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In compliance with Federal Law, Buncombe County Schools administers all education programs including its Career and Technical Education Programs, employment, activities and admissions without discrimination against any person on the basis of gender, race, color,
religion, national origin, age, or disability. | Approved by the Buncombe County Schools Board of Education, April 12, 2012. Last update January 2017.
CONTACT USBuncombe County SchoolsAdministrative Services BuildingPhone: 828.255.5921Fax: 828.255.5923175 Bingham Road, Asheville, NC 28806
Buncombe County Schools
Strategic Plan2012 - 2017
Priority I: All students will graduate as high-achieving and globally-competitive learners with 21st Century skills.
OutcomesMeasurable
OutcomesMore Strategies Means of Evaluation Contacts
2012-2017 Progress Notes
I(A). High quality
instruction to all
students
I(A)1. All teachers
will engage
students in high
quality instruction
based on local,
state, or federal
accountability
measures.
Referenced with:
RttT B(3) 1.1
RttT C(3) 1.3
RttT D(5) 1.1
RttT D(5) 1.2
RttT P(2) 1.1
I(A)1.1. Engage all students in
research-based instructional
practices, including but not
limited to the Balanced
Literacy model (media,
financial, informational,
health, scientific), inquiry math
and science, writing across the
curriculum, and concept-based
instruction in social studies to
ensure achievement of
learning expectations.
Classroom walk-through
observations
Curriculum
Directors,
Specialists,
Administrators
Curriculum Specialists, Instructional
Coaches, & Principals provide fidelity
measures; Documentation at the school
level and coaching logs. School and
district curriculum leadership teams.
Continued curriculum support for all NC
Standards. Implement Instructional
Framework and Learning Targets at all
schools 2015-16
North Carolina Educator
Evaluation System (NCEES), a
growth model to promote
effective leadership, quality
teaching, and student learning
Personnel Director Ratings available each year.
System Evaluation Assessment
(SEA System) professional
development reports. Converted
to My Learning Plan in 2015.
Professional
Development
Coordinator
SEA System data July 2013 , 2014, 2015
My Learning Plan data, available 2015-
16
North Carolina Annual
Measurable Objectives (AMOs)
Testing &
Accountability
Director
2011-12 AMO charts (Gr.3-12); 2012-13
data available from NCDPI, October,
2013
2013-14 AMO data available from NCDPI,
October 2014. AMOs no longer reported
as of 2015-16. Participation targets only.
Buncombe County Literacy and
Math Stages (elementary)
Elementary
Curriculum
Director
Progression to District Literacy and Math
Assessments 2013-14, ongoing. mCLASS
2013, ongoing
I(A)1.2. Use data to make
decisions about teaching and
learning.
Records of data-analysis
meetings
Testing &
Accountability
Director
PowerPoints, Data Charts, Schedule &
Agendas of training dates available from
Data Team (2011-2016)
Review of agendas to insure data are
used during PLCs to inform teaching and
learning.
I(A)1.3. Implement the use of
the Buncombe County Data
Analysis Sequence model
(DAS) to facilitate data
conversations and strategic
decision-making with district-
and school-level staff.
DAS training materials Testing &
Accountability
Director;
Curriculum
Directors
PowerPoints, Data Charts, Schedule &
Agendas of training data available from
Data Team; Sampling of photos of
schools’ data walls; School walkthrough
observations
Data analysis summer training with SITs;
District-level staff & Principals received
EVAAS training Sept./Oct. 2014, 2015,
2016.
Program and Classroom
Connections improvement
strategies chart included in Data
Walls
Sample of photos of schools' data walls;
School Walkthrough observations (of
PLC/Data walls)
Sample of photos of schools' data walls;
School Walkthrough observations (of
PLC/Data walls)
I(A)1.4. Require the inclusion
of “Specific Measurable
Attainable Relevant Timely”
(SMART) goals in School
Improvement Plans.
SMART goals included in School
Improvement Plans (SIPs)
Curriculum
Directors
SIPs approved by the BCS Board of
Education, December 3, 2012. SMART
goals are included in the 2014-16 SIPs.
SMART goals are included in the 2016-
2018 SIPs.
I(A)1.5. Review progress
toward accomplishing SMART
goals with principal and key
participants.
Principals' Mid-year Reflections
and Annual Progress Reports
Associate
Superintendent,
Curriculum
Directors
Completed biannually 2013, 2014, 2015,
2016
I(A)2. Increase
the percentage of
licensed staff
rated at or above
proficient on all
standards as
measured by the
NCEES.
Referenced with:
RttT B(3) 1.1
RttT C(3) 1.3
RttT D(2) 2.1
RttT D(5) 1.1
RttT D(5) 1.2
RttT P(2) 1.1
I(A)2.1. Utilize the NCEES as
a means of critical feedback
and honest evaluation of
the level of instruction
taking place.
Annual comparison evaluation
data
Personnel Director Annual comparison data of NCEES
Aggregate Percentage of Teachers Rated
At or Above Proficient on the NCEES
Standards for 2011-12, 2012-13, 2013-
14, 2014-15 (See Table I(A) 2.1 in Prioity I
Appendix) .
I(A)2.2. Monitor classroom
instruction according to the
NCEES.
NCEES data to ensure correct
implementation of the
evaluation process
Associate
Superintendent;
Curriculum
Directors,
Ongoing
I(A)2.3. Review the NCEES
evaluation data to ensure
correct implementation of the
evaluation process.
Training with Tom Tomberlin, NCDPI &
Sandy Horn, SAS (November 3, 2014).
System level review at General Staff
Meetings - Personnel department.
Principal's Ready Training, annually.
I(A)2.4. Provide training to
school-based administrators
on the effective use of the
NCEES for the purpose of
identifying weaknesses in
instructional practices.
Professional development
records
Personnel
Director,
Professional
Development
Coordinator
Initial training sessions were facilitated
by WRESA; Inter-rater reliability training
for administrators. Annual training for
new administrators and ongoing support
from personnel department.
I(A)3. Increase the
percentage of AIG
students/schools
making high
growth in Reading
and Math.
I(A)3.1. Differentiate
instruction so that all students
are challenged to reach their
potential through rigorous and
relevant educational
experiences.
Classroom walk-through
observations and lesson plans
that include Revised Bloom’s
Taxonomy (RBT) and tiered
activities. Documentation of
differentiated lesson plans and
units using STEAM principles and
math/reading curriculum
extensions.
AIG Specialist and
District AIG
Coaches
Quarterly AIG Parent Advisory meeting,
committees, AIG Credentials, Credit by
Demonstrated Mastery Process. District
AIG plan adopted by Board June 2016.
Math curriculum maps created in
collaboration with AIG to be implemented
2016-17. Monthly professional
development with AIG specialists. Data
analysis review with administrators and
leadership.
I(A)3.2. Increase collaboration
between AIG Specialists and
regular classroom teachers.
Common Core / Essential
Standards Professional
Development and training
Curriculum
Directors; AIG
Specialist and AIG
Coaches
PLC Continuum, Learning Targets,
Unpacking Standards Workshops, Credit
By Demonstrated Mastery, BCS
Instructional Framework, PLC Continuum.
Sharing of differentiated units/lesson
plans. Consultative support.
I(A)3.3. Expand Advanced-
Placement (AP) and Honors-
level courses for secondary
students (middle and high
school).
AP and Honors-level course
enrollment and test data
Secondary
Curriculum
Director; Testing &
Accountability
Director
NCDPI data available annually.
I(A)3.4. Revise the
Academically or Intellectually
Gifted (AIG) Plan to enhance
differentiation of instruction,
professional development, and
parental
empowerment/involvement
resulting in rigorous and
relevant educational
experiences.
Current BCS AIG Plan, records of
professional development, BCS
AIG endorsement list, and AIG
Advisory Committee
AIG Specialist and
District AIG
Coaches
See Table I(A)3.4. in Priority I Appendix
for annual AIG Population & Honors & AP
Placement annual comparison data.
Board approved AIG plan 2016.
Implementation through 2019. Student
progress reports provided to parents
every nine weeks. At least two parent
advisory meetings per year.
I(A)3.5. Maximize
opportunities for expansion of
direct AIG services.
Training with principals on scheduling.
Service delivery plan addressed in the
new AIG Plan.
I(A)4. Use
common,
formative, &
comprehensive
assessments to
provide feedback
for improvement
in teachers’
instructional
practices and
student learning
outcomes.
Referenced with:
RttT C(3) 1.3
RttT C(3) 1.4
I(A)4.1. Develop and make
accessible a repository of
school and district-wide
assessments designed for
teachers to measure student
performance and effectiveness
of instructional practice.
Repository of archived common,
formative, and comprehensive
assessments
Curriculum
Directors
Linked to the development of Home Base
(NCDPI Instructional Improvement
System (IIS); mCLASS (K-3); Local math,
COGAT assessment, science,
English/Language Arts assessments.
Creation of common district benchmarks
2015, Formative assessments 2016,
Learning Target Focus 2015-16, K-5
District assessments for PLC use. Use of
School NET, Canvas.
I(A)4.2. Implement routine
use of assessments based on
NC FALCON Professional
Development.
Formative assessment
documentation
Curriculum
Directors; Testing
& Accountability
Director, Coaches
NC FALCON training completed 2012.
Instructional framework continues to
support the work of NC Falcon with
embedding of learning targets.
I(A)4.3. Utilize Education Value-
Added Assessment System
(EVAAS) reports.
Annual EVAAS reports Testing &
Accountability
Director
EVAAS Reports for training (former
diagnostic and current Educator
Effectiveness, district training for
instructional coaches and school-based
training with data coaches); Test
Director/Data Coaches provide annual
EVAAS training. School based data team
meetings.
I(A)4.4. Use K-2 formative and
benchmark assessments to
ensure students are reading on
grade-level by the beginning of
Grade 3.
K-2 Assessment data Elementary
Curriculum
Director
BCS K-2 Assessments fall, mCLASS-
beginning, middle and end of year with
progress monitoring.
I(A)4.5. Third grade students
will demonstrate proficiency at
a level 5 percentage points
above the state average in
reading by 2013 as measured
by the NC End of Grade (EOG)
as a BCS benchmark.
Grade 3 NC Reading End of
Grade (EOG) Test as a BCS
benchmark
Testing &
Accountability
Director
See Table I(A)4.5. in Priority I Appendix
for annual comparison data of Percent of
grade 3 Students Scoring At or Above
Proficient on the EOG Reading Test
I(B). Career and
College
Readiness
options for all
students
I(B)1. All
graduates will be
Career and
College Ready.
Referenced with:
RttT C(3)1.2
RttT C(3)1.3
RttT P(2)1.1
I(B)1.1. Increase student
access to relevant work
experiences through programs
such as Career Academy,
Workforce Investment
Opportunities Act, Work-based
Learning, Internships, and
summer enrichment
programs.
Student participation in work-
based learning and enrichment
experiences
CTE Director 92 students are enrolled in CTE
internships for the 2016-17 school year.
25 students participated in Mission
Possible this summer and 19 students
participated in Career Academy's
Summer Work Program. Both of these
programs are funded by the Buncombe
County Commissioners. 77 students
participated in CTE Summer Career
Camps at A-B Tech. Over 700 middle
school students visited local businesses
and industries during Student@Work
Week. CTE provides Virtual Job
Shadowing to all students in grades 6-12
allowing them to explore careers in an
online setting.
I(B)1.2. Ensure all students
have a personalized four-year
graduation plan that includes
post-secondary goals and
diagnostic information from
various sources including
WorkKeys, ACT, and SAT.
Four-Year Graduation Plans,
Graduation Rate, WorkKeys,
ACT, and SAT data
CTE Director The latest data from NCDPI CTE shows
that the CTE Concentrator graduation
rate is 95% compared to the current
graduation rate of all students which is
85.2%. 737 students earned either a
Platinum, Gold, or Silver Level Career
Readiness Certification on WorkKeys. CTE
students earned a total of 3119 industry
recognized credentials during the 2015-
16 school year and 140 students earned
articulated credits through their Career
and Technical Education courses.
I(B)1.3. Utilize distance
learning to provide Course
Recovery and additional
options such as NC Virtual
Public School to meet
individual student need.
Number of students enrolled and
successful course completion
Secondary
Curriculum
Director
Annual data as recorded in PowerSchool
will be reported the Distance Learning
Coordinator.
I(B)2. Increase the
graduation rate to
85% by 2013-14.
I(B)2.1. Identify at-risk early
warning indicators and plan
appropriate interventions for
academics, attendance, and
behavior.
BCS K-3 Reading and Math
Assessments
Elementary
Curriculum
Director
Documentation on file at school level/
Scores on file in Elementary Curriculum
Director's Office. District level fidelity
check 2017.
Learning Accomplishment Profile
Diagnostic LAP-D2, Pre-
kindergarten assessment
Elementary
Curriculum
Director
Documentation on file at school level/
Scores on file in Elementary Curriculum
Director's Office
NC Window of Information on
Student Education (NCWISE)
attendance and discipline data.
Converted to PowerSchool.
Educator handbook in effect
2016.
Student Services
Director
Attendance & discipline data used for
RtI, 2012-13 District RtI Implementation
plan, Tier 1; Tier 2 training fall 2013,
Principals train annually. Annual
PowerSchool data collected by Student
Services. Piloted Educator Handbook
Spring 2016 with full implementation Fall
2016. Multi-tiered System of Support
(MTSS) training for district team 2016.
Graduation Initiative data, Mini-
mester completion, Online
Course Recovery, Increase
number of school social workers.
Graduation Initiative specialists.
Participation in Minimum Credit
Diploma, student enrollment in
Middle College and Community
High School.
Graduation
Initiative Director
4 year cohort graduation rate:2012-
80.0%, 2013-80.3%, 2014-83.2%, 2015-
85.2%, 2016-85.7% (See Table I(B)2.1 in
Priority I Appendix)
I(B)2.2. Provide interventions
to ensure students’ academic
progress. Comprehensive
Counseling Program.
Personal Education Plans Student Services
Director
Comprehensive counseling program. PEPs
and assurance statements on file until
requirement removed from General
Assembly in 2015. Transitioning to MTSS
model-2016.
Individualized Education Plans EC Director Documentation in EasyIEP
504 Accommodation Plans Student Services
Director
Number of identified 504 students on file
in NCWISE database and in PowerSchool
database. Annual Student Services
meeting.
Limited English Proficiency Plans Federal Programs
Director
LEP Plans on file at school level – ESL
Innovations (database software).
Collaboration with ESL coaches,
curriculum specialists to provide
Language of Science and Math
professional development 2015, 2016.
I(B)3. (a)
Buncombe County
Schools will seek
participation in
the North Carolina
Science
Technology
Engineering
Mathematics
(STEM) Learning
Network
beginning 2011-
12; (b). Increase
the number of
STEM related
courses available
to BCS students;
(c). Increase the
emphasis on
STEM within the
content areas, K-
12. Referenced
with: RttT P(2)1.1
I(B)3.1. Schools will identify
business and community
partners for STEM.
STEM Committee meeting
documentation and
implementation plan
CTE Director,
Curriculum
Directors, Content
Specialists
Meeting agendas and materials;
PowerPoints; List of business partners;
Chamber of Commerce, Work Force
Development, job shadowing, and work-
based learning. Continued participation
with business partners; Nesbitt Discovery
Academy opened, August 2014.EWIF
grant for elementary/intermediate
schools. Project Lead The Way
implementation 2013. STEAM lab pilot in
six schools 2016 with full-district
implementation for
elementary/intermediate schools
2017/2018. District STEM Awareness
events for students and families 2014,
2015, 2016, 2017. Development and
implementation of STEAM units for AIG
students, ongoing.
I(B)3.2. Collaborate with
stakeholders to establish a
new STEM-themed high
school.
Partnership opportunities Nesbitt Discovery Academy opened,
August 2014
I(B)3.3. Implement Project
Lead the Way (PLTW) in
middle and high schools and
integrate PLTW lessons into
elementary curriculum.
Implementation of PLTW
curriculum; PLTW professional
development records; PLTW
evaluation reports
CTE Director,
Professional
Development
Coordinator, STEM
Coach
Buncombe County Schools offers PLTW in
all intermediate and middle schools and
at Nesbitt Discovery Academy. PLTW is
being introduced in our elementary
schools through the Education Workforce
Innovation Funding grant. Robotics
competitions and additional club
activities help students extend their
learning past the classroom.
I(B)3.4. Provide curriculum
support in new standards and
use available data to place
students in the most rigorous
and appropriate science and
math courses.
Enrollment analysis of science
and math courses.
Secondary
Curriculum
Director; Testing &
Accountability
Director, District
Math and Science
Specialist
Analysis of enrollment data for Science &
Math courses. Analysis of data: EOG,
EOC, and NC Finals. Middle school Math
Placement Rubric.
I(B)3.5. Expand Green Schools
Initiative to integrate inquiry
learning opportunities for
students.
Number of BCS with Green
Schools designation
Science Specialist Twenty-six BCS schools recognized as NC
Green Schools as of 2016. (See Table I
(B)3.5 I n Priority I Appendix)
I(C). Equity in
curriculum
across the
district,
targeting
minority
achievement
I(C)1. All students
will have access to
equitable
curriculum
offerings across
the attendance
districts.
I(C)1.1. Analyze current district-
wide curriculum offerings,
staffing, and student
enrollment patterns to ensure
equitable curriculum offerings
across the district
• Student registration: face-to-
face and online enrollment data
• PowerSchool
• Graduation rate
• Transfer data
• Career and College Ready
graduates
• CTE Task Force report
● Civil Rights Review
CTE Director;
Student Services
Director
Students use PowerSchool for course
selection; Equity is a focused initiative
across the district; OCR Audit, spring
2013 will provide additional data to assist
with this initiative; The CTE Graduation
Rate 93.6% for 2011-12; The CTE Task
Force revealed a need for a CTE Advisory
Council, who will focus on implementing
the recommendations in the report; 44
council members will provide assistance
with this initiative; Meeting
notes/agenda are on file in the CTE
Office. Virtual Public High School course
records.
I(C)1.2. Create and implement
district-wide high school
course guide in PowerSchool
starting with Career Technical
Education (CTE) and
continuing with other
curriculum areas.
District-wide high school course
selection guide; Buncombe
County Curriculum Council
Comprehensive Course Catalog published
annually.
I(C)1.3. Develop a Minority
Achievement Action Plan to
investigate and resolve
inequities in curriculum
offerings
Action plan to decrease
inequities across the district
Student Services
Director,
Secondary
Curriculum
Director, Math
Specialist
Professional Development, use of
Curriculum Council to address course
offerings, removed course prerequisites,
Implementation of BCS Instructional
Framework
I(C)2. Minority
participation in
the AIG program,
Honors, AP, and
college-level
courses will be
commensurate
with the
demographic
make-up of the
I(C2.1. Development of equity
teams in four priority districts
with greater than 20%
minority enrollment. These
teams will develop minority
achievement plans for each
district during the 2012-13
school year.
Four district plans submitted by
the end of 2012-13.
Student Services
Director; Math
Specialist
Equity teams/committees established
then transformed into school-level, data-
driven Professional Learning
Communities (PLCs). Integrated into
MTSS model for 2017. Requirements for
underrepresented populations for AIG
placements included in AIG plan.
I(C)2.2. Utilize the Minority
Achievement Action Plan
(MAAP).
Plan submitted to
Superintendent and Leadership
Team
Added Spanish Family Support Specialist
in Erwin District 2015.
I(C)2.3. Develop academic
benchmarks in reading and
math at each grade level that
students need to achieve to be
ready for advanced courses in
high school by 2012-13.
Baseline data: AIG minority
enrollment (Grades 3-8), Honors
and AP enrollment (9-12);
Implementation plan with
identified benchmarks
EC Director; Math
Specialist
Data collection process, Requirements for
underrepresented populations for AIG
placements included in AIG plan. AIG
specialists monitor participation and
placement.
I(C)2.4. Articulate culturally-
relevant criteria to identify
minority AIG candidates.
I(C)2.5. Create equitable
criteria for enrollment in
Honors and Advanced
Placement (AP) courses across
district.
Review high school registration
information with a focus on
prerequisites for advanced
courses; Prerequisite and
enrollment criteria
Secondary
Curriculum
Director; CTE
Director
Systematic review of registration
materials at the high school level with an
emphasis on equitable prerequisite.
Buncombe County Schools Course
Catalog.
I(C)2.6. Analyze enrollment
data for minority students.
Enrollment data of minority
students
Student Services
Director; Math
Specialist
Enrollment criteria removed. Buncombe
County School Comprehensive Course
Catalog. PowerSchool student reports.
I(C)2.7. Require all schools to
have SIP strategies to increase
eligibility and participation in
AIG and advanced courses for
2012-14.
School Improvement Plans Curriculum
Directors, EC
Director; District
Curriculum
Coaches;
Curriculum
Specialists
AIG subgroup data collected and
analyzed by the SIT and AIG specialists
annually. Subgroup performance
monitored through Data Analysis
Sequence Model. Data collected annually
for monitoring.
I(D). New
technology to
develop
students’ 21st
Century skills
I(D)1. By 2013-14,
all classrooms will
have a standard
set of technology:
• LCD projector,
• intelligent white
board,
• document
camera, and
• wireless
computer for
teacher, and
• computers for
students to obtain
1:1 computer use
as needed
Referenced with:
RttT C(3)1.2
I(D)1.1. Identify classroom
technology needs to
determine what technology
infrastructure and equipment
are required to provide a
standard set of technology for
presentation capability.
• Technology Needs Assessment
results -completed 10/13
• Technology plan for wireless
access implementation-
completed 1/14
• Technology budget
• Purchase Order
• Inventory of installed
equipment
• Annual Media & Technology
Report (AMTR) by school
Technology
Director,
Technology
Facilitator
Interactive classrooms completed July
2015, Wireless everywhere completed
July 2015, 1:1 phase one 4th-6th graders
completed January 2016 and phase two
7th-9th graders completed October 2016.
Phase three projected completion for
10th-12th grade2017-2018. Best STEAM
Conference.2017 wireless access points
updated to newer version.
I(D)1.2. Identify each school
for wireless access.
I(D)1.3. Request budget to
achieve 100% implementation;
upgrade and retrofit to
accomplish the minimum
standard K-12, as established
by Media Technology Advisory
Committee (MTAC).
Interactive classrooms-completed 7/15,
wireless everywhere-completed 7/15, 1:1
Phase I (4th-6th)-completed 1/16. Phase
2 (7th-9th) - completed October 2016.
Increased number of Digital Learning
Facilitators, from 4 to 6. Increased
distance facilitator from part-time to full-
time in 2015.
I(D)2. Teachers
will integrate
technology across
the curriculum.
Referenced with:
RttT C(3)1.2
RttT D(5 )1.1
RttT P(2)1.1
I(D)2.1. Teachers will help
students use technology to
learn content, think critically,
solve problems, use
information, discern reliability,
communicate, innovate, and
collaborate.
Explore Learning Gizmo Usage
Reports by school, teacher, and
student Professional
Development attendance as
documented in My Learning
Plan.
Science Specialist Gizmo Usage Reports (2011-12, Aug-
December 2012. BEST STEAM
Conference, BEST 1:1 Professional
Development, annually. Digital Learning
facilitators, calendars, and school visit
logs.
Classroom walk-through
observations -ongoing
Curriculum
Directors
Digital Learning Facilitators, Curriculum
Specialists, Instructional Coaches, &
Principals provide fidelity measures;
Documentation at the school level and
coaching logs. BEST 1:1 Professional
Development and BEST STEAM
conference offered annually.
I(D)2.2. Technology facilitators
will collaborate with teachers,
media and technology staff,
and students to evaluate and
select resources addressing
curricular needs and learning
goals.
Technology facilitators' calendar -
ongoing
Technology
Facilitators
Updated calendar on file in IT Dept. and
Professional Development records.
Examples include: PowerSchool Grade
Book, Clever Apps, Canvas Apps, SMART
Board Notebook, GAFE - GOOGLE,
Microsoft Suite- Word, Excel, PowerPoint,
SchoolNet, Canvas, Discovery Ed, BEST,
Microsoft Apps, Apple Apps.
List of technology supported
programs
20+ application software are supported.
I(D)2.3. Provide training on
and implement best practices
related to technology use in
school programs based on
research, pilot programs, and
state/national standards.
Professional development
training schedule; Records of
attendance; Staff survey results;
PD trainings offered on file in IT Dept.;
RttT; and SEA System (over 10 hrs.)
BEST Professional Development: District,
Principal/Teacher Teams (Summer 2014),
(2015); BEST for BTs (Winter/Spring
2015), Best STEAM Conference Summer
2016. Technology Tuesdays 2016-17
I(D)2.4. Instructional
technology facilitators will
provide monthly training
sessions.
Offerings of/Participation in PD trainings
on file in IT Dept.; RttT; and SEA System
(over 10 hrs.), MyLearningPlan
I(D)3. Install 21st
Century high-
density wireless
technology
infrastructure
district-wide by
2013-14.
I(D)3.1. Identify each school
for adequate amount of
density wireless access.
Technology plan for high-density
wireless access implementation
Technology
Director
Installation complete for infrastructure
phase with ongoing upgrades as
necessary.
I(D)3.2. Request budget to
implement high-density
wireless capability throughout
all schools K-12 to support
future on-line testing
requirements and one to one
initiatives
Technology budget. High density complete July 2015.
Aerohive in every classroom.
Implementation of Technology timeline
for all upgrades annually.
I(E). Global
perspective and
emphasis across
the school
system
I(E)1. Increase
student
opportunities in
cultural arts and
world languages
by 2012-13.
I(E)1.1. Expand opportunities
for student participation in
world language courses by
working with school-based
administrators to evaluate
current course offerings and
maximize the use of personnel
across the district, including
Dual Language in elementary
classrooms.
Analysis of world language
course offerings enrollment
Global Specialist Enrollment and course offering data;
Dual language Spanish Immersion
programs (one and two-way immersion)
implemented in four elementary and one
intermediate school: Glen Arden (2011-
12); Oakley (2013-14); Avery's Creek
(2013-14); W. D. Williams (2014-15); &
Koontz Intermediate (2016-17)
I(E)1.2. Expand the Chinese
language program by utilizing
resources such as the Chinese
Guest Teacher program,
Visiting International Faculty
(VIF) and optimizing current
world language faculty
positions.
Documentation of course
offerings and enrollment in
Chinese culture and language
courses at secondary schools
Global Specialist Four full-time Chinese guest teachers
serve all six traditional high schools;
Course offerings include Chinese I, II, III,
IV ; Chinese guest teachers are part of
our partnership with College
Board/Hanban and Visiting International
Faculty.
I(E)1.3. Implement Splash!
Spanish immersion program
and expand to additional
schools as funds permit.
Splash! enrollment and
assessment data
Global Specialist Splash! Dual Language Spanish (one-way)
Immersion program is a program within a
school, K-4; DL/I enrollment is extended
to Grade 5, Intermediate level; Two-way
DL/I Spanish has been implemented in
three additional elementary schools.
I(E)2. All schools
will create and
implement an
annual Global
Action Plan in
coordination with
the BCS Global
Action Plan.
I(E)2.1. Create Global
Resources web presence on
the BCS website.
Global Resources page on
student and parent portion of
the BCS website
Global Specialist Global Education presence on the BCS
website
I(E)2.2. Provide support to
schools to increase the
number and quality of
activities related to global
education, such as providing
opportunities for staff and
student travel, creating Global
Awareness and World Quest
clubs, and establishing partner
school relationships with
schools in foreign countries.
Schools’ Global Action Plans Global Specialist Global Education Specialist position has
been implemented to provide support to
schools to meet the local and state global
commitments; High schools receive
$10,000 Confucius Classroom grant
funding through the College
Board/Hanban; Increased the number of
schools with the DL/I Spanish programs;
Students and faculty have engaged in
study broad visits to China and Denmark;
Cohort of approximately 20 teachers are
participating in the NC Global Educator
Digital Badge recognition process;
Schools are seeking the NC Global Ready
Schools designation; School-level global
clubs; Jiangsu Province partnership;
Partnership with organizations in NC
supporting our global initiatives: World
View, Go Global NC, Asheville Sister
Cities, VIF, EPI, College Board
(w/Hanban); NCDPI Global Education -
Special Assistant provides state-level
support, including resources.
I(E)2.3. Create criteria for
recognition of schools
demonstrating outstanding
opportunities for global
education.
Global school awards beginning
2012-13
Global Specialist Several qualifying schools (elementary,
intermediate, and middle) expressed
interest in completing the state's
application process for the Global-Ready
Schools designation.
Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts2012-2017 Progress Notes
II(A)1.1. Revise the county-wide
safe schools plan, as needed.
Reunification contracts
signed and training provided.
BCS Safe School Plan
completed by October 31,
annually.
II(A)1.2. Schools will develop a
comprehensive safe school plan
for school and bus safety.
Safe School Plans are
developed in conjunction
with School Improvement
Plans and Tactical Site
Surveys.
II(A)1.3. Schools and school
system will: 1) Conduct tactical
site survey;
2) Complete report on school
crime and violence;
3) Participate in school safety
survey; and
4) Conduct mandatory drills: two
tabletop exercises; one functional
exercise; perimeter and full
lockdown drills, and fire, bomb
threat, and tornado drills.
School safety drills form filed with
Safety Facilitator
School safety drills form to
be completed by EoY.
Checklist of schools on file in
Assistant Superintendent's
office. District webpage
houses forms.
II(A)1.4. Provide crisis
management training for
identified administrators.
Certificate of completion filed with
Safety Facilitator
All principals participated in
and received certificates of
completion for ICS 3
Modules 100, 200, & 700.
II(A)2. Maintain sites, facilities,
services, and equipment to provide
a safe, orderly and healthy
environment as documented by
yearly inspections.
II(A)2.1. Initiate, evaluate and
prioritize school and system-wide
funding required for capital
environments on an annual basis
utilizing the Capital Outlay
process.
Documentation of Capital Outlay
meetings, copy of Capital Outlay
Budget. Yearly inspections due by
day 180 annually.
Chief Finance Officer Annual budget approved by
Board of Education.
Assistant
Superintendent II(A). Safe and orderly
learning environment
Schools' and school system's Safe
School Plan in place. Copy
submitted to the Assistant
Superintendent Office.
II(A)1. Maintain written Security
and Crisis Management Plans with
appropriate training for
stakeholders annually.
Priority II: All learning environments will be safe, respectful, caring and produce healthy and responsible students.
II(A)2.2. Conduct a yearly facilities
work session to update the board
on current and projected
enrollments in relation to school
capacities.
Documentation from Board
Facilities Work Session
Facilities Director Annual capital outlay budget
process, #1-10 construction
priorities. Safety is the #1
priority.
II(A)2.3. Meet bi-monthly with all
Auxiliary Department directors to
coordinate and meet the needs of
daily operations of the school
system as well as short and long
range planning.
Documentation of Auxiliary
Department meetings; Energy use
data benchmarks; Land of Sky
Monitoring Verification Report
Administrative Assistant to
the Superintendent;
Maintenance Director
Auxiliary Dept. meetings held
2x/month; Schedule of
meeting dates on file in
Superintendent's office.
Energy use data/reports on
file in Maintenance
Director's office.
II(A)2.4. Continue to pursue
funding opportunities to reduce
energy consumption through
agencies from the State Energy
Office, Land of Sky, and Progress
Energy
Annual Budget Maintenance Director Documentation on file in
Maintenance Director's
Office.
II(A)3. Comply with FCC regulations
to produce Internet safety policy.
II(A)3.1. Educate minors about
appropriate online behavior,
including interacting with other
individuals on social-networking
websites, in chat rooms, and cyber-
bullying awareness and response.
Internet safety policy Associate Superintendent;
Technology Director;
Technology Facilitator
Policy 646, adopted by the
BCS Board of Education, May
3, 2012. Policy 646 revised to
3225/4312/7320,
Technology Responsible Use
Policy. Training included in
BEST 1:1 Workshop.
II(A). Safe and orderly
learning environment
II(B)1.1. Develop K-12 curriculum
materials to increase student anti-
bullying skills, reporting options,
conflict resolution, and positive
peer relationships.
Completed Resource Guide
Development
Healthful Living
Coordinator - Student
Services Director
See Table II(B)1.1. in Priority
II Appendix for annual
comparison data of students'
perception of feeling safe at
school; Administrators
received training, June 2012;
Counselors provide regular
training to K-8 students; Bus
drivers & cafeteria staff
received training, Aug 2012;
Student Services Director
and Program Specialist are in
process of identifying
consistent anti-bullying
curriculum. Second-Step
implemented K-8, Fall 2016.
II(B)1.2. Provide ongoing training
to administrators and other staff
on bullying prevention,
documentation, and intervention
procedures so students will feel
comfortable reporting bullying
incidents.
Alternative to Suspension
(ATS) Moodle data
Student Services
Director
Bully-prevention lessons are
implemented; To post on
Moodle to develop system-wide
curriculum /develop standard
lessons at K-2, 3-5, 6-8. Using
Second-Step to reteach instead
of Moodle, Fall 2016.
II(B). Relationships and a
sense of community among
students, parents and staff
II(B)1. By 2012-13, 85% of students
will report feeling safe at school.
II(B)1.3. Analyze bullying incidents
as reported
Bully prevention/intervention
professional development
attendance rosters; NC WISE data
Student Services
Director; Healthful Living
Coordinator; Director of
Safe Schools, Athletics,
and School and
Community
Communications
Director
PBIS professional
development is documented
in the SEA System.
Telephoned reports received
by Student Services Director;
Online reports received by
Director of Safe Schools,
Athletics, and School and
Community Communications
Director; Bullying reports
received by principals are
forwarded to Director of Safe
Schools. 2017 - Doc-Tracker
in place.
II(B)1.4. Design and administer
system-wide survey to measure
student awareness of anti-bullying
strategies.
Survey results Student Services
Director; Healthful Living
Coordinator; Director of
Safe Schools, Athletics,
and School and
Community
Communications
Director
Plans to begin 2013-14.
Phase I: Curriculum
implementation; Phase 2:
Survey development and
implementation using DESA
and Bully Reporting
Monitoring System Data
2015-16
II(B)2.1. Deliver customer service
training for office personnel.
Parent surveys Testing & Accountability
Director;
Communications
Director
Distribution of parent survey
will take place annually.
Testing & Accountability
Director will merge/compile
results in school/district
reports for analysis. See
Table II(B)2.1. in Priority II
Appendix for district level
annual comparison data of
parents' perception of
feeling welcome at school.
II(B)2. By 2012-13, 88% of parents
will report feeling welcome at
school.
II(B). Relationships and a
sense of community among
students, parents and staff
II(B)1. By 2012-13, 85% of students
will report feeling safe at school.
II(B)2.2. Embed parent
conferencing strategies through
various professional development
opportunities.
Professional development;
Conference logs
Associate
Superintendent
Administrators participated
in Beyond the Bake Sale
Book Study and will
participate in Family
Engagement professional
development, January 2013.
Documentation of
administrators' participation
on file.
II(B)2.3. Provide opportunities for
parental involvement.
Documentation of opportunities
for parent participation
Federal Programs
Director
Migrant Parent Advisory
meeting, Spring 2013,
ongoing; ESL, Title I, Migrant
Parent meetings;
Administrators' Book study:
Beyond the Bake Sale ;
Family engagement
professional development
for administrators, Family
Engagement speaker from
UNC-CH, January 2013,
ongoing school events. II(B)2.4. Expand family/school
partnerships that allow for shared
decision-making.
Membership rosters for
advisory groups maintained
in Superintendent’s office;
Parent resource on BCS
website.
II(B)2.5. Expand parent
membership on committees such
as Advisory Council, Parent
Teacher Organizations, and School
Improvement Teams.
Links to Parent
Tips/Resources posted on
BCS website.
Office of the
Superintendent,
Communication Director
Membership roster of councils;
School and district website
presence
II(B)2. By 2012-13, 88% of parents
will report feeling welcome at
school.
II(B). Relationships and a
sense of community among
students, parents and staff
II(B)2.6. Increase volunteer
participation at all schools.
Volunteer hours reported in SIPs Curriculum Directors Schools' volunteers hours
are documented in SIPs;
See Table II(B)2.6. in Priority
II Appendix for district level
annual comparison data of
volunteer hours.
II(C).1. Create clearly defined
positive behavioral expectations
with both positive and appropriate
negative consequences.
Completed PBIS plan per school By August 2015, all schools
completed PBIS with current
plan in place, with levels 1-3
in place.
II(C)1.2. Provide training to school
staff on school positive behavior
teams.
Training rosters Eight new schools to be
trained in 2013-14. New
administrators received PBIS
training; PBIS training
documented in SEA System.
All schools trained 2015-16.
All but one school
implementing 2015-2016 .
Erwin High being retrained.
II(C)1.3. Use data to implement
and monitor tiered positive
behavior strategies to reduce
discipline referrals and improve
overall climate for school and bus
safety.
Annual Implementation Inventory Individual schools do an
annual implementation
inventory to assess current
status and guide their team
toward 100%
implementation. Added
implementation inventory
2015-16.
II(C)1.4. Analyze student data
monthly in schools and annually
by district.
School Evaluation Tool; PBIS
Report
Lead SSW will conduct the
School Evaluation Tool (SET)
in April – May
II(B)2. By 2012-13, 88% of parents
will report feeling welcome at
school.
II(B). Relationships and a
sense of community among
students, parents and staff
II(C)1. All schools will implement
Positive Behavior Intervention
Support (PBIS) by 2014-15.
II(C).Positive Behavior
Intervention Support
programs
Student Services
Director & Program
Specialist
II(C)1.5. Identify resources to
provide a coach to support PBIS.
Identified coaching support for
PBIS
Initial conversations have
begun to consider using
school psychologists as PBIS
coaches with teachers on
behavioral strategies. This
will be part of RtI / PBIS
district implementation plan.
District PBIS coordinator
hired. Coaches are school-
based coordinators in each
school.
II(D). Healthy Active
Children’s programs and
policy
II(D)1. BCS will ensure policy
compliance with the Healthy,
Hunger-Free Kids Act beginning
2012-13.
II(D)1.1. Collaborate with
Buncombe County School Health
Advisory Council (SHAC) to review
the current student wellness
policy to ensure compliance with
the new requirements in Section
204 of the Healthy, Hunger-Free
Kids Act. Recommendations for
revision will be shared with BCS
Administration and Child Nutrition
Department.
SHAC meeting records; Adopted
student wellness policy
Healthful Living
Coordinator
Monthly meeting records on
file with Healthful Living
Coordinator. Student Health
Advisory Council
participation in policy
revisions. SHAC Annual
Reports sent to Raleigh.
II(C)1. All schools will implement
Positive Behavior Intervention
Support (PBIS) by 2014-15.
II(C).Positive Behavior
Intervention Support
programs
Student Services
Director & Program
Specialist
Data from staff wellness interest
survey will drive the committee
actions.
All schools have wellness
committees in place;
Currently doing a 4-part
health assessment; Zone
Health from NC Prevention
Partners provide baseline
data on wellness continuum.
All assessments will be
completed by 2012-13. Zone
Health is no longer available
for free. We now
recommend the Modified
School Health Index provide
by NC Action for Healthy
Kids. This assessment follows
along with the whole school,
whole community, whole
child model in our policies.
Staff wellness will be added to the
agenda topics for all SHAC
meetings.
Agendas on file with
Healthful Living Coordinator.
School Wellness Team
Celebrations held annually
with SHAC.
II(E)2. Promote community
wellness opportunities/links on the
BCS Healthful Living website
monthly.
II(E)2.1. Develop an online
community wellness resource
guide to encourage family
wellness participation.
Resource guide posted on website Healthful Living
Coordinator
Community wellness
resource guide linked on BCS
Healthful Living website.
II(E). Staff and student
wellness programs
Healthful Living
Coordinator
II(E)1.1. Expand the efforts of the
School Health Advisory Council -
(SHAC) to include staff wellness.
II(E)1. All schools will have a
committee in place to address staff
and student wellness by the end of
the 2011-12 school year.
II(E)3.1. Ensure equitable
individual/group counseling
opportunities from school
counselor/social workers as
reflected by their daily schedules
and service log.
Counselor /social worker
schedules; Service log
Phase 1: Joint planning
meeting with principals and
counselors to see how they
design schedules, especially
for elementary: Phase 2:
Counselors' service log (Daily
Google calendar). Time-
sampling collection for use
of day twice per year.
Increase school-based therapy and
day treatment options in schools
and the community in conjunction
with Western Highlands and
community mental health
providers.
Annual data collected from
agencies on number of student
served and services provided
By July 2013, EOY data to be
collected on services
provided; Beginning 2013-
14, analysis of data to
determine needs and
development of future
service plans based on
identified needs. Building
Interconnected Systems
Framework (ISF) system with
universal screening and
outcome data 2016-2017 for
integrating into MTSS.
II(F)1. Design and post an arts
education online resource guide by
2012-13.
II(F)1.1. Promote opportunities for
students to participate in all arts
disciplines (music, visual arts,
dance, and theatre arts) through
classroom activities, attending
concerts and performances, and
participating in local, state and
district performing and visual arts
events.
Online arts education resource
guide of program offerings and
activities
Events posted on BCS
website.
Arts Education SpecialistII(F). Healthy, active,
culturally-aware students
II(E). Staff and student
wellness programs
Student Services
Director
II(E)3. All students referred for
mental health concerns will have
access to social emotional/mental
health services from school or
community providers by 2013-14.
II(F)2. Create Community Arts
Council 2011-12.
II(F)2.1. Collaborate with
community arts groups to form an
Arts Education Advisory Council to
explore ways to expand cultural
arts opportunities for students K-
12.
List of available cultural arts
opportunities generated by the
Arts Education Advisory Council
AEAC meets 3x/yr.
Documentation of meetings
on file with Arts Specialist
II(F)3.1. Ensure that Health and
Physical Education opportunities
are equitable district-wide and
that Healthy Active Children Policy
requirements are being met in the
schools.
Administrators’ signatures on
accountability/equity report per
school
Separate assurances sent
2x/year to principals: end of
each semester; Documented
in SIPs. Annual report of
Healthy Active Child Policy
attestation sent in to DPI.
II(F)3.2. Implement a K-12
Healthful Living curriculum
framework that meets the New
Essential Standards to all schools.
K-12 Healthful Living Curriculum
Framework, including the New
Essential Standards
HLCF in place/accessible.
Addition of lesson plans on
Moodle in progress.
Completed but is a work in
progress; lead teachers meet
bi-monthly to discuss.
II(F)3.3. Provide professional
development on the new Healthful
Living framework.
Sign-in rosters or SEA System
reports
PD days: 9/27/12 &
10/22/12. On-going, PEP
grant ends 7/31/17
Arts Education SpecialistII(F). Healthy, active,
culturally-aware students
II(F)3. All schools will be assessed
in the relations of equity of
physical education and physical
activity offerings K-8 by 2012-13.
Healthful Living
Coordinator
II(G)1.1. Provide training for BCS
staff in awareness of culturally
responsive practices.
Professional development records Student Services
Director, Healthful Living
Coordinator
Multi professional
development provided: How
to be an Ally for GLBTQ (Nov
12); Immigration Forum (Oct
2012), with follow-up
(March/April 2013); No
Name Calling Week,
annually, United Way
middle grades network,
UNCA diversity training
2015, Newcomer Support
Committee 2015, ongoing,
2015-17 Latino Family
School Specialist training
sessions for staff, students
and community.
II(G)1.2. Partner with the Center
for Diversity Education and other
agencies to provide cultural
awareness programs at the school
level.
Record of Center for Diversity
Education activities in schools
Healthful Living
Coordinator
Informational displays and
consultation provided to
schools, ongoing.
Collaboration as needs arise.
Global Specialist
collaboration with Center for
Diversity.
II(G). Professional
development designed to
build respect and
understanding of diversity
II(G)1. Increase the percentages of
licensed staff rated at or above
proficient on Standard 2 as
measured by the NCEES rubric.
Priority III: Quality teachers, administrators and staff will provide an innovative and effective educational program for all students.
Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts
2012-2017 Progress Notes
III(A). Highly effective
teachers & administrators
III(A)1. 97% of all core teachers will
be highly qualified in the areas in
which they teach in order to meet
Title II Federal/State requirements.
Referenced with:
RttT D(1)1.2
RttT D(1)2.1
RttT D(3)1.1
RttT D(3)2.1
III(A)1.1. Monitor the highly
qualified teacher report each year
and review subject areas and
schools in which there are non-
highly qualified teachers.
NCLB Highly Qualified Teacher
Summary Report prepared by
NCDPI
Personnel Director NCEES Summary Ratings Report available
annually. 2010-11 Baseline 98.92%. 2015-16-
Last year of reporting 99.94% HQ.
III(A)1.2. Support principals and
supervisors to assist non-highly
qualified teachers meet the criteria
to become highly qualified.
NCLB HQT Summary Report available June
annually; (See Table 3 (A) 1.2 in Priority III
Appendix) for annual comparison data of
Aggregate Percent of NCLB Highly Qualified
Teachers.
III(A)2. Expand the level of support
for beginning teachers by
increasing mentor support and
training.
III(A)2.1. Provide a three-tiered
mentoring support program for
Beginning Teachers (BTs).
Mentor logs BT Coordinator Peer (EoY); District (monthly); Elem. Coaches’
logs; Sec. support = Coaches, Directors, or
Coordinators
District mentor logs; Created resourceful web
presence (www.bcsbtweebly.com); Provided
Peer Mentor training to 100+ teachers (fall
2013 & 2014); Elementary district mentors
attended Balanced Literacy; Implemented
combination of required and self-selected
support sessions for personalized support
training since fall 2014, ongoing; Planned
collaborative Professional Development with
specialists, coaches, and Digital Learning
Facilitators (DLFs) based on curriculum
initiatives and data analysis.
Sign in-sheets from BT trainings On file with Beginning Teacher Support
Program (BTSP) (1st yr.-10x); 2nd yr.-6x; 3rd
yr.-5x), Voucher & SEA System sign-in sheets;
CEU History of BTs; Exit slips, conversion to
MyLearningPlan 2015.
Teacher Turnover Report Personnel Director Annual
III(A)3. Increase the number of
National Board Certified teachers
(NBCT) annually.
III(A)3.1. Provide professional
development workshops and
individual support for candidates.
Sign-in sheets from NBCT trainings NBPTS Coordinator Aggregate list of NBPTS workshops & numbers
of participants; Coaching/Candidates email
Annual teachers receiving National Board
Certification or Recertification
Annual record of NBCTs NBPTS Coordinator BCS consistently ranks in top 10 LEAs in NC
III(A)4. Recruit licensed staff in high
needs areas.
III(A)4.1. Appoint principals and
key administrators to serve on the
BCS Recruiting Committee to assist
with recruiting needs.
BCS Recruiting Committee Roster Personnel Director Annual recruiting team in place to target high
need areas. 2017 conversion to AppliTrack for
employment process.
III(A)4.2. Recruit teachers in high-
needs areas, such as Special
Education, CTE, Math, and Science.
Number of applicants in the BCS
applicant pool in high need areas,
such as Special Education, CTE,
Math, and Science
III(A)4.3. Attend multiple career
fairs at universities that have
education programs in areas of
high need.
Record of participation in career
fairs
III(A)5. Annual Teacher Turnover
rate will remain lower than state
average.
III(A)5.1. Offer the Universal Local
Supplement to all staff for the
purposes of retention.
Local supplement Personnel Director Local supplement currently in place. Increased
in 2016
III(A)5.2. Maintain a turnover rate
that is consistent with the turnover
rate for our region, which is lower
than the state turnover rate.
Teacher Turnover Report – yearly
comparison data
BT Coordinator Turnover rate/attrition rate remains below NC
( See Table III (A) 5.2 in Priority III Appendix)
III(A)6. Increase staff diversity
annually.
III(A)6.1. Create a plan to increase
the diversity of staff by 2012-13.
Diversity plan Personnel Director Part of recruitment process
III(A)6.2. Compare the percentage
of non-white employees from year
to year based on the annual SS-200
Full-time Personnel Report to
ensure an increase in percentage
Personnel Report Personnel Director Document on file in Personnel Office. See
Table III(A)6.2. in Priority III Appendix for
Percent of Full-time Employees by
Race/Ethnicity annual comparison data.
III(A)6.3. Recruit applicants who
are from minority groups.
III(A)6.4. Expand Teacher Cadets
programs from 3 to 6
comprehensive high schools
Number of Teacher Cadet programs Secondary Curriculum
Director; Personnel
Director
Support was defunded by NC ( See Table III (A)
6.4 in Priority III Appendix).
III(A)6.5. Provide Teacher Cadet
Program training for BCS teachers
in the spring of 2012.
Professional development records Professional development records on file.
III(A)6.6. Pay for substitute
teachers so that minority teachers
are able to attend university career
fairs at historically minority
universities as representatives of
our system in the spring of 2012.
Record of participation in career
fairs at historically minority
universities
Personnel Director Schedule of career fairs
Automatic Substitute Placement &
Absence Management (AESOP)
documentation
III(A)7. All teachers will be trained
in the Common Core and Essential
Standards training by 2013 as
monitored by Race to the Top.
Referenced with:
RttT B(3)1.1
RttT D(5)1.1
III(A)7.1. Refine and implement a
professional development plan to
prepare teachers and school based
administrators for implementation
of the Common Core and Essential
Standards.
System level professional
development plans for
implementation of the Common
Core and Essential Standards.
Curriculum Directors,
Professional
Development
Coordinator
Schedule of PD, Sept. 27 & Oct. 22, including
makeup sessions completed.
III(A)7.2. Use the SEA System to
track and evaluate Common Core
and Essential Standards
professional development
sessions.
SEA System professional
development reports.
Professional
Development
Coordinator
Annual SEA System Reports, 2013 Annual SEA
System Reports, 2014
III(A)8. Strengthen instructional
coaching model to support district
initiatives.
III(A)8.1. Insure instructional
coaches are well-trained and have
resources to support teachers.
Professional development records Curriculum Directors SEA System records; PLC Book Talks
scheduled; RttT funds supplies/equipment;
My Learning Plan
III(A)8.2. Strengthen collaboration
between coaches and
administrators.
Coaches’ Logs Coaches' monthly activity logs on file
III(A)8.3. Support regional and
state professional development
initiatives and encourage teachers
to participate in curriculum
development workshops.
SEA System summative reports Professional
Development
Coordinator
Voucher/SEA System Reports, My Learning
Plan.
III(A)8.4. Develop a timeline for
district professional development
initiatives.
Professional Development Timeline Curriculum Directors;
Professional
Development
Coordinator
Schedule of District Professional Development
Days; annually, PD Included in SIPs
III(A)9. Provide professional
development for all school
administrators for effective and
innovative leadership. Referenced
with:
RttT D(2) 1.1
RttT D(3) 1.1
RttT D (3) 2.2
III(A)9.1. Provide monthly
curriculum focus for school
administrators.
Monthly agendas Administrative Assistant
to the Associate
Superintendent
Monthly principal meeting agendas, identified
with a curriculum focus on file
III(A)9.2. Conduct summer
leadership training for
administrators.
SEA System Activity reports Associate
Superintendent;
Curriculum Directors;
Professional
Development
Coordinator
Summer In-service, annually. Topics:
Superintendent, Leadership focus, curriculum
emphasis and legal updates
III(A)9.3. Build the professional
capacity for future administrators
through BCS Aspiring Principals
Training.
Training materials, agendas, SEA
System documentation and
participant portfolios
Associate
Superintendent
District trainings, partnership with Western
Region Education Service Alliance (WRESA) for
professional development for leadership.
Partnership with Western Carolina University
2016 for leadership development through
course work, mentoring and internships.
III(A)9.4. Provide mentor support
and training for new
administrators.
Meeting records Associate
Superintendent
For new administrators: Orientation (2-day);
PDP goal-setting; Monthly support meetings;
Assigned mentor
III(A)9.5. Support Professional
Learning Communities for
administrators
Meeting records of district-level
PLC meetings
III(B). Professional learning
communities that provide
opportunities for
collaboration leading to
student improvement
III(B)1. All schools will adopt and
implement the DuFour PLC model
by 2014-15.
III(B)1.1. Provide job-embedded
professional development to
teachers and administrators on the
DuFour PLC model.
Professional development records Professional
Development
Coordinator
Initial implementation complete. Continued
training to further refine PLC process with
fidelity at all schools. 2015-16 Develop PLC
Leadership Team, 2016 - continue.
PLC meeting records Associate
Superintendent;
Specialists, Directors
III(C).High quality working
conditions for teachers and
staff
III(C)1. All schools will address areas
of teacher and staff satisfaction as
measured by annual/bi-annual
surveys.
III(C)1.1. Improve the level of
teacher and staff satisfaction in the
following three areas: 1) My school
is a good place to work and learn;
2) I'm a valuable part of my
team/department; and 3) I'm
recognized for good work .
Teacher Working Conditions Survey
(TWC).
Associate
Superintendent
NC PTSC conducts the TWC Survey every two
years-- Data will be available EOY 2013-14;
2016 . See Table III(C )1.1. in Priority III
Appendix for annual comparison data of
teachers' perception of satisfaction, as
measured by the NC TWC and BCS annual
surveys. In addition, annual comparison data
of classified staffs' perception of satisfaction
are represented in Table III(C)1.1. in Priority III
Appendix.
BCS school-based annual survey Testing and
Accountability Director
Teachers' perception data to be gathered
annually. See Table III(C)1.1. in Priority III
Appendix for annual comparison data of
teachers' perception of satisfaction, as
measured by the BCS Certified Staff Survey.
III(C)1.2. Require SITs to use survey
data when developing or
amending SIPs.
Inclusion of teacher satisfaction
survey data in SIPs
Curriculum Directors SIPs approved by Board of Education, Dec.
2012, Dec. 2014 and Dec. 2016
Outcomes Measurable Outcomes More Strategies Means of Evaluation Contacts2012-2017 Progress
NotesBCS parent survey results Testing &
Accountability
Director,
Communications
See Table IV(A)1.1. in
Priority IV Appendix
for annual
comparison data of
Parents' Perception
of Accessibility to
Information; data to
be collected annually.
School Improvement Plans indicate
strategies to increase parental
satisfaction
Curriculum
Directors
SIPs include
strategies, Customer
Service system-wide
training 2015-16,
school-level parent
engagement
opportunities.
IV(A)1.2. Classroom information
will be disseminated through:
• Progress reports; Report cards
• Teacher websites
• Moodle
• Parent-teacher conferences
• Personal contact with teachers
• Newsletters
Progress reports; Report cards;
Teacher websites, Moodle, Parent-
Teacher contact and conferences
Curriculum
Directors
Documentation at
the classroom/school
level via progress
reports, report cards,
websites, parent
conference logs, &
newsletters,
PowerSchool Parent
and Student Portals.
Priority IV: Systems will be in place to inform, educate and engage the community to build support for schools and ensure
accountability.
IV(A)1. By 2013-14, annual parent
survey results will show 90%
positive response to questions
regarding accessibility to
information.
IV(A). Stakeholder
accessibility to timely
classroom, school, and system-
level information
IV(A)1.1. Analyze parent survey
results and develop strategies to
increase the level of satisfaction
for the following statements: 1) I
am informed of my child’s
progress ; and 2) The school
communicates expectations for
student learning and goals.
IV(A)1.3. School information will
be disseminated through: •
School websites
• Alert notification system
• Social media
• Staff, parent, and student
handbooks
• Newsletters.
New headline articles appear
weekly; Current online meeting
calendar; School incentives for
current websites, with links to
important documents and teacher
websites.
Curriculum
Directors
Documentation at
the school level via
website, notification
system, handbooks,
newsletters, system
produced videos,
PowerSchool Parent
and Student Portals.
Evidence of system-level
disseminated communiqués
Communications
Director
Ongoing and on file in
the Communications
Office.
Expansion of Notification System to
include email, text messaging,
Facebook and Twitter, in addition
to phone contact; Contact
Manager feature to allow
stakeholders to customize their
contact parameters.
Communications
Director
Added videos
produced by system
IV(A)1. By 2013-14, annual parent
survey results will show 90%
positive response to questions
regarding accessibility to
information.
IV(A). Stakeholder
accessibility to timely
classroom, school, and system-
level information
IV(A)1.4. System information will
be disseminated through: •
Parent E-Newsletters
• School and district websites
• Social media
• Media relations
• Alert notification system
• Speakers’ bureau
• Parent and community
trainings
• Meeting with advisory councils
• Parents-teacher organizations
• Community groups
IV(A)1.5. Create opportunities for
student involvement and two-
way communication.
Meeting records of
Superintendent’s Student Advisory
Council
Administrative
Assistant to the
Superintendent
Records on file in
Superintendent’s
Office
IV(A)1.6. Provide communication
to families in Spanish,
Russian/Ukrainian, and
Moldovan.
Records of translations and
interpretations
Federal Programs
Director,
Communications
Director
Records on file in ESL
translation office.
IV(A)1.7. Create a
Communication Council to
identify student issues and
generate publicity surrounding
them.
Communication Council roster Superintendent As needed
IV(B)1.1. Collaborate with
community agencies, businesses,
and other organizations to
continue to build strong partners
and foster goodwill for our
school system.
BCS database of community
partnership activities
Central Office Staff District-level
leadership
participation records
with community
partners, agencies,
charities, civic
organizations, etc.
IV(B)1.2. Implement
Superintendent Advisory
Councils and Parent Advisory
Groups for EC and AIG.
Membership and meeting records
of parent advisory and stakeholder
groups
Superintendent Early summer
collaboration &
coordination with
principals-- School
Advisory Councils
presented to
Superintendent &
Board of Education
IV(B)1.3. Increase participation of
directors and administrators on
community and business boards
to expand opportunities for
students and staff.
Records of participation of
directors and administrators on
community and business boards
Superintendent District-level
leadership
participation records
with community
partners, agencies,
charities, civic
organizations, etc.
IV(A)1. By 2013-14, annual parent
survey results will show 90%
positive response to questions
regarding accessibility to
information.
IV(A). Stakeholder
accessibility to timely
classroom, school, and system-
level information
IV(B)1. Build stronger positive
relationships and partnerships with
parents and the community to
support student learning.
IV(B). Positive
partnerships within the
community
IV(B)1.4. Train PTO/PTA and
other parent leaders to build
participation at their schools, and
provide opportunities for them
to share ideas.
Very Important Parent (VIP) annual
seminar for parent leaders with
sessions on participation and idea-
sharing
Communications
Director
Completed 2014, Title
1 and instructional
coaches provide as
requested.
IV(B)1.5. Utilize BCS personnel to
speak regularly at service club
meetings and other public
venues.
Records of speaking engagements
by BCS personnel
Associate
Superintendent
Superintendent’s and
Associate
Superintendent’s
offices informed of
speaking
engagements.
IV(C)1.1. Revise district website
to include sitemap and easier site
navigation; Superintendent’s
blog; open meetings calendar.
Revised school and district
websites; blog; open meetings
calendar
Communications
Director
Ongoing; Postings on
BCS website, 2016
vendor change.
Advantage magazine
published quarterly
beginning in 2016.
2017 mobile app
access began.
Meetings posted on district and
school websites
Communications
Director
Ongoing; Postings on
BCS and school
websites
Stakeholder perception survey data Communication
Director, Testing &
Accountability
Director
Stakeholder
perception data to be
collected annually.
IV(C)2. Revise policies and
procedures that provide for the
effective operation of the school
system.
IV(C)2.1. Revise and present
effective operation of the school
system policies for approval to
the BCS Board of Education as
required by changes in law or
educational need.
Current Buncombe County Schools
Board of Education Policies
Associate
Superintendent
Ongoing per
legislation of Board
direction
IV(B)1. Build stronger positive
relationships and partnerships with
parents and the community to
support student learning.
IV(B). Positive
partnerships within the
community
IV(C)1.2. Post information about
meetings, including advisory
groups and councils on district
and school websites.
IV(C)1. Provide effective
communication methods to
enhance stakeholder involvement
and transparency as measured by
annual stakeholder perception
survey data.
IV(C). Stakeholder
involvement and
transparency through the
use of current and future
technologies such as
school and district
websites, social media,
survey tools, etc.
IV(D)1.1. Publish staffing charts
showing assignment of all district
personnel among schools and
functional areas.
Allocation of resources on the part
of the Board and the public.
Annual Budget
Resource document
IV(D)1.2. Remain in compliance
with Personnel law and grant
employment-related
requirements.
Annual audit results Annual Audit
IV(D)2.1. Publish budget
document showing allocation of
resources among schools and
functional areas and publish
Comprehensive Annual Financial
Report (CAFR) to demonstrate
actual use of resources.
Recognition for CAFR by the
Association of School Business
Officials International (ASBO) and
the Government Finance Officers
Association of the United States
and Canada (GFOA)
Achieved both
recognitions for the
most recent year for
which awards have
been made; Board
approved CAFR
annually. 2014-2015,
2015-2016, 2016-
2017 Budget
Resource Document
IV(D)2.2. Remain in compliance
with Fiscal law and grant
financial-related requirements.
Annual audit results Annual audit results
Superintendent,
Chief Finance
Officer
IV(D)2. In Financial management
area, demonstrate accountability
in allocation of resources among
schools and functional areas,
compliance with fiscal laws and
regulations, and efficiency in
carrying out duties.
IV(D). Accountability in all
areas of management
IV(D)1. In Human Resources
management area, demonstrate
accountability in allocation of staff
among schools and functional
areas, compliance with
employment laws and regulations,
and efficiency in carrying out
duties.
IV(D)2.3. Leverage financial
resources to achieve the
maximum cost/benefit ratio
possible.
Receipt of award for Excellent in
Financial Management of the State
Public School Fund by the State
Board of Education
Ongoing Budget
Committee for
planning annual
budgets, annual
Board Work Sessions
dedicated to budget
planning for
continuous
improvement for
effectiveness and
efficiency. 2017
Restructure Payroll
Department and re-
align duties and
responsibilities
IV(D)3. Demonstrate compliance
with student accountability model.
IV(D)3.1. Comply with all local,
state, and federal accountability
measures through systemic
organizational procedures.
• AMOs
• NCWISE; Accountability reports
• Code of Ethics
• Testing training procedures &
materials
• SPSS Testing Server/Database
Testing &
Accountability
Director
Compliance
documentation on
file in Testing &
Accountability Dept.;
Annual
Superintendent’s and
Test Coordinator’s
Accountability Sign-
off Sheets on file.
Superintendent,
Chief Finance
Officer
IV(D)2. In Financial management
area, demonstrate accountability
in allocation of resources among
schools and functional areas,
compliance with fiscal laws and
regulations, and efficiency in
carrying out duties.
IV(D). Accountability in all
areas of management
Priority I(A)2.1.
≥99% 99.30% 99.20% 99.40% **
≥99% 100% 100% 100% **
≥99% 98.30% 98.30% 98.80% **
≥99% 98.80% 98.60% 98.90% **
≥99% 98.70% 97.60% 98.50% **
83.60% 82.10% 83.40% **
Priority I(A)3.4.
16% 16% 16% 15%* 16%
1306 1300 1281
Priority I(A)4.5.
CCR GLP
2015-16
2015-162014-15
* Completion of Grade 3 students' evaluation still in process; Final count TBD, as a result.
2016-17*2013-14
Percent of Gr. 3 Students Scoring At or Above Proficient on EOG Reading Test
Baseline
2010-112011-12 2012-13
2016-17
Baseline
2012-13
5
**data not reported
Standard
1
2
3
4
2016-17Baseline
2011-122012-13 2013-14 2014-15
Priority I Tables.
Aggregate Percent of Teachers Rated At or Above Proficient on NCEES Standards
Honors & Advanced Placement (AP)
2013-14 2014-15 2015-16 2016-17
Aggregate AIG Population (Grades 3-8)
Baseline
2011-122012-13 2013-14 2014-15 2015-16
6
BCS 70% 75% 52.40% 52.50% 65.30% 51.90% 51.20%
NC 68% 69% 45.20% 47.70% 60.20% 64.30% 61.00%
Priority I(B)2.1.
BCS 78% 80% 80.30% 83.20% 85.20% 85.70%
NC 78% 80% 85.90% 83.90% 85.60% 85.80%
Priority I(B)3.5.
12 *17 **25 25 26 26
* Two different proficiency standards: 1) College & Career Ready, & 2) Grade Level Proficiency
**Cane Creek - "NC Green School of Promise" ; Owen Middle - "NC Green School of
Quality"
2013-14 2014-15 2015-16
*Of the 17, Owen Middle School achieved Silver Level status. Four (4) schools are
continuing certification. Continuum of status levels includes: 1) New, 2) Maintaining, 3)
Next level, and 4) North Carolina Green Ribbon Schools.
Annual Cumulative Number of BCS Green Schools
2016-17Baseline
2010-112011-12 2012-13 2013-14 2014-15 2015-16
2016-17Baseline
2010-11
Graduation Rate (4-year Cohort)
2011-12 2012-13
Priority II(B)1.1.
BL
2010-11
*Cumulative Percent of "Strong Agree" & "Agree" Responses
Priority II(B)2.1.
BL
2010-11
*Cumulative Percent of "Strong Agree" & "Agree" Responses
Priority II(B)2.6.
BL
2010-11
Priority II Tables.
Aggregate Number of Volunteer Hours
2013-14 2014-15 2015-16 2016-172011-12 2012-13
84% NA85% 76.10% NA 87.20%
*Aggregate Percent of Students’ Perception of Feeling Safe at School
78,883
2011-12 2012-13
74,053 NA
2014-15 2015-16 2016-17
100,276 83,230 87,719
2013-14
*Aggregate Percentage of Parents’ Perception of Feeling Welcome at School
82.10% 79.40%83% 79% NA 83.80%
2013-14 2014-15 2015-16 2016-172011-12 2012-13
Priority III(A)1.2.
BL 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
99% 99% 100% NA 100% 99.94%
Priority III(A)5.2.
BL 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
BCS 9% 9% 11.80% 13.67% 12.98% 10.78%
NC 11% 12% 14.33% 14.12% 14.84% 13.40%
Priority III(A)6.2.
BL 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
97% 95% 97.30% 97.00% 96.70% 98.50%
3% 5% 2.70% 3.00% 3.30% 1.50%
Priority III(A)6.4.
BL 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
2 5
Enka (352)
Owen (336)
Enka
(352)
Erwin
(340),
Owen
(336),
Roberson
(416)
* * *
Priority III(C)1.1.
NC BCS
85% 86%
72% 73%
84% 80%
85.10% 82.30%
79.60% 75.50%
85.60% 77.10%
86.50% 87.80%
80.60% 80.00%
85.80% 82.30%
**Cumulative percent of "Strongly Agree" and "Agree" responses
BL
2011-12
2012-13 2013-14 2014-15 2015-16 2016-17
(Valued) 93% NA 87.1% 90.1% 91.4%
(Recognition) 72% NA 61.0% 71.3% 74.4%
*Cumulative percent of "Strongly Agree" and "Agree" responses
64.10%
86.90%
69.80%
**BCS
Certified Staff Survey
78%
Aggregate Percent of Teachers’ Perception of Satisfaction
*North Carolina
Teacher Working
Conditions Survey
2011-12
Number of Teacher Cadet Courses in BCS Comprehensive High Schools
High Schools
BCS Certified Staff Survey Statements
(Valued) "My principal supports me in my work with students."
(Recognition) "I feel recognized for good work."
(Good place work/learn) "I believe the school provides an atmosphere where every student can succeed."
*program discontinued due to NC defunding
Priority III Tables.
Aggregate Percent of NCLB Highly Qualified Teachers
Race/Ethnicity
White
Non-White
Annual Teacher Turnover Rate
Percent of BCS Full-time Employees by Race/Ethnicity
(Good place
work/learn)
82%
68%
*NC TWC Survey is distributed every two years.
77.80%
81.40%
2013-14
2015-16
81.10%
*Aggregate Percent of Classified Staffs’ Perception of Satisfaction
BCS Staff Survey Statements
"I feel I belong at this school."
"I feel recognized for good work."
"I believe the school provides an
atmosphere where every student can
succeed."
85%
NA 79.6% 82.3% 84.5%
Priority IV(A)1.1.
2011-12
2012-13 2013-14 2014-15 2015-16
78% NA 72.2% NA 80.5%
"The school as a whole communicates expectations for student learning and goals." 82% NA 74.5% NA 85.1%
*Cumulative percent of "Strongly Agree" and "Agree" responses
Priority IV Table.
BCS Parent Survey Statements
*Aggregate Percent of Parents' Perception of Accessibility to Information
"As a parent I am kept informed of my child's progress."
2016-17
*Aggregate Percent of Parents' Perception of Accessibility to Information