a timely manner
when I have concerns
10) The school is successful in preparing my
child for the future
11) There are clear behavior expectations
that are supported by school staff
Source: Communications Department/Technology/Testing
Volunteers and Mentors
# Students
Total # Students # Mentored
Volunteer Total # # Staff as Mentored Volunteer by
Year Hours Staff Mentors by Staff Mentors Volunteers
2017-18 139 5 5 8 0 0
2018-19
2019-20
Source: SchoolYou can also read
