Glen Arden Elementary · Glen Arden Elementary, School Improvement Plan 2016-2018 5 Direction and Purpose BCS Direction Statement Our students will become successful, responsible

Glen Arden Elementary

School Improvement Plan

2016 – 2018

Buncombe County Schools

Glen Arden Elementary, School Improvement Plan 2016-2018 3

Table of Contents

Direction and Purpose ....................................................................................................................................................... 5

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

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

SMART Goal 2 and Strategies .......................................................................................................................................... 9

SMART Goal 3 and Strategies ........................................................................................................................................ 10

SMART Goal 4 and Strategies ........................................................................................................................................ 11

AMO Targets and Performance ..................................................................................................................................... 12

Annual Measurable Objectives (AMO) Report - Reading ......................................................................................... 13

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

EVAAS Academic Growth ............................................................................................................................................. 15

Kindergarten Reading 3D mClass .................................................................................................................................. 16

Spanish Immersion Class ................................................................................................................................................. 17

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


Second Grade Reading 3D mClass* .............................................................................................................................. 20


Third Grade Reading 3D mClass* ................................................................................................................................. 22


Attendance ......................................................................................................................................................................... 24

Retentions .......................................................................................................................................................................... 24

Dropout Data .................................................................................................................................................................... 25

At-Risk Students ............................................................................................................................................................... 25

Safe School Data* ............................................................................................................................................................. 26

Discipline ............................................................................................................................................................................ 26

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

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

Mentors ............................................................................................................................................................................... 28

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

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

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

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

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



Direction and Purpose

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.

Glen Arden Elementary School

Direction Statement

At Glen Arden we collaborate with all stakeholders to provide a safe, caring, and engaging learning environment that prepares all students to become responsible citizens in a diverse, global society.

Purpose Statement

Preparing all students to realize their potential in a rapidly changing, diverse, global society.

Belief Statements

Glen Arden Elementary School encourages all students to be actively involved in problem solving and critical thinking. We recognize and respect the diversity of our learners and strive to meet individual differences. Our school works cooperatively with parents and the community to help our students become confident, self-directed, lifelong learners.


School Profile Narrative Summary Demographic Comparison Chart 2014/15 to 2015/16

Total Students

Am. Indian/ Alaskan Native

Asian Black/ African American

Native Hawaiian/ Other

White Hispanic/ Latino

Two or More Race

% of Free & Reduced Lunch (Eco. Disadvantaged)

2014/15

465 3 13 18 1 365 39 26 32.62%

2015/16

513 2 17 30 3 379 53 29 35.41%

Demographic data analysis shows that GAES now has a subgroup of Hispanic/Latino students and

that the student population #’s grew significantly. Data showed no significance between the # of

girls to the # of boys.

The increased number of students and the increase in the percentage of Economically

Disadvantaged students comes out to an increase of 30 students who applied and qualified for Free

and/or Reduced lunch.

Climate/School Culture – significant trends Parent Staff Survey Results

Working Conditions Survey

Concerns- survey data reflects concerns about facility cleanliness (reduction in custodian hours/position),

class sizes, leadership, shared decision-making, student conduct, work morale

Celebrations-Technology use and training, consistency with evaluations, high expectations for learning

2014 2016 2014 2016

Class sizes are reasonable

42.9% 25% Teacher evaluations consistent

61.1% 87.2%

School works to minimize paperwork

22.9% 45% Leadership Issues

90.3% 71.8%

Access to technology

75% 92.7% Technology Training

52.8% 75%

Clean & Maintained 94.4% 75.6%

Good place to work and learn

94.4% 78.9%

Students follow rules for conduct

97.2% 82.9% Atmosphere of Trust and Respect

72% 91%

Teachers have appropriate influence for decision making

77.8% 64.9%

Leadership consistently supports teachers

88.9% 77.5%

Process for making group decisions

85.3% 76.9%

Admin supports using data to support student learning

91.7% 100%


Student Survey Results: (114 students) 28 3rd graders and 86 4th graders were surveyed

Concerns- The most unsafe areas mentioned were #1- school bus, #2- playground/recess, #3-cafeteria

Celebrations- Majority of students reported that they are happy with their education, 99% feel safe, 95% of

students reported that learning is fun, 90% reported that they are challenged academically, and 99%

shared that they are expected to complete quality work.

Classified Staff Survey Results

Concerns- communication, staff morale, cafeteria plan and supervision (staffing in cafeteria), school food,

feeling of being undervalued

Celebrations- overwhelmingly feel as though we have a hard working staff, feel safe, feel as though there is

too much assessment/testing that impacts their jobs and the teachers being able to provide quality

instruction.

Certified Staff Survey Results

Concerns- cleanliness of school, communication, staff morale

Celebrations- 90% feel they belong at our school, 79% feel they are recognized for their work, 78% believe

that they are the instructional leaders in the classroom.

School Culture: Events/Clubs Many events, organized by PTO members and our staff helped create, maintain a positive climate at Glen Arden this year. PTO events included but were not limited to: UNCA basketball game family night, Ianucci’s and Chick-Fil-A Fundraiser nights, 50’s PBIS party, Totally 80’s school dance, Valentine’s Dance, Movie Nights, Pancake Breakfast, TCR tailgate, Art Gala/Spring Art Festival, Staff Appreciation Luncheons, etc. School sponsored clubs and events included: chorus concerts, Ronald McDonald visit, Holidays around the World, Asheville Community Theatre events, Fire safety with Skyland Fire Dept, Skype with Malaysia, Open House, Fall and Spring Book fairs, Health Fair, PSNC Energy Time Event, 4th Grade Coastal Night, Read Across America- Officers read to K-2, Girls on the Run, Boys Exercise Club, Hum & Strum Ukelele Group, Chorus, Honor’s Chorus, Chess Club, Play Ball Club, Lego’s Bricks for Kids Club, Art – Doodlebugs Club, Talent Show, minimum of 2 field trips for each grade level, Asheville Symphony, Dunbar Apartments’ Community Night, Rockin’ Ram PBIS awards for staff and students, Principal for the Day, Specialist for the Day, Field Day, PBIS awards, End-of-the-Year Teacher Breakfast Academic Achievement: mCLASS data shows that overall Glen Arden students in Grades K-3 made significant growth in reading. Students in second grade did not show overall growth for the year. Although when you look into each student’s assessment history, students were able to read accurately, fluently and answer oral comprehension questions at a much higher level than their final level would indicate. The written component of the mClass assessment was difficult for second grade students to overcome. EOG data: EOG scores were disappointing across the board. Growth went up from last year but still remains 1 point below the 2013-14 score of 81. Overall achievement went down one point each year for the last two years ending this year at 75 percent, Glen Arden maintained a grade of B. While out Reading scores have maintained for the most part and even improved in 4th grade last year our math scores took an alarming plunge from 80 percent to 71 percent in third grade and 77 percent to 70 percent in 4th. We are working closely with the math coach and examining the standards at each grade level to correct this trend.


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: 100% of the Glen Arden staff will be trained in PBIS by October 2016 as measured by training attendance and implementation in the classroom, bus, and cafeteria.

Strategies: New staff member training day Assign PBIS buddies (seasoned staff paired up with new staff to assist implementation) By grade levels a consistent behavior system will be used.

Person/Group Responsible: Beth Lindsey,(School Counselor) PBIS team, classroom and specialist teachers

Progress Monitoring: Teachers will turn in their implementation plan in to their PBIS team member by the end of September. Choices for Positive Behavior will be reviewed and evaluated in January.

Professional Development Needed to Support Strategy: New staff will receive training on PBIS and school expectations for consequences and rewards, behavioral interventions, and PBIS lessons.

Resources Required/Budgeted: none







Every student has a

personalized education Every student, every day



Every student is healthy, safe, and responsible

All students will


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


Learning Resources and Support

Systems

Using Results for






SMART Goal 2: The percentage of students who are reading at or above grade level in grades k-3 will increase from 53.5% to 58% as measured by mCLASS Assessments in May 2017. The expectation in May of 2017 is for 50 percent of Kindergarten students to be proficient, 72 percent of First grade students to be proficient, 60 percent of Second grade students to be proficient, and 50 percent of Third grade students to be proficient.

Strategies: Implementation of a BCS literacy block Reading Specialist in third grade Small group reading intervention groups Raz-Kids and Moby-Max school-wide subscription PLC data-digs TIPS team interventions

Person/Group Responsible: Classroom teachers/resource teachers/reading specialist/ Instructional Coach

Progress Monitoring: Progress monitoring will be done through mCLASS progress monitoring throughout the year, and BOY to MOY to EOY assessment data.

Professional Development Needed to Support Strategy: New teachers will need mCLASS training. All teachers are receiving BCS Literacy training throughout the year

Resources Required/Budgeted: Funds for substitutes to cover classes while new teachers are trained.







Every student has a

personalized education Every student, every day




All students will



Quality teachers,

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



Governance & Leadership



Systems Using Results for






SMART Goal 3: Improve our EOG Math Composite Score from 70.7% to 74% as measured by the EOG by June 2017. In order to do this Third grade will increase proficiency from 71.2% to 74.5% and Fourth grade will increase proficiency from 70.3% to 73.5%.

Strategies: Small group remediation scheduled weekly Use data to group students for remediation or acceleration Homework that focuses on strategies (i.e. what type of problem is this?/error analysis) MobyMax will be used to discover gaps/reinforce skills and give practice Scheduled time for acceleration groups Cross grade level collaboration

Person/Group Responsible: Classroom teachers/resource teachers Math coach AIG teacher

Progress Monitoring: End of Grade assessments/DPI assessments

Professional Development Needed to Support Strategy: Math Coach

Resources Required/Budgeted: none


SMART Goal 4 and Strategies

NCSBE Goal BCS Strategic Priorities

2012 AdvancED Standards

Title I Component



Every student has a personalized education

Every student, every day




All students will



Quality teachers,

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



Governance & Leadership Teaching & Assessing for


Systems

Using Results for






SMART Goal 4: 80% of first through fourth grade students will demonstrate an understanding of science on their grade level strands with a proficiency level of 3 out of 5 correct responses on the grade level/teacher created assessments by June 2017.

Strategies: Use of Science pacing guides Create grade level, strand specific assessments (“Uncovering Student Ideas in Science”) Hands-on Science lessons implemented each quarter Team planning of Units and Assessments/Exit tickets

Person/Group Responsible: Classroom teachers/Brian Maccarelli and Carla Billips

Progress Monitoring: Informal Assessments and observations during hands-on/center activities

Professional Development Needed to Support Strategy: Brian Maccarelli to make school visits

Resources Required/Budgeted: Science materials in Spanish


AMO Targets and Performance

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

Performance Composite CCR % 67.9 68.6 61.2

Performance Composite GLP % 77.2 76.3 73.9

Total Number of AMO Targets 21 21 10

Number of AMO Targets Met 21 21 10

Percentage of AMO Targets Met 100% 100% 100%

Overall Achievement 77 76 75

Overall Growth 81 74.7 80

Performance Score 78 76 75

School Performance Grade B B B

Grade Subject 2013-2014

% Proficient 2014-2015




% Proficient

3

BOG Reading GLP 45.3% 42.4% 48.15%

EOG Reading GLP 77.9 75.3 75

Mathematics GLP 80 75.8 71.2

4 Reading GLP 73.6 77.5 79.2

Mathematics GLP 77 76.4 70.3


Annual Measurable Objectives (AMO) Report - Reading

School Year: 2015-2016

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Participation Denominator 205 n/a n/a 14 17 10 153 71 n/a 31 66

Participation Status MET n/a n/a MET MET MET MET MET n/a MET MET

Proficiency # of Students 205 89 116 n/a n/a 14 17 10 153 71 n/a 31 66

Proficiency Percentage 77.1 87.6 69.0 n/a n/a 57.1 35.3 50.0 83.7 63.4 n/a 29.0 >95


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Annual Measurable Objectives (AMO) Report - Math


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Participation Denominator 205 n/a n/a 14 17 10 153 71 n/a 31 66

Participation Status MET n/a n/a MET MET MET MET MET n/a MET MET

Proficiency # of Students 205 89 116 n/a n/a 14 17 10 153 71 n/a 31 66

Proficiency Percentage 70.7 73 69 n/a n/a 64.3 35.3 60.0 75.8 63.4 n/a 32.3 >95


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EVAAS Academic Growth

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

Growth.

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

Growth Measure Level





3rd Math

4th Math .9 Met -3.1 below -1.2 Met

Kindergarten Reading 0.0 Met -2.9 Met

1st Reading 10.1 Above 2.7 Met

2nd Reading -3.3 below -6.0 DNM

3th Reading -1.8 Met -1.8 Met -1.1 Met

4th Reading -0.7 Met .7 Met 2.3 Met

Index Level Index Level Index Level Index Level Index Level

School Accountability Growth Overall

0.41 Met -1.06 Met .01 Met

Educator Effectiveness Growth Composite

1.04 Met -1.71 Met


Kindergarten Reading 3D mClass

Kindergarten LAP-D Screen 5

Year Students

Screened Students Proficient

Percent Proficient

Students Referred

Percent Referred

2015-2016 55 37 67% 18 32%

2016-2017 99 78 78% 21 22%

2017-2018

Kindergarten MOY Benchmark Assessment

Year Students Screened

MOY TRC Students Proficient On/ Above

Level C

MOY TRC Percent

Proficient On/Above Level C

MOY TRC Students

Below Proficient

Below Level C

MOY TRC Percent Below

Proficient Below

Level C

2015-2016 60* 19 32% 41 68%

2016-2017

2017-2018

*Does NOT include the 24 students in Spanish Immersion

**Does NOT include 48 students in Spanish Immersion

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 68* 32 47% 36 53%

2016-2017

2017-2018


Spanish Immersion Class

Kindergarten MOY Benchmark Assessment



Level C

MOY TRC Percent

Proficient On/Above Level C

MOY TRC Students

Below Proficient

Below Level C


Proficient Below

Level C

2015-2016 22 13 59% 9 41%

2016-2017

2017-2018

Kindergarten EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level D

EOY TRC Percent


EOY TRC Students

Below Proficient

Below Level D


Proficient Below

Level D

2015-2016 22 18 82% 4 18%

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


BOY TRC Students

Below Proficient

Below Level D

BOY TRC Percent Below

Proficient Below

Level D

2015-2016 73* 60 82% 13 18%

2016-2017 64* 43 67% 21 33%

2017-2018

*Does NOT include 24 in Spanish Immersion

First Grade MOY Benchmark Assessment



Level G

MOY TRC Percent

Proficient On/Above Level G

MOY TRC Students

Below Proficient

Below Level G


Proficient Below

Level G

2015-2016 81* 45 55% 36 45%

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


Proficient Below Level J

2015-2016 82* 58 71% 24 29%

2016-2017

2017-2018

.



First Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above Level D

BOY TRC Percent


BOY TRC Students

Below Proficient

Below Level D


Proficient Below

Level D

2015-2016 24 16 67% 8 33%

2016-2017 21 15 71% 6 29%

2017-2018

First Grade MOY Benchmark Assessment



Level G

MOY TRC Percent

Proficient On/Above Level G

MOY TRC Students

Below Proficient

Below Level G


Proficient Below

Level G

2015-2016 24 20 83% 4 17%

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



2015-2016 24 16 67% 8 33%

2016-2017

2017-2018


Second Grade Reading 3D mClass*

Second Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above

Level J

BOY TRC Percent

Proficient On/Above

Level J

BOY TRC Students

Below Proficient

Below Level J



2015-2016 94 36 39% 58 61%

2016-2017 84* 42 50% 42 50%

2017-2018

*Does NOT include the 24 students in Spanish Immersion

Second Grade MOY Benchmark Assessment



Level L

MOY TRC Percent

Proficient On/Above

Level L

MOY TRC Students

Below Proficient

Below Level L


Proficient Below Level L

2015-2016 102 40 40% 62 60%

2016-2017

2017-2018

Second Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level M

EOY TRC Percent

Proficient On/Above Level M

EOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M

2015-2016 105 38 36% 67 64%

2016-2017

2017-2018



Second Grade BOY Benchmark Assessment


BOY TRC Students Proficient On/Above

Level J

BOY TRC Percent

Proficient On/Above

Level J

BOY TRC Students

Below Proficient

Below Level J



2015-2016 24 21 87% 3 13%

2016-2017 25 16 64% 9 36%

2017-2018

Second Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level M

EOY TRC Percent


EOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M

2015-2016 24 22 92% 3 8%

2016-2017

2017-2018


Third Grade Reading 3D mClass*

Third Grade BOY Benchmark Assessment*


BOY TRC Students Proficient On/Above Level M

BOY TRC Percent


BOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M

2015-2016 97 60 62% 37 38%

2016-2017 111 45 41% 66 59%

2017-2018

Third Grade MOY Benchmark Assessment



Level O

MOY TRC Percent

Proficient On/Above Level O

MOY TRC Students

Below Proficient

Below Level O


Proficient Below

Level O

2015-2016 101 62 61% 39 39%

2016-2017

2017-2018

Third Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level P

EOY TRC Percent

Proficient On/Above Level P

EOY TRC Students

Below Proficient

Below Level P


Proficient Below

Level P

2015-2016 104 64 63% 40 38%

2016-2017

2017-2018



Third Grade BOY Benchmark Assessment*


BOY TRC Students Proficient On/Above Level M

BOY TRC Percent


BOY TRC Students

Below Proficient

Below Level M


Proficient Below

Level M

2015-2016 15 12 80% 2 20%

2016-2017 23 19 83% 4 17%

2017-2018

Third Grade EOY Benchmark Assessment


EOY TRC Students Proficient On/Above Level P

EOY TRC Percent

Proficient On/Above Level P

EOY TRC Students

Below Proficient

Below Level P


Proficient Below

Level P

2015-2016 15 10 66% 5 34%

2016-2017

2017-2018


Attendance

School Year Attendance Rate

2013 – 2014 95.93%

2014 – 2015 95.92%

2015 – 2016 96.22%

2016 – 2017

2017 – 2018

Retentions

Grade Level

Final Number of Retentions

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

K 2 2 10*

1 2 1 2

2 2 0 0

3 0 3 0

4 0 0 0

*Two Intensive Intervention Students


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.

Students who are considered at-risk in reading receive small group remediation with our Reading Specialist. Those who are at-risk in math participate in math remediation in small groups with the classroom teachers on their grade level. Our School Counselor and School Social Worker have small group counseling sessions that focus on test taking strategies, ways to reduce anxiety, Fixed Mindset verses Growth Mindset, as well as other areas that can interfere with learning like Grief/Loss Counseling. We had developed a Check-in/Check-out program that matches at-risk students with another adult in the building, a former teacher, a specialist, or even an office person who the student has made a connection with. The student and the adult meet at some point each day, whether it is to make sure the student has everything they need to complete homework before they go home (check-out) or to make sure they completed their homework and all is good for the day (check-in). Students receive encouragement, homework help, and a sense that others care.


Safe School Data*

End of Year Total Number of Legally Reportable Acts

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

3 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

Trends- The majority of our discipline actions have taken place with students in our II program. The following behaviors in order from most frequent to less frequent occurred:

Non-compliance – not following directions/being defiant

Aggressive language

Aggressive Behavior

Running – leaving the building without permission Corrective Actions:

Teacher reminder

Think sheet

Timeout in a separate setting

Timeout in the office/call parent

PBIS: Each grade level decides how they are going to keep track of behavior, most grade levels use Tallies and Delta sheets. Students are told to give themselves a tally if they are doing what is expected and a Delta (which indicates they need to make a change) if they are not doing the expected behavior. Kindergarten uses class Dojo in the same manner. Students accumulate points that are then exchanged for privileges when they have earned the appropriate number of points. Each grade level has a list of privileges and the points required, for example, 10 earns wearing a crown, 100 points earns being Principal for half a day, with many choices in between.


Safety Considerations Facility Related Safety – A ramp is being designed to allow students with disabilities and mobility issues to access the lower playground. There has been considerable erosion around the blacktop by that playground creating a large stepdown from the blacktop. This ramp will also allow students in wheelchairs to be safely and smoothly taken to the playground. Additional lighting was installed on the staff and bus parking lot. LobbyGuard, the visitor check-in/student sign-out system was installed this year to increase the security of who is visiting the building and who is allowed to sign students out. 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 1198

2014-2015 1264

2015-2016 1646

2016-2017

2017-2018

Mentors

Year Total # of

Staff Staff as Mentors

Students Served Year

Volunteer Mentors

Students Served

2013-2014 63 5 7 2013-2014 5 10

2014-2015 63 5 7 2014-2015 5 12

2015-2016 63 12 15 2015-2016 19 54

2016-2017 2016-2017

2017-2018 2017-2018


Teacher Time Duty-Free Lunch – Instructional Assistants are utilized to monitor lunch in the cafeteria so teachers are able to have duty-free lunch. K, 1st, 2nd and II assistants cover their own classes for lunch. Third grade students are monitored by the one third grade assistant and a 2nd grade assistant and 4th grade students are monitored by the Specialists who rotate on a once a week schedule. Duty-Free Instructional Planning – Classroom teachers have planning time before school (30), afterschool (60) and while their students are in their special areas (45 minutes 4 times a day and 60 minutes once a week) Efficient Reporting – As a school we use google.docs for teachers to be able to share information, this allows for them to update as the year goes on. At-risk student information is part of the Performance Portfolio so that duplication of information and copying student works samples no longer has to take place.

Glen Arden, School Improvement Plan 2016 - 2018 30

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.

X All students receive 45 minutes of Physical

Education a week and 30 minutes of

recess 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 1620

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 6480

Glen Arden, School Improvement Plan 2016 - 2018 31

Mid-Year Progress Report

School Year: Glen Arden

Please list each current SIP Goal/Objective and provide a brief description of progress to date. Please modify this form as necessary to complete the Mid-Year Reflection. SMART Goal 1: Progress to Date: SMART Goal 2: Progress to Date: SMART Goal 3: Progress to Date: SMART Goal 4: Progress to Date: SMART Goal 5: Progress to Date: Signatures below indicate the School Improvement Team has participated in the development of the School Improvement Plan Mid-Year Reflection as submitted.

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


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


Year-End Progress Report

School Year: Glen Arden How did your school’s Purpose, Direction and Belief Statements guide your actions throughout the school year?

Respond to the following for each Goal/Objective in your School Improvement Plan. Use additional sheets as necessary. SMART Goal 1: Major Accomplishments: SMART Goal 2: Major Accomplishments: SMART Goal 3: Major Accomplishments: SMART Goal 4: Major Accomplishments: SMART Goal 5: Major Accomplishments:


Timeline

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

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

SMART Goals and Strategies

AMO Targets and Performance Annual Measurable Objectives (AMO) Report – Reading Annual Measurable Objectives (AMO) Report – Math Annual Measurable Objectives (AMO) Report – Science EVAAS Academic Growth Kindergarten – Third Grade Reading 3D mClass Attendance/Retentions

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

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

Glen Arden Elementary · Glen Arden Elementary, School Improvement Plan 2016-2018 5 Direction and Purpose BCS Direction Statement Our students will become successful, responsible

Documents