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Watauga Elementary School - Washington County Public Schools
Watauga Elementary School AdvancEd Accreditation Washington County Public Schools Dr. Marie Stanley, Principal Mrs. Courtney Reedy, Assistant Principal April 7, 2016 Watauga Elementary School | 2016 Visiting Team Information 2|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 School Profile Watauga Elementary School Watauga Elementary School is a public elementary school, located in a rural community about four miles from Abingdon in Washington County, Virginia. The school opened on August 17, 1981 and housed students in kindergarten through seventh grade. In the fall of 1991, Washington County adopted the middle school concept and Watauga became a K-5 School. A preschool class for four-year olds was added in the fall of 2000. Today, Watauga Elementary School continues to serve students in grades preschool through five with a current student enrollment count of 596. An addition of four classroom spaces and restroom facilities in 2008 added much needed space and presently houses an art classroom, a first grade classroom, a resource class, and a computer lab. Despite a previous addition which currently houses fourth and fifth grades, an office, and a conference room, Watauga continues to want for space. For many years, Watauga proudly served as a hub for special education, but in 2009-2010 two classes were relocated to another elementary school due to space limitations. In the past six years, the faculty of Watauga Elementary School has sustained significant changes, which include a new administrator, the addition of a part-time assistant principal, and several new teachers. The faculty continues to be a compatible mix of energetic new teachers and experienced veterans who willingly share their expertise with one another. In the same time period, some faculty members have changed teaching assignments. The administration and many of the full- time faculty members hold advanced degrees. The school currently has a total of 64 staff members, including 42 teachers. The ethnicity of the student body is composed of the following: 90.8% Caucasian, 3.3% Hispanic, 2.4% Asian, 0.2% American Indian or Alaskan Native, 0.7 % Black or African American, and 2.6% two or more races. Roughly 44% of the student population qualifies for free/reduced lunch. The average daily attendance rate is consistently 95%. The average student teacher ratio is 23:1. Watauga Elementary School has an active PTA which supports the school in every endeavor. The PTA collaborates with the faculty and administration to determine needed items that would benefit the entire student body and then plans their fundraisers around those needs. The efforts of Watauga’s PTA have resulted in Watauga Elementary School being named a National PTA School of Excellence for 2014-2016. 3|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Student performance data summarized on the county website shows proficiency levels for Virginia Standards of Learning (SOL) scores. Watauga Elementary School continues to make gains in all content areas, and the school’s scores are consistently in the upper range of performance when compared to other schools in the county and state. In the spring of 2015, Watauga received the Board of Education Distinguished Achievement Award. Watauga Elementary School was also recognized as having the third highest average of Standard of Learning scores of all elementary schools in Virginia for the 2014-2015 school year. Most recently, Watauga Elementary School was nominated by the Virginia Department of Education to be recognized as a National Blue Ribbon School. These recognitions reflect the continued efforts of Watauga staff, students, and parents to ensure students’ success. The school mission statement found below embodies the school community’s dedication to the success of all students. WATAUGA ELEMENTARY SCHOOL SEEKS TO RECOGNIZE AND RESPOND TO THE NEEDS OF ALL STUDENTS. THROUGH THE COOPERATIVE EFFORTS OF THE SCHOOL AND THE COMMUNITY, STUDENTS WILL SECURE THE FOUNDATION FOR CONTINUED SUCCESS. 4|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 WATAUGA ELEMENTARY SCHOOL VISITING TEAM SCHEDULE THURSDAY, APRIL 7, 2016 7:40- 8:15 Breakfast (Forum) 8:15-8:30 Welcome from the Choir 8:30- 9:15 Interview Parent Panel 9:15-9:25 Principal Presentation 9:30- 10:30 Classroom Observation # 1 (see attached schedule) 10:35-11:35 Classroom Observation #2 (see attached schedule) 11:40- 11:55 School Tour (four groups led by students) 12:- 12:55 Lunch with Student Panel and Begin Discussion of Report 1:00-1:10 Break 1:15- 2:00 School Improvement Team Meeting 2:00 - 3:15 Visiting Team Meeting 3:20 - Report of Findings to Faculty “EDUCATION IS FOR IMPROVING THE LIVES OF OTHERS AND FOR LEAVING YOUR COMMMUNITY AND WORLD BETTER THAN YOU FOUND IT.” -MARLAN WRIGHT EDELMAN 5|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 OBSERVATION SCHEDULE 9:30AM – 1O:30 AM OBSERVER WES TEACHER GRADE/SUBJECT Ms. Megan deNobriga Mrs. Angela Owens First Grade Dr. Janet Lester Mrs. Sara Keith-Smith Second Grade Ms. Amy Puckett Mrs. Heather Dillard Fourth Grade English Ms. Traci Sproles Mrs. Katie Ferris Fourth Grade Math Mr. Jason Lester Mrs. Kayla Turner Kindergarten Ms. Ginger Chapman Mrs. Robin Herndon Third Grade Math Ms. Melissa Roark Mrs. Tina Childress Pre-school Dr. Jeff Noe Mrs. Mary Jo Neal Fifth Grade Math Ms. Kristie Hucks Ms. Amy Lowe Fourth Grade English/History Ms. Judy Honaker Mrs. Amanda Light Fourth Grade Math Dr. Barry Yost Mrs. Shirley Hibbitts Second Grade Ms. Connie Phillips Mrs. Shannon Jordan-Russell Special Education Ms. Kim Gibson Mrs. Tiffany Evans First Grade Ms. Donna Dwyer Mrs. Tamara Grimm Third Grade English Mr. Michael Lester Mr. Mike Little Fifth Grade Science “TELL ME AND I’LL FORGET. SHOW ME AND I MAY REMEMBER. INVOLVE ME AND I LEARN.” - BENJAMIN FRANKLIN 6|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 OBSERVATION SCHEDULE 10:30AM-11:30AM OBSERVER WES TEACHER GRADE/SUBJECT Ms. Traci Sproles Mr. Mike Little Fifth Grade Math Mr. Michael Lester Mrs. Mary Jo Neal Fifth Grade Science Ms. Donna Dwyer Ms. Erin Penley Third Grade English Dr. Janet Lester Mrs. Lori Casteel Fifth Grade English/History Ms. Kim Gibson Mrs. Megan Nunley First Grade Dr. Jeff Noe Mrs. Jill Baldwin Ms. Amy Puckett Mrs. Summer Woodward Fifth Grade English Mr. Jason Lester Ms. Amanda Hogston First Grade Ms. Judy Honaker Mrs. Robin Herndon Third Grade Math Ms. Ginger Chapman Mrs. Debbie Houser Third Grade Math Ms. Melissa Roark Mrs. Lisa Hurley Special Education Dr. Barry Yost Mrs. Krystal Landeros ESL Ms. Kristie Hucks Mrs. Julie McConnell Kindergarten Intervention Ms. Megan deNobriga Mrs. Shawna Meade/Mrs. Tammy Grimm Reading Specialist/Third Grade Teacher Ms. Connie Phillips Mrs. Betsy Call Speech Pathologist Third Grade Science/History “IT SHOULDN’T MATTER HOW SLOWLY A CHILD LEARNS AS LONG AS WE ARE ENCOURAGING THEM NOT TO STOP.” -ROBERT JOHN MEEHAN 7|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 8|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 School Profile 9|P a g e Where Everyone Succeeds Watauga Elementary School | 2016 WATAUGA ELEMENTARY SCHOOL FACULTY AND STAFF ADMINISTRATION Dr. Marie Stanley Mrs. Courtney Reedy OFFICE STAFF Mrs. Tiffany Pearman Mrs. Christina Warren Principal Assistant Principal Bookkeeper Secretary SCHOOL NURSE Mrs. Dawn Stinson PRESCHOOL Mrs. Tina Childress, Chair Mrs. Elena White FIRST GRADE Mrs. Tiffany Evans Mrs. Jordan Graham Ms. Amanda Hogston Mrs. Megan Nunley Mrs. Angela Owens, Chair THIRD GRADE Mrs. Jill Baldwin Mrs. Tammy Grimm Mrs. Robin Herndon, Chair Mrs. Debbie Houser Ms. Erin Penley FIFTH GRADE Mrs. Lori Casteel Mr. Mike Little Mrs. Mary Jo Neal Mrs. Summer Woodward, Chair KINDERGARTEN Mrs. Kim Briscoe, Chair Mrs. Michelle Cunningham Ms. Holly Morrow Mrs. Kayla Turner SECOND GRADE Mrs. Connie Hayes Mrs. Shirley Hibbitts, Chair Mrs. Laura McCall Mrs. Sara Keith-Smith FOURTH GRADE Mrs. Heather Dillard, Chair Mrs. Katie Ferris Mrs. Amanda Light Ms. Amy Lowe READING INTERVENTION Mrs. Julie McConnell, Kindergarten Intervention Mrs. Shawna Meade, Reading Specialist Mrs. Tam Smith, Reading Recovery SPECIAL EDUCATION DEPARTMENT Mrs. Betsy Call, Speech Pathologist Mrs. Lisa Hurley, Special Education Teacher Mrs. Shannon Jordan-Russell, Special Education Teacher, Chair Dr. Sandra Smith, Early Childhood Specialist ENCORE DEPARTMENT Mrs. Samantha Null, Art Mrs. Tonya O’Dell, Guidance Dr. Barbara Jones, Librarian Mrs. Amanda Farnum, Music, Chair ESL TEACHER Mr. Rob Salyer, Physical Education Mrs. Krystal Landeros Mrs. Natasha Overbay, Physical Education 10 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INSTRUCTIONAL TECHNOLOGY Mrs. Tammy Martin SUPPORT STAFF Mrs. Brandi Cunningham, Special Education Mrs. Rhonda Francis, Special Education Ms. Jessica Hileman, Preschool Mrs. Julia Medearis, Special Education Mrs. Pamma Rippe, Library Secretary Mrs. Diana Salyer, Special Education BUS DRIVERS Mr. Alan Backus Mrs. Beverly Boardwine Mrs. Peggy Crabtree Mr. Claude Henderson Mrs. Gail Kinney CUSTODIANS Mr. David Eastridge Mr. Jimmy Helton Mr. James Sullivan DAY TREATMENT Ms. Stephanie Buckland Mr. Jonathan Mason FOOD SERVICE Mrs. Rose Stiltner, Manager Ms. Betty Camper Mrs. Francis Deel Mrs. Sherrie Gill Ms. Uneva Osborne Mrs. Patsy Shortridge TUTORS Mrs. Daisy Burress, WES Retired Reading Specialist Mrs. Betty Cain, WES Retired Reading Recovery Teacher Mrs. Diane Carmack, WES Retired Teacher Mrs. Patty Clark, WES Retired Teacher Mrs. Neva Johnson, WES Retired Teacher Mrs. Kaye Jones, Buchanan County Schools’ Retired Teacher 11 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 WATAUGA ELEMENTARY SCHOOL COMMITTEES ATTENDANCE Tonya O’Dell Kayla Turner Kim Briscoe Mike Little Marie Stanley Courtney Reedy, Chair Kayla Turner CHILD STUDY Holly Morrow, Chair Marie Stanley Shirley Hibbitts Lisa Hurley Shawna Meade Courtney Reedy FAIR PROJECT Samantha Null, Chair Amanda Farnum Krystal Landeros Natasha Overbay Robert Salyer GIFTED Amy Lowe, Chair Marie Stanley Heather Dillard Katie Ferris Robin Herndon Krystal Landeros HOSPITALITY Amanda Farnum, Chair Jill Baldwin Connie Hayes Amanda Hogston Samantha Null Natasha Overbay Rob Salyers Sara Keith-Smith LITERACY Shawna Meade, Chair Kim Briscoe Heather Dillard Jordan Graham Sara Keith-Smith Krystal Landeros Julie McConnell MARQUEE Mrs. Natasha Overbay Mr. Robert Salyers MATH Mary Jo Neal, Chair Katie Ferris Debbie Houser Laura McCall Angela Owens PUBLICITY/SHOWCASE Jordan Graham, Chair Tina Childress Michelle Cunningham Shirley Hibbitts Elena White Mike Little MENTAL MATH BEE Mike Little Mary Jo Neal ONE SCHOOL ONE BOOK Barbara Jones, Chair Elena White Kayla Turner Tiffany Evans Tammy Grimm Heather Dillard Summer Woodward READ ACROSS AMERICA Barbara Jones RELAY FOR LIFE Elena White 12 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 SCHOOL IMPROVEMENT Amanda Light, Co-chair Angela Owens, Co-chair Jill Baldwin Tina Childress Michelle Cunningham Amanda Farnum Betsy Call Shirley Hibbitts Barbara Jones Mike Little Rob Salyer Courtney Reedy SCHOOL SAFETY Marie Stanley Courtney Reedy Mike Little Chris Warren Dawn Stinson Tiffany Pearman SPELLING BEE Heather Dillard Amy Lowe Summer Woodward WRITING Tammy Grimm, Chair Connie Hayes Amy Lowe Holly Morrow Megan Nunley Summer Woodward SCHOOL SUPPORT Betsy Call, Chair Debbie Houser Shawna Meade Angela Owens Shannon Jordan-Russell Courtney Reedy Marie Stanley YEARBOOK Amanda Hogston, Chair Lori Casteel Sara Keith-Smith Kayla Turner Jordan Graham - THE MOST VALUABLE RESOURCE THAT ALL TEACHERS HAVE IS EACH OTHER. WITHOUT COLLABORATION, OUR GROWTH IS LIMITED TO OUR OWN PERSPECTIVES.” -ROBERT JOHN MEEHAN 13 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 ACADEMIC PERFORMANCE SUMMARIES Standards of Learning Data: Grade 3 95 94 Pass Rate 95 90 94 94 93 94 History Science 88 85 82 82 85 80 75 English Math Year 2012-13 2013-14 2014-15 Standards of Learning Data: Grade 4 Pass Rate 91 95 80 98 97 99 91 90 85 98 97 100 84 78 75 English Math History Year 2012-13 2013-14 2014-15 14 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standards of Learning Data: Grade 5 Pass Rate 100 98 97 96 95 88 90 85 89 90 88 85 82 82 84 80 75 English Math Science History Year 2012-13 2013-14 2014-15 Standards of Learning Data: Grades 3-5 97 Pass Rate 100 92 95 89 90 85 99 97 98 94 89 88 86 84 79 80 75 English Math History Science Year 2012-13 2013-14 2014-15 15 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 SURVEY RESPONSES PARENT SURVEY RESULTS PURPOSE AND DIRECTION Our school’s purpose is clearly focused on student success. 4.33 Our school’s purpose statement is formally reviewed and revised with involvement from parents. 3.87 3. Our school has established goals and a plan for improving student learning. 4.27 1. 2. GOVERNANCE AND LEADERSHIP Our school’s governing body operates responsibly and functions effectively. 4.18 Our school’s governing body does not interfere with the operation or leadership of our school. 4.17 6. Our school has high expectations for students in all classes. 4.44 7. Our school shares responsibility for student learning with its stakeholders. 3.88 8. Our school communicates effectively about the school’s goals and activities. 4.2 9. Our school provides opportunities for stakeholders to be involved in the school. 3.89 4. 5. TEACHING AND ASSESSING FOR LEARNING 10. All of my child’s teachers provide an equitable curriculum that meets his or her learning needs. 4.11 All of my child’s teachers give work that challenges my child. 4.07 All of my child’s teachers use a variety of teaching strategies and learning activities. 4.16 All of my child’s teachers meet his/her learning needs by individualizing instruction. 3.79 All of my child’s teachers work as a team to help my child learn. 4.15 All of my child’s teachers report on my child’s progress in easy to understand language. 4.13 All of my child’s teachers keep me informed regularly of how my child is grades. 4.08 All of my child’s teachers report on my child’s progress in easy to understand language. 4.38 My child sees a relationship between what is taught ad his/her everyday life. 4.08 My child knows the expectations for learning in all classes. 4.41 My child has at least one adult advocate in the school. 4.02 My child is given multiple assessments to measure his/her understanding of what was taught. 4.41 22. My child has up-to-date computers and other technology to learn. 4.15 23. My child has access to support services based on his/her identified needs. 3.8 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 16 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 RESOURCES AND SUPPORT SYSTEMS 24. Our school provides qualified staff members to support student learning. 4.37 25. Our school provides an adequate supply of learning resources that are current in good 26. 27. 28. 29. 30. 31. 32. condition. 4.38 Our school provides a safe learning environment. 4.55 Our school provides students with access to a variety of information resources to support learning. 4.4 Our school provides excellent support services (e.g., counseling, and/or career planning). 3.8 Our school provides opportunities for students to participate in activities that interest them. 4.02 Our school ensures that the facilities support student learning. 4.4 Our school ensures the effective use of financial resources. 4.27 Our school ensures that instructional time is protected and that interruptions are limited. 4.42 USING RESULTS FOR CONTINUOUS IMPROVEMENT 33. Our school ensures that all staff members monitor and report the achievement of school goals. 4.1 34. My child is prepared for success in the next school year. 4.5 35. My child has administrators and teachers that monitor and inform me of his/her learning progress. 4.28 PARENT OPEN-ENDED QUESTION RESPONSES WHAT DO YOU LIKE BEST ABOUT OUR SCHOOL? Students are always encouraged to do their best. Teachers have high expectations for all I like how success is measured at Watauga Elem. and it has been demonstrated in the awards the school has received. Teachers show an interest in each student and give them the attention they need. I feel another key aspect of this school is the feeling that my child is safe however; students. School should have been canceled during the election. That was too big of a risk!! Our principal, teachers and PTA care about the kids and their learning experience. We were new here last year and have been welcomed to jump right in and participate as parents, volunteers and advocates. Fantastic Principal! Staff, teachers and support staff are vested in helping children learn. Great atmosphere/learning environment. Everyone genuinely cares. Chicken Sandwich Wednesdays. Teachers are excellent 17 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 I like how teachers, administrators and even support staff involve us in the everyday activities. They make sure we know how our children are doing and engage us in school life. Whenever we have questions about our children or the curriculum, we have never been met with hostility or displeasure, but quite the opposite. I couldn't be more pleased with the progress of my children. WHAT DO YOU LIKE LEAST ABOUT OUT SCHOOL? The school does very well with the space it is provided, but it would be nice if the school was bigger and offered more individual classrooms. Also, the pickup and drop off situation seems to be a problem, but once again they do the best with what they have to work with. The classrooms are so large that it is hard for teachers to work or monitor an individual student. Also I have never been given actual dates that testing whether it's benchmark, pals, etc. is being done or additional resources to help prepare him until lately or to know when not to schedule a dr. appt. I do not like the homework at all. My child has had homework in every grade beginning in kindergarten and I feel it is mostly just 'busy' work. Plus, AR is stressed to an unreasonable degree, especially in 1st and 2nd grades. AR takes up too much of our time combined with the 'busy' homework that is given during the week. There is no time left for family time which is what kids need more than anything. SOL learning targets. I feel that ALL assignments are essentially preparations for SOL testing which isn't even applicable in elementary school. Assignments/rubrics/goals are aimed at bringing up the lowest performing students to a bare minimum performance. The car rider line. That students are not divided according to ability. I think that gifted students perform best when not integrated into the general population and perhaps others do as well. Many teachers send home paperwork saying that students are REQUIRED to take AR tests daily. What about students who are reading larger books? Parking and road areas need to be addresses. There is not adequate parking for events. Computers seem old. 18 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 WHAT IS ONE SUGGESTION YOU WOULD LIKE TO OFFER TO HELP IMPROVE OUR SCHOOL? I would suggest 4-H be implemented into their learning plan. Starting with Cloverbuds, not waiting until Fourth grade. The underclassmen are missing out on a wonderful opportunity. Watauga is one of the only schools in the area to deny their students this wonderful experience. Less direct focus on upcoming testing. More STEM work - specifically more science. From the top down, increase the budget to pay teachers a higher salary to attract more highly trained staff and to encourage teaching beyond SOL rubrics. I wish there was more time to focus on hands on activities and interests instead of constantly preparing for testing grades. Notify parents of any testing dates. Also have teachers help to get children out of the car during the mornings at car rider drop off. I feel this would help the line go by so much faster in the mornings! Get rid of homework and AR, enforce more parental communication from the teachers/principal(s) to the parents. I wish there was more time to focus on hands on activities and interests instead of constantly preparing for testing grades. Flags or signs to mark designated areas to help with new comers- cafeteria, office, hanging clearly from the hall. Have more after school opportunities for younger kids Up-to-date website or social media platform (private group) as another way to share information to parents. Communication could be improved to the parents. STAFF SURVEY RESULTS PURPOSE AND DIRECTION 1. Our school’s purpose statement is clearly focused on student success. 4.92 2. Our school’s purpose statement is formally reviewed and revised with involvement from stakeholders. 4.7 3. Our school’s purpose statement is based on shared values and beliefs that guide decisionmaking. 4.79 19 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 4. Our school’s purpose statement is supported by the policies and practices adopted by the school board or governing body. 4.83 5. Our school has a continuous improvement process based on data, goals, actions, and measures for growth. 4.91 6. Our school’s governing body or school board complies with all policies, procedures, laws, and regulations. 4.82 7. Our school’s governing body or school board maintains a distinction between its roles and responsibilities and those of school leadership. 4.62 8. Our school’s leaders support an innovative and collaborative culture.4.68 9. Our school’s leaders expect staff members to hold all students to high academic standards. 4.94 10. Our school’s leaders hold themselves accountable for student learning. 4.82 11. Our school leaders hold all staff members accountable for student learning. 4.9 12. Our school’s leaders regularly evaluate staff members on criteria designed to improve teaching and learning. 4.74 13. Our school’s leaders ensure all staff members use supervisory feedback to improve student learning. 4.72 14. Our school’s leaders engage effectively with all stakeholders about the school’s purpose and direction. 4.58 15. Our school’s leaders provide opportunities for stakeholders to be involved in the school. 4.52 TEACHING AND ASSESSING FOR LEARNING 16. All teachers in our school monitor and adjust the curriculum, instruction, and assessment based on data from student assessments and examination of professional practice. 4.65 17. All teachers in our school personalize instructional strategies and interventions to address the individual learning needs of students. 4.62 18. All teachers in our school regularly use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. 4.52 19. All teachers in our school use a variety of technologies are instructional resources. 4.54 20. All teachers in our school use a process to inform students of their learning expectations and standards of performance. 4.54 21. All teachers in our school provide students with specific and timely feedback about their learning. 4.5 22. All teachers in our school use multiple types of assessments to modify instruction and to revise the curriculum. 4.65 23. All teachers in our school use consistent common grading and reporting policies across grade levels and courses based on clearly defined criteria. 4.58 24. All teachers in our school participate in collaborative learning communities that meet both informally and formally across grade levels and content areas. 4.69 25. All teachers in our school have been trained to implement a formal process that promotes discussion about student learning (e.g., action research, examination of student work, reflection, study teams, and peer coaching. 4.5 20 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 26. In our school, challenging curriculum and learning experiences provide equity for all students in the development of learning, thinking, and life skills. 4.65 27. In our school, related learning support services are provided for all students based on their needs. 4.56 28. In our school, a formal structure exists so that each student is well known by at least one adult advocate in the school who supports that students’ educational experience. 4.65 29. In our school, all staff members use student data to address the unique learning needs of all students. 4.62 30. In our school, staff members provide peer coaching to teachers. 4.35 31. In our school, a formal process is in place to support new staff members in their professional practice. 4.5 32. In our school, all staff members participate in continuous professional learning based on identified needs of the school. 4.65 33. In our school, a professional learning program is designed to build capacity among all professional and support staff members. 4.46 34. In our school, all school personnel regularly engage families in their children’s learning progress. 4.54 35. In our school, all stakeholders are informed of policies, processes, and procedures related to grading and reporting. 4.6 36. Our school provides qualified staff members to support student learning. 4.74 37. Our school provides instructional time and resources to support our school’s goals and priorities. 4.77 38. Our school provides sufficient material resources to meet student needs. 4.64 39. Our school provides protected instructional time. 4.72 40. Our school provides a variety of information resources to support student learning.4.57 41. Our school provides a plan for the acquisition and support of technology to support student learning. 4.51 42. Our school provides a plan for the acquisition and support of technology to support the school’s operational needs. 4.47 43. Our school provides high quality student support services (e.g., counseling, referrals, educational, and career planning). 4.55 44. Our school provides opportunities for students to participate in activities that interest them. 4.66 45. Our school maintains facilities that support student learning. 4.66 46. Our school maintains facilities that contribute to a safe environment. 4.6 USING RESULTS FOR CONTINUOUS IMPROVEMENT 47. Our school uses multiple assessment measures to determine student learning and school performance. 4.66 48. Our school employs consistent assessment measures across classrooms and courses. 4.57 49. Our school has a systematic process for collecting, analyzing, and using data. 4.77 21 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 50. Our school ensures all staff members are trained in the evaluation, interpretation, and use of data. 4.57 51. Our school uses data to monitor student readiness and success at the next level. 4.77 52. Our school leaders monitor data related to school achievement. 4.81 53. Our school leaders monitor data related to school continuous improvement. 4.79 STAFF OPEN-ENDED QUESTION RESPONSES WHAT DO YOU LIKE BEST ABOUT OUR SCHOOL? The desire for everyone to succeed. I like the collaboration with my colleagues in developing lessons for challenging students. All teachers appear to have a good work ethic. I like that the administration conveys research based practices to the faculty and holds the faculty to a high standard. WES is a real learning community where kids are the focus. Our school is focused on learning and professionalism Teachers, Administrators and staff all work together to make our school a fun, safe and productive learning environment. The families are supportive and seem proud of our school. The students bring many life experiences to share in class. Our school engages students with problem-solving skills to use with everyday issues. The relaxed friendliness that is throughout the school, where all students are accepted and all feel safe and secure here..Greatly adds to the quality of instruction here and is a major factor in contributing to the high academic achievements of the school. WHAT DO YOU LIKE LEAST ABOUT OUR SCHOOL? We are mandated to give assessments that don't necessarily give accurate data on student performance (benchmarks). Lack of Technology The students have very long days to due to bus schedules. 22 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Time is limited for students receiving before or after school tutoring. Customizing curriculum standards to meet those students’ goals is somewhat difficult given the allotted amount of time. Large class sizes, lack of space in the building, and small playground for the number of students. The pressure to perform as a teacher often takes the fun out of teaching and allows little time to enjoy the children being children. The layout of our school makes testing a challenge. WHAT IS ONE SUGGESTION YOU WOULD LIKE TO OFFER TO HELP IMPROVE OUR SCHOOL? Updated classroom computers. Increase playground size, add an addition, and smaller class size. More activities that help teachers to bond outside of their grade level. Although I think Watauga has just about the most perfect school environment, increasing the amount of parking, adding more food choices during lunch, and eliminating bus duty would be an additional bonus. Offer a suggestion other than sitting and reading during bus duty first thing- kids that arrive at 7:30 AM, must sit quiet for 40 minutes before starting their day. Additional counseling or emotional/behavior support for those students with emotional and behavior problems. I believe scheduling needs to be revisited to provide breaks throughout the day for the students as opposed to long stretches of classroom instruction. This is often a hindrance to student focus and attention. 23 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standard 1 Purpose and Direction 24 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 STANDARD 1 PURPOSE AND DIRECTION: The school maintains and communicates a purpose and direction that commit to high expectations for learning as wells as shared values and beliefs about teaching and learning. _______________________________________________________________________________________ INDICATOR 1.1 THE SCHOOL ENGAGES IN A SYSTEMATIC, INCLUSIVE, AND COMPREHENSIVE PROCESS TO REVIEW, REVISE, AND COMMUNICATE A SCHOOL PURPOSE FOR STUDENT SUCCESS. The vision and mission statements for Watauga Elementary School were developed as a collaboration of the administration, faculty, staff, and other stakeholders. These statements are reviewed and revised annually by a team of administrators and faculty members. The vision and mission statements are visible to students, parents, and stakeholders in various school locations and on the WES website. VISION STATEMENT Committed to the Success of Every Student MISSION STATEMENT Watauga Elementary School seeks to recognize and respond to the needs of all students. Through the cooperative efforts of the school and the community, students will secure the foundation for continued success. MOTTO Where Everyone Succeeds 25 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 1.2 THE SCHOOL LEADERSHIP AND STAFF COMMIT TO A CULTURE THAT IS BASED ON SHARED VALUES AND BELIEFS ABOUT TEACHING AND LEARNING AND ALSO SUPPORTS CHALLENGING, EQUITABLE EDUCATIONAL PROGRAMS AND LEARNING EXPERIENCES FOR ALL STUDENTS THAT INCLUDE ACHIEVEMENT OF LEARNING, THINKING, AND LIFE SKILLS. The faculty and staff at Watauga Elementary hold high expectations for all students and believe that learning is a life-long process leading to future successes. WATAUGA ELEMENTARY SCHOOL BELIEF STATEMENTS We believe: Each student is a valued individual who can learn. The support and cooperation of all stakeholders increases students’ success. Effective teaching practices increase student learning. Curriculum and instruction should be research-based, data informed, and meet individual student needs. Accountability improves instruction and increases student learning and achievement. Each student and staff member is entitled to a safe, clean, and healthy environment. A positive school climate encourages communication, respect, trust, responsibility, and good citizenship. All stakeholders share in the responsibility of providing students opportunities beyond the classroom to enhance learning by providing the following opportunities: One School One Book experience Community speakers 5th Grade Helpers (reading buddies, office helpers, tutors, etc.) Monthly PTA meetings that incorporate multicultural music and thematic units Field trips GATE Life skills 4-H Program WES Choir D.A.R.E. program Student grade level PTA representatives 5th grade Encore rotation schedule allows students to participate in keyboarding, nutrition, Internet safety, and an introduction to a variety of career choices. 26 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 1.3 THE SCHOOL’S LEADERSHIP IMPLEMENTS A CONTINUOUS IMPROVEMENT PROCESS THAT PROVIDES CLEAR DIRECTION FOR IMPROVING CONDITIONS THAT SUPPORT STUDENT LEARNING. The faculty and staff of Watauga Elementary continually identify areas in need of targeted improvement including vocabulary development, fluency, and critical thinking as identified in the School Improvement Plan. SCHOOL IMPROVEMENT PLAN Watauga Elementary 2015-2016 A. Work to improve one of the four core areas as outlined in Objective 2 under Curriculum & Instruction in the Comprehensive Plan. OBJECTIVE: Watauga Elementary School will improve student comprehension and student achievement in all content areas with a concentrated focus on vocabulary development, fluency, and critical thinking skills. Incorporate research-based strategies to improve comprehension, fluency, phonics, vocabulary, and writing. Increase use of informational texts. Increase use of poetry in language arts. Increase concept of word through word study (includes instruction in Greek and Latin roots.) Incorporate Marzano’s 9 High Yield Strategies to increase student comprehension. Increase the use of formative assessments. Provide opportunities for vertical planning and peer observations. Increase comprehension and assist students in becoming strategic readers through text structure, interaction, and analysis. Explicitly teach the writing process in grades PK-5 as developmentally appropriate. Provide differentiation of instruction for all students including enrichment and /or remediation. 27 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Provide intensive one-on-one and/or small group instruction for at-risk students. Analyze data to determine areas of strengths and weaknesses. Share data with all teachers to strengthen the vertical alignment of the curriculum. Emphases on fluency: the speed of word recognition, text reading with daily practice, and frequent modeling by the teacher. Application of higher level thinking skills through questioning techniques that invite students to share their thinking as it relates to author’s purpose and point of view, opportunities to compare and contrast, purposeful implementation of critical thinking skills, increased opportunities for predicting, inferring, questioning, clarifying, and summarizing. Indicators Classroom observations and evaluations Instruction will be defined and readjusted based on the results of data Accelerated Reader STAR Growth Report Interactive Achievement results Standards of Learning test results PALS- end of the year report Reading Recovery levels Student writing B. Select one of the remaining five categories of the Comprehensive Plan and incorporate it into the School Improvement Plan. OBJECTIVE: Watauga Elementary School will increase instruction and opportunities for application of critical thinking skills in all content areas. Strategies Incorporate cross-curricular inquiry to foster deeper learning. Explicitly model critical thinking skills. Incorporate Rob Marzano’s 9 High Yield Strategies. Increase student use of and access to technological curriculum tools. Increase the use of open-ended questions during classroom instruction. Increase problem-solving opportunities for students. Incorporate frequent opportunities for students to collaborate on class projects and assignments. Increase the use of formative assessments. Provide students time to brainstorm individually prior to working in a group. 28 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Foster classroom discussions regarding the process students used to arrive at their answers and discuss the reasons the other answers are incorrect. Increase opportunities for students to write about their learning in all content areas. Incorporate a Problem of the Day and/or Challenge Question into daily routine. Indicators Classroom observations and evaluations. Student writing samples, work samples, and content area notebooks Interactive Achievement results Standards of Learning test results C. Choose one goal based on providing professional development in your building. OBJECTIVE: Watauga will participate in professional development to increase student achievement in all content areas. Strategies Teachers will focus on increasing the incorporation Rob Marzano’s 9 High Yield Strategies from the first and second editions of Classroom Instruction that Works. Teachers will focus on increasing the use of formative assessment and providing feedback to students based on the information gained from formative assessment. Read and discuss relevant articles from peer-reviewed journals. Participate in professional development opportunities provided by staff. Indicators Classroom observations, evaluations, and lesson plans Faculty meeting agendas Student assessment results . D. Meet all local, state, regional, and federal accreditation standards. 29 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standard 2 Governance and Leadership 30 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 STANDARD 2 GOVERNANCE AND LEADERSHIP The school operates under governance and leadership that promote and support student performance and school effectiveness. _______________________________________________________________________________________ INDICATOR 2.1 THE GOVERNING BODY ESTABLISHES POLICIES AND SUPPORTS PRACTICES THAT ENSURE EFFECTIVE ADMINISTRATION OF THE SCHOOL. Watauga Elementary School follows established procedures and protocols as outlined by the Code of Virginia, Washington County School Board Policy, and the Watauga Elementary School student and teacher handbooks. Students, parents/guardians, and teachers receive copies of the handbooks and the Washington County Schools’ calendar. Policies and procedures are reviewed with students and parents at the beginning of the academic year. INDICATOR 2.2 THE GOVERNING BODY OPERATES RESPONSIBLY AND FUNCTIONS EFFECTIVELY. The annual audit of financial procedures report that Watauga Elementary School is in compliance with laws, regulations and policies. Watauga Elementary School continues to maintain state, regional and federal accreditation. 31 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 2.3 THE GOVERNING BODY ENSURES THAT THE SCHOOL LEADERSHIP HAS AUTONOMY TO MEET GOALS FOR ACHIEVEMENT AND INSTRUCTION AND TO M ANAGE DAY-TODAY OPERATIONS EFFECTIVELY. The Watauga Elementary Leadership Team consists of grade group leaders and the administration. This team has the responsibility of ensuring that information and recommendations from the administration are conveyed to their departments. In addition, core committees (math, literacy, and writing) are vertically represented by grade levels, departments, and administration. These committees assist in the decision making process of daily operations. Practices implemented to meet achievement and instructional goals and manage daily operations include: Weekly grade level meetings Child Study committee Attendance and discipline committees Team leader meetings Core committees meet monthly Vertical alignment meetings INDICATOR 2.4 LEADERSHIP AND STAFF FOSTER A CULTURE CONSISTENT WITH THE SCHOOL’S PURPOSE AND DIRECTION. Watauga Elementary School’s improvement plan and vision and mission statements are the driving force of daily operations as wells as goals and objectives. The plan is ever-changing to meet the individual needs of the student body. The plan is enacted on a daily basis through administration, faculty, and staff. 32 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 2.5 LEADERSHIP ENGAGES STAKEHOLDERS EFFECTIVELY IN SUPPORT OF THE SCHOOL’S PURPOSE AND DIRECTION. Watauga Elementary School strives to engage all stakeholders in a variety of instructional supports throughout the school year. Students participate and benefit from assuming leadership roles throughout the school. Student helpers are used in various departments including: library, art room and office helpers 4th and 5th graders are literacy partners with 1st, 2nd , and 3rd graders PTA student representatives Student Advisory Team The Parent-Teacher Association Board meets monthly with teacher representation. Together, they plan and organize ideas to promote a community climate. Watauga’s PTA offers activities such as Fall Festival, Open House, monthly meeting with student performances by grade level, Field Day, and they sponsor trips to the Barter Theatre for every student. Additionally, the PTA provides funding for various school-related activities and educational needs including instruction and technology. All stakeholders communicate with families via e-mail, Tuesday folders, Parent Portal, conferences, mid-term reports, newsletters, assignment notebooks, AR reports, and the school website. Watauga Elementary School responds to the needs of students with support from our community through the United Way Backpack program, coat and food drives, and Christmas Angels. INDICATOR 2.6 LEADERSHIP AND STAFF SUPERVISION AND EVALUATION PROCESSES RESULT IN IMPROVED PROFESSIONAL PRACTICE AND STUDENT SUCCESS. The purpose of the evaluation system is to provide all educators with meaningful feedback that helps them grow as professionals and holds them accountable for helping students make measurable progress. Evaluations are based on classroom practices, lesson planning, and examination of student work and analysis of students’ performance on assessments. Through TalentEd, teachers and administrators set goals for growth and keep student achievement a priority. 33 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standard 3 Teaching and Assessing for Learning 34 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 STANDARD 3 TEACHING AND ASSESSING FOR LEARNING The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. _______________________________________________________________________________________ INDICATOR 3.1 THE SCHOOL’S CURRICULUM PROVIDES EQUITABLE AND CHALLENGING LEARNING EXPERIENCES THAT ENSURE ALL STUDENTS HAVE SUFFICIENT OPPORTUNITIES TO DEVELOP LEARNING, THINKING, AND LIFE SKILLS THAT LEAD TO SUCCESS AT THE NEXT LEVEL. Watauga Elementary teachers provide developmentally appropriate differentiated instruction that is aimed toward each child’s academic level. Enrichment opportunities and challenging learning experiences are incorporated into the educational experience. The elementary foundation for identified at-risk students begins in our pre-school program. An emphasis is placed on higher level thinking skills and questioning techniques across the curriculum in all grade levels, Pre-K through 5th. Formative and summative assessments help determine strengths and weaknesses, as well as flexible groups. Teachers provide data informed instruction to meet the needs of each group. Teachers incorporate common, content-specific vocabulary to ensure the cohesiveness of daily instruction and vertical alignment of concepts. Special Education teachers, support staff, tutors, the Reading Specialist, and the Reading Recovery teacher target areas of need and provide small group and individual instruction including inclusion services. Gifted and talented students are involved in enrichment activities and participate in special programs through the G.A.T.E. program. Available technology, including the iPad lab, is used to enhance instruction and provide opportunities to extend student learning. Teachers receive valuable feedback from online assessment tools such as PALS, Renaissance Place, Interactive Achievement, IXL and other informative websites. Student interests and abilities are enhanced through activities such as field trips, 4-H public speaking, choir, performing arts competitions, and service opportunities. Students are encouraged to develop their interest in the fine arts through participation in activities such as the annual art show and showcasing musical talents in the monthly PTA programs. The physical education department stresses the complete enrichment of the total child including activities that stress gross motor development and improvement, achieving and maintaining a level of physical fitness, skill development, and lifelong wellness opportunities. In addition, all students in 35 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 grades K-4 participate in life skills classes provided by Highlands Community Services. Fifth grade students participate in the DARE program sponsored and taught by the Washington County Sheriff’s Department. Character education is emphasized and recognized by the school guidance counselor. INDICATOR 3.2 CURRICULUM, INSTRUCTION, AND ASSESSMENT ARE MONITORED AND ADJUSTED SYSTEMATICALLY IN RESPONSE TO DATA FROM MULTIPLE ASSESSMENTS OF STUDENT LEARNING AND AN EXAMINATION OF PREOFESSIONAL PRACTICE . Watauga Elementary School educators administer numerous assessments throughout the school year to measure student progress and to identify areas in which students need additional instruction and/or remediation. These assessments include PALS screenings, STAR reading assessments, Accelerated Reader progress monitoring, Reading Recovery and Kindergarten Intervention testing, quarterly benchmark tests, Interactive Achievement test and quizzes, and SOL tests. Data from both formative and summative assessment results is used to guide and adjust instruction, lesson planning, small-group assignments for remediation or enrichment, flexible grouping, and referrals for additional tutoring or specialized services. INDICATOR 3.3 TEACHERS ENGAGE STUDENTS IN THEIR LEARNING THROUGH INSTRUCTIONAL STRATEGIES THAT ENSURE ACHIEVEMENT OF LEARNING EXPECTATIONS. Teachers at Watauga Elementary School use a variety of instructional strategies to engage students in learning. Teachers develop rigorous lesson plans aligned with Bloom’s Taxonomy that include datainformed targeted instruction, differentiation of instruction, higher order thinking, scaffolding of skills, hands-on learning, and spiral reviews. These lessons are implemented into daily classroom instruction. Individual student needs are targeted in small or flexible groups or through specialized programs such as Kindergarten Intervention, Reading Recovery, or Special Education. Teachers hold high expectations for all students and strive to engage students in higher level thinking by providing instructional and questioning opportunities that require a deeper level of analysis, synthesis, and creativity within the Bloom’s Taxonomy framework. Lessons are facilitated so that students receive immediate feedback and/or remediation as appropriate. The following instructional resources are used: 36 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Leveled Readers PALS Quick Checks 4-Square Writing Model Readworks.org Marzano Strategies Accelerated Reader Novel Studies IXL.com Reciprocal Reading EnVision Unit Projects Drops in a Bucket Science Labs Math Madness STEM STARS & CARS Flanagan and Mott Spellingcity.com Interactive Achievement One Minute Math INDICATOR 3.4 SCHOOL LEADERS MONITOR AND SUPPORT THE IMPROVEMENT OF INSTRUCTIONAL PRACTICES OF TEACHERS TO ENSURE STUDENT SUCCESS. Watauga Elementary building administrators and faculty utilize the TalentEd program for teacher observations and goal monitoring. Each year, teachers and administration work together to set data informed goals for student achievement. These goals are monitored by both teachers and administrators throughout the year. Formal and informal teacher observations are conducted by the administration by both scheduled formal observations and daily walkthroughs. These observations provide administrators needed information to identify areas of strengths and areas in need of improvement to ensure continued student learning. Following each formal or informal observation, the administrator meets with the teacher to discuss the lesson and provide feedback as needed. In addition to the TalentEd program, the administration supports instructional practices by providing the following opportunities: Professional reading assignments and discussions at faculty meetings Sharing of various best practices at faculty meetings Weekly grade level meetings with the principal or the agenda provided 37 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Peer observations within and outside the school Vertical alignment meetings INDICATOR 3.5 TEACHERS PARTICIPATE IN COLLABORATIVE LEARNING COMMUNITIES TO IMPROVE INSTRUCTION AND STUDENT LEARNING. Administration, faculty and staff members of Watauga Elementary work collaboratively to meet or exceed the goals set for our students. Weekly grade-level meetings provide opportunities for teachers to discuss subject planning and pacing, student successes or concerns and ways to increase student achievement. Literacy, writing and math committees, which consist of grade level representatives, meet monthly to discuss ways to improve instruction and student learning. In addition, grade level objectives are shared weekly with Encore teachers to encourage collaboration. Watauga faculty and administration believe that sharing best practices with peers is a powerful method of collaboration that helps to improve classroom instruction. A book of best practices in reading and math was compiled by using the school’s shared drive. Teachers also participate in peer observations with follow-up discussions. In addition, teachers read professional journals and articles and discuss the information at faculty meetings. All these opportunities ensure cohesiveness across grade levels while educating staff members about evidenced-based practices that increase student achievement. INDICATOR 3.6 TEACHERS IMPLEMENT THE SCHOOL’S INSTRUCTIONAL PROCESS IN SUPPORT OF STUDENT LEARNING. Educators at Watauga Elementary purposefully create lessons based upon the Virginia Standards of Learning curriculum frameworks and Washington County Schools pacing guides. The Bloom’s lesson plan format is followed to ensure that lessons incorporate essential questioning, modeling of concepts, guided practice, independent practice, differentiation of material, remediation, enrichment, closure, formative and summative assessments, and spiral review. 38 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 3.7 MENTORING, COACHING AND INDUCTION PROGRAMS SUPPORT INSTRUCTIONAL IMPROVEMENT CONSISTENT WITH THE SCHOOL’S VALUES AND BELIEFS ABOUT TEACHING AND LEARNING. Watauga Elementary fosters open collaboration among all educators through mentoring, coaching, and support that focuses on instructional improvement. Opportunities are provided for teachers to participate in peer observations and discussions that result in vertical alignment of curriculum. In addition, grade group leaders and committee chairs meet with teachers to encourage effective teaching practices, share ideas, and support new teachers. Students and teachers are also provided support through Highlands Community Services and retired teachers to help meet the varied needs found in our school. New teachers and experienced teachers new to our school are provided support through MPACT (Mentor Program and Coaching for Teachers), the mentoring program sponsored by the division. This program helps guide new teachers with explanations of the GATE program, Special Education, the teacher recertification process, differentiated instruction, student engagement, TalentED, understanding the assessment of student learning, instructional planning and delivery, and creating and providing lesson plans that include best practices. The MPACT program for new teachers also incorporates SMART goals: a tool to assess a goal’s feasibility and worth- goals that are Specific, Measurable, Appropriate, Realistic and Time limited. Through this continue collaboration, all stakeholders contribute to the development of a supported educational environment. INDICATOR 3.8 THE SCHOOL ENGAGES FAMILIES IN MEANINGFUL WAYS IN THEIR CHILDREN’S EDUCATION AND KEEPS THEM INFORMED OF THEIR CHILDREN’S LEARNING PROGRESS. Watauga Elementary strives to engage the families of our students and maintain an open line of communication. Students take home a weekly Tuesday folder that contains graded work, tests, behavior reports, school announcements, community events, etc. In the lower grades, teachers send weekly newsletter to keep families informed of objectives being taught along with important news and events for the week. Upper grades utilize assignment notebooks that are taken home daily. In addition to these written forms of communication, a parent e-mail contact list is used by administration, along with the school website, to notify parents of important information. 39 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Parents have access to their children’s academic progress through the Parent Portal website. Grades are sent home at mid-term, and report cards are distributed at the end of each nine week grading period. Parents and teachers have the opportunity to communicate about student progress through periodic parent-teacher conferences. Within the first six weeks of school, all classroom teachers are expected to make a positive phone call to every student’s family and open the line of communication on a positive note. In addition, parents, teachers and administrators communicate by phone, email correspondence or written communication. Parents may request a conference with a student’s teacher at any time. Family Fun Nights are scheduled in the fall and spring of each year for the Title 1 students and parents. Guest speakers, literacy activities, and literacy information is shared with parents. The Watauga Elementary Parent Teacher Association (PTA) holds monthly meetings. The PTA sponsors activities and events to promote and showcase our students’ talents and achievements. In addition, the PTA has created an electronic newsletter that is sent frequently via the parent e-mail contact list. The PTA provides a setting in which parents and teachers can work together for continuous school and student improvement. INDICATOR 3.9 THE SCHOOL HAS A FORMAL STRUCTURE WHEREBY EACH STUDENT IS WELL KNOWN BY AT LEAST ONE ADULT ADVOCATE IN THE SCHOOL WHO SUPPORTS THAT STUDENT’S EDUCATIONAL EXPERIENCE. Watauga Elementary consists of a team of faculty, staff and various stakeholders who work together to provide a support system that meets the social, emotional, and educational needs of every child. Educators prepare differentiated lesson plans that foster student growth and learning for a variety of learning styles and student needs. Administration, classroom teachers, special education teachers, and literacy teachers review progress and performance of each student in order to identify areas in need of remediation. Encore teachers support development of talents, confidence, and creativity. Educators work with support staff in inclusion classes, where differentiation through instruction and small-group learning are implemented. The secretary, nurse, and cafeteria staff maintain current health records and allergy lists for all students and relay information to the classroom teachers to ensure a safe environment for learning. Highlands Community Service day treatment counselors and the school guidance counselor provide support for individual students in need of emotional or behavioral support. 40 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 3.10 GRADING AND REPORTING ARE BASED ON CLEARLY DEFINED CRITERIA THAT REPRESENT THE ATTAINMENT OF CONTENT KNOWLEDGE AND SKILLS AND ARE CONSISTENT ACROSS GRADE LEVELS AND COURSES. The Watauga Elementary School grading policies and scales are aligned with the Washington County Schools’ Board of Education. Teachers store grades in PowerSchool, and parents have access to their student’s reports through Parent Portal. Student progress is analyzed and discussed frequently based on data analysis from assessments such as PALS, STAR, Reading Recovery testing, benchmark testing, SOL released tests, Interactive Achievement, and teacher generated assessments. This information is used by administrators, classroom teachers, and special area teachers to drive instruction and to focus instruction on specific areas of weakness for individual students, classes, grade levels, or the school as a whole. INDICATOR 3.11 ALL STAFF MEMBERS PARTICIPATE IN A CONTINUOUS PROGRAM OF PROFESSIONAL LEARNING. Teachers at Watauga Elementary participate in various professional development opportunities including local, regional, state, and national conferences and workshops. Teachers complete a minimum of three days of professional development and five days of professional duties in accordance with the Twenty Day Work Form provided by Washington County Public Schools, as well as participation in county wide in-service. Professional development opportunities for teachers within the school include vertical alignment meetings, peer observations, compilation of best practices, book studies and professional article reviews, faculty meetings, lesson plan sharing, and collaboration between and across grade levels. 41 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 3.12 THE SCHOOL PROVIDES AND COORDINATES LEARNING SUPPORT SERVICES TO MEET THE UNIQUE LEARNING NEEDS OF STUDENTS. Special Education – Watauga currently has two special education teachers who work with classroom teachers to ensure that Individual Education Plans are implemented on a daily basis. These educators collaborate and plan with classroom teachers and determine any modifications or accommodations needed within the inclusion or resource setting. Reading Recovery – Reading Recovery is a short-term intervention of one-on-one tutoring for low achieving first grade students. Individual students receive a 30 minute lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students are able to meet grade level expectations and demonstrate independence in the classroom, their lessons are discontinued, and new students begin individual instruction. Kindergarten Intervention – The Kindergarten Intervention program is designed to target students whose academic performance indicates that supplemental small group instruction is needed. Identified students receive 30-45 minutes of one-on-one or small group instruction from a specialized teacher to target areas of weakness. Reading Specialist – The Reading Specialist provides instruction and assessment for the school wide reading program. With advanced preparation and experience in the teaching of reading, the specialist is responsible for the literacy performance of all readers, specifically those who struggle. GATE – The Gifted and Talented Education Program (GATE) provides additional educational services to students who are identified as “gifted.” Lessons and enrichment opportunities are planned by the school GATE coordinator. Day Treatment – Watauga has two day treatment counselors who are available to identified students for support, guidance, and assistance in the areas of need. Project Graduation – Certified tutors provide successful instructional support for identified students through Project Graduation funding. Speech – Watauga has one certified speech and language pathologist who serves students who have been identified with needs in these areas per the specifications of their Individual Education Plans. ESL – Students at Watauga who are English Language Learners are served by the ESL teacher, who provides support in oral and written language development as well as academic support in all content areas. 42 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standard 4 Resources and Support Systems 43 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 STANDARD 4 RESOURCES AND SUPPORT SYSTEMS The school has resources and provides services that support its purpose and direction to ensure success for all students. _______________________________________________________________________________________ INDICATOR 4.1 QUALIFIED PROFESSIONAL AND SUPPORT STAFF ARE SUFFICIENT IN NUMBER TO FULFILL THEIR ROLES AND RESPONSIBILITIES NECESSARY TO SUPPORT THE SCHOOL’S PURPOSE, DIRECTION AND THE EDUCATIONAL PROGRAM. Watauga Elementary has highly qualified faculty and staff members who meet all state licensing requirements. Faculty members meets all required state licensing and participate in coursework, inservice opportunities, and appropriate educational activities based on teaching assignments. Teacher effectiveness and student success is increased when class sizes are manageable, allowing students to receive the individual and small group instruction needed to be successful. The average teacher-to-student ratio is 23:1 with fifth grade having the largest class size ration of 25:1. INDICATOR 4.2 INSTRUCTIONAL TIME, MATERIAL RESOURCES AND FISCAL RESOURCES ARE SUFFICIENT TO SUPPORT THE PURPOSE AND DIRECTION OF THE SCHOOL. Instructional time at Watauga Elementary is maximized and protected by limiting classroom disruptions. The master schedule focuses time on task by allowing for uninterrupted teaching blocks and smooth transition times to recess, lunch, and Encore classes. Numerous instructional resources are available to support instruction. The administration works to ensure that the faculty has the most effective resources to enhance instruction and promote student success; however, there is a need for additional classroom computers and laptops for our mobile computer labs. Many of our existing computers are old and need to be replaced in order to provide maximum opportunities for our students. 44 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Watauga Elementary depends upon a variety of fiscal resources to sustain its current academic excellence and mandatory maintenance. As a result of school and PTA fundraisers, Watauga has been provided with classroom resources and supplies, technology for classrooms and mobile labs, art supplies, DARE tee-shirts, and end-of –the year student celebrations. The fundraisers also allow the school community to provide assistance to students and families in times of need. Watauga depends on these fundraising efforts for materials for students and teachers. Human Resources are an essential part of the Watauga community and provide instruction, remediation, enrichment, direction, safety, guidance, support, and meet the needs of the whole child. These important resources include: Teachers Administration Tutors Resource Encore Support Staff INDICATOR 4.3 THE SCHOOL MAINTAINS FACILITIES, SERVICES AND EQUIPMENT TO PROVIDE A SAFE, CLEAN AND HEALTHY ENVIRONMENT FOR ALL STUDENTS AND STAFF. Watauga Elementary maintains a safe, clean, and healthy school environment. Administrators, teachers, and staff keep a highly visible presence throughout the building. Identification badges worn by all employees make it easy for visitors to recognize personnel. Teachers and staff carry out morning and afternoon bus duty and car rider duty assignments to monitor the safety of students as they enter and exit the building. All outside doors remain locked throughout the school day. Access to the school building is permitted only after visitors have contacted the office via a call button and have been viewed on camera. Exterior activity is monitored through security cameras. Fire drills, severe weather threats, and lock-down drills are practiced throughout the school year. Grade group leaders are provided twoway radios to ensure communication during an emergency. Washington County Sheriff’s deputies do daily walkthroughs of the building to monitor safety. The cafeteria is managed by a School Nutrition Specialist. The cafeteria is reviewed for cleanliness and safety compliance by the Washington County School Nutrition Supervisor, the state of Virginia, and a federal team. Watauga’s custodial staff maintains cleaning of all classrooms, offices, restrooms, cafeteria, hallways, and outdoor areas. Duties of the custodial staff include routine school maintenance inside and outside the building, as well as being available throughout the day to address any custodial need. 45 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Watauga Elementary School has one school nurse who is available to students throughout the day. Her responsibilities include maintaining students’ medical information and distributing medications. The nurse keeps the faculty and staff informed of student allergies and medical conditions, and provides necessary training as needed. Faculty members are CPR, AED, and First Aid trained. INDICATOR 4.4 STUDENTS AND SCHOOL PERSONNEL USE A RANGE OF MEDIA AND INFORMATION RESOURCES TO SUPPORT THE SCHOOL’S EDUCATIONAL PROGRAMS. Watauga Elementary has two stationary computer labs each containing 26 desktop computers. One of these two labs is equipped with an LCD projector and Smart Board. The school has three mobile labs with 24 laptop computers included in each. In addition to these labs, the school maintains one iPad lab which contains 23 iPads. Lessons are enhanced through Smart Boards, document cameras, and LCD projectors in each classroom including the library, art, and music classrooms. These technology resources are not sufficient for the successful implementation of Interactive Achievement, IXL, and Renaissance Learning programs with a student population of 600 students. The library contains all genres of books and reading levels ranging from pre-primer to young adult novels for advanced readers. The average daily book circulation is 350- 400 checkouts per day. The library houses current periodicals and resources useful to both teachers and students, along with access to various informational and research databases. INDICATOR 4.5 THE TECHNOLOGY INFRASTRUCTURE SUPPORTS THE SCHOOL’S TEACHING, LEARNING AND OPERATIONAL NEEDS. Watauga Elementary has an adequate technology infrastructure to support the school’s teaching, learning, and operational needs on the daily basis. However, during high volume testing the increase of bandwidth would allow technology to operate more efficiently while decreasing the amount of complications. Recently, our wireless network was upgraded in an effort to decrease complications during periods of high volume usage. WES initially experienced many difficulties after the upgrade was completed, but the system seems to be working more efficiently at this time. 46 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 4.6 THE SCHOOL PROVIDES SUPPORT SERVICES TO MEET THE PHYSICAL, SOCIAL AND EMOTIONAL NEEDS OF THE STUETN POPULATION BEING SERVED. Physical Needs The physical needs of Watauga students are predominately met through participation in physical education classes two times per week for 40 minutes per class. The students engage in stretching and strengthening exercises and work on gross motor skills. Students also have a scheduled daily recess time. Weather permitting; students go to their designated playground where physical activity is encouraged. Students in need of additional nutrition may participate in the United Way's Backpacks Unite program. Students qualify based on teacher and home recommendation. The program has served 42 students during the 2015-2016 school year. Each week participating students are given a bag of nonperishable food items that can be easily prepared. The bags are packed on a rotation schedule by various civic organizations from the Abingdon community. Food bags are delivered to the school every six weeks and then distributed once a week to qualifying students. Social and Emotional Needs The faculty and staff at Watauga Elementary provide services to meet the unique social and emotional needs of the students. Teachers take time to talk to students and offer advice to those in need. If the teacher believes a student needs counseling, a referral to the guidance counselor is made. The guidance counselor works with students in the classroom setting once every other week for 40 minutes, and also works with students individually if the need arises. Highlands Community Services offers day treatment to students who show a deficit in social skills, peer relations, and to students who have severe behavioral or emotional problems. There are two HCS counselors at Watauga who work to assist the classroom teacher with students. The Life Skills program presented to third and fourth grade by Highlands Community Services provides ten consecutive weeks of educational lessons on the effects of smoking, bullying, peer pressure, and media influence. This program provides students with additional support by addressing social, emotional, and developmental needs. The Washington County Sheriff’s Department works with teachers and administrators at Watauga Elementary to educate fifth grades students with the Drug Abuse Resistance Education Program (DARE). The six week program is taught by a police officer from the Washington County Sheriff’s Department. After mastering all material taught during the program, students take part in a special graduation ceremony. 47 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 4.7 THE SCHOOL PROVIDES SERVICES THAT SUPPORT THE COUNSELING, ASSESSMENT, REFERRAL, EDUCATIONAL AND CAREER PLANNING NEEDS OF ALL STUDENTS. The classroom teacher is the initial provider of support services based on observational data collected including academic and behavioral concerns. The Response to Intervention (RtI) process allows teachers to implement targeted instruction strategies for student success based upon the three-tiered system. This program includes whole group, small group and individualized instruction. Watauga Elementary addresses specific academic and behavioral concerns for individual students by utilizing a team of faculty members titled the School Support team. This committee monitors and measures the interventions provided for students referred by classroom teachers. After a specified amount of time, the team assesses the student again to determine if the implemented interventions are working. If adequate progress is not observed, referral may proceed to a Child Study process. This process includes special education teachers, administrators, school division child psychologists and community medical doctors making assessments to determine if any learning disabilities are present. GIFTED AND TALENTED EDUCATION (GATE) is an umbrella term used to describe the program that serves the needs of identified gifted and talented students. A classroom teacher serves as Watauga’s GATE coordinator who supervises and plans the school-based program. The services include differentiated instruction and enrichment activities. Instruction is differentiated when the teacher adapts coursework to challenge gifted students within the context of the classroom. Recognizing the importance of in-class instructional time, some parts of the gifted program are after school hours. These activities may be part of the individual school programs or part of the county-wide program 48 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 Standard 5 Using Results for Continuous Improvement 49 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 STANDARD 5 USING RESULTS FOR CONTINUOUS IMPROVEMENT The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. _______________________________________________________________________________________ INDICATOR 5.1 THE SCHOOL ESTABLISHES AND MAINTAINS A CLEARLY DEFINED AND COMPREHENSIVE STUDENT ASSESSMENT SYSTEM. Watauga Elementary monitors student progress throughout the year with the use of comprehensive student assessments that include the following: Interactive Achievement STAR Reading PALS Flanagan & Mott Benchmark Testing Reading Recovery Leveled Test Teacher created formative assessments The data from these assessments is immediate feedback used to prepare students for the end of the year Standards of Learning testing. Through SOLs, minimum learning goals and expectations are established across all grade levels in each core subject area. Resource education teachers also conduct initial and triennial evaluations in accordance with the Individuals with Disabilities Education Act (IDEA). Teachers may also refer students for screening for the Gifted and Talented program (GATE). 50 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 5.2 PROFESSIONAL AND SUPPORT STAFF CONTINUOUSLY COLLECT, ANALYZE AND APPLY LEARNING FROM A RANGE OF DATA SOURCES, INCLUDING COMPARISON AND TREND DATA ABOUT STUDENT LEARNING, INSTRUCTION, PROGRAM EVALUATION, AND ORGANIZATIONAL CONDITIONS. Data collection is part of the assessment process that allows teachers and administrators to monitor student progress, and therefore guide instructional decision making. The Interactive Achievement program offers several reports for teachers to analyze student, class and demographic growth and identify specific areas in need of improvement. The faculty and staff at Watauga utilize various other data sources such as STAR, PALS and teacher-made assessments to identify areas in need of improvement and plan their instruction accordingly. Collaboration among teachers, administrators, grade-level teams, resource teachers, tutors, and parents allows for a plan that meets the needs of all students. Everyone’s involvement in the instructional planning process ensures student success by maximizing individual learning potential. INDICATOR 5.3 PROFESSIONAL AND SUPPORT STAFF ARE TRAINED IN THE EVALUATION, INTERPRETATION AND USE OF DATA. Watauga Elementary faculty members are presented opportunities for discussion, analysis and interpretation of data through the following: Summer professional development After school professional development Faculty professional literature studies College recertification courses PALS webinar training Special Education staff receives training via VDOE on the latest trends in assessment once per school year 51 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 INDICATOR 5.4 THE SCHOOL ENGAGES IN A CONTINUOUS PROCESS TO DETERMINE VERIFIABLE IMPROVEMENT IN STUDENT LEARNING, INCLUDING READINESS FOR AND SUCCESS AT THE NEXT LEVEL. Watauga Elementary utilizes multiple assessments to monitor student progress throughout the school year, and in some cases, monitor the student’s entire elementary experience. Content specific pretest and posttest assessments measure student growth throughout the academic year. PALS, STAR, AR data, and Reading Recovery Assessments follow the specific benchmark testing periods and provide information related to students who perform below, on or above grade level. In addition to these assessments, teacher created formative assessments are used to collect data to assist in developing instructional plans, create small-group assignments, determine tutoring services, and create individualized remediation plans. INDICATOR 5.5 LEADERSHIP MONITORS AND COMMUNICATES COMPREHENSIVE INFORMATION ABOUT STUDENT LEARNING, CONDITIONS THAT SUPPORT STUDENT LEARNING, AND THE ACHIEVEMENT OF SCHOOL IMPROVEMENT GOALS TO STAKEHOLDERS. Watauga Elementary leadership communicates information to parents about student learning through the use of an e-mail listserv, the school website, PTA programs, weekly newsletters, Tuesday folders, and assignment notebooks. Assessment reports are available to parents in Parent Portal and mid-term grades and report cards are sent home every nine weeks. Parents of students in primary grades receive daily academic and behavior feedback. School Improvement goals are discussed in grade levels and teachers are encouraged to make suggestions for additions or changes. Community stakeholders have access to the Washington County Public Schools website that includes information specific to Watauga Elementary, and features a link to the school’s Report Card on the Virginia Department of Education website. 52 | P a g e Where Everyone Succeeds Watauga Elementary School | 2016 NOTES 53 | P a g e Where Everyone Succeeds
