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Weaverville Primary School

School Improvement Plan

2016 – 2018

Buncombe County Schools

(Weaverville Primary), School Improvement Plan 2016 - 2018 2

Table of Contents

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

School Profile Narrative Summary .............................................................................................. 5

SMART Goal 1 and Strategies .................................................................................................... 9

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

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

EVAAS Academic Growth ......................................................................................................... 12

Kindergarten Reading 3D mClass ............................................................................................. 13

First Grade Reading 3D mClass ............................................................................................... 14

Attendance ................................................................................................................................ 15

Retentions ................................................................................................................................. 15

Dropout Data ............................................................................................................................ 16

At-Risk Students ....................................................................................................................... 16

Safe School Data ...................................................................................................................... 16

Safety Considerations ............................................................................................................... 18

Parent and Community Involvement ......................................................................................... 19

Teacher Time ............................................................................................................................ 20

Action Plan for Healthy Students in Safe, Orderly and Caring Schools ..................................... 21

Mid-Year Progress Report ........................................................................................................ 22

Year-End Progress Report ........................................................................................................ 24

Timeline .................................................................................................................................... 25


Direction and Purpose Statements

BCS Direction Statement

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

BCS Purpose Statement

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

Weaverville Primary

Direction Statement

Weaverville Primary School nurtures a love of learning in its students and prepares them to be responsible and productive global citizens.

Purpose Statement

Leadership Starts Here

Belief Statements Everyone can be a Leader.

Everyone has Genius.

All Change starts with Me.

Educators Empower Students to lead their own Learning.

Develop the Whole Person.


School Profile Narrative Summary Describe your current reality in each of the three profile areas: Demographics/School Characteristics, Climate/Culture, and Academics.

The original Weaverville Primary School was built in 1921 as Weaverville Union

School (Grades 1-11). High school children were moved to the newly constructed Rheems Creek High School in 1927. A four room classroom addition was in 1936 and the school was doubled in size with the construction of a cafeteria/classroom building in 1956.

Two classrooms and an administration addition were constructed in 1964, followed by the construction of six classrooms and a library addition in 1976. The original portion of the school was destroyed in 1988 and replaced by a gymnasium/classroom addition. Two temporary classrooms were added to the site in 1990. The present school site encloses approximately 5 acres, including recreational facilities which are shared with the Weaverville community.

Weaverville Primary School is a Kindergarten-First Grade Title I School with an enrollment of approximately 240 students. The school is comprised primarily of Caucasian students with an annually increasing percentage of Hispanic students. Though there are a relatively small percentage of students representing Asian, African-American and Multi-racial ethnicity, although these numbers have increased over the past years. Trends in the growth rate of Weaverville indicate that diversity among the student body will continue to increase. We continually plan staff development and use appropriate strategies to accommodate the growing global presence in our community. An English Language Learners educator, who facilitates cultural and academic connections with students and their families, serves both Weaverville Primary and Elementary. Our staff effectively uses the translation and interpreting services provided by our county.

The school is administered by Principal Gardner Bridges and is staffed with twelve classroom teachers, twelve instructional assistants, a Title I teacher and two assistants, certified specialists and additional support staff. These highly qualified and committed members work together to meet the needs of all students by integrating research-based best instructional practices, applicable staff development, and knowledge of individual learning styles. Student assessments are performed by classroom teachers on a regular basis. Teachers use this data to guide their instruction. As our students move on to Weaverville Elementary we track their progress and analyze data in order to improve our performance.

Weaverville Primary School has begun to implement a program over the next several years entitled “Leader in Me?’’ What an exciting opportunity for our students. Let me give you a little background on this wonderful program our students are blessed to be exposed to, the benefits, and why we need your commitment and involvement. Over the last year our staff has been eagerly attending the Franklin Covey, “7 Habits of Highly Effective People” training in preparation for this program. It has been an absolutely amazing journey. We are well prepared and went to the next level… introduced our children to these leadership principles. We are committed to leadership development in our school using the common language built on proven principle-based


leadership skills found in Dr. Stephen R. Covey’s best-selling book, The 7 Habits of Highly Effective People and communicated to children by Sean Covey’s book, The 7 Habits of Happy Kids. Habit 1: Be Proactive® • You're in Charge Habit 2: Begin With the End in Mind® • Have a Plan Habit 3: Put First Things First® • Work First, Then Play Habit 4: Think Win-Win® • Everyone Can Win Habit 5: Seek First to Understand, Then to Be Understood® • Listen Before You Talk Habit 6: Synergize® • Together Is Better Habit 7: Sharpen the Saw® • Balance Feels Best

The “Leader in Me” is a process for teaching students personal leadership and 21st century life skills such as goal setting, time management, teamwork, problem solving, respecting diversity, and life balance. The process:

Develops the “whole child” and sees each child as having unique gifts

Is founded on “The 7 Habits of Highly Effective People” and other proven

leadership principles and tools

Creates a sustainable, safe-and-friendly school culture

Provides world-class professional development for teachers and administrators

Increases parents’ satisfaction and involvement

Is implemented in a way that teachers do not see it as “one more thing,” but as a

better way of doing what they are already doing

Impacts students of diverse backgrounds, regardless of race, intelligence, or

economic upbringing

The “Leader in Me” had its start in 1999 at A.B. Combs Elementary in Raleigh, North Carolina. To date, hundreds of schools are implementing this program across the U.S, and other parts of the world. Early results of teaching these basic leadership principles are promising and consistent, including:

Improved student achievement

Significantly enhanced self-confidence and esteem in students

Dramatic decreases in discipline problems

Impressive increases in teacher’s and administrator’s job satisfaction and

commitment

Greatly improved school cultures

Parents who are delighted and engaged in the process

Business and community leaders who want to lend support

Today’s changing world has a whole new set of rules. This is a program that allows us to give our students the tools to develop essential life skills and characteristics they’ll need for success in the 21st century; leadership, accountability, adaptability, etc. We get only one chance to prepare our students for a future that none of us can possibly predict. What are we going to do with that one chance? The good news about “The Leader in Me” is, there’s a role for everyone.

Who will show our children the way, if not you and me? Where will they learn how, if not in their home or at their school? When will it happen, if not now? Join us in implementing and engaging Weaverville Primary in this wonderful program for our


children. We expect great things based on the experiences of those who have gone before us. I urge you to join us on our journey. Please visit theleaderinme.org and see how the Leader in Me program has impacted the lives of children across the country and right here in Buncombe County. We become more excited each day about this curriculum enhancement. Climate/School Culture

Demographics Students

2016 2017 2018 Caucasian 201 Hispanic 26 Multi-racial 4 Asian 4 African-American 2 American Indian 2 Enrollment - 239 Students 122 - kindergarten 117 - first grade

118 - K - 65 male 57 female First grade 59 - male 58 - female

Free/Reduced Lunch Percentage 46% Retention Rate .1% Special Education Students 5 students Staff 99% Caucasian 1% Hispanic 100% English Speaking (1 fluent in Spanish) 100% Fully Licensed Certified Staff 100% highly qualified classified instructional staff

Students at Weaverville Primary School receive a broad range of educational experiences and opportunities. Academic achievement is cultivated through a variety of primary and supportive academics including collaborative teaching, cultural events, field trips, flexible Media Center access, music and art classes, and computer lab studies.

All students will grow 4 or more levels in a year, as assessed on Reading 3D Text Reading and Comprehension. Students scoring above grade-level at mid-year should show accuracy/fluency/comprehension growth. Eighty-nine percent (98/110) of Kindergarten students and ninety percent (97/108) of First Grade students achieved growth of 4 or more levels in a year, as assessed on Reading 3D and Comprehension. All students will grow 4 or more levels in a year, as assessed on Reading 3D Text Reading and Comprehension.

Students scoring above grade-level at mid-year should show accuracy/fluency/comprehension growth. Eighty-nine percent (98/110) of Kindergarten students and ninety percent (97/108) of First Grade students achieved growth of four or more levels in a year, as assessed on Reading 3D and Comprehension. At-risk students received interventions throughout the year. 13 students went through our TIPS (Tiered Intervention) program with qualifying for various amounts of special education services.


The Math assessment data shows counting forward (K.CC.3) seventy-eight percent of the students were proficient- lowest area for Kindergarten. True/False (1.OA.3, 4, 5) math assessment data for first grade showed that only three percent were proficient. At the end of the school year first grade students had 16 at-risk folders in place.

Our school improvement goals and staff development focus for the next two years will focus on increasing the percentage of students achieving grade level expectations.

In order to show effectiveness of The Leader in Me and PBIS implementation, we will use DESSA data to show a 10 percent increase in students’ strength and a 10 percent reduction of student needs. We had a 19 percent increase in students’ strength and a nine percent reduction of student needs as shown on DESSA end of year data. Parent support and involvement is evident within the school setting. The Joint Parent Teacher Organization (WPS/WvES PTO) is well supported and perceived as an effective liaison between the two schools and the community. Because of this successful partnership, Weaverville Primary School consistently ranks well among Buncombe County schools.


SMART Goal 1 and Strategies NCSBE Goal BCS Strategic

Priorities 2012 AdvancED

Standards Title I Component

Every student in the NC Public School System graduates from high school prepared for work, further education and citizenship

Every student has a personalized education

Every student, every day has excellent educators

Every school district has up-to-date financial, business, and technology systems to serve its students, parents and educators

Every student is healthy, safe, and responsible

All students will graduate as high-achieving and globally competitive learners with 21st Century Skills.

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

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

Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.

Purpose and Direction Governance & Leadership Teaching & Assessing for

Learning Resources and Support

Systems Using Results for

Continuous Improvement

School-wide Reform Strategies

Transition Plans Parental Involvement Support for Students

Experiencing Difficulty Teacher Involvement in

Use of Assessment Coordination of Programs

SMART Goal 1: Decrease the at-risk percentage of students on Reading 3D mClass from BOY to EOY by 10% each year for kindergarten and first grade.

Strategies: 0 to 238 students completed having a student to adult conference by using a leadership notebook, with five tabs

BCS Literacy Model

Intervention training and implementation

Increased writing focus in response to reading.

Person/Group Responsible: Classroom Teachers, intervention specialists, Title One, instructional coach, Administrator

Progress Monitoring: PM on Reading 3D, and MOY decreased percentage of “at-risk.” Data Analysis Days (4 times) PLC (Weekly)

Professional Development Needed to Support Strategy: Buncombe County Literacy Block professional development, Book Talk, Participation in county wide literacy council, Intervention in ELA Training

Resources Required/Budgeted: Substitutes, trainers, books and materials.






















SMART Goal 2: Increase student proficiency in K and 1 on the EOY math summative assessments by 3% each year for 2 years (measured from one year to next).

Strategies:

0 to 238 students completed having a student to adult conference by using a leadership notebook, with five tabs

Math Coach Professional Development

PLC Data Analysis

Teachers will put a focus on the strands that were at risk according to the data.

Participation in county wide math council

Investigations Assessments

Person/Group Responsible: Classroom Teachers, Curriculum Coach, County Math Coach, Administrator

Progress Monitoring: MOY, county wide assessments

Professional Development Needed to Support Strategy: Training at PLC’s with county math coach and curriculum coach.

Resources Required/Budgeted: Substitutes, Trainers, Books, Materials






















SMART Goal 3: To increase adequate communication for parents from 48% to 68% on the Yearly Buncombe County Survey.

Strategies:

9 to 19 leadership events

0 to 100% of the staff will be refreshed in the Leader in Me 7 Habits

Bi-Monthly calls to parents and staff Twice a year Calendar of Events SIT Minutes Uploaded to School

Website When survey comes out an option

page will be sent to each child with parents selecting one of three things 1) I will go online and fill this out 2) I will come to the school and fill this out 3) I need a paper copy

Grade level PLC Minutes will be shared.

Computer access will be provided to check email and PLC notes.

Daily Schedule Changes/Staff Absences will be communicated to all staff.

Weekly Bulletin from Mr. Bridges 5 Minute Highlights from SIT and Lighthouse Team at staff meetings

Person/Group Responsible: Lighthouse Team, Administrator, Grade Level Chairs, Teachers

Progress Monitoring: Buncombe County School Survey (Annually)

Professional Development Needed to Support Strategy: Google Calendar Training

Resources Required/Budgeted: Instructional supply, Title One


EVAAS Academic Growth

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

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

Growth Measure Level





Kindergarten Reading 1.5 Met 2.7 EX

1st Reading 0.4 Met 4.6 EX

Index Level Index Level Index Level Index Level Index Level

School Accountability Growth Overall

N/A N/A N/A N/A

Educator Effectiveness Growth Composite

* * 3.98 EX


Kindergarten Reading 3D mClass

Kindergarten LAP-D Screen 5

Year Students

Screened Students Proficient

Percent Proficient

Students Referred

Percent Referred

2015-2016 89 66 74% 23 25%

2016-2017 129 93 72% 36 27%

2017-2018

Kindergarten MOY Benchmark Assessment

Year Students Screened

MOY TRC Students Proficient On/ Above

Level C

MOY TRC Percent

Proficient On/Above Level C

MOY TRC Students

Below Proficient

Below Level C

MOY TRC Percent Below

Proficient Below

Level C

2015-2016 110 58 53% 52 47%

2016-2017

2017-2018

Kindergarten EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level D

EOY TRC Percent

Proficient On/Above Level D

EOY TRC Students

Below Proficient

Below Level D

EOY TRC Percent Below

Proficient Below

Level D

2015-2016 110 99 90% 11 10%

2016-2017

2017-2018


First Grade Reading 3D mClass

First Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above Level D

BOY TRC Percent

Proficient On/Above Level D

BOY TRC Students

Below Proficient

Below Level D

BOY TRC Percent Below

Proficient Below

Level D

2015-2016 102 74 73% 28 27%

2016-2017

2017-2018

First Grade MOY Benchmark Assessment


MOY TRC Students Proficient On/ Above

Level G

MOY TRC Percent

Proficient On/Above Level G

MOY TRC Students

Below Proficient

Below Level G

MOY TRC Percent Below

Proficient Below

Level G

2015-2016 104 71 68% 33 32%

2016-2017

2017-2018

First Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above

Level J

EOY TRC Percent

Proficient On/Above

Level J

EOY TRC Students

Below Proficient

Below Level J

EOY TRC Percent Below

Proficient Below Level J

2015-2016 108 85 79% 23 21%

2016-2017

2017-2018


Attendance

School Year Attendance Rate

2013 – 2014 97%

2014 – 2015 95.07%

2015 – 2016 95.26

2016 – 2017

2017 – 2018

Retentions

Grade Level

Final Number of Retentions

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

K 0 1 1

1 0 0 o


Dropout Data

School Year # of Students % Based on ADM

2013-2014 0 0

2014-2015 0 0

2015-2016 0 0

2016-2017

2017-2018

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

We have a Tiered Invention Problem-Solving Process (T.I.P.S.) process in place for teacher or parent referrals. We use the CSL form for grade-level to problem-solve with the teacher to help implement classroom strategies. If the implemented strategies are not effective then the teacher makes a referral to the TIPS Team. They will meet with the teacher to problem-solve specific additional interventions. After 4-6 weeks, if the strategies are not sufficiently effective, the TIPS Team reconvenes with the teacher and the parent to continue to problem-solve with additional strategies, referring the student for further specialized problem-solving or consult with additional professionals including special education staff.

All teachers are asked to provide the following:

High expectations for all

Clear, achievable goals

Clear rules for behavior, fairly enforced

Effective instruction and classroom management Careful monitoring of student progress

Emphasis that school is place for learning

Safe School Data


End of Year Total Number of Legally Reportable Acts

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

0 0 0

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

2015-2016 2016-2017 2017-2018

Short Term 9

Long Term (>10) 0 .

Discipline

Our goal is to use positive feedback and acknowledgement when students follow the rules, and corrective feedback and consequences when they are not following the rules. We want to use rule violations as an opportunity to teach correct behavior and increase students’ repertoire of possible appropriate responses. We have a staff PBIS Handbook with details of school plan we refer staff to the Correction Menu for suggestions on how to respond to different levels of misbehavior. These levels are also articulated on the Weaverville Primary Behavior Flowchart. The annual Positive Behavior Intervention and Support evaluation at Weaverville Primary School on April 27, 2016. The report follows: The SET provides a summary of your school's performance in seven areas of school-wide implementation. Schools scoring 80% on the SET general index and 80% on the specific index “Expectations Taught” are implementing school-wide positive behavior support at the universal level. The results of your school's evaluation returned a summary score of 98% and a specific index score of 100%. Particular strengths noted during the evaluation process include the following:

clearly defined behavioral expectations that are known by both students and staff, 90% of students asked knew 67% or more of expectations

consistent acknowledgement system,80% of students asked had received a Hawk High Five in the past 2 months

expectations posted in all settings

use of implementation data to problem solve and strengthen universal practices Suggestions for further refinement of your school's PBIS implementation are:

continue to use implementation and discipline data to assess strategies and systems

share discipline data with staff at least 3 times a year


continue to weave 7 Habits into your PBIS expectations, 7 Habits do not supplant behavior expectations

plan to train new staff members hired for the 2016-2017 school year in PBIS expectations so that your universal implementation continues to be consistent

Our SET score and Tiered Fidelity Inventory level makes you eligible to apply for the NC DPI PBIS Recognition Program as a Green Ribbon School.

Safety Considerations Facility Related Safety – None noted. Incident Response – As per GS 115C-105.27(c1), specific information on incident response is not included in the school improvement plan; however, each Buncombe County School has a crisis response plan. The principal has communicated this plan to the staff and students as appropriate. Further, this plan has been approved by the Buncombe County Board of Education and is on file in the Assistant Superintendent’s Office.


Parent and Community Involvement

Number of Volunteer Hours / Number of Students Mentored

Volunteers

Year Total Volunteer Hours 2013-2014 1,345

2014-2015 1,421

2015-2016 1,446

2016-2017

2017-2018

Mentors

Year Total # of

Staff Staff as Mentors

Students Served Year

Volunteer Mentors

Students Served

2013-2014 35 6 8 2013-2014 0 0

2014-2015 35 6 6 2014-2015 10 10

2015-2016 35 10 12 2015-2016 10 10

2016-2017 2016-2017

2017-2018 2017-2018


Teacher Time

Plan for Duty-Free Lunch (to the extent possible)

All certified staff have a 30 minute duty free lunch. The instructional assistant monitors the students at lunch while the teacher is free. The instructional assistant has the opportunity to have lunch in the building away from the class, but is on call if needed. Some teachers choose to eat with their students, but this is voluntarily.

Plan for Daily Duty-Free Planning (to the extent possible)

Teachers have 40-80 minutes two days a week and 40 minutes daily of duty free/common planning during the instructional day. Our students dismiss at 2:30pm each school day and teachers have the opportunity for common planning each day from 2:30-3:30pm.

Efficient Reporting Staff receives weekly and daily communication from administration in the following manner:

Monday Memos Calendar of Events Sunday Bi-monthly phone and email messages

The following electronic systems are in place:

Educator’s Handbook for reporting discipline LobbyGuard kiosk for visitor check in and check out Google Documents are used for all data collection and dissemination Google Surveys are used to poll staff and stakeholders for decision making The PowerSchool database is used for attendance, reporting of student grades,

and for student records The school website is updated weekly for stakeholders with school events and

activities The school has a Facebook page that is used to communicate with stakeholders

weekly events and to share photographs of learning that happens throughout the week


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

Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools School Improvement Goal/Objective: 1. Provide 150 minutes per week of moderate to vigorous physical activity for all K-8 students (a minimum of 30 minutes per school day). Please record your action steps.

Strategy

Not Yet Addressed

(What is your plan?)

In Progress (Please

describe.)

Need Assistance (Please describe.)

NA (Provide

explanation.)

Ensure all students have recess and/or physical activity during the school day and that physical activity/exercise is not taken away or used as punishment. Indicate if this is in progress or not yet addressed.

Keep current procedures in place.

We are following Buncombe County’s Guidelines for Healthy Active Children. Students have Physical Education Classes one day per week and supervised physical activity outdoors or in their classrooms the other four days.

Strategy Yes No Total time during the

school year

Provide physical education for every student taught by a highly qualified physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE during the school year.

X

40 minutes per week for Kindergarten and First Grade 1440 minutes per year

Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity during the school year.

X

150 minutes per week for Kindergarten and First Grade 5400 minutes per year


Mid-Year Progress Report

School Year: (Weaverville Primary)

Please list each current SIP Goal/Objective and provide a brief description of progress to date. Please modify this form as necessary to complete the Mid-Year Reflection.

SMART Goal 1: Decrease the at-risk percentage of students on Reading 3D from BOY to EOY by 10% each year. Progress to Date:

SMART Goal 2: Increase student proficiency in K and 1 on the EOY math summative assessments by 3% each year for 3 years. Progress to Date:

SMART Goal 3: To increase adequate communication for all stakeholders from 48% to 68% on the Yearly Buncombe County Survey. Progress to Date: SMART Goal 4: Progress to Date: SMART Goal 5: Progress to Date: Signatures below indicate the School Improvement Team has participated in the development of the School Improvement Plan Mid-Year Reflection as submitted.

Principal SIT Chairperson Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature:


Signature: ___________________________ Signature: ___________________________ Signature: ___________________________ Signature: ___________________________ Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: Signature: ____________________________ Signature: __________________________ Signature: ____________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________ Signature: ___________________________ Signature: __________________________


Year-End Progress Report

School Year: (Weaverville Primary) How did your school’s Purpose, Direction and Belief Statements guide your actions throughout the school year?

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

SMART Goal 1: Decrease the at-risk percentage of students on Reading 3D from BOY to EOY by 10% each year. Major Accomplishments:

SMART Goal 2: Increase student proficiency in K and 1 on the EOY math summative assessments by 3% each year for 3 years. Major Accomplishments:

SMART Goal 3: To increase adequate communication for all stakeholders from 48% to 68% on the Yearly Buncombe County Survey. Major Accomplishments: SMART Goal 4: Major Accomplishments: SMART Goal 5: Major Accomplishments:


Timeline

Complete and submit electronically to Candie Sellers, Director of Elementary and Intermediate Education. ● School Improvement Plan for 2016-2018 by October 14, 2016. ● Mid-Year Progress Report by February 17, 2017. ● Year-End Progress Report by September 29, 2017. ● School Improvement Plan revised for 2017-2018 including the following pages with

2016-2017 data: Please include any other pages which have been revised by November 17, 2017.

SMART Goals and Strategies

AMO Targets and Performance EVAAS Academic Growth Kindergarten – First Grade Reading 3D mClass Attendance/Retentions

Dropout Data/At-Risk Students Safe School Data Parent and Community Involvement

● Mid-Year Progress Report by February 16, 2018. ● Year-End Progress Report by September 28, 2018.