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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

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Where Everyone Succeeds

Visiting Team

Information


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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.


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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.


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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


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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


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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 Third Grade Science/History

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

“IT SHOULDN’T MATTER HOW SLOWLY A CHILD LEARNS AS LONG AS WE ARE

ENCOURAGING THEM NOT TO STOP.” -ROBERT JOHN MEEHAN


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School

Profile


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WATAUGA ELEMENTARY SCHOOL FACULTY AND STAFF

ADMINISTRATION

Dr. Marie Stanley Principal Mrs. Courtney Reedy Assistant Principal

OFFICE STAFF

Mrs. Tiffany Pearman Bookkeeper Mrs. Christina Warren Secretary

SCHOOL NURSE

Mrs. Dawn Stinson PRESCHOOL KINDERGARTEN Mrs. Tina Childress, Chair Mrs. Kim Briscoe, Chair Mrs. Elena White Mrs. Michelle Cunningham Ms. Holly Morrow FIRST GRADE Mrs. Kayla Turner Mrs. Tiffany Evans Mrs. Jordan Graham SECOND GRADE Ms. Amanda Hogston Mrs. Connie Hayes Mrs. Megan Nunley Mrs. Shirley Hibbitts, Chair Mrs. Angela Owens, Chair Mrs. Laura McCall Mrs. Sara Keith-Smith THIRD GRADE FOURTH GRADE Mrs. Jill Baldwin Mrs. Heather Dillard, Chair Mrs. Tammy Grimm Mrs. Katie Ferris Mrs. Robin Herndon, Chair Mrs. Amanda Light Mrs. Debbie Houser Ms. Amy Lowe Ms. Erin Penley READING INTERVENTION FIFTH GRADE Mrs. Julie McConnell, Kindergarten Intervention Mrs. Lori Casteel Mrs. Shawna Meade, Reading Specialist Mr. Mike Little Mrs. Tam Smith, Reading Recovery Mrs. Mary Jo Neal Mrs. Summer Woodward, Chair SPECIAL EDUCATION DEPARTMENT Mrs. Betsy Call, Speech Pathologist ENCORE DEPARTMENT Mrs. Lisa Hurley, Special Education Teacher Mrs. Samantha Null, Art Mrs. Shannon Jordan-Russell, Special Education Teacher, Chair Mrs. Tonya O’Dell, Guidance Dr. Sandra Smith, Early Childhood Specialist Dr. Barbara Jones, Librarian Mrs. Amanda Farnum, Music, Chair ESL TEACHER Mr. Rob Salyer, Physical Education Mrs. Krystal Landeros Mrs. Natasha Overbay, Physical Education


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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 Mrs. Sherrie Gill Ms. Betty Camper Ms. Uneva Osborne Mrs. Francis Deel 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


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WATAUGA ELEMENTARY SCHOOL COMMITTEES

ATTENDANCE CHILD STUDY FAIR PROJECT Tonya O’Dell Holly Morrow, Chair Samantha Null, Chair Kayla Turner Marie Stanley Amanda Farnum Kim Briscoe Shirley Hibbitts Krystal Landeros Mike Little Lisa Hurley Natasha Overbay Marie Stanley Shawna Meade Robert Salyer Courtney Reedy, Chair Courtney Reedy Kayla Turner GIFTED HOSPITALITY LITERACY Amy Lowe, Chair Amanda Farnum, Chair Shawna Meade, Chair Marie Stanley Jill Baldwin Kim Briscoe Heather Dillard Connie Hayes Heather Dillard Katie Ferris Amanda Hogston Jordan Graham Robin Herndon Samantha Null Sara Keith-Smith Krystal Landeros Natasha Overbay Krystal Landeros Rob Salyers Julie McConnell Sara Keith-Smith MARQUEE MATH MENTAL MATH BEE Mrs. Natasha Overbay Mary Jo Neal, Chair Mike Little Mr. Robert Salyers Katie Ferris Mary Jo Neal Debbie Houser Laura McCall Angela Owens ONE SCHOOL ONE BOOK PUBLICITY/SHOWCASE READ ACROSS AMERICA Barbara Jones, Chair Jordan Graham, Chair Barbara Jones Elena White Tina Childress Kayla Turner Michelle Cunningham Tiffany Evans Shirley Hibbitts Tammy Grimm Elena White RELAY FOR LIFE Heather Dillard Mike Little Elena White Summer Woodward


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SCHOOL IMPROVEMENT SCHOOL SAFETY SCHOOL SUPPORT Amanda Light, Co-chair Marie Stanley Betsy Call, Chair Angela Owens, Co-chair Courtney Reedy Debbie Houser Jill Baldwin Mike Little Shawna Meade Tina Childress Chris Warren Angela Owens Michelle Cunningham Dawn Stinson Shannon Jordan-Russell Amanda Farnum Tiffany Pearman Courtney Reedy Betsy Call Marie Stanley Shirley Hibbitts Barbara Jones Mike Little Rob Salyer Courtney Reedy SPELLING BEE WRITING YEARBOOK Heather Dillard Tammy Grimm, Chair Amanda Hogston, Chair Amy Lowe Connie Hayes Lori Casteel Summer Woodward Amy Lowe Sara Keith-Smith Holly Morrow Kayla Turner Megan Nunley Jordan Graham Summer Woodward -

THE MOST VALUABLE RESOURCE THAT ALL TEACHERS HAVE IS EACH OTHER.

WITHOUT COLLABORATION, OUR GROWTH IS LIMITED TO OUR OWN PERSPECTIVES.”

-ROBERT JOHN MEEHAN


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ACADEMIC PERFORMANCE SUMMARIES

75

80

85

90

95

English Math History Science

88

82

94 93

85

82

94 9495 94

Pas

s R

ate

Year

Standards of Learning Data: Grade 3

2012-13 2013-14 2014-15

75

80

85

90

95

100

English Math History

78

84

98

91 91

9797 98 99

Pas

s R

ate

Year


2012-13 2013-14 2014-15


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75

80

85

90

95

100

English Math Science History

8285

82

8988 88

84

90

96 97 98P

ass

Rat

e

Year


2012-13 2013-14 2014-15

75

80

85

90

95

100

English Math History Science

79

84

92

8689 88

94

89

97 9799 98

Pas

s R

ate

Year

Standards of Learning Data: Grades 3-5

2012-13 2013-14 2014-15


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SURVEY RESPONSES PARENT SURVEY RESULTS

PURPOSE AND DIRECTION

1. Our school’s purpose is clearly focused on student success. 4.33

2. 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

GOVERNANCE AND LEADERSHIP

4. Our school’s governing body operates responsibly and functions effectively. 4.18

5. 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

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

11. All of my child’s teachers give work that challenges my child. 4.07

12. All of my child’s teachers use a variety of teaching strategies and learning activities. 4.16

13. All of my child’s teachers meet his/her learning needs by individualizing instruction. 3.79

14. All of my child’s teachers work as a team to help my child learn. 4.15

15. All of my child’s teachers report on my child’s progress in easy to understand language. 4.13

16. All of my child’s teachers keep me informed regularly of how my child is grades. 4.08

17. All of my child’s teachers report on my child’s progress in easy to understand language. 4.38

18. My child sees a relationship between what is taught ad his/her everyday life. 4.08

19. My child knows the expectations for learning in all classes. 4.41

20. My child has at least one adult advocate in the school. 4.02

21. 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


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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

condition. 4.38

26. Our school provides a safe learning environment. 4.55

27. Our school provides students with access to a variety of information resources to support

learning. 4.4

28. Our school provides excellent support services (e.g., counseling, and/or career planning). 3.8

29. Our school provides opportunities for students to participate in activities that interest them.

4.02

30. Our school ensures that the facilities support student learning. 4.4

31. Our school ensures the effective use of financial resources. 4.27

32. 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


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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.


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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 decision-

making. 4.79


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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


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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


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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.


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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.


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Standard 1 Purpose and Direction


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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



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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.


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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.


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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.


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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.


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Standard 2 Governance and

Leadership


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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.


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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-TO-

DAY 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.


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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.


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Standard 3 Teaching and Assessing

for Learning


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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


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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 data-

informed 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:


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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


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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 INSTRUCT IONAL 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.


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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 THE IR 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.


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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.


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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.


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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.


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Standard 4 Resources and Support

Systems


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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, in-

service 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.


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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 two-

way 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.


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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.


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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.


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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


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Standard 5 Using Results for

Continuous Improvement


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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).


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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


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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.


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NOTES

watauga elementary schoolwes.wcs.k12.va.us/sites/jnorris-dev.wcs.k12.va.us.hpes/files/...washington...

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