Enka Middle School School Improvement Plan 2016 – 2018

Enka Middle School

School Improvement Plan

2016 – 2018

Buncombe County Schools

EMS School Improvement Plan 2016-2018

Table of Contents

Statement of Assurance

School Improvement Team Members

Purpose and Direction Statements

Enka Middle School Profile Narrative

School Improvement Plan Goals

2016 – 2017 Mid-Year Progress Report

2016 – 2017 Year-End Progress Report

2017 – 2018 Mid-Year Progress Report

2017 – 2018 Year-End Progress Report

2016 – 2017 Staff Development

2017 – 2018 Staff Development

School Safety

At Risk Students

Teacher Time

Healthy Students

School Performance Data

EVAAS Data

Annual Measurable Objectives (AMO) Data

Attendance Data

Retention Data

High School Credit Data

Healthy Students Data

School/Parent/Community Involvement Data

Safe Schools / Discipline Data

Dropout Data

Timeline

Buncombe County Schools2


Statement of Assurance The School Improvement Team, with input from faculty, staff, and community members, has developed the following plan. This plan is based on an analysis of the data collected in the areas of academics, climate/culture, and demographics/school characteristics. Academic information is based largely on data from North Carolina Internal Ready Reports which includes data used to calculate School Performance Grades and AMO targets. Also included is EVAAS growth data. Further, the plan addresses the following priorities: 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

● Standard 1: Purpose and Direction ● Standard 2: Governance and Leadership ● Standard 3: Teaching and Assessing for Learning ● Standard 4: Resources and Support Systems ● Standard 5: Using Results for Continuous Improvement

Buncombe County Schools Strategic Priorities

● 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

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

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 2016 - 2017 SIT Members

The following were members of the School Improvement Team for the 2016 – 2017 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: Parent: Signature: Signature: Teacher: Parent: Signature: Signature: Teacher: Member: Signature: Signature: Teacher: Member: Signature: Signature:



Purpose and Direction Statements BCS Direction Statement Buncombe County Schools’ students will reach their full potential and become successful, responsible citizens in a diverse, global society. BCS Purpose Statement To collaborate with stakeholders to provide a safe, caring, rigorous and engaging learning environment that prepares all students to be College and Career Ready. Enka Middle School Direction Statement Enka Middle School students will learn to be productive, responsible citizens of the global society. Enka Middle School Purpose Statement The Enka Middle School community will educate all students in an engaging, positive environment to foster global lifelong learners. Enka Middle School Belief Statements

1. All students have the right to a safe learning environment. 2. Students must be prepared for lifelong learning in a diverse global society. 3. Students must be able to adapt to and utilize rapidly changing global technology. 4. Each student possesses unique talents, skills, strengths and needs.



Enka Middle School Profile Narrative Based on your school’s needs assessment, complete the following sections: Demographics/School Characteristics On August 29, 2016, the “new” Enka Middle School opened, reconfigured with only seventh and eighth grade, a revised schedule and many other changes. Enka Middle School previously served grades six through eight since being established in 1986 in a building that was originally Enka High School. The original Enka High School opened in 1954 when Buncombe County Schools was implementing a major consolidation plan. Enka Intermediate School opened on August 29, 2016 to serve 5th and 6th grade students in the Enka district. Renovations to Enka Middle School were completed in 1989 with the addition of a new Media Center and 2001 with the addition of new administrative offices and the front wing of the school. Current enrollment of Enka Middle School is approximately 600 students, almost equally split between 7th and 8th grade. Our student demographics result in EMS having ____________ state performance targets. The percentage of economically disadvantaged students at EMS is ____. The percentage of students with disabilities at EMS is _____. The Ethnic composition of Enka Middle School’s student body is .2% American Indian, .3% Pacific Islander 1.2% Asian, 2.3% Black/African American, 4.7% Two or More Races, 15.2% Hispanic and 76% White. Enka Middle School has a much different feel this year compared to last. While we regret losing our sixth grade there is no denying the positive impact on our school of reducing our total student population by a third. The cafeteria, hallways, gymnasium and even the bus lot are much more comfortable, safe and inviting. However, the reduction in student population did not solve our concerns with student/teacher ratio because we lost teaching positions along with the students. To help resolve class size issues and to accommodate scheduling requirements we have adopted a hybrid middle school/junior high schedule. Students are scheduled onto four teacher teams with a few cross team placements for leveled courses. However, the team of students are spread out over five periods for their academic core rather than the traditional four. Class sizes have been reduced an average of 20% but class periods are now relatively short (58 minutes). We have also added resource classes for Special Needs students to better meet their needs per the recommendation of an Exceptional Children’s audit last year. Overall, the new schedule has received very positive reviews by our staff due to the preservation of Common PLC meeting within the school day and the reduced class sizes. A few concerns with the new schedule is the loss of team planning, the decrease in planning time and the loss of flexibility of true team scheduling. Another concern that is beyond the control of our school is the loss of thirty minutes due to a revised transportation plan for the Enka district. This reduction to our school day resulted in the loss of our remediation/enrichment period known as Jet Fuel. Climate/School Culture Enka Middle School has received the highest level of recognition from the state for our Positive Behavior Intervention and Support program. Through hard work and a dedicated effort, Enka



Middle School has earned the designation as a North Carolina PBIS Exemplar School for the past three years. However, we are concerned that we may have drifted a little away from consistent implementation this past year. This school year we are renewing our emphasis and investing the time to distribute responsibilities and leadership roles for our PBIS program throughout the faculty rather than relying primarily on Student Services staff. This distributive leadership will encourage fidelity of implementation through greater faculty ownership. The participation rate for Enka Middle School in the NC Teacher Working Conditions (NCTWC) survey is a concern. While the administration has strongly encouraged participation there has not been a designated time or requirement for teachers to participate. Teachers were encouraged to take the NCTWC survey numerous times resulting in a slight increase for 2016 (58.11%) compared to 2014 (56.34%). Significant areas of concern identified by the 2016 NCTWC survey are:

➢ Only 46.5% agreed that class sizes are reasonable such that teachers have the time available to meet the needs of all students. A significant increase since 2014 but still well below the NC middle school average of 61.4%.

➢ Only 54.8% agreed that teachers are allowed to focus on educating students with minimal interruptions. This is an area of emphasis by administration for 2016 – 2017.

➢ Community support and involvement; o Only 68.3% agreed that parents/guardians know what is going on in this school. o Only 50.0% agreed that parents/guardians support teachers, contributing to their

success with students. o Only 69% agreed that the community we serve is supportive of this school.

➢ Teacher leadership: o Only 65.9% agreed that teachers are recognized as educational experts. o Only 72.5% agreed that teachers are relied upon to make decisions about

educational issues. o Only 65% agreed that the faculty has an effective process for making group

decisions to solve problems. ➢ Teacher Evaluation/Assessment – only 70.7% agreed that teachers are assessed

objectively and only 65.9% agreed that teachers are evaluated consistently. ➢ Professional Development – only 53.8% agreed that professional development is

differentiated to meet the individual needs of teachers and only 48.7% agreed that professional development is evaluated with results communicated to teachers.

➢ State assessments – only 36.6% agreed that state assessment data are available in time to impact instructional practices and only 25% agreed that state assessments accurately gauge students’ understanding of standards.

The complete results from the NCTWC survey can be found at http://www.ncteachingconditions.org/ @(Describe current school climate/culture. Summarize information from student, parent, and staff surveys.)


http://www.ncteachingconditions.org/





Academic Achievement Enka Middle did not achieve expected growth for the 2015 – 2016 school year. Enka Middle School met 26 of 26 targets for Annual Measurable Objectives for 2016 but these measured only participation rates. Performance targets not met were for reading and math for students in the White and Students with Disabilities subgroups along with the overall target for math. Enka Middle Schools Grade Level Proficiency performance composite for the 2013-2014 school year was 58.4% while 49.7% of our students performed at or above the Career/College Ready level. Enka Middle School’s End-of-Grade Assessment Data for the 2015-2016 School Year is below:

Test % On Grade Level % Career and College Ready 6th Grade Reading 56.9 48.6 6th Grade Math 45.9 40.0 7th Grade Reading 56.7 44.9 7th Grade Math 46.6 37.7 8th Grade Reading 51.4 41.4 8th Grade Math 39.5 35.1 8th Grade Science 77.1 63.9 Math I >95 86.1 For the coming school year Enka Middle School will increase student performance through deeper, more consistent implementation of Professional Learning Communities (PLCs). A key part of our implementation plan for PLCs is the development of a remediation and/or enrichment schedule that is data driven in regards to formative assessment. PLCs will develop frequent common assessments to measure student mastery of key concepts and to provide data to help make educational decisions in the best interest of students.



School Improvement Plan Goals Goal #1

SMART Goal Tracking the cohort of students from 6th grade to 7th grade, the percentage of students demonstrating grade level proficiency (GLP) as measured by the Reading EOG exam will increase from 56.9 (6th Grade, 2016) to 60.2 (7th Grade, 2017). Strategies

● ELA teachers will use instructional practices that target specific State Standards including Article of the Week, writing in response to reading (claim, evidence and reasoning format), and Newsela online non-fiction readings and quizzes.

● ELA teachers will implement monthly cross team remediation during Language Arts class based on common assessment data measuring student performance of specific reading skills and/or standards.

● ELA teachers will use EVAAS data to identify specific students for targeted progress monitoring.

● ELA teachers and administrators will work with the district secondary data coach to analyze student proficiency and growth trends to target specific students.

● Professional Learning Communities will focus on data to make educational decisions rather than just common planning. The PLC Leadership & Support team will work with grade level PLCs to improve the quality and effectiveness of PLCs at Enka Middle School.

Resources Required

● New, standards based textbook with online resources to be used with 1:1 technology implementation.

● EVAAS data with support from secondary district data and literacy coaches ● Newsela ● Critical Reading and Writing Workshop (Central Office) ● PLC planning day with Eric Grant and Dawn Perez (Central Office)

Progress Monitoring

● ELA teachers will monitor student progress through common assessments (minimum of four per nine weeks).

● ELA teachers will monitor student progress through monthly Newsela responses/results. ● ELA teachers will monitor student progress through unit benchmark assessments. ● Teachers will analyze goal summary sheets from the previous year’s EOG to look for

areas of strength and growth related to student proficiency to identify priority strands/standards for the faculty to develop instructional practices to address.

Addresses (mark all that apply)



To mark a box, double click, then select checked under default value. NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards

☒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



Goal #2 SMART Goal Tracking the cohort of students from 7th grade to 8th grade, the percentage of students demonstrating grade level proficiency (GLP) as measured by the Math EOG exam will increase from 46.6 (7th Grade, 2016) to 49.8 (8th Grade, 2017). Strategies

● ELA teachers will continue using instructional practices that target specific State Standards including Article of the Week, writing in response to reading (claim, evidence and reasoning format), and Newsela online non-fiction readings and quizzes.

● ELA teachers will implement monthly cross team remediation during Language Arts class based on common assessment data measuring student performance of specific reading skills and/or standards.

● ELA teachers will use EVAAS data to identify specific students for targeted progress monitoring.

● ELA teachers and administrators will work with district secondary data coach to analyze student proficiency and growth trends to target specific students.


Resources Required

● New, standards based textbook with online resources to be used with 1:1 technology implementation.

● EVAAS data with support from secondary district data and literacy coaches ● Newsela ● Critical Reading and Writing Workshop (Central Office) ● PLC planning day with Eric Grant and Dawn Perez (Central Office)

Progress Monitoring

● ELA teachers will monitor student progress through common assessments (minimum of four per nine weeks).

● ELA teachers will monitor student progress through monthly Newsela responses/results. ● ELA teachers will monitor student progress through unit benchmark assessments. ● Teachers will analyze goal summary sheets from the previous year’s EOG to look for

areas of strength and growth related to student proficiency to identify priority strands/standards for the faculty to develop instructional practices to address.

Date: October 14, 2016 Revised: Addresses (check all that apply)



NCSBE Goal BCS Strategic Priorities 2012 AdvancED Standards



☒ Purpose and Direction ☐ Governance & Leadership

☒ Teaching & Assessing for Learning ☐ Resources and Support Systems ☒ Using Results for Continuous Improvement



Goal #3 SMART Goal Tracking the cohort of students from 6th grade to 7th grade, the percentage of students demonstrating grade level proficiency (GLP) as measured by the Math EOG exam will increase from 45.9 (6th Grade, 2016) to 49.2 (7th Grade, 2017). Strategies

● Math teachers will continue using instructional practices that target specific State Standards including the online textbook Illustrative along with the consumable workbook for each student, Engage NY, Khan Academy.

● Mobymax will be integrated into the Resource Math class on a weekly basis, providing instruction on the individual student’s assessed grade level.

● Math teachers and administrators will work with the district secondary data coach to analyze student proficiency and growth trends to target specific students for progress monitoring and support.

● Math teachers will implement cross team remediation during Math class based on analyzing data from each unit summative assessment.


Resources Required

● New, standards based Illustrative online textbook with student and parent resources to be used with 1:1 technology implementation. As well as consumable workbook for each student.

● EVAAS data with support from secondary district data and math coaches ● 7th grade Pilot PLC- Open up Resources Professional Development (Central Office) ● PLC planning day with Sheila Brookshire, Jessica Vernon, and Stefanie Buckner(Central

Office) ● TI-Nspire calculator systems ● Mobymax.com

Progress Monitoring

● Math teachers will monitor student progress through common assessments. ● Math teachers will monitor student progress through monthly TI-Nspire (classroom) and

Mobymax.com (resource) responses/results. ● Math teachers will monitor student progress through unit benchmark assessment.







☒ Purpose and Direction ☐ Governance & Leadership ☒ Teaching & Assessing for Learning ☐ Resources and Support Systems ☒ Using Results for Continuous Improvement



Goal #4 SMART Goal Tracking the cohort of students from 7th grade to 8th grade, the percentage of students demonstrating grade level proficiency (GLP) as measured by the Reading EOG exam will increase from 56.7 (7th Grade, 2016) to 59.9 (8th Grade, 2017). Strategies

● Working with their Coach and Curriculum Specialist, Mathematics teachers will further implement the Engage NY curriculum.

● Math classes will integrate activities such as Number Talks and student self-assessment to engage students and support mathematical conversations.

● Mobymax will be integrated into the Resource Math class on a weekly basis, providing instruction on the individual student’s assessed grade level.

● Math teachers and administrators will work with the district secondary data coach to analyze student proficiency and growth trends to target specific students for progress monitoring and support.

● Implementation of the BCS Instructional Framework as a common expectation in all classrooms.


● Math teachers will implement cross team remediation during Math class based on analyzing data from each unit summative assessment.

Resources Required

● EVAAS data with support from secondary district data and math coaches ● Engage NY curriculum materials ● TI-Nspire calculator systems ● Mobymax.com

Progress Monitoring

● Math teachers will monitor student progress through common assessments. ● Math teachers will monitor student progress through monthly TI-Nspire (classroom) and

Mobymax.com (resource) responses/results. ● Math teachers will monitor student progress through unit benchmark assessment.







☒ Purpose and Direction ☐ Governance & Leadership ☒ Teaching & Assessing for Learning ☐ Resources and Support Systems ☒ Using Results for Continuous Improvement



Goal #5 SMART Goal The percentage of Enka Middle School students who met at least one Tier Three threshold at the beginning of the 2016-17 school year based on the previous year’s data (attendance, behavior or academics) will decrease from 12% to 10% by the end of the 2016-17 school year. Strategies

● Student Support Team - biweekly meetings to discuss interventions and action steps for all Tier III Interventions

● Community Schools (mentors, tutors, Homework Diners, connections to resources, parent education opportunities, etc.)

● Afterschool YMCA ● PBIS Tier I Universal Interventions - classroom guidance, teaching of expectations,

matrices posted throughout school, student incentives ● Mental Health services - RHA, Access Family Services; school-based individual and

group therapy; Intensive-In Home Services and MST ● Counseling groups ● Parent conferences ● Attendance Team ● MTSS - Teachers progress-monitor students with minimum of two interventions for 6

weeks each. Teachers will communicate with grade-level principal about these interventions. Team will then make referral for EC Testing if necessary

● Functional Behavior Assessments ● Day Treatment Referrals

Resources Required

● Staff training for MTSS implementation ● Access to building after school hours for Homework Diners and parent education classes ● Funding for PBIS rewards ● Mentors and tutors from the community ● United Way funding for additional RHA school-based therapy clients

Progress Monitoring Academic, behavior, and attendance data will be reviewed after each grading period and appropriate interventions will be implemented with students who have already been identified by one or more Tier III Thresholds at the beginning of the 2016-17 school year. Date: 10/14/2016 Revised: Addresses (check all that apply)




☒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

2016 – 2017 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)



2016 – 2017 Year-End Progress Report How did your school’s Vision, Mission 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)



2016 – 2017 Staff Development Activity: School Wide Professional Development

Description: A comprehensive plan that includes the designated days for professional development for the 2016-2017 School Year. Presenters include teacher leaders at Enka Middle School (Amanda Baldwin & Emily Gephart), Digital Learning Facilitators (Jennifer Hand & Pam Johnson), Literacy Coach (Dawn Perez). October 10, 2016 (Full Day) Main Session - Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools Afternoon Mini-Sessions – Faculty Divided into groups by PLC

● Canvas - Hands On ● 1:1 Basics/Rollout Procedures ● One Note

December 9, 2016 (Early Release) Divide into 2 Groups for Rotation

● Growth Mindset ● Literacy Design Collaborative in support of the BCS Instructional Framework

March 9, 2017 (Early Release) Divide into 2 Groups for Rotation

● Growth Mindset ● Literacy Design Collaborative in support of the BCS Instructional Framework

SIP Goal Supported: @(add text)

Target Audience: EMS Certified Staff

Person Responsible: Leland Blankenship, Emily Gephart & Amanda Baldwin

Funding Source: School Based Principal’s Discretionary Funds & Media Center Funds

Date(s)/Time: ➢ October 10, 2016 (8:00 – 3:30) ➢ December 9, 2016 (1:30 – 3:30) ➢ March 9, 2017 (1:30 – 3:30)

Final Completion: March 9, 2017 with additional literacy voucher credits available through additional activities monitored by Dawn Perez (Literacy Coach)





School Safety Discipline

Issues @(Identify any discipline issues you note in your data. In particular look for trends in your discipline data.) Corrective Actions @(Indicate what action you intend to take to resolve any discipline issues)

PBIS Enka Middle School has a comprehensive Positive Behavior Interventions and Support (PBIS) program as indicated by our recognition from the North Carolina Department of Public Instruction as an Exemplar School for the last three years in a row. Below is our PBIS Matrix which communicates expected appropriate behavior in a number of situations.

Recognition for Positive Behavior

➢ Wristbands are given out on a daily basis to students demonstrating our 3 R’s. Incentives that come with a wristband are: first in line and sit anywhere in the cafeteria and other special privileges in class determined by the team. At the end of the day students can



turn in their wristband to the office for a chance to be drawn for their grade level during morning announcements and receive a small reward.

➢ Positive Referrals are given to students who consistently demonstrate our 3R’s. Incentives that come with a positive referral are: copy to take home, copy to office to be placed in Friday’s drawing, team acknowledgements on halls. Every Friday a positive referral is drawn from those turned in and read by the principal, pointing out the R that is being recognized and why. The student being recognized is also given a tie-dye t-shirt and a free pass to a sporting event or dance.

➢ Triple AAA (Academics, Attendance & Attitude) Cards are awarded to students at the end of each nine week grading period for making the A/B Honor Roll, having less than 4 absences and less than 6 unexcused tardies, and no discipline incidents that result in ISS, OSS or bus suspension.

Results While there is some fluctuation each year the impact is clearly demonstrated by looking at the two ends of our data collection: Type of Discipline Assigned 2009-2010 (Prior to PBIS) Most Recent 3 Year Average In School Suspensions 855 564 Out of School Suspensions 277 182

In addition, the climate of the school is more positive because at the heart of our PBIS program is that we want to “Catch Students Doing Well” and then recognize them for their positive behavior. Safety Considerations Facility Related Safety The main building at Enka Middle School is more than sixty years old, first opened as a high school in 1954. Any facility that old will have some inherent safety concerns. The manpower and resources to keep our school clean and in good repair are more than what would be required in a new facility. Below are some specific concerns or issues in regards to safety.

➢ Enka Middle School has over 20 exterior doors on the main building alone. ➢ Large areas of exterior windows with venetian blinds that are difficult to maintain. ➢ We have 32 security cameras but could easily use additional cameras to cover areas of

concern. ➢ We have two sets of steps on the main

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 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 name):

● @(add effective practices for at risk students)



Teacher Time Duty Free Lunch

Due to our limited number on non-certified staff, teachers will supervise their students during lunch. Teams/grade levels may work out a schedule to provide duty free lunch for one or more teachers per day as long as adequate supervision is provided for students during lunch and transitions. For the 2016 – 2017 school year, Social Studies teachers will have a 4th period planning and therefore, duty free lunch.

Duty-Free Instructional Planning Teachers will have one period (58 minutes) of duty-free planning while on regular schedule during the 2016-2017 school year. Exceptions to duty-free planning include monthly planning period faculty meetings and scheduled IEP/504 conferences.

Efficient Reporting Enka Middle School staff and administration will utilize Google documents including shared files/folders on a regular basis to communicate and access information. Enka Middle School staff and administration will receive professional development and develop proficiency in using the Canvas learning management systems as we move into a 1:1 computer environment for our students.



Healthy Students Buncombe County Schools has established a strategic priority of Healthy Students in Safe, Orderly and Caring Schools. 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. At Enka Middle School physical activity/exercise is not taken away or used as a punishment. Students assigned to In School Suspension will have alternative physical activities under the supervision of the In School Suspension Assistant. Due to staffing, facility and scheduling issues EMS does not currently meet the minimum goal of 30 minutes of activity per day. We will take this requirement into consideration as we plan for the future in regards to scheduling and staffing.



School Performance Data Summary

Performance Standards 2013 - 14 2014 - 15 2015 - 16 2016 - 17 2017 - 18 Performance Composite CCR 49.7 48.6 46.0

Performance Composite GLP 58.4 57.7 55.0

Growth Status Not Met Not Met Not Met

Growth Index -6.55 -4.79 -4.41

Overall Achievement 58 58 55

Overall Growth 55.7 58.6 59.3

Overall Performance 58 58 56

Overall Grade C C C

Source: Ready Report, RDYSTAT Overview, SPGSTAT- School Performance Grade Need previous years

Performance (GLP) Area/Level 2013 – 14 2014 - 15 2015 – 16 2016 - 17 2017 - 18 EOG All 56.7 57.7 55.0 EOG 6 56.4 52.4 51.4 EOG 7 56.9 51.8 51.6 EOG 8 56.7 60.5 56.0 Reading All 58.4 56.8 54.9 Reading 6 61.2 57.2 56.9 Reading 7 58.4 58.6 56.7 Reading 8 55.4 54.6 51.4 Math All 50.0 48.0 43.9 Math 6 51.5 47.6 45.9 Math 7 55.5 45.0 46.6 Math 8 42.8 51.3 39.5 Science 8 71.9 75.5 77.1 Math I >95 94.8 >95

Source: Ready Report, RDYLEV – Performance Composite by Level Need previous years



EVAAS Data (Levels: B- Exceeded, G- Met, or R- Did not meet)

Test/Subjects 2013 – 14 2014 – 15 2015 – 16 2016 – 17 2017 – 18 Measur

e Level Measure Level Measur

e Level Measure Level Measur

e Level

Grade 6 Reading -1.8 R -2.7 R -2.0 R

Grade 6 Math 0.5 G -1.0 G -4.2 R

Grade 7 Reading -2.8 R -0.5 G -0.1 G

Grade 7 Math -4.7 R -2.7 R -1.2 G

Grade 8 Reading -3.5 R 0.2 G -0.3 G

Grade 8 Math 0.1 G -1.2 G -.1 G

Grade 8 Science 0.4 G 0.8 B 0.5 G

Math 1 -0.9 R -2.0 R -1.4 R

Index Level Index Level Index Level Index Level Index Level

School Accountability Growth

-6.55 R -4.79 R -4.41 R

Teacher Effectiveness Growth

-1.57 G

Source: EVAAS: School Value Added, School Accountability Growth, Educator Effectiveness

Teacher Performance Composite Year # Exceeded %

Exceeded # Met % Met # Not Met % Not Met

2013 – 14 3 9 19 58 11 33 2014 – 15 3 9 19 59 10 31 2015 – 16 1 3 23 77 6 20 2016 – 17 2017 – 18

Source: EVAAS: Teacher Effectiveness Reports, School Teacher Summary, Evaluation Composite



Annual Measurable Objectives (AMO) Data Overall

2013 – 14 2014-15 2015-16 2016-17 2017-18

Total AMO Targets 49 47 26

AMO Targets Met 44 35 26

Percentage of AMOs Met 89.8 74.5 100 Source: Ready Report, AMOSTAT – Target Overview

2015 – 2016 Subgroup GLP All Fem Male Ami

n Asia Blck Hisp Mult Wht

e EDS LEP SW

D AIG

Num 914 457 457 * * 13 135 46 695 588 41 123 179

R6 56.9 58.9 55.0 * * * 39.5 50.0 60.9 46.7 <5 17.1 >95

R7 56.7 61.4 51.7 * * * 40.0 35.7 61.9 48.6 9.1 7.3 >95

R8 51.4 54.4 48.4 * * 61.5 34.6 43.8 55.1 44.8 <5 9.8 >95

M6 45.9 44.7 47.0 * * * 41.9 43.8 47.7 37.9 6.7 <5 91.7

M7 46.6 47.5 45.6 * * * 37.5 28.6 50.6 34.4 9.1 <5 93.1

M8 39.5 41.1 37.9 * * 38.5 28.8 31.3 42.8 26.7 13.3 <5 91.8

Sc 8 77.1 77.2 77.0 * * 69.2 65.4 81.3 79.7 71.0 46.7 36.6 >95

Math1

>95 92.3 >95 * * * * * >95 93.5 * * >95

Part Status

Met Met Met Met Met Met Met Met Met Met Met Met Met





e EDS LEP SW

D AIG

Num

R6

R7

R8

M6

M7

M8

Sc 8

Math1

Part Status



e EDS LEP SW

D AIG

Num

R6

R7

R8

M6

M7

M8

Sc 8

Math1

Part Status

Source: Ready Report, RDYSUM – Ready Drilldown and AMOTARG – Target Detail



Attendance Data (10th month year to data attendance percentage)

School Year Attendance Rate

2013 – 2014 95.0

2014 – 2015 95.1

2015 – 2016 95.2

2016 – 2017

2017 – 2018

Source: Data manager

Retention Data

Grade 2013 – 2014 2014 – 2015 2015 – 2016 2016 – 2017 2017 - 2018 6 0 1 0 7 3 6 1 8 0 4 1

Source: Data Manager

High School Credit Data

List the number of high school credits earned. Add courses as needed: Course 2013 - 14 2014 – 2015 2015 – 2016 2016 – 2017 2017 - 2018 Math 1 80 87 79 Spanish 1 21 38 36

Source: Data Manager



Healthy Students Data 2015 – 2016 2016 – 2017

Strategy All

Students? (Y/N)

Time All

Students? (Y/N)

Time

Provide physical education taught by a highly qualified physical education teacher for every student. List minutes per week all students receive.

Y 225 N N/A

Provide physical activity and/or recess for every student. List minutes per week all students receive.

Y 225 N N/A

Source: School



School/Parent/Community Involvement Data Volunteers

Year Total Volunteer Hours

2013 – 2014

2014 – 2015

2015 – 2016

2016 – 2017

2017 – 2018

Mentors

Year Total # of Staff

Staff as Mentors

Students Served

Volunteer Mentors

Students Served

2013 – 2014

2014 – 2015

2015 – 2016

2016 – 2017

2017 – 2018 Source for all volunteer/mentor data: School

Parent Survey Data 2016 Number of responses: Percent of respondents who:

Statement Strongly Agree Agree Neutral Disagree Strongly

Disagree My child is treated fairly by teachers.

28.13 57.81 7.81 3.13 3.13

I feel welcome at my child’s school.

29.69 60.94 6.25 0.00 3.13

I am kept informed of my child’s progress.

20.31 45.31 25.00 6.25 3.13

I am encouraged to participate in my child’s school.

20.31 42.19 26.56 7.81 3.13

The school provides a safe, orderly, and healthy environment.

25.00 56.25 12.50 4.69 1.56

The school is successful in preparing children for the future.

18.75 59.38 14.06 6.25 1.56

Source: Communications Department, Stacia Harris (handout) Buncombe County Schools34


Safe Schools / Discipline Data Offenses (can be multiple)

2013 – 2014 2014 – 2015 2015 – 2016 2016 – 2017 2017 – 2018

Disruptive Behavior 363 316 380 Insubordination 59 38 115 Cutting Class 49 43 31 Disrespect of Faculty/Staff 92 30 168

Aggressive Behavior 108 54 102 Inappropriate Language/disrespect 185 100 70

Excessive Tardiness 157 14 6 Cell phone use 142 106 51 Bus misbehavior 70 48 4 Fighting 31 38 36 Assault (44 + 45 + 72) 4 9 8 Bullying (52 + 94) 15 18 31 Tobacco (70 + 41) 9 10 4 Legally Reportable Acts (Total) 10 19 5

Possession Alcohol (PA) 0 7 3

Possession Drugs (PS) 4 4 1

Possession Weapons (PW) 6 8 1

Discipline Actions (number NOT days) 2013 – 2014 2014 – 2015 2015 – 2016 2016 – 2017 2017 – 2018 Total 1417 913 1250 OSS > 10 1 0 0 OSS <= 10 205 179 180 ISS full day 649 448 555 ISS partial day 0 1 91 After school detention

332 103 129

Lunch detention

3 0 1

Admin Conf w/ student

155 134 211



Admin Conf w/ parent

10 6 79

Bus Suspension

62 42 4

Locations 2013 – 2014 2014 - 2015 2015 – 2016 2016 - 2017 2017 – 2018 Classroom 498 655 Hallway 86 181 Cafeteria 54 105 Gym 115 97 Restroom 29 16 School Grounds

38 186

Parking Lot 5 26 School Bus 76 37 Source: PowerSchool, System Reports, Custom Reports, Incident Management Reports, Count by Code. Legally Reportable Acts (bottom 4 offenses) PowerSchool, System Reports, State Reports,

(review) Discipline Reports, Reportable Crimes Summary View (handout).

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 Source: Graduation Initiative



Timeline ● School Improvement Plan Due October 14, 2016 ● Mid-Year Progress Report February 17, 2017 ● Year-End Progress Report September 29, 2017 ● Revisions for 2017-2018 November 17, 2017

o Includes updates of all data ● Mid-Year Progress Report February 16, 2018 ● Year-End Progress Report September 15, 2018


Documents

Enka Middle School School Improvement Plan 2016 – 2018