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Our Vision is Excellence
Overview of the SACS-CASI Guided Self-Study
Process
A foundational element in Yancey County Schools (YCS) continuous
improvement process firmly rests in its Vision --- “Our Vision is Excellence,”
which is built upon a balance of mission and belief statements grounded in
history and tradition, while focused on the future. Herewith, the vision historically
has been and continues to be the stimulus that unifies all stakeholders’
leadership, instruction, management, organization, and decisions to ensure that,
together, the highest level of educational experiences are provided for all
students ---Future-Ready Students for the 21st Century.
In that, Yancey County School System’s governance, leadership, and educators
are committed to upholding the highest standard of educational excellence
through district accreditation and continuous improvement. Together, the
mission and beliefs endorse their commitment to engage in the SACS CASI
“Next Generation” concept --- ongoing processes to ensure a balanced
compliance with three major components of SACS CASI District Accreditation for
Quality Systems to improve student learning:
1. Compliance with the Standards for Accreditation,
2. Demonstration of a Continuous Process of Improvement, and
3. Implementation of Methods that Provide for Quality Assurance.
A synopsis of the context and procedures used to develop the Guided Self-Study
components are presented.
Compliance with Standards for Accreditation
During the 2005-06 school year the District Improvement Steering Committee
(DISC) divided and distributed the ten (10) Standards for Accreditation among
themselves (12 Central Office directors/administrators) as well as the Board of
Education based on their related job responsibilities. The Standards Assessment
Tool for Quality Systems was used with the DISC to self-assess the extent to
which evidences existed in Yancey County Schools for each of the Standard’s
indicators. As a result, narratives were written and compiled to form an inclusive
summary to convey compliance with the Standards for Accreditation.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Continuous Improvement Process
System-wide Stages of Preparation: Leadership, Organization, &
Resources
Leadership and Governance
In August 2004, Dr. Ivan Randolph, former Superintendent of Yancey County
Schools, received notification from Dr. Mark Elgart, SACS-CASI Chief Executive
Officer that YCS was designated a “Super System” and met the prerequisites to
engage in the district accreditation process. In September 2004, Yancey County
Schools sent two representatives from each school, an administrator and internal
facilitator to the SACS CASI State Conference in Greensboro to attend district
accreditation sessions. From that point, Dr. Cheri Boone, Assistant
Superintendent in charge of school improvement/accreditation, discussed the
Next Generation of accreditation for quality systems concept and processes with
all Central Office and school-based administrators for feedback and support. A
unanimous decision to proceed generated the first formal step toward earning
district accreditation status--- a letter of intent to Dr. Elgart, requesting to
participate in the SACS-CASI District Accreditation process. In December 2004,
YCS received an approval letter from Dr. Elgart to proceed with district
accreditation.
In addressing system-wide stages of preparation for the district
improvement/accreditation process, it is important to note the timeline changes in
superintendent leadership succeeding Dr. Elgart’s letter, December 2004. In
January 2005, a new six-month interim Superintendent was named, Dr. Vernon
Chapman (a former Superintendent with Yancey County Schools). In February
2005, Dr. Gurney Chambers, (former) NC SACS CASI Director conducted the
Readiness Visit with Drs. Chapman and Boone. At that time, Dr. Boone was
assigned as the SACS-CASI District Improvement Coordinator. In March 2005,
the Yancey County Board of Education supported and granted approval to initiate
the district accreditation process. Effective, July 1, 2005, the Board approved a
new Superintendent, Dr. Barbara Tipton. The district improvement process
commenced. Two years later, however, another change in superintendent
leadership took place effective July 1, 2007. The Board approved Dr. Thomas
Little as the new Superintendent. Dr. Little held the position of Associate
Superintendent during the 2006-07 school year, Dr. Tipton’s final year with YCS.
Although the continuous improvement process encountered several
superintendent leadership styles and philosophies during a three-year period, the
responsibility and best faith effort to continue the momentum existed so that YCS
could continue to move forward during the change process. The SACS-CASI
District Coordinator created and modified an organizational management network
of committees and recurring planning sessions.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Organizational Management
The nucleus of the district improvement planning process is the development of a
District Improvement Steering Committee (DISC), comprised of the SACS-CASI
Coordinator at the LEA level and all Central Office directors/administrators.
The DISC oversees the organizational guidance to provide a focused and aligned
systemic process of improvement between the district and schools.
To further build district-wide capacity for continuous improvement, a network of
layered and interconnected improvement committees remain active throughout
the system:
o School Improvement Team, including SACS-CASI Chairpersons
(Internal Facilitators), and administrators,
o Parent Advisory Council,
o Business-Community Advisory Council,
o Student Advisory Council,
o Superintendent’s Advisory Council, and
o Teacher Assistants Advisory Council.
Meaningful communication, collaboration, and alignment were viewed as
significant procedural elements in the improvement planning process, in reaching
consensus, and ensuring institutional integrity. Yearlong, the following sessions
were held: 1) monthly DISC meetings, as well as School Improvement Team
meetings, 2) quarterly dialogue sessions between the DISC, principals, and
School Improvement Team Chairpersons to discuss and review each school’s
progress toward reaching improvement goals, and 3) an annual
Board/Administrator Leadership Retreat to review and share school and district
improvement data. Annually, during the summer, the Board of Education
continues to hold a Board-Administrators’ Retreat to provide a venue for district-
wide information learning and sharing. During the fall of the 2006-07 school
year, the Board initiated their first of monthly Board Breakfasts held at each
school, a time for the Board, Superintendent, and Principals to have social and
professional conversations with school stakeholders. This forum has continued
in 2007-08 school year. In some cases, the Board Breakfasts have been
followed by district improvement conversations among the Board,
Superintendent, and Assistant Superintendent solely for the purpose of
formulating professional dialogue about and participation in the continuous
district improvement and accreditation.
Resources
During planning sessions, three research-based materials from the National
Study of School Evaluation (NSSE), the research arm of SACS CASI provided
the framework to employ a systemic continuous improvement model: System-
wide Improvement: Focusing on Student Learning and Accreditation for Quality
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
School Systems: A Practitioner’s Guide. To further enhance the aligned
systemic improvement process between system and school levels, Accreditation
for Quality Schools: A Practitioner’s Guide was purchased for each School
Improvement Team as an additional resource tool to guide the school-level
improvement process.
With the implementation of NSSE’s system-wide improvement framework, the
organization and management of structuring the improvement process was set in
motion. Stakeholder groups/committees were formed systemically to represent
perspectives from all areas and levels. Regular monthly, quarterly, and annual
meetings/planning sessions were built in the school calendar. Conversations
about employing and complying with a comprehensive system-wide continuous
improvement model commenced. The relentless work began--- a wealth of
historical, demographic, process, outcome, and perception data were collected
and analyzed by the DISC to build a strong improvement plan. The DISC further
shared systemwide data results with all stakeholder groups. School-based
administrators further shared the results with their faculty and staff.
To compliment the research on the use of implementing a 360-degree data
collection approach to build a strong improvement plan, Yancey County Schools
used NSSE’s web-based Opinion Inventories to gather teacher, support staff,
parent, student, and community stakeholders’ perceptions about the quality of
Yancey County Schools. System level statistical reports were generated through
the web-based survey system and distributed to the DISC. The DISC further
analyzed the results and included perceived and tangible areas of limitations in
the YCS Continuous Improvement Plan. To further align and extend the process
to the school level, each school administrator was provided a copy of his/her
school-level NSSE Survey results to share with his/her School Improvement
Team.
Methods that Provide Quality Assurance
Engaging in focused and aligned systemic improvement created some changes
and challenges during the past four years. Examples of challenges in the
journey of establishing and building a capacity of systemic improvement were the
continuous changes in superintendent leadership styles, organizational structure,
processes, and procedures, and the intricate facets commonly embedded in the
“change process.” However, advantages existed as well---this learning process
initiated the capacity to build collaboration, communication, and embrace
change. Furthermore, it enlivened the significant elements in the improvement
process that provide the structure for total quality assurance.
The coordinated effort of an aligned district-wide improvement process continued
in motion with all stakeholders: (1) documenting evidence of meeting
accreditation Standards, (2) examining the vision, mission, and beliefs, (3)
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
developing a district-level strategic improvement plan, (4) developing aligned
school improvement plans with the district improvement plan, and (5) writing a
system level Guided Self-Study--- a compilation snapshot of Yancey County
Schools continuous improvement journey.
The leadership within Yancey County Schools views the Guided Self-Study,
including the YCS Continuous Improvement Plan, as a living document that
captures the unique traditional, personal, cultural, instructional, and
organizational qualities of a small, rural system---the essence of Yancey County
Schools. This document is not only seen as a medium to inclusively summarize
the system, but used as a planning tool in the systemic and cyclical continuous
improvement process---- shared with schools for alignment, monitored and
evaluated quarterly, updated and approved by the Board annually, and
communicated to all stakeholders.
A major observation generated as a result of developing the Guided Self-Study
about the quality of Yancey County Schools was the aspiration of stakeholders to
strive continuously to move from a good school system to a great school system
--- a quality system united in establishing high expectations, focused on a clear
vision and mission, grounded in authentic beliefs, and lead by strong,
collaborative, and caring leadership at all levels to develop “Future-Ready
Students for the 21st Century.”
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Compliance with Accreditation Standards
for
Quality Systems
This section summarizes Yancey County School System’s capacity to ensure
stakeholders of compliance with SACS-CASI Accreditation Standards for Quality
Systems. The DISC used the Standards Assessment Tool for Quality Systems
to evaluate Yancey County School System’s capacity to meet the accreditation
standards. As a result of the self-assessment on the 10 district standards, the
DISC found Yancey County Schools to be in compliance with each of the
Standards based on the preponderance of evidence generated throughout the
school system, as described in the narratives that follow.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Beliefs and Mission
A quality system develops and communicates a vision, beliefs, and
mission that provide a focus for the quality of the work of the students and
the quality of the work of the system and schools.
Summary of the Standard
The Vision of Yancey County Schools, “Our Vision is Excellence” is framed within
the beliefs and mission born from the human foundation of a quality school
system---active, caring, and committed citizens, Board of Education,
Superintendent, licensed professionals, classified personnel, students, and
parents. The beliefs and mission are traditional, yet progressive, philosophical
tenets that focus on students and permeate throughout the system and the
school communities it serves. This is evident as one enters the school facilities,
communicates with personnel and students, or actively participates in the multi-
faceted programs.
Quality System Indicators
1.1 Establishes a vision for education in the community through the
leadership of the governing board of the system and in cooperation
with its stakeholders.
The Yancey County Schools has a vision of excellence that identifies a common
purpose toward which our school system will be working. The board of education
takes a leadership role in supporting the school system by providing direction
and aligning policies to achieve the established goals. Efforts are made to make
sure that all areas of our educational programs are in support of our vision,
beliefs and strategic goals; therefore, the board realizes the importance of the
participation of stakeholders in the educational process.
The board members are involved with the stakeholders in many ways. The
teachers, principals and students are of utmost importance as stakeholders. The
board members make sure that only the best, highly qualified teachers are hired
to teach in our school system. We know the effect of teacher quality on student
achievement. We also know that leadership at the school level and Central
Office level often means success or failure. The board members carefully
evaluate each person recommended for those positions. Students are our most
important stakeholder group; therefore we are making sure that they acquire 21st
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
century skills. This includes global awareness, critical thinking, problem solving,
technology, and literacy skills in core subject areas.
Two board members have attended a series on 21st century teaching & learning
sessions at the National School Board Conference. We have conducted a 21st
century workshop with school principals and directors. One board member will,
in the near future, train all initially licensed teachers in the school system. The
board has discussed and encouraged such training for all of our teachers. The
board members consider Mars Hill College (MHC), Western Carolina University
(WCU), and Mayland Community College (MCC) as part of our strong network of
stakeholders. The board is committed to serving in multiple educational
capacities within our community, which augment the network of resources to
build a stronger school system.
One board member is an adjunct professor at MHC. Many of our teachers
graduated from MHC and some professors worked with the Yancey County
School System to provide training and assistance with the ESL and Exceptional
Children’s Programs. In collaboration with WCU, Yancey County Schools
recently received a very much-needed grant for Science Education, and provides
online support for beginning teachers through The Center for Support of
Beginning Teachers. MCC provides a distance-learning lab for certain Mountain
Heritage High School students. One board member serves on the Mayland
Community College Foundation Board, which provides for a large number of
scholarships for Yancey County students. This board provides $1,000 mini-
grants for selected teachers who meet the qualifications.
The board collaborates with businesses and civic organizations, which we
consider important stakeholders and two board members serve on the Yancey
Chamber of Commerce board. The Chamber of Commerce gives scholarships
to qualifying students. Also, the Chamber honors all graduating NC Scholars
with a luncheon, certificate and plaque for the school. The board has other
stakeholders with whom we collaborate. One board member serves on the
Medical Center board. This organization, along with the Health Department,
American Cancer Society and a county minister collaborated with the board to
help make our schools Tobacco Free. Another stakeholder, the French Broad
Electric Corporation, gives Bright Ideas Grants to selected teachers in the county
who come up with the brightest ideas. Businesses, organizations and individuals
give more than one million dollars for graduating student scholarships.
The board is actively involved with other important stakeholders--- state and
federal legislators. Board members hold meetings with these elected officials
where they are allowed to ask questions and give input on legislative matters
regarding education. In addition, the board considers the State and National
School Board Associations great stakeholders. Board members attend
conferences and workshops sponsored by these two groups where we learn
more about futuristic educational trends and public school laws. Opportunities
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
are provided to learn from other board members across North Carolina and other
states. The state school board attorneys and staff readily respond to phone calls
and e-mails from board members too. They assist with our policies to make sure
they are properly and legally correct. The board has indicated their happiness of
being involved with community stakeholders---a characteristic that has helped
contribute to the development of a quality system, one that focuses on reaching
its vision---which is “...Excellence.”
1.2 Identifies system-wide goals to advance the vision.
The board of education supports the schools system’s vision and mission by
providing direction in developing policies, which helps achieve the system level
goals. Yancey County Schools supports high-level teaching and learning, which
leads the way to 21st century learning skills as indicated by our mission
statement. We provide a safe and nurturing environment to empower all
students to achieve their full potential as life-long learners and global citizens.
As we go into 21st century teaching and learning, we will see our students
involved in global project-based learning activities. The board is interested in
enhancing our technology services to support more futuristic teaching and
learning. Finding new and better ways to help our students succeed are
constantly sought and implemented. Through attendance at workshops and
conferences, reading books like, The World Is Flat, and visiting in other
progressive school systems, board members are exposed to more effective ways
to help our students. Through this information, the board members have gained
a greater insight into what our students should be involved in so they will be
competitive with students in other countries. The board encourages the use of
technology to learn subject content and skills, which will help students to learn to
think critically, solve problems and use information in different ways.
We have discussed with the Superintendent and Assistant Superintendent the
need for more appropriate professional development for principals and teachers
to help them become more proficient in teaching the 21st Century skills. Too, the
board has emphasized the need for new assessments to evaluate students on
the new 21st Century skills.
The board in interested in engaging educators, students, parents and the
community to help make decisions that revolve around our vision for the school
system. The board is aware of their role in providing highly qualified teachers
and staff, which are reflected in the school system belief statement, which
follows.
Yancey County Schools will:
1. Challenge and encourage all students to become life-long learners;
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
2. Tailor instructional approaches and educational settings to serve a
diverse student population;
3. Seek, secure, and support an excellent professional staff;
4. Foster healthy students in a safe, orderly, and caring environment;
and
5. Promote positive traits resulting in thriving communities.
The board, superintendent, Central Office level administrators, principals, faculty,
support staff, parents, and community persons cooperatively developed these
belief statements.
The board, along with the stakeholders, favors adopting the new North Carolina
State Board of Education Future-Ready Students of the 21st Century priority
goals. As the State Board of Education goals change, so too will the leadership
of YCS change its goals to maintain continued alliance.
1.3 Establishes an accountability system to document and monitor
achievement of its goals.
As mentioned earlier, the board realizes its accountability to all the stakeholders.
The board strives to develop a performance-based system, which will promote
true accountability for all staff from the Superintendent all the way down to the
classroom teacher. The board realizes that it sets the stage for accountability.
Every effort is made to acquire the most valuable and reliable data possible to
measure the progress of our students. The Board examines data with staff to
identify progress and areas that are targeted for additional work. In looking at the
district goals based on the state priority goals, “…produce globally competitive
students” is number one. The board has discovered that academic achievement
data is truly important and that they must assume a greater role in leading others
to focus on improving student achievement. Other YCS goals include: providing
aligned high quality professional development, cultivating safe, orderly and
healthy schools, striving to improve the dropout rate, and fostering a culture of
continuous improvement to assure effective and efficient operations.
The board often feels that the indicators for student academic achievement are
much easier to collect than indicators for other goals. Result indicators we use
for data analysis includes North Carolina testing program scores, scores on
school/county assessments, SAT and ACT scores, Advance Placement tests,
student attendance rates, dropout rates, GPA of graduating seniors,
disaggregated data and graduates enrolled in college. Other indicators used by
the board include interviews, public opinion surveys, NSSE survey, parent
surveys, teacher evaluations, exit interviews and media coverage/clippings. The
board uses data gathered by school staff to help make better, informed decisions
on policy development which affects student achievement.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
The board members are currently discussing new standards and assessments
for 21st Century skills. As they lead YCS to integrate these skills, they will
expand the definition of student achievement to include the mastery of 21st
Century skills. The board understands many of these skills will be measured
through demonstrations rather than marking A, B, C, or D. In the progression
toward 21st Century Skills, teachers will be held responsible for seeing that
students achieve these skills, but the school board must set the stage for the
school system to move forward.
1.4 Develops and continuously maintains a profile that describes the
system, students and community.
The school system maintains data that helps the stakeholders make better,
informed decisions about policies that affect student achievement. Various
agencies and individuals often require this information. The Guided Self-Study
Profile section captures the essence of Yancey County and Yancey County
Schools System. The Profile includes a synopsis of Yancey County ---
geographic, economic, and demographic information. It also provides an
abridged overview about Yancey County Schools---demographic, perception,
achievement, and outcome data. Specifically, it is a collection of synthesized
data, some historical, about schools, school/class sizes, personnel analysis,
NSSE Survey results, standardize test results, cohort graduation rates, and
instructional and organizational program and procedural data. This
comprehensive framework encapsulates Yancey County---community, school
system, and students.
1.5 Ensures that the system’s vision, mission, and beliefs guide the
instruction and curriculum throughout the system and reflect research
and best practices concerning teaching and learning.
Yancey County Schools know that there is a direct link between teacher quality
and student achievement. Board members feel the push for higher standards
and performance for our students and our teachers. The board makes every
effort to obtain and retain highly qualified teachers, as indicated in Board Policy
7100. Career teachers in the school system are expected to follow quality
standards, which ensure that the district’s vision, mission and beliefs guide their
instruction and the curriculum. The board is in favor of strengthening instruction
by ending the hiring of lateral entry and provisionally licensed teachers. The
desire is for our teachers to be high performing; therefore, high-quality
professional development is made available to them. Participation in quality
professional development activities, aligned with district, school, and individual
improvement plans, challenges administrators, teachers, and staff to become
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
more innovative and bring about needed changes, which result in higher student
achievement.
1.6 Reviews its vision, mission, and beliefs annually and revises them
when appropriate.
Yancey County School System board members and staff will review the needs
and make any changes necessary to maintain high educational standards. This
may require revisions in the vision, mission and beliefs. Changes often are
related to the federal No Child Left Behind Act , State Board goals, and/or local
public demand for greater accountability, which places demands on the board to
align policies and resources to meet our goals. The board is aware that all
aspects of our educational program must support our vision, mission, beliefs and
goals. The board plans to conduct a five-year needs assessment to plan for
systemic program and organizational improvement. Simply stated, this will help
us move the school system from where we are now to where we want to go.
During the 2006-2007 school year, the Yancey County School System began
training for the implementation of the 21st Century skills as outlined by the State
Board of Education and the NC State Department of Public Instruction. This
implementation was lead by one of the board members at the Administrators’
Retreat. The board strongly encourages the process to continue. Professional
development is in process for 21st Century teaching and learning. Technology is
being carefully analyzed to determine future needs since this will be the major
tool for all instruction. Within the next five years, the school system aims to
purchase property and build two elementary schools, one on the west end of the
county and one on the east end of the county. As a result of a strong emphasis
on 21st Century skills at the state and local level, YCS will make necessary
revisions to the Continuous Improvement Plan.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Standard 2
Governance and Leadership
A quality system provides for and promotes stability in the leadership,
governance and organizational structure which include a focus in
developing and maintaining a vision; an emphasis on improving student
learning; and support for innovative efforts that produce desired results.
Summary of the Standard
Yancey County Schools has a dedicated and united five-member Board of
Education. They serve four-year terms, and represent 22 years of cumulative
Board experience with Yancey County Schools. In addition, two of the Board
members are careered educators who retired with Yancey County Schools, a
former Assistant Superintendent and Business-Education teacher---holding more
than 30 years experience. All Board members have a strong heritage in Yancey
County---from being raised in, attended school in, worked in, and/or currently
reside in the county they serve as school system leaders. Their bond with
Yancey County Schools continues to remain strong as they regularly attend local
WRESA school law updates, participate in summer leadership retreats with
administrators, attend the North Carolina School Board Association, and National
School Board Association Conferences to provide the utmost governance and
leadership needed to support the goals of North Carolina Public Schools---Future
Ready Students for the 21st Century, as well as the vision of Yancey County
Schools—Our Vision is Excellence.
Quality System Indicators
Governance:
2.1 Adopts written policies and procedures that promote the effective
operation of the system that includes clearly defined lines of
authority, relationships and accountability, which support the
mission, beliefs and goals of the system.
The Board is considered a policy-making body; however we also assume a
leadership role. Our focus is always on the students and their success. The
board continues to develop policies that promote the effective operation of the
school system. The Yancey County School Board Policy Manual is the local
foundational governing tool that promotes effective and legal system operation,
framed within the NC General Statutes. The Policy Manual is currently being
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
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Our Vision is Excellence
revised, with the assistance of the NC School Board Association, to encompass
all aspects of school system operational needs.
The board establishes personnel positions that are appropriate for the school
system. When a new position is established, the superintendent obtains the
board’s approval and then proceeds to establish requirements for the position
and salary ranges for that particular position. Job descriptions are developed for
all positions, which identify the functions of the position and the expectations of
working relationships with other employees. Job descriptions have been
developed for all employees. These have been generated by the NCDPI and/or
locally. These are used when screening applicants or evaluating employees, and
used in organizational planning. In addition, an organizational chart illustrates
the current lines of authority, relationships, and accountability. Furthermore, the
board recognizes that its policies and procedures support the vision, mission,
and beliefs of Yancey County Schools.
2.2 Permits the administrative team of the system to implement policies
and procedures without interference.
The Board assumes the role of interacting with stakeholders before writing
anything into policy. The process used by the board in developing new policies
is to look at the needs. The parents, teachers, principals, and community may
put pressure on the board in such cases as student hazing, nepotism, bullying,
and smoke-free schools. Federal, state and local changes result in uniting new
policies such as religion in the schools (e.g. Christmas displays). Stakeholders
such as superintendent, assistant superintendent, directors, principals, teachers,
and other personnel are involved in reading each policy. Stakeholders are
involved in the first, second, and third readings before policies are adopted. Then
the board leaves it up to the superintendent to be responsible for the outcome.
The administrative team is given freedom to implement policies and procedures
with the understanding that they are accountable for the results. The
superintendent’s administrative team involves the entire school system to help
achieve the desired results. The superintendent and administrative team are free
to do their job. The administrative team has the freedom to focus on the students
and their achievement without interference from the board.
2.3 Establishes policies and procedures that recognize and preserve the
executive administrative and leadership prerogatives of the head of
the system and the schools
The procedures for preserving the executive administrative and leadership
prerogatives of the head of the school and system are clear. The performance
standards of the executive head are stated in a clear and understandable
Yancey County Schools
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Our Vision is Excellence
manner. The superintendent is in charge of administrative leadership to all
school personnel in carrying out the school system goals and objectives. The
function of the superintendent is developing plans, developing and maintaining
educational programs, establishing and maintaining program infrastructure and
developing and maintaining administrative procedures. The board makes every
effort not to get the reputation of micromanaging. The superintendent and staff
are aware of what they will be accountable for. The superintendent and staff are
aware of what is expected and how they will be evaluated. They are free to
move forward and provide a greater focus on student achievement.
2.4 Implements policies and procedures that provide for the orientation
and training of the governing Board
Training for board members is a must; therefore, policies are in place to allow for
this to happen. The North Carolina School Board Association requires all board
members to be involved in 12 hours of training each school year. Each year they
provide an orientation session for new board members. The board members
must assume a greater role in leading others to focus on improving student
achievement. Through our attending high quality conferences such as the
National School Boards and North Carolina School Boards conferences,
members are made aware of their duties, policy development and the greater
role they can have in providing a better school system. The school board
attorney, coupled with regional, state, and national board attorneys provide the
board with advice and help in regard to the legal aspects in developing and
modifying school policies. The North Carolina School Boards Association
lawyers keep the board members informed of state and federal laws that affect
the operation of our schools. Through good training the board is able to stay
current with the best practices in education.
Leadership:
2.5 Maintains access to legal counsel who can advise or obtains
necessary information about legal requirements and obligations that
exist in the state, federal or other jurisdictions in which it operates.
The board has access to legal counsel from Mr. Donny Laws, School Board
Attorney, the North Carolina School Board Association attorneys, and regional
school law sessions, and NCSBA state conferences. Legal counsel is made
available in regard to recent legal developments that have an impact on school
board policies and procedures. The board has been made aware of the legal
aspects of religion in the school and has developed policies in regard to this
matter. The board needs updates on the latest Supreme Court and Federal
Court cases that impact the administrative staff and teachers. Some of these
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
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Our Vision is Excellence
include diversity, teacher speech and academic freedom in the classroom, and
race-based student assignments. The board members always seek counsel
regarding controversial issues such as intelligent design. YCS contracts with Mr.
K. Dean Shatley, Roberts & Stevens Law Firm, Asheville, NC, who specialize in
educational law for special cases.
2.6 Maintains adequate insurance or equivalent resources to protect its
financial stability and administrative operations from protracted
proceedings and claims from damage.
The board realizes the legal consequences, which may occur when insurance,
and resources are inadequate to protect the school system from protracted
proceedings and claims from damages. The board makes every effort to avoid
litigation and frivolous lawsuits. In cases where this may occur, the school
system has Errors and Omissions/General Liability Trust Fund Insurance, which
is provided by the NC School Boards Association. Workers Compensation (Key
Risk) is available for employees who are injured on the job. The board utilizes
legal counsel and financial advice in making sure that all decisions impacting
proper insurance coverage are adequate. Currently, insurance and resources
are sufficient for property coverage, including buildings and contents. The
coverage is maintained through the NC Department of Public Instruction.
Automobile coverage and garage liability is made available through the NC
School Boards Association. The NC Department of Public Instruction provides
financial protection of boiler machinery. InLand Marine - NC Department of
Public Instruction insures band instruments and laptops. Moore and Johnson
Agency - NC Department of Public Instruction insures work-based learning
including intern and vocational students. Student accident and dental insurance
is made available to all parents. School administrators encourage parents to
take advantage of this coverage.
2.7 Creates and strengthens collaborative networks of community
stakeholders to support student learning
The board is aware of the importance of community engagement in student
achievement. The board members engage in activities or meetings with parents,
students, teachers, administrators, higher education professionals, West Region
Education Service Alliance (WRESA) representatives, various YCS advisory
councils, focus groups, Rotary Club, local newspaper and radio representatives,
and YCS Foundation in an effort to establish a collaborative network of
community stakeholders and to build school-community relationships that will
result in support for our schools and enhance student achievement. The values
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and perspectives of the community citizens and stakeholders are looked at
carefully because we are accountable to them for providing the best teachers
and education programs possible for successful student learning.
2.8 Allocates and aligns the human, instructional, financial, and physical
resources in support of the vision, mission, beliefs, and expectations
for student learning.
The board is aware of the necessary components that will help us align with and
achieve our vision, mission, beliefs and expectations for student learning. The
board makes every effort to hire highly qualified and full-licensed teachers, and
provide them with the materials and equipment needed to do an outstanding job.
The research states that good teaches is key to good schools, and is the most
important aspect of high student achievement. YCS is in compliance with No
Child Left Behind federal legislation in regard to hiring highly qualified staff. YCS
has met the NCLB qoals---100 percent highly qualified teachers and 100 percent
highly qualified paraprofessionals. Our principals and assistant principals are
well-qualified and competent leaders. Like in most school systems they are
faced with a number of challenges. They serve as instructional leaders who set
the pathway for academic achievement. They are visionary and focus on best
practices for their schools. They strive for student success. Quality instruction is
vital to student success. The board realizes that in the 21st century our students
must master problem solving skills, critical thinking skills, communication skills,
technology literacy and global awareness.
Financial resources are always of need. The board, superintendent, and County
Commissioners have a good working professional relationship. Often they have
formal and informal discussions to address local funding and school system
needs. One priority that the board has recognized, which is addressed in the
facility plan, is the need for replacing some facilities. The board and
superintendent are working to find financial resources to begin work on this need.
The board aligns financial and physical resources for student achievement
through the use of capital outlay, instructional money, and money allocated to the
School System by the County Commissioners. Each spring principals submit
their needs to the superintendent and board. The needs are evaluated and
funded if financial resources are available.
Through program updates at regular monthly board meetings, such as the
monthly maintenance report, student achievement data, etc., the board receive
additional opportunities to hear and discuss plans for addressing the human,
instructional, financial, and physical resources to support student learning. All of
the board’s efforts are in support of the vision, mission and beliefs of the Yancey
County School system.
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Standard 3
Curriculum
A quality system offers a research-based curriculum based on clearly
defined expectations for student learning that is subject to review and
revision at regular intervals.
Summary of the Standard
Yancey County Schools implements the North Carolina Standard Course of
Study (NCSCS), the research-based state adopted curricula for North Carolina
Public Schools. It is founded on the research of Marzano’s Dimensions of
Learning and Wiggins’ Understanding by Design. The NCSCS is reviewed and
amended every five years by the North Carolina Department of Public Instruction
(NCDPI). The NCSCS clearly defines and builds upon competency goals, with
corresponding objectives at every grade level to provide students with balanced
and leveled curricula standards which to accomplish. Yancey County Schools
further develops the K-12 curricula framework by implementing research-based
instructional programs and strategies, and by engaging in horizontal and vertical
collaborative curriculum team meetings.
Quality System Indicators
3.1 Develops curriculum on clearly defined expectations for student
learning.
The primary curriculum implemented in Yancey County Schools is the North
Carolina Standard Course of Study for each subject area, K-12. To further
execute the competency expectations in the NCSCS and meet all students’
academic needs, YCS implements the Honors Curriculum Guide (NCDPI),
standards from the College Board through Advanced Placement courses, Career
Technical Education Blueprints, with corresponding curriculum guides, including
the CTE Honors Curriculum Guide, and a K-12 Writing Plan. In addition, in 2005-
06, YCS developed a local, integrated elementary Science Curriculum Guide,
using Wiggins’ Understanding by Design model, to further enhance the
elementary science program and prepare students for the 2007-08 Science
EOG. Still in its infancy, but with plans to continue, the curriculum team strives to
focus on curricula and student achievement through an organized planning
process to develop, train, and implement a continuum of curriculum mapping,
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pacing guides, and lesson plans, K-12, to provide coordinated direction and
accountability for student learning.
3.2 Provides a curriculum that includes a set of essential knowledge and
skills in each content area.
The North Carolina Standard Course of Study is the required curriculum adopted
by North Carolina and implemented by Yancey County Schools. It is content
specific, K-12. The NCSCS for each grade level provides competency goals, with
corresponding indicators of knowledge and skills for students to acquire. In
addition, special curricula programs are implemented K-12: Career-Technical
Education Program, high school honors curricula, AP courses, Four-Blocks
Balanced Literacy Program, Sheltered Instruction Observation Protocol (SIOP),
inquiry-based science, Occupational Diploma Courses of Study for severely
profound disabled students, and Academically and Intellectually Gifted, and the
IMPACT Model. YCS is exploring the Big Six research for the state required
Graduation Project for 2010 graduating seniors, and methods for strengthening
Social Studies across the curriculum.
3.3 Aligns curriculum with clearly defined expectations for student
learning across subject areas and grade levels.
Yancey County Schools supports integration and alignment among curricula
areas. During the 2006-07 school year, the YCS curriculum team began a
concerted effort for elementary grade level teams to develop curriculum
maps/pacing guides aligned with the Math and Language Arts NCSCS to ensure
timely delivery and coverage of course content and skills. In addition, one middle
school began implementing Curriculum Mapping for all subject areas, using Dr.
Greg Decker’s model. During the 2007-08 school year, the Curriculum Team is
working with middle grades content area teachers to develop continuity between
pacing guides from both middle schools. To further establish alignment, YCS
adopted and implemented Four-Blocks, a K-8 balanced literacy program,
Sheltered Instruction Observation Protocol (SIOP) for K-12 language learners,
and “Writing Everyday,” 9-12, with plans to extend writing across the curriculum,
9-12.
3.4 Ensures that the curriculum reflects a commitment to equity, an
appreciation of diversity, recognition of different ways of learning, and
challenges each student to excel.
Yancey County Schools is committed to ensuring the curriculum reflects equity,
embraces diversity, and acknowledges multiple methods of teaching and
learning. Central Office administrators, school-based administrators, and
teachers collaborate, develop, and implement instructional plans that address the
need to provide modifications, accommodations, and enrichment activities to
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ensure special population students’ academic needs are being met, e.g., ESL,
AIG, Section 504, and EC students.
The Yancey Evening School (YES) has developed an alternative academic
program that recognizes and meets the needs of students at-risk dropping out of
high school. The Superintendent has recently developed a committee to
research additional alternative school options. To further address the varied
needs of at-risk freshmen students, improve the dropout rate, and provide the
skills needed for high school success, the Students Obtain Academic Readiness
(SOAR) program was created and operational in 2006-07. In 2007-08, the focus
extended to serve at-risk eighth grade students.
The use of technology has allowed YCS to provide another educational avenue
to the instructional and learning process. Online educational opportunities
through NC Virtual Public School have provided high school students the ability
to take courses, such as Advanced Placement courses and other courses not
offered or available otherwise. Virtual courses are vital to rural school systems
seeking to provide students equitable access to resources.
Yancey County Schools has partnered with Mayland Community College as its
Institute of Higher Education to provide dual-enrollment courses for high school
students. Many of the courses are taught on the satellite campus using traditional
distance learning facilities such as two-way video. Other courses offered at the
main campus allow students to take classes in their career pathways that are not
offered at Mountain Heritage High School.
Technology provides teachers with the flexibility to meet the individual needs and
abilities of each student. It provides alternative learning opportunities allowing
students to work at their own pace and to become more independent learners.
Through the use of technology students become more successful, more self-
confident, and more motivated to learn.
3.5 Develops written curriculum guides and support materials that serve
as a basis for implementing the curriculum.
Yancey County Schools uses the NCSCS curricula, K-12. In addition, grade
levels/subject areas have developed curriculum guides and program plans to
further enhance instructional strategies, e.g., Integrated and Inquiry-based
Elementary Science Curriculum, Differentiated Curriculum, Honors Documents,
English Language Development Plans, SIOP, Four-Block Balanced Literacy
Program, K -12 Writing Plan, and Career Technical Education (CTE) Blueprints.
3.6 Promotes in the curriculum the active involvement of students in the
learning process, including opportunities to explore application of
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higher order thinking skills and to investigate new approaches in
applying their learning.
The NCSCS curricula promote students’ engagement in practical, real-world
learning applications, and provide opportunities for students to demonstrate
process skills. It is based on higher order thinking skills from the research of
Marzano and Wiggins. Technology, instructional resources, application and
assessment software programs are available system-wide to further provide
opportunities for students to be engaged in the learning process. High school
students participate in online courses through NC Virtual Public School. The AIG
program has created curricula modules using the Understanding by Design
model for integration of subject areas, academic levels, and multiple
intelligences. To provide further enrichment for students at the K-2 level, the AIG
Program has implemented K-2 Nurturing. Activities Integrating Math and
Science (AIMS) is an integrated, inquiry-based science program used in
elementary schools and can be modified to meet various academic abilities of all
students. During the 2006-07 school year, high school freshmen were the first
group of students to be accountable for the state Graduation Project requirement
which promotes higher order thinking, problem solving, research, and community
involvement. Mountain Heritage High, our only high school, is currently
researching the Big Six strategies to implement the Graduation Project. During
2006-07, the Honors Curriculum was implemented at the high school level for
honors courses as required by the NCDPI honors curriculum guidelines.
Curricula related fieldtrips enrich the curricula and promote students’ active
involvement in the learning process, e.g., cultural immersion in Mexico and Costa
Rica, Marine Biology Outer-banks Excursion, and state Young Historians
competition. Also, integral to the CTE Curriculum, an active Career Technical
Student Organization (CTSO) exists and is active in local, state, and national
knowledge-based competitions.
3.7 Gathers, analyzes, and uses data and research in making curriculum
choices.
Yancey County Schools gathers, analyzes, and uses both formative data and
summative data----local classroom level data and state mandated assessments.
Examples of local and state data used include: K-2 Assessments, EOG and EOC
Goal Summaries, Writing, IPT, Computer Skills, Grade 3 Pre- test, CTE, ABC,
AYP for subgroups. Also, research-based programs are evaluated by the
curriculum team and discussed with administrators and teachers prior to
implementation. The curriculum team, program directors, administrators, and/or
teachers participate in related curriculum planning sessions to discuss curriculum
and instruction needs at all levels by attending one or more of the following C & I
planning/work sessions: monthly west region Curriculum Council meetings,
monthly K-5 grade level team meetings, LEA curriculum team meetings with
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content teachers K-8, vertical/cross-curricula planning at the middle grades level,
NC ASCD bi-annual conferences, and program specific conferences, e.g.,
research-based reading and language programs for North Carolina State
Improvement Project (NCSIP), NC Continuous Improvement Performance Plan
(NCCIPP), Planning and Performance Management System (PPMS).
3.8 Provides a balance of educational experiences through the curriculum
that is based on knowledge of human growth and development, and
relies on sound learning principles.
Yancey County Schools provides students, Pre-K – 12, with curricula-related
educational opportunities that extend beyond the facts and classroom
experiences. More-at-Four child development programs, technology, service-
learning projects, online courses, dual-enrollment courses through Mayland
Community College, internships, work experiences, student organizations,
fieldtrips, exploratory Arts programs, after-school 4-H extension programs, and
summer academies are examples of educational experiences students are
engaged in at all grade levels and age ranges.
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Standard 4
Instructional Design
A quality system develops and employs instructional strategies and
activities in support of student achievement of the expectations for
learning defined by the curriculum.
Summary of the Standard
Yancey County Schools implements the NCSCS and research-based “best
practices.” Yancey County Schools develops and employs a variety of
instructional strategies that support individual students’ academic needs, from
English Language Learners (ELL) to Academically and Intellectually Gifted (AIG)
students. Yancey County Schools prides itself with setting high expectations and
focusing on curriculum and instruction to provide students with the highest level
of academic achievement and success.
Quality System Indicators
4.1 Analyzes and uses the results of assessments of student learning to
improve instructional design and effectiveness.
Yancey County Schools uses formative and summative assessments of student
learning to improve instructional design and effectiveness: Formative
assessments currently in place are: English Language Development Plans for
LEP students, K-2 Rigby E-assessment, K-2 Math Assessment, Cornerstone,
Orchard, Study Island, AR Math, and AR Reading. Summative assessment
results include: EOG Reading and Math, grades 3-8, EOC, grades 9-12, Writing,
grades 4, 7, and 10, annual spring IPT for LEP students, NC Test of Computer
Skills, grade 8.
Technology is used for application and assessment of student performance, and
to redirect teaching and learning. At the elementary level, grades 3-5,
assessments are completed with Star Reading and Star Math programs at the
beginning of the school year as well as each nine weeks. DIBELS assessments
are used in selected grades with scores analyzed and data graphed and
downloaded from the website. Cornerstone includes a student assessment
component, which places students in specific lessons based on pretest scores.
High schools teachers have online resources available such Discovery School
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Quiz Center to create online tests for their students. The newly developed
Curriculum Team, including the Technology Facilitator, provides resources to
teachers to assess student learning. As a supplement to the Orchard software,
Yancey County Schools has recently purchased Orchard Gold, a series of grade-
specific pre- and post-tests based upon the North Carolina Standard Course of
Study. Orchard Gold automatically assigns the appropriate content necessary to
help students master those standards and to improve their performance on
standards-based tests.
4.2 Designs and employs instructional strategies and activities that are
research-based and reflective of best practices.
Yancey County Schools uses research-based curriculum and instruction
programs and practices, i.e., those involving concept-based, problem-based, and
project-based learning. Examples include: Four-Blocks, a balanced literacy
program (K-8), AIMS framed within the Understanding by Design model (K-5),
Project 2020 (Science, 3-8), inquiry-based middle grades science units
developed by DPI Science Consultants (6-8), SIOP (K-12), IMPACT model, as
aligned with 21st Century learning standards. The secondary curriculum
coordinator is currently exploring the Graduation Project Big Six research. As a
means to create a curriculum accountability framework, a process of developing
curriculum maps and pacing guides has been established and continues to build
across grade levels and subject areas.
4.3 Aligns the instructional design, including strategies and action plans,
with the system’s mission and expectations for student learning.
During the 2007-08 school year, Curriculum Team was formed to implement an
organized curriculum and instruction planning process (K-12). The team’s
members are curriculum coordinators who specialize in grade level and/or
subject areas. The team’s focus is to assess, develop, and/or continue the
following initiatives to meet the system’s mission and expectations for student
learning: pacing guides, curriculum maps, scope and sequence, integration, and
professional development. To help carry out the planning process, the team
implemented half-day grade level meetings each month. In addition there are
two (2) half-days scheduled in the school calendar each year for professional
development. Collaboration at and among all levels and subject areas continues
to grow.
4.4 Allocates and protects instructional time to support student learning.
Yancey County Schools allocates and protects instructional time among all
schools to support and maximize student learning. Examples of strategies
include: 1) Schools’ master schedules try to accommodate core subject areas
early in the day; 2) revision of the school calendar is closely reviewed as the
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system experiences inclement weather; 3) the Superintendent’s Advisory Council
develops the school calendar, including input/feedback from school personnel; 4)
a calendar waiver is requested each year to begin the school year early to meet
the number of instructional days required; 5) an Attendance Committee was
established and administrators meet as necessary to address the attendance
policy and procedures; 6) fieldtrip requests are considered when aligned with the
curriculum; 7) Rigby e-Assessment, an electronic K-2 Reading Assessment is
implemented to capitalize on valued instructional time for K-2 teachers, and 8)
program meetings with teachers are held after school.
4.5 Implements an instructional design that provides all students with
instruction that stimulates and enhances intellectual and creative
development of higher order thinking skills and requires students to
apply their learning.
Yancey County Schools has developed a Curriculum Team who support the
need to use research-based best practices, i.e., problem-based, inquiry-based,
project-based, concept-based, and 21st Century learning skills. The team
collaboratively works together and works with teachers throughout the system.
Students use computers to practice content specific skills, to access information
and communicate ideas, and to develop critical thinking skills for problem solving.
4.6 Provides a comprehensive program of information and media services
that are aligned with its beliefs, mission, and goals.
Flexible scheduling for media centers and computer labs use flexible scheduling
in most schools, K-12. A fixed schedule is still in place for grades K-2. Media
specialists and technology personnel collaborate with content area teachers to
provide needed resources that are aligned with the instructional mission, beliefs,
and goals.
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Standard 5
Assessment, Measurement, and Effective Results
A quality system uses effective and continuous performance management
systems for assessing, aligning, and improving student learning and
operation performance, including organizational and instructional
effectiveness, at all levels and areas of the system.
Summary of the Standard
Yancey County Schools systemic continuous improvement effort began with
implementing an effective system-wide tool for gathering and using data— the
Data Driven Decision Making Model. This model has given YCS an electronic
tool to drive goal-setting, goal-alignment, and decision-making at the district and
school levels to improve instructional practices and student learning. In addition,
YCS is currently exploring the development and implementation of formative
assessments to assess the teaching and learning process throughout the year as
a means to prepare for the state summative assessments.
Quality System Indicators
5. 1 Establishes key indicators and performance expectations for
student learning.
Yancey County Schools uses state ABC and federal AYP benchmark
performance indicators to measure students’ learning as the ultimate measure for
assessing students’ academic growth. In addition, special programs and federal
programs provide key indicators, benchmarks, and/or performance expectations
for student learning. The following are examples of key indicators used to
identify and/or assess student performance expectations and learning: 1) AIG
key indicators are used to identify potential AIG students for K-12 placement, 2)
Rubrics have been developed for curricula that may be subjective in assessing,
such as writing or exploratory science, 3) English Language Development (ELD)
Plans are used to measure LEP students’ language development progress to
meet AMAO language acquisition goals, 4) IEPs for EC students have
designated key indicators and performance expectations for students with
disabilities, 5) Gateway Standards (Grades 3, 5, and 8), and high school Exit
Standards, 6) K-2 Reading and Math Assessments. As of the 2007-08 school
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year, YCS will be utilizing a more effective K-2 Assessment method for
Reading—Rigby e-Assessments.
5.2 Develops and implements a comprehensive system for assessing
student progress based on clearly defined results for learning.
Local, state, and federal benchmarks outline the following measures YCS uses to
assess student progress on clearly defined results for learning: the K-2 Literacy
and Math Observation Profiles, AYP, Writing portfolios and K-12 Writing Plan,
inquiry-based science projects/products, Accuplacer performance standards,
Title III Annual Measurable Achievement Objectives (AMAOs), ABC growth and
performance standards, EOG and EOC Goal Summaries, and the NCSCS
competency goals and locally developed pacing guides provide a comprehensive
system for assessing formative and summative student progress and result for
learning. To further close the achievement gap, the use of accountability and
Title I funds provide resources for focused remediation and targeted intervention
during the school day, afterschool, and during summer academies.
5.3 Establishes and provides a comprehensive assessment system
that includes current data that includes a profile of student
performance, community characteristics, system characteristics, and
stakeholder perceptions of the system (staff and stakeholder).
Yancey County Schools uses a comprehensive assessment system, K-12,
including: classroom formative measures through K-2 Reading and Math
Assessments, Grade 3 Pre-Test, teacher generated curricula tests resulting in a
nine-weeks a nine-weeks report card for each student. The Curriculum Team is
currently exploring the use of implementing formative assessments system-wide.
School system and school data is compiled in a State and School Report Card
generated by the NCDPI annually. A locally developed Testing Notebook was
compiled with annual state mandated testing results for each tested grade level
per school and district. This allows historical testing data to be compiled and
analyzed for trends or patterns that will provide significant information for
continuous improvement planning.
The results of annual NSSE Opinion Surveys and the bi-annual Governor’s
Teacher Working Conditions Survey gathered and analyzed to assess current
conditions and plan for improvement. The Guided Self-Study provides one
central vehicle to include community and system characteristics that will allow
efficient updating annually, as addressed in Standard 1.4.
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5.4 Employs an assessment system that provides data for making
informed decisions for continuous improvement.
The Yancey County Schools Testing Coordinator created a Testing Notebook as
a resource for each school and Central Office. It is a compilation of Goal
Summaries, ABC growth and performance standards, and AYP subgroup data
for each school and the district. The Testing Notebook provided administrators
and teachers a resource when they needed to disaggregate data. There is a
need to implement the Data-Driven Decision-Making concept of using computer
software to assist with disaggregating test information more efficiently and
accurately so YCS can become “data wise” in driving improvement initiatives.
5.5 Conducts a periodic analysis of instructional and organizational
effectiveness as a basis for improving the system and schools.
During the 2006-07 school year, Yancey County Schools implemented the NSSE
Survey of Implementation and Effectiveness of the System-wide Plan for
Improvement to determine the system’s efficacy in its continuous improvement
efforts. A formative method of assessing the system’s instructional and
organizational effective takes place when the DISC monitors quarterly the YCS
Continuous Improvement Plan Goal 5.
5.6 Communicates assessment results to all stakeholders.
Assessment results are communicated to all stakeholders through a variety of
methods: State and school report cards, Yancey County Schools website,
newspaper, and VISION newsletter.
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Standard 6
Resources
A quality system has qualified staff that is supported by the financial and
physical resources necessary to fulfill the vision, mission, and goals of the
system.
Summary of the Standard
The financial and human resource systems are vital elements embedded in the
operation of Yancey County Schools. The Board, superintendent, finance
officer, and human resource director work closely and collaboratively to ensure
that Yancey County Schools has an annual balanced budget and high quality
personnel to meet all operational and instructional needs necessary so that all
students have a quality learning environment to reach their potential.
Quality System Indicators
Financial Resources
6.1 Maintains financial accounts in accordance with accepted accounting
procedures and are audited annually.
Yancey County Schools maintains financial accounts in accordance with
accepted accounting procedures that are audited annually by Dixon Hughes
PLLC. The current report of the annual audit is on-site and available for
evaluation. The audited financial statements include the government-wide
statements which are presented on the full accrual basis of accounting and which
provide a summary of the Board’s investment in assets and obligations to
creditors. Also included in the audited financial statements are the Fund
Financial Statements, which are presented for the Board’s governmental funds,
proprietary funds, and fiduciary funds. These statements present the
governmental funds on the modified accrual basis of accounting and the
proprietary and fiduciary funds on the full accrual basis of accounting. The
system-wide statements therefore provide information about the Board as an
economic unit, while the fund financial statements provide information on the
financial resources of the Board’s major funds.
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6.2 Secures income from all regular sources that is sufficient to support all
regular expenditures and to assure the continuity and stability of
services.
Yancey County Schools secures income from state, federal, and local resources.
In North Carolina the state government is the major source of public school
revenue. An analysis of available resources is made prior to obligation for
expenditures with first emphasis being placed on the continuity and stability of
services. Although income from these resources is sufficient to support basic
operations, there are rarely sufficient resources to expand services to a desired
level.
6.3 Manages debt service or lines of credit in such ways as to assure that
fiscal responsibility remains under the control of system authority.
North Carolina general statutes limit the types of debt into which a public school
system can enter and the purpose for which that debt can be used. The Board
presently has long-term obligations for the installment purchase of a contract to
finance energy conservation measures that will reduce its operating costs. The
Board also recognizes a long-term liability for compensated absences.
Therefore, the Board’s debt exposure is minimal.
6.4 Maintains and monitors a balance sheet that describes the overall
financial operations and financial condition of the system.
Yancey County Schools maintains and monitors financial operations for the unit
as a whole. State-of-the-art hardware, software and network connectivity enable
the central administration and the individual schools to process financial
transactions in an appropriate and timely manner.
6.5 Develops and implements an annual budget that provides the
resources to support the beliefs, mission, and educational programs of
each school.
Yancey County Schools develops and implements an annual budget that
provides resources primarily on a per student basis. However, as indicated in
6.2 above, it would be difficult to state that these resources would always
adequately support the “beliefs, mission, and educational programs of each
school.” This assessment is true when the schools are encouraged to teach
innovatively rather than limiting education goals based on available resources.
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Human Resources
6.6 Employs an administrative head of the system that has earned a
graduate degree from a regionally accredited or federal or state
sanctioned institution with 18 hours in administration and/or
supervision as a part of, or in addition to, the degree, or meets the
legal qualifications of the state in which employed.
Yancey County Schools is proud of its new leadership. Dr. Thomas Little began
his career in Yancey County by serving as an Associate Superintendent for the
’06-’07 school year. Dr. Little holds a Bachelor of Science degree in elementary
and special education; a Master of Arts in special education; an Education
Specialist degree in educational administration; and, a Doctor of Education
degree in educational administration, all from East Tennessee State University.
Dr. Little holds North Carolina licensure appropriate for his position and meets all
legal requirements for holding this position.
6.7 Employs system level administrative and supervisory staff members
having responsibilities for instructional services that have earned a
graduate degree from a regionally accredited of federal or state
sanctioned institution with 18 hours in administration and/or
supervision as a part of, or in addition to, the degree, or meets the
legal qualifications of the state in which employed.
System level administrators and supervisory staff members having
responsibilities for instructional services meet all licensure and legal
requirements for the positions in which they serve. The Assistant Superintendent
holds a Doctor of Education degree in educational administration from Western
Carolina University. Two school administrators hold Education Specialist
degrees. Three instructional leaders are National Board Certified and/or hold
Education Specialist degrees. All other instructional leaders hold master’s
degrees. All advanced degrees are from accredited universities.
6.8 Develops and maintains a remuneration plan for all employees.
Yancey County Schools utilizes the North Carolina state salary scales based on
experience and qualifications for all employees. All employees are compensated
within the appropriate salary ranges prescribed by the North Carolina Public
Schools Benefits and Employment Policy Manual and commensurate with their
job classifications, educational preparation, licensure, and experience (as
applicable). These salary scales are available on the Department of Public
Instruction web site. Payroll information and records are housed in the Finance
Office.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Yancey County Board of Education has provided a local supplement to all
permanent full- and part-time employees. The current amount of the
supplement ($300.00 for classroom teachers and $175.00 for all other
employees) is paid with the December payroll.
6.9 Maintains staffing that is sufficient to meet the vision, mission, and
goals of the system.
Yancey County Schools recognizes that appropriate staffing is critical to the
success of strategic planning. The strategic plan provides the vision, mission,
and beliefs for the system’s operation. Staffing needs are assessed annually to
ensure that appropriate staff is employed to support improvement and student
success. The system allocates and maintains staffing levels with consideration
to student membership, staff -to-pupil ratios, instructional goals and objectives,
and funding. The system seeks to balance allocated human resources, but also
consider specialized programs, varied student populations, programs, and
initiatives to efficiently and effectively support the vision, mission, and goals of
Yancey County Schools.
6.10 Implements a system of employee evaluation and assessment that
includes confidentiality for each staff evaluation or assessment.
Yancey County Schools adopted and utilizes the North Carolina Experience
Teacher Summative Evaluation System – Teacher Performance Appraisal
Instrument, UNC-Charlotte Career Teacher Performance Appraisal System
model (2000), processes, and procedures for career teachers.
School-based administrators and Central Office administrators use self-
assessment evaluation instruments and processes that meet standards and
criteria established by the North Carolina State Board of Education.
In addition to career status teachers, Yancey County Schools implements
assessment measures and processes to formatively and summatively monitor
and assess Beginning Teachers during the three-year Beginning Teacher
Program (BTP) as adopted by the State Board of Education policy QP-A-004.
Furthermore, Yancey County Schools follows the local Beginning Teacher Plan
adopted by the local Board of Education (September 2007).
The Board of Education implemented a locally developed summative
performance evaluation to assess the superintendent on the following eight
dimensions:
1. Vision
2. Learning
3. Climate
4. School Operations
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
5. Human Relationships
6. Development of Self and Others
7. Information Management, Evaluation and Assessment
8. Continuous Improvement
Perception data is collected from Central Office directors and coordinators,
and from all school-based administrators. From the data collected, the
Board of Education reviews, evaluates, and discusses the synthesis of data
with the superintendent during a closed-session Board meeting.
Yancey County Schools has developed procedures and implemented
evaluation instruments for non-licensed (classified) employees to assist in
professional growth and development.
Personnel files are maintained in the Central Office for all employees as
provided by law. The superintendent and all supervisors are directed to
ensure that all appropriate employment-related information is submitted to
the file. Employees are provided all procedural protections as provided by
the law.
Every employee has the right during regular working hours to inspect his/her
personnel file, provided three days notice is given to the personnel office.
Access to a personnel file may be permitted to the following persons without
the consent of the employee about whom the file is maintained:
• Those school officials, including the Board attorney, involved in the
evaluation process of the individual and the Board, if the examination
of the file relates to the duties and responsibilities of the Board.
• The case manager and legal council involved in a demotion or
dismissal procedure regarding the employee.
See Yancey County Schools Board Policy Manual:
• Policy #7810 – Evaluation of Licensed Employees
• Policy #7811 - Personnel Evaluation Action Plan
• Policy #7815 - Evaluation of Non-licensed Employees
• Policy #7820 - Personnel Files
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Standard 7
Student Services
A quality system identifies and has a network of services that support the
development and well-being, including the health and safety, of each
student.
Summary of the Standard
Yancey County Schools recognizes and places the need to ensure students’
health, safety, and well-being is, and continues to be, the primary foundational
goal for success. Therefore, there is an inter- and intra-network of well-trained
personnel and programs in place to assure a safe, orderly, and healthy learning
environment to maximize student potential.
Quality System Indicators
7.1 Designs and provides student support services that meets the needs of
students, are continually reviewed, and are aligned with the vision,
beliefs, mission, and expectations for student learning.
Yancey County Schools organizational structure of providing a continuum of
student support services is grounded in its vision, mission, beliefs and high
expectations for student learning. The array of student support services,
including Safe and Drug Free Schools, Child Nutrition Program, and
Transportation, is designed to serve all students’ needs. To ensure all students’
needs are addressed, needs assessment data and referrals are collected,
synthesized, and analyzed within each department and communicated to the
superintendent for further consideration in building student service capacity.
The following (non-inclusive) list consists of a wealth of student support services,
including inter- and intra-organization service providers currently in operation
within YCS:
Exceptional Children’s Program specialists and related services and
programs, including Section 504, Academically and Intellectually Gifted
program, pre-school services related to EC,
Child Nutrition Program,
Facilities, Maintenance, and Transportation,
Technology Facilitator (at one IMPACT Grant elementary school only),
Yancey Evening School (alternative school setting at the high school level),
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Positive Behavioral Support Coordinator and program,
School Social Worker (and affiliated community organizations, e.g., DSS,
Juvenile Court Counselor),
Attendance/Truancy Officer,
Homeless Education Coordinator,
Homebound Coordinator,
Language translation & Centro de Enlace,
Student Health Advisory Council (SHAC), school nurses (at the
elementary and high school levels), and Health Centers (middle school only),
Agriculture Extension Office (sponsor extended school day programs during
regular school year and summer sessions),
School Resource Officer (high school only),
Appalachian Therapeutic Riding Center
ARP Phoenix,
SOAR,
School Counselor programs (all schools), and
Civic and community organizations (Toe River Arts Council, Rotary,
Yancey County Schools Foundation, Special Olympics, Asheville Art
Museum, Mayland Community College – dual enrollment, Young
Authors, NBPTS, etc.).
7.2 Provides student services coordinated with the school, home, and
community.
Yancey County Schools provides collaborative and coordinated student
services between the Central Office, schools, home, and the community to
augment the academic, physical, mental, and social health needs of all
children. The list in 7.1 provides interested stakeholders an overview list of
services and service providers with whom various departments/schools
within YCS work. Each department and school follows program guidance,
and local and state Board policies and procedures.
7.3 Develops and requires written emergency and security plan(s) that
ensure the safety and care of students and stakeholders in the system.
Yancey County Schools Safe School Coordinator oversees the coordination
and development of each school’s safe school and crisis intervention plans
to ensure the safety and welfare of all children and staff. Revisions and
amendments to safe school plans are locally reviewed and updated annually.
Crisis Intervention Kits are housed in each school. Crisis/Emergency Flip
Charts and evacuation routes are posted in each room. School principals
and staff review safe school plans and perform mock emergency and crisis
situations annually with their faculty and staff.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Annually, administrators, teachers, and coaches receive CPR, first aid, and
defibrillator refresher training conducted by the local EMS. All nine (9)
schools received defibrillators. In addition, Yancey County Schools has a
library of training materials and requires each school to conduct professional
development training on blood-born pathogens, asthma, diabetes
management, epilepsy, and sexual harassment. During the 2007-08 school
year Key Risk recommended that YCS create an Employee Safety
Committee (ESC) in reference to employee safety. The ESC Committee
meets monthly and includes the following members: Facilities Director,
principal, nurse, cafeteria manager, maintenance staff member, and
Personnel Director.
Currently, Yancey County Schools has 2.5 school nurses, 1.5 serve all
elementary schools, and one (1) serves the high school and one elementary
school. Each nurse conducts preventative health care programs and
responds daily to school/student health care needs as they arise. Middle
school students are served by Health Centers sponsored and supported by
the local health department, grant funding, and local funds from the Board of
Education. YCS is currently planning for one additional school nurse
position, and increasing the .5 position to a full-time position for a total of four
(4) school nurses to serve nine schools.
During the summer 2006, the school social worker received Non-Violent
Crisis Intervention training and conducted training sessions to 75 school
employees during the 2006-07 school year. In accordance with the House
Bill 1032, the safe school coordinator/facilities director, EC director, and
school social worker developed a checklist to inspect each school to ensure
compliance with seclusion and restraint policy. Also, the school social
worker provided child abuse awareness training for all beginning teachers
and teacher assistants.
7.4 Maintains secure, accurate and complete student records system in
accordance with state and federal laws and regulations.
YCS adheres to local, state, and federal laws, policies, and procedures with
regard to collecting, maintaining, and releasing student information to ensure
the accuracy and security of student records. YCS utilizes print and
electronic media to maintain the following records:
Attendance,
Emergency contact information,
Discipline,
Grades/Transcripts,
Educational plans for special populations (i.e., IEP, LEP, 504),
Health/immunizations,
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Testing,
Transportation, and
Economically Disadvantage Data.
In addition to the use of traditional cumulative folders that house student
records, Yancey County Schools electronically employs the use of North
Carolina Window of Information on Student Education (NCWISE), an
electronic state-wide student accounting system, and Transportation
Information Management System (TIMS) to maintain student transportation
information.
7.5 Provides student services, as appropriate, in the areas of health,
counseling, nutrition, safety, co-curricular, and transportation.
With a focus on the mission---“ to provide a safe and nurturing environment
to empower all students to achieve the full potential as lifelong learners and
global citizens,” Yancey County Schools strives to provide a wealth of
services that meet the needs of the whole child.
As indicated in 7.1 and 7.2, school nurses and health care providers at the
two middle school Health Centers promote, provide, and coordinate
preventative health care and wellness programs for K-12 students, for
example, Graham’s Children Health Toothbus, nutritional and fitness
programs, “Feed Your Brain,” and abstinence programs at the high school.
School counselors and school social worker are available to provide services
and programs for all schools, such as character education, individual
counseling, educational/career planning, social acquisition
behavior/mediation, and transitional programs between elementary, middle,
and high schools. They corroborate with community physical, mental, and
social health organizations, such as the local health department, physicians,
and juvenile court system to facilitate programs to meet a range of individual
student needs.
Yancey County Schools provides a Child Nutrition Team, a full-time child
nutrition director, lunchroom managers, and staff, to implement the National
School Lunch and Breakfast Program. As a means to align the Yancey
County Schools mission, the CNT developed their mission of providing
students with healthy meals at a reasonable cost. They understand that
students need nutritious meals in order to learn, grow, and develop lifelong,
healthy eating habits. To date, 50 percent of the total student population
receives free or reduced price meals. Diligent care to maintain federal and
state nutritional guidelines and value stakeholders’ perspective to ensure
students receive a healthy, well-balanced breakfast and lunch is constantly
sought after.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
As described in 7.3, Yancey County Schools makes every effort to provide
safe schools, including well-maintained facilities, equipment, transportation,
services, and programs to ensure students learn in a safe, healthy, orderly,
and caring learning environment. In addition to full-time skilled maintenance
staff employed by Yancey County Schools, the local county and/or state
safety and health officials regularly collaborate to inspect the facilities to
measure Yancey County Schools is compliant with local and state
regulations, e.g., fire marshal, health, insurance, and building inspectors.
To enrich and balance students’ academic programs, Yancey County
Schools provides multitude of co- and extra-curricular programs, such as
visual and performing arts, foreign languages, athletics, clubs, career-
technical programs, community college dual-enrollment, and competitive
academic teams.
The transportation department coordinates and maintains a fleet of 39 school
buses and transports 1,861 students daily. In addition to regular buses,
Yancey County Schools maintains a fleet of activity buses to transport
students to and from academic, athletic, and therapeutic functions, during
school, after school, or summer sessions.
7.6 Promotes the development of student decision-making skill, ethical and
lawful conduct, and responsible citizenship.
With guidance from the mission, “…to empower all students to achieve the
full potential as lifelong learners and global citizens,” Yancey County Schools
provides a venue of programs and services that allow students opportunities
to participate in programs that strengthen their school, community, and civic
decision-making leadership skills, promote ethical and legal conduct, and
responsible citizenship. Examples of such programs and service
organizations include Student Government, Student Council, DARE, SOAR,
Habitat for Humanity, Student-of-the-Month, Scholar Athlete, school-
community internships, school-based or community clubs and events, e.g.,
Special Olympics, Relay for Life, 4-H, and prom pledges.
7.7 Employs a process for developing and implementing written guidelines
for student conduct and attendance that is communicated to students,
parents, and staff.
Yancey County Schools Board of Education has adopted policies and
procedures compiled in the Yancey County Board Policy Manual that
presents written guidelines governing student conduct and attendance. It is
currently only made available in print. In addition, Yancey County Schools
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
provides all students a written copy of the Students’ Rights and
Responsibilities Handbook –a guidebook that outlines consistent and uniform
rules and regulations for students, and administrative disciplinary
procedures. The Students’ Rights and Responsibilities Handbook (SRRH), is
also made available to all stakeholder groups via print format.
To supplement the SRRH, each school has developed a Student Handbook.
Parents are asked to read, sign, and return an enclosed form indicating they
have read and understand the contents of the handbook. All schools have
posted their handbooks on individual school websites for efficient access to
stakeholders. Also, schools have developed a Faculty Handbook to provide
uniform communication procedures.
Furthermore, an Attendance Committee was established in 2002-03 to
address attendance issues countywide. As a result, a new attendance policy
was implemented during the 2003-04 school year and the Yancey County
Schools attendance rank statewide improved. A communication/public
relations campaign was established using cable television, billboards, and
brochures. Brochures were made available at local businesses, sent home
with students at the beginning of the year, housed in each school’s office,
and posted on the Yancey County Schools website. During the summer
2007, at the Administrators’ Retreat, a newly organized Attendance
Committee addressed issues with the current policy and make necessary
amendments for the 2007-08 school year.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Standard 8
Staff and Stakeholder Communications and
Relationships
A quality system develops and supports organizational patterns or
structures that promote effective communications and relationships
between and among the schools, stakeholders, and system.
Summary of the Standard
Yancey County Schools continues to develop and support a collaborative
communication system among its internal and external stakeholders the
continuous improvement process. Several avenues are in place to ensure
effective, consistent, and two-way communication: regularly scheduled
stakeholder meetings, electronic information management systems, newsletters,
email listservs, and policy and procedural manuals. The unique, extended-
family atmosphere of Yancey County Schools is made possible with devoted
personnel and community support. This congenial and collegial relationship is
another crucial element in building capacity for a positive and productive climate
for student success.
Quality System Indicators
8.1 Provides members of the staff with the information they need
concerning students, parents, school operations, and employment
status.
Yancey County Schools provides informational resources and structures its
organization to provide members of the staff important information concerning its
stakeholders. Informational management software systems used by the State
and Yancey County Schools employees are North Carolina Window of
Information on Student Education (NCWISE), an electronic student accounting
system, Transportation Information Management System (TIMS), and Human
Resource Management System (HRMS). The Personnel Director is currently
developing an Employee Handbook to provide personnel during New Employee
Orientation. To keep personnel informed, a monthly newsletter—VISION is
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
distributed with monthly payroll checks. Also, during the summer 2007, a
Substitute Handbook was created, accompanied with substitute training during
the fall 2007.
A variety of monthly leadership meetings are held to share, discuss, and gather
feedback: Principals’ meetings, Administrative Council meetings,
Superintendent’s Advisory Council, Parent Advisory Council, Business-
Community Advisory Council, and Student Advisory Councils are measures that
Yancey County Schools has to ensure stakeholder involvement and
communication. Additional informational venues to keep students, parents, and
employees informed are: Yancey County Schools Education Directory,
ALERTNOW, a rapid mass communication/message system, and the YCS web
page.
8.2 Demonstrates staff morale where staff reflects a positive attitude
toward the system, schools, and stakeholders.
Measures implemented to create positive staff morale within the school system
have included an annual New Employee Orientation, annual beginning of the
year faculty orientation and breakfast, holiday dinners, Teacher of the Year,
Principal of the Year, Beginning Teacher of the Year Recognition Night, National
Board for Professional Teaching Standards, retirement receptions, and Good
News recognitions at monthly Board meetings. Yancey County Schools
recognizes and supports principals’ instilling annual Faculty Retreats as part of
their school improvement initiative. Each school per month hosts a Board of
Education Breakfast to foster social and professional dialogue.
8.3 Ensures that communications among and between system staff,
stakeholders and schools are clear and effective.
Yancey County Schools strives to ensure communication among and between
staff, school, and stakeholders are clear and effective by means of implementing
monthly meetings with the following groups: Principals, Superintendent’s
Advisory Council, Teacher Assistant Council, DISC, Parent Advisory Council,
Business-Community Advisory Council. The meetings stem from the official
monthly Board meeting minutes, along with additional pertinent information.
Also, the monthly VISION newsletter to employees is distributed through payroll.
Furthermore, the superintendent actively participates weekly with the Rotary Club
to share school system information. From a program perspective, the Curriculum
Team and grade levels (K-5) meet on a regular basis—monthly to bi-monthly, to
improve vertical and horizontal articulation.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
8.4 Maintains constructive and mutually supportive relationships among
and between all levels of the system.
The leadership of Yancey County Schools strives to maintain constructive
and mutually supportive relationships among and between all levels of the
system by having an open-door policy, personal visits to schools, email
communications, and forums in place throughout the year with which to
communicate and discuss recommendations, concerns, issues to ensure
high level of expectations and performance. To improve relationships, the
DISC has established a goal to improve vertical articulation between
schools.
8.5 Provides evidence of communications with other appropriate agencies
such as public or mental health, physicians, and other related
professionals.
Yancey County Schools has established communication and built mutual
professional relationships in which ongoing communication exists with
appropriate community agencies. The leadership and educators at all levels
communicate and work with the school social worker, guidance counselors,
behavioral specialist liaison, Student Health Advisory Council (SHAC), Student
Health Centers at each middle school, mental health agencies, local Health
Department, Sheriff’s Department, Emergency Management System, County
Commissioners, Chamber of Commerce, local businesses, Extension Service,
Juvenile Justice System, Centro de Enlace, Toe River Arts Council (TRAC),
Mayland Community College, and the Yancey County Schools Foundation to
provide a comprehensive educational system to support and improve the
learning environment and address the needs of the whole child.
8.6 Ensures that records and other correspondence defining students’
accomplishments are accurate and consistent with professional
standards.
Effort to ensure that records and correspondence reflect students’
accomplishments and are accurate is of utmost priority for Yancey County
Schools. The use of electronic reporting systems, such as NCWISE and HRMS,
have provided an effective tool to aid in accuracy and efficiency of reporting in a
system with high stakes accountability. Yancey County Schools continues to
train personnel to use the full potential of the systems for gathering and reporting
data. NCLB licensure reports, annual State and School Report Card, mid-term
and local quarterly student report cards, testing data check, language translation
correspondence, cumulative folders, Section 504, EC, and LEP accommodation
plans–all follow strict federal, state, and local policies and procedural guidance to
ensure communication is accurate.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
8.7 Involves staff in the process of designing of professional development
programs.
Program directors and administrators have made a concerted effort to ensure
collaboration among stakeholders exists in the development of professional
development programs. During the 2006-07 school year, Yancey County
Schools completed a Professional Development Manual for each school,
which includes philosophy, state and national standards, compliance with
federal and state policies, procedures, and resources. Content of
professional development activities that target system and school goals has
been a collaborative effort among the DISC at the district level, and school
improvement teams at the school level. The annual school calendar includes
two half-days for professional development countywide. In addition, federal
programs, such as NC Continuous Improvement Performance Plan
(NCCIPP) affiliated with the Exceptional Children’s program, Title I, Title II,
and Title III have professional development components that target goals
based on the programs’ needs assessments, and were developed
administrators, teachers, parents, and classified staff.
8.8 Provides professional development for staff that support the overall
goals and action plans for the system, including building knowledge,
skills, and potential for a high level of performance.
Professional development activities that support Yancey County Schools
Continuous Improvement Plan is based on research and aligned with the
goals and strategies outlined to achieve. Financial resources have been
allotted to each of the professional development activities to ensure
sufficient funds are made available throughout the course of the school year.
8.9 Ensures that no form of bias or prejudice is practiced or sanctioned.
Yancey County Schools has developed local guidance materials or
implements federal and state regulatory guidance to ensure that no form of
bias or prejudice is practiced or sanction. The Yancey County Board Policy
Manual and Students’ Rights and Responsibilities Handbook are two locally
policy manuals followed throughout the system. In addition, federal
programs, Title I, Title II, Title III, Title IX, Section 504, IDEA, State Board
Policy Manual, and state program policies, such as testing and
accountability policies and the Professional Code of Ethics are respectfully
abided.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Standard 9
Physical Facilities
A quality system has the necessary resources to provide the facilities,
sites, and equipment for the educational programs and services to be fully
implemented throughout the system and individual schools.
Summary of the Standard
Yancey County Schools ensures that it provides safe and sound facilities,
grounds, and transportation by providing qualified maintenance and technical
staff, programs, and equipment. Maintenance, facilities, and transportation work
collaboratively with the superintendent and finance officer to maintain an annual
budget and develop long-range plans to support these services. In addition,
these support programs work with local and state officials to maintain compliance
with local and state regulations and law.
Quality System Indicators
9.1 Maintains compliance with applicable local, state, and federal law,
standards, and regulations.
Yancey County Schools has a Director of Facilities and Maintenance Department
who ensures that all facilities, equipment, and campus sites are in compliance
with local, state, and federal laws, regulations, and standards, such as the North
Carolina Department of Public Instruction Insurance Section, the local health
department, fire marshal, and building inspectors’ requirements. Principals
conduct building inspections monthly, while the local health department, fire
marshal, and the NCDPI Insurance Section inspect buildings annually. The
Director of Facilities works directly and routinely with the superintendent, finance
officer, and principals to address inspection results, maintenance issues, building
or equipment repairs, or to plan facility projects. In addition, he collaborates and
works with local authorities as needed to address site needs that arise
throughout the year. Attention to providing safe, healthy, and inviting facilities
that promote effective instruction and student learning is of utmost concern and
importance to all Yancey County Schools stakeholders.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
9.2 Ensures that the system sites, facilities, and equipment are maintained
to provide an environment that is healthy for all occupants.
Yancey County Schools Director of Facilities, Maintenance Department staff,
school-based custodial staff, and administrators work closely together to
consistently monitor, maintain, and attend to facilities, equipment, and site needs.
Custodians are provided training in proper methodology and safe operations as
needed, and in conjunction with contracted services. Annually, the Director of
Facilities conducts an on-site facilities needs assessment for capital outlay
budgeting purposes with each principal. Along with meeting annual capital outlay
project needs, the Maintenance Department goal for 2006-07 is to upgrade the
maintenance software to efficiently schedule work orders and maintain inventory.
Along with meeting annual capital outlay needs, the Maintenance Department
has upgraded the maintenance software to better maintain inventory of parts and
materials. The Maintenance Department goal for 2007-08 is to integrate the
software with efficient work order completion and inventory accountability.
9.3 Has a process in place that includes plans and implementation for
maintaining and improving the system sites, facilities, and equipment.
Facility planning decisions are based on enrollment and depreciations of existing
facilities with a focus on providing the most safe, healthy, and productive learning
environments for students. As stated in Indicator 9.1 and 9.2, the Director of
Facilities and the Superintendent conduct annual facility inspections and needs
assessments. Additional data to aid in addressing adequate facility planning
comes from principals, school improvement plans, safe school plans, and
inspection agency reports. During the 2005-06 school year, Yancey County
Schools conducted its five-year facility plan for renovations, expansions, or
replacements, with collaboration from the Board of Education and presented it to
the Yancey County Commissioners. Facility planning is funded from sales tax
revenues and provided by the Yancey County Commissioners and occasional
designated contributions.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Standard 10
Continuous Process of Educational Improvement
A quality system establishes, implements, and monitors a continuous
process of educational improvement clearly focused on student
performance.
Summary of the Standard
Yancey County Schools has been identified as a “Super-system” by SACS-CASI
because all nine schools have received school accreditation. As a result, the
leadership of Yancey County Schools chose to extend the school—based
accreditation process to the district level. Since 2004-05, YCS has begun the
process of developing a systemic continuous improvement process using the
research from NSSE, with a renewed organizational structure, newly developed
district improvement plan---aligned with the SBE goals and SACS-CASI District
Standards, and authentic involvement of internal and external stakeholders in the
process of systemic improvement. This aligned and collaborative process drives
a succinct improvement process focused on student achievement.
Quality System Indicators
10.1 Develops and implements a strategic plan, aligned with the vision,
mission, and beliefs of the system, to guide improvement efforts
throughout the system.
During the 2005-06 school year, Yancey County Schools began developing its
first district strategic- continuous improvement plan, which have goals are aligned
with the NC State Board of Education 21st Century Future Ready Students goals,
and the SACS-CASI District Standards. The development of the YCS
Continuous Improvement Plan was an ongoing arduous process to ensure true
collaboration and input from all stakeholder groups---from the Board of Education
to community members. The results included a modified vision statement, Our
Vision is Excellence, and a revision of the mission and belief statements to reflect
the consensus of all stakeholders’ perspectives. In addition, Yancey County
Schools developed a new district seal that encapsulates a visual representation
of its vision. These foundational tenets will guide the aligned continuous
improvement process throughout Yancey County Schools.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
10.2 Engages stakeholders in the development and implementation of
plans and processes for continuous improvement.
The strategic and continuous improvement planning process during the past
three years has involved the following stakeholder groups: Board of Education,
Superintendent, Central Office directors, school-based administrators, teachers,
support staff, classified personnel, students, parents, and community members,
to actively participate in gathering, synthesizing, and analyzing data to develop
improvement goals district-wide. Perception, process, and outcome data were
collected through focus groups, NSSE web-based surveys, and accountability
data. The following are examples of improvement committees that exist for the
purpose of building systemic district improvement: Superintendent’s Advisory
Council (SAC), District Improvement Steering Committee (DISC), and School
Improvement Teams (SIT), Parent Advisory Council, Business-Community
Advisory Council, Student Advisory Council, and the Teacher Assistants Council.
The SAC involved licensed and classified personnel representing each school;
DISC involved the superintendent, Central Office, maintenance, and
transportation directors; SIT participants included administrators, teachers,
support staff, parents, and students. From each SIT, parents were selected to
form a district Parent Advisory Council. The current Student Advisory Council
was formed from members of the high school Student Senate and Student
Council. Further input for district improvement planning comes from the Board,
superintendent, principals, assistant principals, and Central Office program
directors during informal conversations
10.3 Engages in a continuous process of improvement that:
articulates the direction and purpose the system and its schools
are pursuing for the future (vision);
provides a rich description of the current conditions with a focus
on student learning (profile);
identifies what actions system personnel will take to improve
student learning (plan); and
documents what has been accomplished and uses the results to
inform what happens next (results).
The Yancey County Schools Strategic-Continuous Improvement Plan followed
the research-based guidance from National Study of School Evaluation (NSSE),
the research branch for SACS CASI in the development of four main criteria for
effective quality schools/systems: vision, profile, plan, and results. First and
foremost, Yancey County Schools has a vision of providing excellent schools.
With that vision, all nine schools have consistently maintained or reached the
status of School of Distinction, School of Excellence, Honor School of
Excellence, or Most Improved, as defined by the state’s ABCs of the Excellent
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Schools Act. Second, compilation of profile data in the Plan provides a
summarization of perception, descriptive demographic, accountability,
instructional, and organizational data situated within the community whom
Yancey County Schools serves. Third, an action plan was developed and
aligned with the State Board of Education’s goals –21st Century Future Ready
Students. A third level of alignment exists at the school level, in which school
improvement plans have school goals aligned with the district’s goals. The
action plan template outlines strategies, persons responsible, timeline,
professional development, assessment, and monitoring components to provide a
greater degree of focus for continuous improvement. Finally, the results describe
what process and procedures Yancey County Schools will take to provide all
stakeholders assurance that continuous improvement planning is evident. Ideas
for structuring active continuous improvement planning that arose from the
district improvement process include having: 1) regularly scheduled meetings at
the district and school levels to monitor improvement, 2) dialogue sessions
between the district and school improvement teams to review and share planning
goals and strategies, and 3) a presentation of the district and school
improvement plans annually at the September Board of Education meeting,
September 2006. In July 2007, principals gave an update to the Board at the
summer Board/Administrators’ Retreat, sharing their school’s improvement
progress.
10.4 Ensures that each school is engaged in a planning process with
improvement goals that complement the system vision and goals.
Each of the nine schools has an active school improvement team consisting of
administrators, teachers, support staff, students, parents, and community
members. As stated in indicator 10.3, each SIT has developed a continuous
improvement plan, in which individual school goals are aligned with the district’s
vision and goals and state’s five strategic priority goals. In 2006-07, a committee
of administrators was formed and revised its career teacher evaluation
procedures. Consideration has been given to require a teacher’s Individual
Growth Plan (IGP) to include a goal aligned with the school’s goals. In addition
to having a state required school improvement plan, each school conducted a
self-evaluation annually to ensure their compliance with SACS-CASI
accreditation standards for public schools. Each school’s online application
report was reviewed for compliance and filed at the Central Office by the
Assistant Superintendent responsible for overseeing school improvement.
However, this school-level process is no longer part of the SACS-CASI process.
With implementation of an annual district/school improvement timeline and the
current district/school continuous improvement-planning template, designed
during the district accreditation process, a greater emphasis and complimentary
focus will exist for planning, aligning, monitoring, and evaluating the two
hierarchal levels of continuous improvement.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
10.5 Monitors compliance with accreditation standards by each school in
the system.
As indicated in indicator 10.4, each school improvement team conducted an
annual self-evaluation to review and monitor its compliance with K-12
accreditation standards for public schools as required by SACS-CASI. The
assistant superintendent in charge of school improvement reviewed and filed the
school reports. In 2006-07, the superintendent and assistant superintendent
began conducting quarterly school improvement plan reviews with principals.
10.6 Maintains continuity and collaborative planning among the
elementary, middle, and secondary levels in improvement efforts.
The concept and organizational framework designed in the SACS-CASI district
improvement/accreditation process is the format now used by Yancey County
Schools to ensure continuity and collaboration between and among all school
levels: elementary, middle, and high school. Moreover, the organizational
management of regularly scheduled meetings throughout the year, such as
monthly Principal Meetings, and Central Office directors’ meetings,
Superintendent’s Advisory Council meeting, summer Board- Administrators’
Retreat, monthly DISC meetings, school improvement team meetings, monthly
department/grade level meetings, and district-wide special program meetings
(e.g., Title I, counseling, ESL, Beginning Teachers/Mentors, etc.) provide
avenues with which to build collaborative and aligned planning discussions. The
district Parent Advisory Council, Student Advisory Councils, and Curriculum
Councils augment the layered and vertical collaborative structures already in
place.
10.7 Provides professional development for system and school personnel
to help them implement improvement goals and strategies.
Emphasis on supporting high-quality professional development opportunities is a
core tenet to having quality teachers in every classroom and quality faculty and
staff countywide. Professional development is strong component in every core
and career-technical curricula area, special programs (e.g., Titles I, II, III, V,
Exceptional Children, ESL, etc.), support programs (e.g., counseling, school
social work, positive behavior, etc.), and administrative leadership programs.
Faculty and staff select and participate in high quality national, state, regional,
and local professional development opportunities as indicated in the district and
school continuous improvement plans. The plans guide professional
development opportunities as documented measures toward achieving district
and school initiatives/goals. The DISC, program directors, principals, and school
improvement team representatives plan to continue providing support and
attention to ensure that professional development research-based guidelines,
policies, and procedures are in place to comply with National and NC Staff
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Development Council Standards, NCLB criteria, and NC Department of Public
Instruction licensure renewal requirements, and the Finance and Business
Section accounting procedures.
10.8 Monitors and makes progress in meeting goals and standards for
student performance that take into account those required by state
and federal agencies.
Yancey County Schools is consistently striving to ensure North Carolina’s ABCs
performance and proficiency rates, and federal NCLB AYP testing accountability
standards are met by each school. During the 2005-06 school year, the testing
coordinator (TC) compiled a “Testing Notebook” of standardized test results for
the superintendent and principals to use in the continuous improvement process.
Upon their request, the TC works collaboratively with the superintendent and
principals to provide up-to-date information and assistance with data analyses.
In 2006-07, YCS contracted with Mr. Steve Moree, Wilkes County Schools
Principal and Principals’ Executive Program (PEP) representative, to provide
Data-Driven Decision Making, a hands-on workshop for principals and Central
Office program directors to apply technology and test data as an effective and
efficient means of driving the continuous improvement process.
In addition to summative results ---EOG, EOC, Writing, Computer Skills,
Competency Tests, IPT, other program accountability measures are evaluated
the enhance the continuous improvement process and compliance with state and
federal requirements. For example, ESL staff gathers, disaggregates, and
analyzes AMAOs—language acquisition progress, proficiency, and AYP Reading
and Math data, and share it with each principal.
Formatively, English Language Development (ELD) Plans have been created,
implemented, and monitored monthly by ESL teachers and principals. K-2
Assessments are used as another formative means of evaluating and altering
curriculum and instructional needs for student learning. In 2007-08, K-2 teachers
will be using Palm Pilots and software for assessing K-2 students’ reading skills,
rather than using the traditional paper-pencil test.
Directors of student support programs, Safe Schools, Disciplinary Data,
Homeless, Positive Behavior Support, Dropout, Section 504, and Exceptional
Children monitor, evaluate, and use data to make program improvement
decisions.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
10.9 Communicates the results of improvement efforts to stakeholders.
Yancey County Schools makes a concerted effort to communicate improvement
efforts and information to all stakeholder groups through various media. School
improvement plans, and now the district strategic-continuous improvement plan,
will be presented to the Board of Education annually during an open Board
meeting. Board meeting notices are published in the local newspaper, Yancey
Common Times Journal, and on WKYK, the local radio station’s website,
www.wkyk.com. The Board agenda is sent to each school. In addition, it is
posted on the Yancey County Schools web page, www.yanceync.net, along with
minutes from the meeting. To further communicate the events within YCS, the
superintendent conducts a monthly “Community Close-up” broadcast segment
for the public on WKYK. After each monthly Board meeting, a sequential series
of monthly meetings takes place to provide a uniform measure of disseminating
information, e.g., Principals’ meeting, Central Office Directors’ meeting, DISC
meeting, Superintendent’s Advisory Council Meeting, Faculty meetings, Teacher
Assistants Council. Parent and Business-Community Advisory Council meetings
have been scheduled from monthly, bi-monthly, to quarterly, depending of the
nature of events taking place, and for quality time.
Also, the Yancey County Schools website and individual school websites are
created as a vehicle to communicate electronically to all stakeholders about a
wealth of instructional and organizational programs, policies, plans, and
announcements. In addition to electronic media, all communiqués, district and
school report cards, newsletters, brochures, announcements, handbooks, are
provided in print format, and intensive effort is currently underway to ensure
materials are printed in a language stakeholders understand, which is primarily
Spanish in our community. A monthly newsletter, Vision, is an internal
personnel/finance office communiqué provided to all employees it provides
information about personal and professional events, such as births, retirements,
human resource items, calendar of events, etc.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Vision
~ Our Vision is Excellence ~
Our Vision is Excellence continues to be the all-inclusive tenet of Yancey
County Schools since its inception in the late 1980s, paralleling the language in
the state’s accountability model. Discussion to consider changing or amending
the vision statement involved a collaborative process with all stakeholders: Board
of Education, superintendent, central office directors, Superintendent’s Advisory
Council, school-based administrators, teachers, classified support personnel,
parents, and community members. The consensus was unanimous to continue
with the present statement. The Vision of Yancey County Schools is framed
within the newly adopted Mission and Beliefs.
The process to revisit the Yancey County Schools Mission and Beliefs involved a
systemic collaborative process of drafting, reviewing, and reaching consensus
with all stakeholders. Initially, each school’s administrator, school improvement
chair and/or SACS-CASI Internal Facilitators shared their school’s current
mission and belief statements. From a collection of statements, the group came
to a consensus and developed the first draft of the new Mission and Beliefs for
Yancey County Schools. The draft was sent to all other stakeholder groups for
review and feedback. Second and third drafts were developed using the same
process. The third draft was finalized. Below are the new Mission and Beliefs
for Yancey County Schools, as aligned with the newly adopted North Carolina
State Board of Educational Goals – Future Ready Students for the 21st Century.
Future Ready Students of the 21st Century
State Board of Education Goals
The guiding mission of the State Board of Education is that every public school
student will graduate from high school, globally competitive for work and post
secondary education and prepared for life in the 21st Century.
Yancey County Schools Mission
The Yancey County Schools strive to provide a safe and nurturing environment
to empower all students to achieve their full potential as life-long learners and
global citizens.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Beliefs
Building on tradition and focusing on the future, Yancey County Schools will:
1. Challenge and encourage all students to become life-long learners;
2. Tailor instructional approaches and educational settings to serve a
diverse student population;
3. Seek, secure, and support an excellent professional staff;
4. Foster healthy students in a safe, orderly, and caring environment;
and
5. Promote positive traits resulting in thriving communities.
Seal
The current Yancey County Schools seal, as seen in the heading, has been the
logo for the system since the late 1980s. When YCS committed to pursue district
accreditation and engage in district-wide improvement, the DISC acknowledged
the need to revise and update the seal to encompass the Vision, Mission, and
Beliefs of Yancey County Schools, and to embrace the newest State Priority
Goals, “Future-Ready Students for the 21st Century,” drafted in September 2006.
During a two-year process, several drafts of the seal were taken to all
stakeholder groups for input and constructive feedback. After careful
consideration and thought, the new Yancey County Schools seal was born and
adopted by all stakeholder groups from a combination of elements from the final
two drafts. Below is a copy of the newly birthed seal to be reflected throughout
the system in the near future via the YCS website, stationery, vehicle decals, and
publications. On October 1, 2007, the Board of Education made a conservative
funding decision to wait on approving the seal officially until the cost of the seal’s
production was allocated in the 2007-08 budget.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Profile
Yancey County is located in the Blue Ridge Mountains—the western region of
North Carolina, bordering Tennessee. Burnsville, the county seat, is 35 miles
northeast of Asheville, and is accessible from Interstate 26 to U.S. 19.
Yancey County has the highest elevation of any county in North Carolina. It is
referred to as the “Gateway to Mt. Mitchell” ---the highest peak east of the
Rockies at 6,684 feet. The Black and Bald Mountain ranges, as well as the Toe
River and Cane River valleys dominate the geography of the county. The
southern county line is formed by the scenic Blue Ridge Parkway, the northern
by the famed Appalachian Trail, with a central section of the Pisgah National
Forest.
A three-member Board of County Commissioners provides the government of
Yancey County. An elected major and three-member Board governs the town of
Burnsville.
Six of the largest employing organizations in Yancey County provide the
following products or services: education, textile manufacturing, construction,
recreational living community, and lumber.
Yancey County’s population is approximately 18,000, with projected growth to be
over 19,000 in the near future, with a labor force of approximately 7,700.
According to the NC Employment Security Commission, unemployment rose
from 6.5 percent in 2004 to 8.4 percent in 2005, a result of the closing of a
manufacturing plant. The greatest population age range is 35-54 years of age.
The racial majority is White (98%), followed by Hispanic (2.7%). The average
income is approximately $36,000, the majority from wage or salary income
(65.6%). The tax base for Yancey County is .50 cents per $100 of assessed
property valuation. The average home selling price ranges from $125,000 –
150,000. According to the U.S. Census Bureau (2000), the percent of Yancey
County’s population below poverty level was 16 percent, 2.8 percent received
public assistance. Educational attainment levels of residents over the age of 25
have increased. Although the majority of residents have attained an educational
level of a high school diploma or less, a greater number of residents holding a
graduate or professional degree increased 40 percent from 1990 to 2000.
In addition to the natural resources and economic development demographics
stated above, Yancey County offers a rich, traditional, and enduring heritage of
artistry, agriculture, tourism, recreation, and education that represent robust
cultural dimensions and a tranquil quality of life.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Yancey County Schools Profile
Yancey County Schools is a public school system in the west region of North
Carolina. It has a total of nine schools: six elementary schools, two middle
schools, and one high school, with a total student enrollment of 2,555. All
schools are accredited by the Southern Association of Colleges and Schools
Council on Accreditation and School Improvement (SACS-CASI). Eight of the
nine schools are school-wide Title I schools.
Teacher Demographics
Employment and Licensure:
• Yancey County Schools currently employs 239 licensed personnel:
administrators, teachers, and professional support staff. This number
remains rather consistent each school year.
• Standard Professional II License Personnel: 197
• Standard Professional I Licensed Personnel: 46
Licensed Personnel Holding Advanced Degrees:
Masters - 60
Education Specialist – 10
Doctorate – 3 Education & 1 Medical
No Child Left Behind Highly Qualified Teachers (HQT): A Historical
Perspective
HQ % HQ % HQ % HQ %
Schools
2003-04 2004 -05 2005-06 2006-07
Bald Creek 100 100 100 100
Bee Log 100 100 100 100
Burnsville 94.74 100 99.44 100
Clearmont 100 100 94.44 100
Cane River 100 100 100 100
East Yancey 100 100 100 100
Micaville 100 100 100 100
Mountain Heritage 96.08 92.16 92.91 100
South Toe 100 88.89 100 100
HQT System Averages:
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
96.38 96.47 97.29 89.59 98.99 100%
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
The percentages illustrate an increase in the percentage of teachers in YCS
being highly qualified (HQ) according to NCLB. The 2005-06 school year
reflected teachers who were incorrectly coded in SIMS, had to be HOUSSEd or
needed to take the Praxis II test to become HQ. Careful attention to the SAR
and SIMS coding procedures, along with deliberate and planned attention to help
teachers meet the HQ requirements were made during that school year. As a
result, YCS made significant gains toward meeting 100 percent HQ by June 30,
2007 (the extended deadline given to NC).
Lateral Entry Teachers: A Historical Perspective:
School
2004-05 2005-06 2006-07 2007-08
Year
Number of 2
13 11 2
Teachers (Teachers from previous year)
The number of lateral entry teachers continues to decline as a result of teachers
completing lateral entry licensure requirements within the three-year time-frame
allotted by the NCDPI, coupled with fervent leadership support from the current
Superintendent and Board of Education to hire only teachers already fully
licensed and highly qualified.
Beginning Teacher Program: A Historical Perspective
School Year 1 Year 2 Year 3 Year 4 Total
Year
2004-05 12 8 10 7 37
2005-06 20 13 8 12 53
2006-07 14 16 12 7 49
2007-08 9 12 13 12 46
Beginning teachers represent nearly a quarter of the teachers in Yancey County
Schools. As a result of the steady number of beginning teachers hired in YCS
during the past four years, one part-time (retired teacher) was hired in 2006-07
as a district-wide mentor/Beginning Teacher Coordinator to focus solely on
supporting beginning teachers. Funding was approved through state allocated
“Flexible Use of Mentor Funds” and Title II federal funds. In addition, YCS
partnered with The Center for Support of Beginning Teachers, Project START, at
Western Carolina University in 2006-07. This program provides additional online
support to first year teachers. Each beginning teacher also has a “buddy
teacher” mentor at his/her school for additional daily support. There currently are
24 trained mentors across the district.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
National Board for Professional Teaching Standards (NBPTS) Certified
Teachers: A Historical Perspective
1999- 2000- 2001- 2002- 2003- 2004- 2005- Total 2006- 2007- 2008
2000 2001 2002 2003 2004 2005 2006 2007 Candidates
1 7 5 7 7 2 3 33 TBA 4
As of January 31, 2007, of all licensed personnel employed, YCS had 13.62
percent holding NBPTS Certification, compared to the state’s average, 8.65
percent. In 2006-07, three candidates pursued NBPTS Certification. In
addition, YCS had several advanced candidates from the 2005-06 school year.
An official public announcement for these two candidate groups is scheduled to
take place in during the next few months. Currently, YCS has three (3)
candidates pursuing NBPTS Certification.
National Board Certified Teachers Support: Currently Yancey County
Schools has eight (8) nationally certified teachers who consistently provide
ongoing support per candidates’ requests each year. They have logged over 100
hours to help candidates complete the process toward national certification. In
addition, Mayland Community College offered support to National Board
candidates, and requested that one of Yancey County School’s National Board
teachers develop and teach a support course for candidates. To further support
candidates, YCS matches the state’s allowance of three days off during the year
to complete their NBPTS portfolio, in addition to paying for application fees, and
providing continuous technical assistance through federal Title II – Improving
Teacher Quality funds.
Teacher Turnover Rate: A Historical Perspective
Yancey
Region 8 State National
School Year County
(West Region) Average Average
Schools
1999-00 9.07
(baseline year)
2000-01 2.22 9.59
2001-02 2.63 9.08
2002-03 6.12 9.23
2003-04 8.65 8.10
2004-05 9.76 10.12
2005-06 12.63 Currently unavailable
2006-07 6.48 Currently unavailable
Average 6.92 9.20 12.84 15.7
(as of 2005-06) (as of 2005-06) (as of 2005-06)
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Yancey County Schools experienced a continuous increase in teacher turnover
from 2000-02 to 2005-06. Reasons for leaving cited from YCS teachers on the
annual Teacher Turnover Report included: 1) retirement, 2) transferring within
the system, and 3) teachers moving to teach in another LEA. The Yancey
County Schools teacher turnover rate is significantly lower when compared to
regional, state, and national averages. A pattern that surfaced among teacher
turnover data gathered by the state, showed that the farther west one goes in
NC, the lower the teacher turnover rate, and the farther east one goes in NC, the
higher the teacher turnover rate.
School-based Administrators’ Demographics
School Assignment:
• The number of school-based administrators is 15:
o Nine (9) principals, and
o Six (6) assistant principals serving the four largest schools:
i. Burnsville Elementary – 1
ii. Cane River Middle – 1
iii. East Yancey Middle – 1
iv. Mountain Heritage High - 3
Race and Gender:
• The majority racial group of school-based administrators is White.
• Males represent 53 percent and females represent 47 percent of all
administrators. The following table illustrates
• The following table represents the distribution of principals and assistant
principals across all three school levels by gender:
School
Elementary School Middle School High School
Level
Gender
Male Female Male Female Male Female
Principal 1 5 1 1 1
Assistant
1 2 2 1
Principal
Total 2 5 3 1 3 1
Licensure:
• Three administrators (20%) currently hold an advanced degree as an
Education Specialist.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
• Two administrators (13%) are currently pursing an advanced degree: one
Education Specialist and one Doctorate in Education.
• One administrator who serves the smallest school in the system is a
classroom teacher who synchronously serves as principal. She is a
NBPTS Certified teacher and is pursuing a Masters Degree in Educational
Administration.
Experience:
The majority of principals have 0-3 years administrative experience (63%),
followed by having 10 or more years of experience (38%).
Classified Personnel
YCS has approximately 172 (43%) classified personnel. The classified staff
supports all operational programs within the school system. Classified positions
include: paraprofessionals, technicians, clerical/secretarial, service workers, and
skills craftsmen.
Paraprofessionals
All paraprofessionals have met the NCLB highly qualified requirements. This goal
was met by June 30, 2006, in accordance with NCLB. YCS currently employs 83
paraprofessionals.
Student demographics
Ethnic Groups:
The following table illustrates the five ethnic groups and number of enrolled
students in each group during the past two years in Yancey County Schools.
The racial diversity and distribution of students has been, and continues to be,
the trend.
American Multi-
Ethnicity Asian Hispanic Black White
Indian Racial
2006-07 4 14 164 30 2276 19
2007-08 4 12 187 27 2251 26
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Undoubtedly, White is the greatest represented ethnic group, followed by
Hispanic, Black, Multi-racial, Asian, and American Indian. There appears to be
a decline in the number of White, Black, and multi-racial students, with an
increase in the number of Hispanic students. Asian and American Indian
ethnic groups remain fairly constant.
Exception Children’s Program: A Historical Perspective
Number of Identified Exceptional Children, Including
Academically/Intellectually Gifted, Countywide per School Year
Total Number of
School Year EC AIG
Students
2002-03 651 437 198
2003-04 649 434 212
2004-05 654 402 252
2005-06 672 397 276
2006-07 713 429 282
2007-08 658 388 270
The EC data includes the number of pre-school students identified as EC. The
average pre-school headcount is 30. A greater “child find” effort has been
underway with community social agencies that serve families; therefore, this
resulted in a greater number of children being tested and often identified as
having an exceptionality.
Section 504 Students: A Historical Perspective
Number of Identified Section 504 Students Countywide
per School Year
School Year Number of Students
2002-03 113
2003-04 155
2004-05 156
2005-06 135
2006-07 82
2007-08 72
During the 2004-05 school year, Yancey County Schools developed a committee
of representative stakeholders to review the LEA Section 504 Plan and the
student data by school. The data revealed the need to revise the plan and
procedures to ensure compliance with IDEA and Office of Civil Rights (OCR), as
well as provide professional development to all stakeholder groups countywide.
The NCDPI Office of School Reform recommended Dr. James F. McKethan to
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
provide technical assistance during this process of improvement. YCS adopted,
and made slight revisions based on local need, to McKethan’s plan, Section 504
- From Referral to Placement: Everything School Placement Teams Should
Know (2004). Perhaps as a result, the number of identified 504 students has
decreased.
Limited English Proficient Students (Including Immigrants): A Historical
Perspective
LEP Students by School per Year
2001- 2002- 2003- 2004- 2005- 2006- *2007-
School
02 03 04 05 06 07 08
Bald Creek
8 2 4 7 6 10
Elementary
Bee Log
0 0 0 0 0 0 0
Elementary
Burnsville
37 53 62 63 73 72 77
Elementary
Clearmont
1 1 0 2 0 0 0
Elementary
Micaville
5 11 14 17 19 13 12
Elementary
South Toe
12 6 5 3 4 2 2
Elementary
East Yancey
6 16 19 15 22 29 31
Middle
Cane River
2 4 7 11 12 7 8
Middle
Mountain
3 7 9 1 23 29 21
Heritage High
Total 74 102 118 126 160 158 161
* Not official headcount to date.
Yancey County Schools has experienced the greatest number of students
identified as Limited English Proficient (LEP) during this school year thus far.
There has been a continuous increase in enrollment of LEP students during the
past seven years. The LEP population in YCS is quite unique. That is, all
students identified as LEP are Hispanic and come from Cheran, Mexico.
With the constant increase in student enrollment, improvement changes have
occurred in the ESL Program, i.e., changes in the number of staff needed to
meet academic and social needs, as well as the development of a stronger
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
academic program. The emphasis is to ensure that all teachers receive the
knowledge, skills, tools, and resources to help LEP students be successful.
In 2004-05, Yancey County Schools lost a 10-year veteran ESL/Migrant program
director to the principalship in a neighboring county. This change resulted in
three ESL/Spanish teachers from the elementary, middle, and high school levels
and one Central Office administrator assuming the responsibilities of coordinating
the program, amidst the growing NCLB accountability expectations for LEP
students. In 2002-03, Yancey County Schools hired a Visiting International
Faculty teacher who resigned in June 2007 to return to his homeland---Mexico.
In 2005-06, YCS hired three additional ESL teacher assistants. However, during
the 2007-08 school year, two ESL teacher assistants were replaced with two
highly qualified ESL teachers and one ESL counselor/school-community liaison
in a strong attempt to provide quality ESL instruction, as well as attend to the
social needs affecting the whole child. The ESL program has made a concerted
effort to provide continuous instructional support to content area teachers, so
together, they can help LEP students meet the NCLB Title III AMAO goals.
Title III of NCLB requires school systems to meet annual AMAO goals: English
Language progress, proficiency, and AYP in Reading and Math, Grades 3 – 8,
and 10. Yancey County Schools has successfully met language progress every
year, but has failed to meet proficiency. As a result of not meeting language
proficiency for two consecutive years, YCS is currently in Title III Improvement.
A Title III Improvement Plan was completed and submitted to the NCDPI in
spring 2007. YCS has recognized the need to close the achievement gap and
address these goals in the district improvement plan. A historical data table
outlining AMAOs is located in the Student Achievement – Outcome Data section.
Homeless
Currently YCS does not have any student identified as homeless, according to
the federal definition. During the past four years, YCS had one or two homeless
students as a result of families relocating to our community from the Hurricane
Katrina devastation in Louisiana during the 2005-06 school year. However, the
number of homeless students could change daily; therefore, the school social
worker works closely with principals to document homeless data to ensure that
all students’ needs are met.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Attendance Rate: A Historical Perspective
School Year ADA:ADM Ratio North Carolina State Rank
2002-03 93.54 94.88 115
2003-04 94.81 94.88 70
2004-05 94.79 95.06 96
2005-06 94.88 95.0 58
2006-07 94.58 95.0 69
Based on annual pupil accounting data generated by the NCDPI Finance and
Business Section, the YCS attendance rate appears to hover closely with the NC
attendance average. YCS has improved greatly during the past five years. The
greatest improvement occurred between the 2002-03 and 2003-04 school years.
It is important to note that as a result of YCS being ranked last in the state during
the 2002-03 school year, the former superintendent formed an Attendance
Committee to address this need. Consequently, YCS adopted and implemented
a comprehensive system-wide attendance policy. This policy continues to be
reviewed each year by administrators, and adjustments made as necessary.
Dropout Rate, Grades 7-12: A Historical Perspective
School Year Yancey County Schools North Carolina
1999-00 4.15 4.34
2000-01 3.80 3.86
2001-02 3.14 3.52
2002-03 2.60 3.23
2003-04 3.10 3.29
2004-05 4.14 3.23
2005-06 2.96 3.46
2006-07 Not Available to Date Not Available to Date
Since the 1999-00 baseline year listed, YCS experienced a steady decline for
three consecutives years in the percentage of students dropping out of school.
During the 2003-04 school year, YCS experienced a slight increase in the
percentage of dropouts. Once again, it is important to note that YCS
implemented a firm attendance policy during the 2003-04 school year—the year
of the reported increase in the dropout rate. Moreover, YCS had a dropout rate
consistently lower than the state’s average during a five-year period, and rose
slightly above the state’s average in 2004-05. During the 2005-06 school year,
YCS experienced a more typical trend of having a lower than state average
dropout rate, and the lowest of all years reported.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
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In an attempt to focus on students at-risk of dropping out of high school, a school
social worker was hired during the 2005-06 school year. She regularly attends
local and state conferences, and networks with other LEAs to get ideas on model
programs that target at-risk youth. As a result of this effort, the school social
worker lead the effort to develop a freshmen transition program called SOAR ---
Student Obtain Academic Readiness. The program was implemented at
Mountain Heritage High School in the fall 2006-07. The curriculum is based on
Steven Covey’s book, “Seven Habits of Highly Effective Teens.” An extension of
the program is currently underway to target at-risk 8th grade middle school
students.
Cohort Graduation Rate:
For the first time, the 2006 cohort graduation rate was reported for ninth grade
students entering high school during the 2002-03 school year, and reflecting the
number of ninth graders graduating form high school four years later. As
reported in February 2007, YCS cohort graduation rate was 74.6. This
percentage is 6.3 percent greater than the state’s graduation cohort rate of 68.3
percent. The state cohort graduation rate for students entering ninth grade in
2003, graduating in 2007 was 69.4, up slightly from the previous year. To date,
YCS has not received the official 2007 graduation cohort rate.
Curricula Programs
The NC Standard Course of Study curricula support core academic subjects for
grades K-12, and for middle and high school Career and Technical Education
courses. High school students in Yancey County Schools follow one of the
state’s four adopted courses of study: Occupational Diploma, Career, College-
Tech, and College-University. In addition, high school courses include: Honors,
Advanced Placement, college courses through the dual enrollment program with
Mayland Community College, virtual courses through NC Virtual Public Schools,
Internship experiences, and community work experiences.
Extra-Curricular Programs
Academic, artistic, athletic, and service-learning programs are available for
student participation, K-12.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
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Federal Lunch Program
The percentage of students in Yancey County Schools who qualify for the federal
lunch program is currently 50.2 percent. This percentage seems to remain fairly
constant.
Books and Technology Data
According to the 2006-07 Yancey County School System Report Card, the
number of library/media center books per student in Yancey County Schools is
34.93, compared to 22.01 for the state. The average age of books in the media
center/library collections in Yancey County Schools is 1990, one year older than
the state’s average age, 1991.
The number of students per Internet-Connected computers in Yancey County
Schools is 2.52, compared to the state’s average of 3.22. The number of
students per instructional computer in Yancey County Schools is 2.5, compared
to the state’s average of 3.06. In both cases, access to the Internet and number
of computers is just slightly lower than the state’s average.
School Construction & Renovations
The chart below illustrates the five-year average amount of funding and
corresponding funding sources for capital expenditures incurred in Yancey
County Schools. Local funds increasingly supported school construction and
renovations, while the five-year average amount of state funds decreased.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
School Construction & Renovations
$1,400,000
$1,200,000
$1,000,000
Expenditures
$800,000
$600,000
$400,000
$200,000
$0
2002-03 2003-04 2004-05 2005-06
local $784,953 $965,285 $1,238,606 $1,304,531
state $1,174,184 $636,664 $66,237 $65,280
federal 0 0 0 0
School Years
local state federal
Source: Annual NC School Report Cards
Facility Needs Assessment and Planning:
In accordance with G.S. 115C-521(a), Yancey County Schools conducted a
Facility Needs Assessment for long-range planning during the 2005-06 school
year listing all improvements and additional facilities needed to accommodate
projected enrollment through the 2014-15 school year and improvement to
existing facilities to provide safe, comfortable environments that support the
educational programs. A collaborative meeting of stakeholders: Board of
Education, Superintendent, Finance Officer, and Facilities Director ensued in
April 2006 to review and discuss the needs assessment for planning purposes.
School-Community Relationships and Support
The level of active collaborative involvement between the schools and the
community is extensive. A variety of over 66 identified profit and non-profit
organizations, parents, volunteers, community business leaders, institutions of
higher education, local health, county, and city governmental agencies and
programs participate and provide continuous support and resources (financial,
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
human, and materials) for educational curricula and extra-curricula programs
countywide.
During the 2006-07 school year, the Central Office Administration implemented
Parent, Business-Community, and Student Advisory Councils as additional focus
groups for the purpose of improving a continuous collaborative support network.
Each advisory council has representatives from all nine rural school communities
that make up YCS. A list of members from each council is located in the
introductory section of this Guided Self Study. Each advisory council meets
monthly to quarterly—to value quality time spent with members.
Yancey County Schools Foundation Grants: A Historical Perspective
Since 1996, the Yancey County Schools Foundation has awarded $243,680 in
mini-grants for innovative and creative educational projects. Yancey County
students have benefited greatly from the success of the Foundation over the past
11 years and the Foundation remains committed to improving the quality of
education in Yancey County.
SCHOOL 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 TOTAL
Bald Creek 1,885 7,780 500 500 1,848 1,000 13,513
Bee Log 1,970 5,224 703 1,500 1,000 3,000 3,000 2,000 1,000 19,397
Burnsville 1,600 5,277 34,152 4,000 985 1,983 1,832 2,973 868 53,670
Clearmont 558 7,742 1,000 1,000 1,459 1,255 1,109 14,123
Cane River 500 505 2,221 11,094 978 500 2,000 1,650 3,000 2,000 24,448
East Yancey 500 1,045 3,604 7,840 983 514 2,569 1,000 18,055
Micaville 811 1,500 2,000 2,990 7,301
South Toe 500 2,054 4,758 500 500 1,852 953 950 990 13,057
Mtn. Heritage 475 1,690 10,213 28,581 1,825 309 1,380 2,960 4,973 1981 54,387
System Wide 6,225 11,431 2,000 1,000
EY & CR 3,000 3,000
MV & ST 1,623 450 2,073
TOTAL 1,975 4,840 28,593 119,519 19,942 6,751 7,865 13,254 12,852 17,151 10,938 243,680
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Student Achievement - Outcome Data
Yancey County Schools – ABC Recognition Status
2003 - 2007
2003-2004 2004-2005 2005-2006 2006-2007
Bald Creek Elementary High High Expected Expected
Bee Log Elementary High Expected Expected Expected
Burnsville Elementary High Expected Not Met Expected
Clearmont Elementary High High Not Met High
Micaville Elementary High Expected Not Met High
South Toe Elementary High Expected Expected High
Cane River Middle School High High Expected High
East Yancey Middle School Expected High Expected High
Mountain Heritage High School Expected Expected Not Met Expected
In school year 2003-2004, all elementary schools and one middle school made high
growth. That same year one middle school and the high school made expected
growth. In school year 2004-2005, four elementary schools dropped from high
growth to expected growth. One middle school increased from expected growth to
high growth. Four schools remained the same. In school year 2005-2006, six
schools dropped one level, one school dropped two levels, and two schools
remained the same. In school year 2006-2007, two schools remained the same at
expected growth, five schools increased by one level and two schools increased two
levels.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
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Yancey County Schools - Adequate Yearly Progress
2003 - 2007
2003-2004 2004-2005 2005-2006 2006-2007
Bald Creek Elementary 100% 100% 100% 92.30%
Bee Log Elementary 100% 100% 100% 100%
Burnsville Elementary 100% 100% 100% 100%
Clearmont Elementary 100% 100% 100% 100%
Micaville Elementary 100% 92% 69% 100%
South Toe Elementary 100% 100% 100% 100%
Cane River Middle School 100% 100% 100% 100%
East Yancey Middle School 100% 100% 88% 100%
Mountain Heritage High School 100% 92% 100% 100%
Bald Creek Elementary dropped from 100 percent in 2005-2006 to 92.3 percent in
2006-2007. Bald Creek met 12 out of 13 targets in 2006-2007. Micaville dropped
from 100 percent in 2003-2004 to 92 percent in 2004-2005. The school met 12 out
of 13 targets in 2004-2005. Micaville dropped again in 2005-2006 to 69 percent.
Micaville met 9 out of 13 targets in 2005-2006, but increased in 2006-2007 to 100
percent. East Yancey dropped from 100 percent in 2004-2005 to 88 percent in
2005-2006. They met only 15 out of 17 targets in 2005-2006, but increased to 100
percent in 2006-2007. Mountain Heritage dropped from 100 percent in 2003-2004
to 92 percent in 2004-2005. Mountain Heritage met 12 out of 13 target in 2003-
2004. They increased to 100% in 2004-2005. AYP for three schools showed a
drop in one year and an increase in each of the following years to 100 percent.
AYP for one school showed a drop in scores for two years then an increase to 100
percent the third years.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
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Yancey County Schools
Historical ABCs and AYP School Status
2003 -2007
2003-2004 NCLB Status ABC Status Recognition Status
AYP Targets Met % of Targets Met Performance Growth
Elementary Schools
Bald Creek Met 13 of 13 100% 86.3 High School of Distinction
Bee Log Met 3 of 3 100% >95 High Honors School of Excellence
Burnsville Met 13 of 13 100% 87.3 High School of Distinction
Clearmont Met 9 of 9 100% > 95 High Honors School of Excellence
Micaville Met 13 of 13 100% 91 High Honors School of Excellence
South Toe Met 13 of 13 100% 91.4 High Honors School of Excellence
Middle Schools
Cane River Met 17 of 17 100% 93.4 High Honors School of Excellence
East Yancey Met 17 of 17 100% 92.8 Expected Honors School of Excellence
High Schools
Mountain Heritage Met 13 of 13 100% 81.5 Expected School of Distinction
Not
YCS System Met 36:37 97.3%
2004-2005 NCLB Status ABC Status Recognition Status
AYP Targets Met % of Targets Met Performance Growth
Elementary Schools
Bald Creek Met 13 of 13 100% 86.9 High School of Distinction
Bee Log Met 3 of 3 100% >95 Expected Honors School of Excellence
Burnsville Met 13 of 13 100% 85.3 Expected School of Distinction
Clearmont Met 13 of 13 100% >95 High Honors School of Excellence
Micaville Not Met 12 of 13 92% 85.3 Expected School of Distinction
South Toe Met 9 of 9 100% 92.2 Expected Honors School of Excellence
Middle Schools
Cane River Met 17 of 17 100% 93 High Honors School of Excellence
East Yancey Met 17 of 17 100% 94 High Honors School of Excellence
High Schools
Mountain Heritage Not Met 12 of 13 92% 83.5 Expected School of Distinction
YCS System Not Met 35:37 94.6%
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
2005-2006 NCLB Status ABC Status Recognition Status
AYP Targets Met % of Targets Met Performance Growth
Elementary Schools
Bald Creek Met 13 of 13 100% 75.7 Expected School of Progress
Bee Log Met 2 of 2 100% 88.2 Expected School of Distinction
Burnsville Met 13 of 13 100% 81.7 Not met No Recognition
Clearmont Met 11 of 11 100% 77.9 Not met No Recognition
Micaville Not met 9 of 13 69% 66.3 Not met No Recognition
South Toe Met 9 of 9 100% 82.1 Expected School of Distinction
Middle Schools
Cane River Met 17 of 17 100% 82.9 Expected School of Progress
East Yancey Not met 15 of 17 88% 81.1 Expected School of Distinction
High School
Mountain Heritage Met 13 of 13 100% 82.2 Not met No Recognition
YCS - System Not Met 35:38 86.8%
2006 - 2007 NCLB Status ABC Status Recognition Status
AYP Targets Met % of Targets Met Performance Growth
Elementary Schools
Bald Creek No 12:13 92.3 74.1 Expected School of Progress
Bee Log Yes 2:2 100 89.2 Expected Distinction
Burnsville Yes 13:13 100 86.1 Expected Distinction
Clearmont Yes 9:9 100 81.8 Expected Distinction
Micaville Yes 13:13 100 78.5 High School of Progress
South Toe Yes 9:9 100 84.4 High Distinction
Middle Schools 100
Cane River Yes 17:17 100 82.6 High Distinction
Yes
East Yancey 13:13 100 80.7 High Distinction
High School
Mountain Heritage Yes 15:15 100 68.2 High School of Progress
YCS - System Not Met 37:40 92.5%
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
The data tables on the preceding pages show that YCS has not met 100 percent
of the AYP target goals for four (4) consecutive years. System-wide subgroups
that have not met their target goals during one or more school years listed above
include: Hispanic, Limited English Proficient, Students with Disabilities, and
Economically Disadvantaged. Consequently, YCS has included improvement
goals listed in the Continuous Improvement Plan to help meet these students’
need at attempt to close the achievement gap.
K-2 Assessments
Currently, the Curriculum Team is exploring K-2 Reading and Math Assessment
procedures for implementing effective and efficient methods of collecting data at
the classroom level for instructional purposes, and using the data annually by
grade level teachers and system-wide data analyses.
EOG & EOC Test Results
2003 - 2007
The following historical standardized test data are located in the Appendices.
Percent proficient on Reading EOG, Grades 3 – 8 (2003-2007)
Percent proficient on Math EOG, Grades 3 – 8 (2003-2007)
Percent proficient on all EOCs, Grades 9 -12 (2003-2007)
Percent proficient on Reading & Math, per Grade, by School (2007)
Writing Proficiency Comparisons
2004 2005 2006
State LEA State LEA State LEA
Grade 4 38.7 33.3 49.3 52.9 50 52.5
Grade 7 45.6 47.9 46.7 46.1 46.2 47.8
Grade 10 52.5 33.9 47.8 40.1 53.2 47.2
The Writing proficiency scores reveal that during the past two years, students in
grade 4 did slightly better than the state average, while grade 7 students hovered
near the state average. The proficiency of students in grade 10 was six to 19
percent below the state average. YCS has recognized the need to improve
writing scores across all grade levels, particularly at the tested grades.
Therefore, YCS has focused on implementing a balanced literacy program, K-8
during the past two years. During the 2007-08 school year, YCS will implement a
Yancey County Schools
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2006-2007
Our Vision is Excellence
K-12 Writing Plan. This is addressed as one of the improvement strategies listed
in the Continuous Improvement Plan.
Annual Measurable Achievement Objectives (AMAOs)
AMAO Historical Data based on IDEA Proficiency Test (IPT) &
EOG Reading & Math, Grades 3 – 8 for LEP Students
(2003 – 2007)
2003-04
2004-05
2005-06
2006-07
Goal%
Goal%
Goal%
Goal%
Goal%
Target
Target
Target
Target
Target
2002-
03-04
04-05
050-6
06-07
07-08
07-08
03
School Years
AMAO Goals
Baseline
Data
Language Not
40 73 45 83.8 50 75.4 55 60 TBD
Progress Avail
Title
III
Baseline
Data
Language Imp Not
20 35.2 25 18.5 30 0 35 40 TBD
Proficiency Avail
Baseline
Data
AYP Reading Not Not Not
68.9 76.7 Met 76.7 76.7 84.4 TBD
Grades 3-8 Met Met Met
Baseline
Data
Insuff Insuff Insuff Insuff
Grade 10 52.0 35.4 35.4 35.4 56.9 TBD
Data Data Data Data
Baseline
Data
AYP Math Not Met w/
74.6 81.0 Met 65.8 Not Met 65.8 77.2 TBD
Grades 3-8 Met S.H.
Baseline
Data
Insuff Insuff Insuff Insuff
Grade 10 54.9 70.8 70.8 70.8 80.5 TBD
Data Data Data Data
AYP Target goals increase every three years. YCS has a subgroup
systemwide for LEP students in grades 3-8, but does not have a subgroup for
LEP students in grade 10; therefore, there is not sufficient data for proficiency
Yancey County Schools
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2006-2007
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calculations. After two consecutive years (2004-05, 2005-06) of LEP students
in YCS not meeting English Language Proficiency, YCS went into official Title
III Systemwide Improvement. A Title III Improvement Plan was submitted in
2006-07 to the NCDPI, ESL Department.
SAT Performance Data: A Historical Perspective
SAT Performance Results: Three Year Comparison
School
2005 2006 2007
Years
SAT Sub CR Sub Grand Sub Grand
M CR M W M CR W
Components Total Total Total Total Total
YCS 513 509 1022 531 507 493 1038 1531 513 517 490 1030 1520
State 511 499 1010 513 495 485 1008 1493 509 495 482 1004 1486
Nation 520 508 1028 518 503 497 1021 1518 515 502 494 1017 1511
Legend:
M: Math
CR: Critical Reading
W: Writing (was first administered in March 2005 w/ results presented in 2006.)
Sub-Total: M + CR
Grand Total: M + CR + W
In comparison to the state and nation during the three-year period (2005-2007),
students performed better than the state in Math and Critical Reading in 2005,
with a Sub-Total of 12 points greater than the state and six points greater than
the nation. Overall, Grand Total Scores in 2006 and 2007 reveal that students
performed well above the state and nation. Grand Total Scores include Math,
Critical Reading, and Writing scores.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
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Perception Data
Instructional & Organizational Effectiveness Data
In the fall of the 2005-06 school year, NSSE’s research on Indicators of Schools
of Quality (1997) and System-wide Improvement: Focusing on Student learning:
A Comprehensive Guide for Research-based Data-driven System-wide
Improvement (2004) were used as resources to develop a survey instrument and
corresponding rubric as methods to gather perception data from all stakeholders
to determine the extent to which instructional and organizational conditions are
consistent with research-based “best practices” principles and quality indicators
and evident in the daily operations of Yancey County Schools.
In addition, all stakeholder groups carefully reviewed and assessed four major
categories critical to system-wide operational functions and their corresponding
quality indicators to determine the extent of evidence.
Evidence was measured based on a three-point rubric: Evident, Somewhat
Evident, Little or No Evidence. Based on the data gathered, stakeholders’
perceptions support areas of strengths and limitations for the following categories
of research-based principles:
I. Instructional Effectiveness:
a. Curriculum
b. Instructional Design
c. Assessment
II. Organizational Effectiveness:
a. Educational Agenda
b. Culture of Continuous Improvement
c. Community-building
d. Leadership for System-wide Improvement
III. System-wide Operational Functions:
a. Human Resources
b. Fiscal Management
c. Support Services
d. Governance Functions
Within the major categories of researched-based principles and 52 total quality
indicators identified in the survey, stakeholders perceived all areas as strengths
to varying degrees, and found multiple evidences to support each indicator.
However, there is always room for improvement, and since the Vision of YCS is
“Excellence,” the DISC recognized the need to address the perceived limitations
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
in the journey of continuous improvement. A brief summary of the perceived
strengths and limitations from the 2005-06 survey results are listed below.
Perceived Strengths:
Stakeholders perceived that Yancey County Schools
Cares about students,
Sets high expectations for learning,
Challenges students to do their best,
Provides a variety of learning opportunities and resources that are of high
quality, and is
Committed to learning.
Perceived Limitations:
On the three-scale rubric, the term, “Somewhat Evident” was perceived as a
quality indicator needing further attention or improvement. The list below
identifies those limiting indicators:
• Culture of Continuous Improvement
• Community-building
• Leadership for System-wide Improvement
In general, areas of perceived improvement included the need for:
• A well-designed and comprehensive professional development plan
aligned with the school system mission and desired results for student
learning,
• Articulation among and between schools, departments, and grade levels,
and
• Parental and community involvement in advancing the goals of the school
system.
These areas of limitations were addressed in the 2005-06 and 2006-07 YCS
Continuous Improvement Plan. At the end of 2006-07, nearly two years later,
and based on the results from NSSE Opinion Inventory: Instructional and
Organizational Effectiveness, the DISC found that the limitations listed above
were accomplished to varying degrees. Hence, they were no longer viewed as a
strong need for improvement, but continue to be interwoven elements in the
2007-08 YCS Continuous Improvement Plan and planning process.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
2006-07 NSSE Opinion Inventory Results - Stakeholders’ Perceptions:
Students, Teachers, Administrators, Parents, Support Staff, and
Community
During the 2005-06 and 2006-07 school years, the DISC used a “360 degree
data-gathering system” and implemented the web-based NSSE’s Opinion
Inventories for the second consecutive year to determine all stakeholders’
perceptions about the quality of Yancey County Schools. Stakeholder groups
included: elementary, middle, and high school students, teachers/administrators,
parents, support staff, and community members. After a review and analyses of
the data, the following recurring areas of limitations were revealed.
The following data table illustrates a comparison of perceived limitations among
all stakeholder groups based on the results from the NSSE Opinion Inventories
given annually for two consecutive years (2005-06, 2006-07):
School Years 2005 - 2006 2006 - 2007
Stakeholder Groups Perceived Areas of Perceived Areas of
Limitations Limitations
Elementary Student Bullies Bullies
(Gr. 3 -5)
Middle & High School Students Bullies Homework doesn’t help
students succeed in their
studies
Bullies
Don’t look forward to school
Teachers Bullies Teaching Health Education
Teaching Health Education Teaching Foreign Language
& PE
Class size is not appropriate
for effective teaching
Bulllies
Support Staff Salaries Salaries
Students don’t respect all
adults regardless of role
Parents Bullies Teaching Health Education
Health Education Rules do not apply to all
students
Bullies
Community Members Bullies Student’s don’t see
relationship between what
School Board not they are studying and
Yancey County Schools
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2006-2007
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responsive to community everyday life
Community members’ Substance abuse is a problem
opinions are not
considered in school Adequate security measures
decision-making are not in place
Bullies
Teacher & Administrators Used NSSE’s Indicators of Instructional & Organizational
Quality Schools: Effectiveness Survey:
Professional Development Data Driven Decision Making
for instructional decisions
Articulation between
schools, grade levels, Collect comprehensive and
departments, community, representative student work
etc. samples
Community and parental
involvement
The responses from stakeholder groups listed in the table reveal a pattern of
perceived limitations in YCS: bullies, health education, and salaries. After the
DISC reviewed these results with all stakeholder groups this year, all have been
addressed. However, bullying remained a prime concern and has been
addressed in the Continuous Improvement Plan for the second consecutive year.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Yancey County Schools
Continuous Improvement Plan
2007 - 2008
Yancey County Schools
2007 – 2008 Continuous Improvement Goals
aligned with the
North Carolina State Board of Education
Future-Ready Students for the 21st Century Goals
and
SACS-CASI District Accreditation Standards
SBE Goal 1: NC public schools will produce globally competitive students
YCS Goals 1.1 – 1.10:
1.1. Improve the percent proficient for Limited English Proficient (LEP) students in
accordance with NCLB, Title III Annual Measurable Achievement Objectives
(AMAOs).
1.2. Expand a continuum of inquiry-based science instruction K-12.
1.3. Improve literacy skills percent proficient for K-12 students in accordance with
state and NCLB goals.
1.4. Improve the percent proficient for Students with Disabilities subgroup in
mathematics, grades 3-8, in accordance with the NCLB goal.
1.5 Improve the percent proficient for Limited English Proficient (LEP) subgroup in
mathematics, grades 3-8, in accordance with the NCLB goal.
1.6 Improve the percent proficient for the Hispanic subgroup in mathematics, grades
3-8, in accordance with the NCLB goal.
1.7 Improve the percent proficient for Students with Disabilities subgroup in reading,
grades 3-8, in accordance with the NCLB goal.
1.8 Improve the percent proficient for Limited English Proficient (LEP) subgroup in
reading, grades 3-8, in accordance with the NCLB goal.
Yancey County Schools
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2006-2007
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1.9 Improve the percent proficient for the Hispanic subgroup in reading, grades 3-8,
in accordance with the NCLB goal.
1.10 Improve the percent proficient for All Students subgroup in reading, grade 10, in
accordance with the NCLB goal.
SBE Goal 2: NC public schools will be led by 21st Century professionals
YCS Goal 2.1:
2.1 Support all education professionals to attend professional development aligned
with local, state, and federal goals.
SBE Goal 3: NC public school students will be healthy and responsible
YCS Goal 3.1:
3.1 Cultivate a safe, orderly, and healthy learning environment.
SBE Goal 4: Leadership will guide innovation in NC public schools
YCS Goals: 4.1:
4.1. Reduce the dropout rate.
SBE Goal 5: NC public schools will be governed and supported by 21st
Century systems
YCS Goals: 5.1 – 5.2:
5. 1 Foster the capacity and culture of systemic continuous improvement and
learning.
5.2 Develop a comprehensive Yancey County Schools Board Policy Manual.
Note: The Yancey County Schools DISC numbered the SBE goals and corresponding indicators
for ease of classification and alignment with the YCS Continuous Improvement Plan goals. A
copy of the SBE’s Future-Ready Students for the 21st Century Goals is located in the Appendix.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 2: Governance & Leadership
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal: 1.1: Improve the annual proficiency percentage goal for Limited English Proficient students in
accordance with NCLB, Title III Annual Measurable Achievement Objectives (AMAOs).
• Evidence of Need: Disaggregated annual IPT results, annual AMAO results (Inability to meet Proficiency & AYP Reading & Math
Goals, Grades 3 -8), Title III Technical Assistance from DPI, Superintendent’s Advisory Council, Title III District
Improvement (Year 1: 2006-07, Year 2: 2007-08)
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
5.3 1.1 Provide AMAO 2007-08 AMAO NCDPI ESL Attendance Sign- X
5.4 1.2 informational Training ESL Teachers in sheet July 07 –
5.6 3.2 training to all Consultant Current
4.1 stakeholders Principal Title III Needs (This will
4.1 ESL Assessment be
5.4 Teachers Survey Results ongoing)
3.1 2.3 Continue 2007-08 SIOP Train the ESL ESL Attendance Sign-
3.3 2.4 providing Trainer, Teachers Coordinator in sheet
3.5 3.8 SIOP training Training on & Teachers
to content implementing SIOP Title III Survey
teachers the NC English materials Principals Results
Language ELD SCS
Development Walkthrough
Standard NCDPI Observations
Course of ESL Lesson
Study, Consultants Plans/Curriculum
instructional Map
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
strategies, & Quarterly review
modifications of ELD plans
4.1 1.1 Continue 2007-08 Provide ELD ELD Plan ESL Completed
4.2 1.2 implementing Plan Coordinator English
4.3 ELD Language development SIOP & Teachers Language
4.4 Growth Plan and materials Development
4.5 for LEP implementation Principals (ELD) Plan –
4.6 students training to Content NC quarterly
content SCS Content Formative
teachers Teachers Results
IPT Results
EOG Reading
Results
2.1 4.2 Develop, 2007-08 Summer ESL Model plans ESL Complete ESL
provide, & Program from other Coordinator Policies &
implement a Planning LEAs & Teachers Procedures
comprehensive Workshop Guidebook
YCS ESL ESL
Policies & Provide Consultant
Procedures handbook & at DPI
Guidebook for training to
all schools school faculty
4.2 1.1 Implement 2007-08 Visit model ESL ESL Implemented
1.2 extended programs in Coordinator Coordinator programs
3.1 learning other LEAs & Staff & Staff
3.2 opportunities (e.g., NSSE Survey
3.5 for LEP Henderson Professional Principals Results
students County Journals
(tutoring, after- Schools) ESL & Title III Survey
school ESL Content Results
programs, & Roundtable Teachers
summer IPT, EOC, EOG,
programs) DPI ESL Tutors & Writing test
listserv results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.2: Expand a continuum of inquiry-based science instruction, K-12
• Evidence of Need: Preparation for the 2007-08 Science EOG, Grades 5 & 8, Memo from Dr. Leak’s Office
(Fall, 2006), NCQuest eligibility
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.1 1.1 Support the 2007-08 SITE NC Math & Science Certificate of
3.2 1.3 inquiry- workshops, Science Coordinators Attendance
3.3 2.4 based Project 2020 Center, WCU (K-8 & 9-12)
3.4 2.5 elementary Professional
3.5 4.4 science WCU & Development
3.6 program Asheville City Evaluation
3.7 currently in Schools, Follow-up
3.8 place with Project 2020 Forms
4.2 the Project Partners
4.3 2020 Walkthrough
4.5 Science Observation
5.4 Literacy Form
Instructional
Coach 2007-08
EOG Test
Provide 2007-08 AIMS Betty Dean, Beginning results
AIMS AIMS Trainer Teacher
training to Coordinator Completion
Teacher & Science of grant
Assistants Coordinator program
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
& new
teachers
4.2 1.1 Utilize 2007-08 Science English Formative
4.3 1.3 science textbook Language Guided
textbooks Arts Reading
for guided 4-Block Coordinator Logs
reading, Guided
K-8 Reading Principals Summative
Handbook Science
Science EOG results,
Coordinator Grades 5 & 8
3.2 3.1 Utilize the 2007-08 Formative Science Units Science Formative
3.4 4.2 middle discussion Coordinator assessments
3.5 grades group embedded in
3.6 science between the units
3.7 units middle school
4.1 developed science Summative
4.2 by NCDPI teachers Evaluation
4.3 developed
4.5 and
5.2 implemented
5.4 by our LEA
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
YCS Goal 1.3: Improve literacy skills percent proficient, K-12, in accordance with state and NCLB goals
• Evidence of Need: ABC, AYP, IPT, and Writing test results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.3 1.1 Implement 2007-08 Continue 4- 4-Blocks EC Director Formative
4.2 balanced Block classroom
literacy balanced Practice Testing assessments
program to literacy Writing Coordinator
increase program Prompts Writing portfolios
reading and ELA
writing skills Coordinator Summative
proficiency ELA EOG/EOC results
among Coordinator Principals
subgroups:
LEP, Title I Pre- & Post-Writing
Students Coordinator Scores
w/Disabilities,
& male
students
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
3.1 3.1 Continue 2007-08 Wilson Title I ELA Classroom/Teacher
3.2 1.1 implementing Language Coordinator Observations by
3.3 research- Program, Title III Principals
4.2 based Fundations, EC Director
phonics Letterland, EC Attendance Record
programs to Four-Block, Title I of Training
support SIOP, Coordinator Sessions
NCSCS K-5 Dibels
Assessment Title III ELD Plans
Coordinator
DPI ELA & IPT Results
EC Elementary
Consultants Principals K-2 Assessment
Results
EOG Reading
Results, Gr. 3-5
3.1 1.1 Create and 07-08 School- ELA SCS ELA Writing Plan
3.2 1.2 implement a based/grade Four-Block Coordinator
3.3 K-12 Writing level trainings Formative writing
3.5 Plan samples
3.6
3.7 Annual Writing test
4.1 results
4.2
4.3
4.5
3.1 1.1 Implement 2007-08 ELA SCS Superintendent Master schedule
3.2 1.2 Writing class Principals
3.3 (Grades 7 & Writing ELA Annual writing test
3.5 10) Plan Coordinator results
3.6
3.7 Formative writing
4.1 samples
4.2
4.3
4.5
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.4: Improve percent proficient for Students with Disabilities subgroup in mathematics, 3-8, in
accordance with the NCLB goal.
• Evidence of Need: 2006-07 system AYP results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.7 1.4 Explore best 2007-08 State Math EC/Resource EC Director Professional
3.8 4.3 practice and Conference personnel Development
4.1 implement Principals Evaluation
4.2 instructional DPI Summer Learn NC Follow-up
5.5 methods to Math Institute Best Practice Math Form
5.6 address Lesson Curriculum
mathematics EC Plans Coordinators
skills for Conference (elementary,
SWD ASCD middle, and
Visit model Conference high school)
programs in
LEAs meeting DPI Math
NCLB goal Consultants
4.2 4.1 Explore 2007-08 Cohort EC grants EC Director Certificate of
5.1 4.2 becoming an training & Staff Attendance
NC State affiliated with
Improvement NCSIP (when
Plan(NCSIP) available)
Math Site
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.5: Improve the percent proficient for Limited English Proficient (LEP) subgroup in mathematics,
grades 3-8, in accordance with the NCLB goal.
• Evidence of Need: 2006-07 system AYP results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.4 1.1 Implement 2007-08 SIOP training SIOP Principals Teacher
4.2 1.2 tutoring/remediation materials generated
3.5 programs Content formative
NCSCS, Teachers classroom
Math (3-8) assessments,
ESL Teacher
Observations/
Demonstrations
of students’
work
4.1 1.1 Implement math 2007-08 Middle Math Use of
5.1 1.2 benchmark grades Math Coordinator formative math
5. formative teachers will (6-8) benchmark
assessments visit LEAs Assessments
with model Principals
math EOG Math
programs Teachers results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.6: Improve the percent proficient for the Hispanic subgroup in mathematics, grades 3-8, in
accordance with the NCLB goal.
• Evidence of Need: 2006-07 system AYP results
(Note: This improvement plan is the same as YCS Goal 1.5. The Hispanic subgroup and LEP subgroup represent the same students in YCS.)
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.4 1.1 Implement 2007-08 SIOP training SIOP Principals Teacher
4.2 1.2 tutoring/remediation materials generated
3.5 programs Content formative
NCSCS, Teachers classroom
Math (3-8) assessments,
ESL Teacher
Observations/
Demonstrations
of students’
work
4.1 1.1 Implement math 2007-08 Middle Math Use of
5.1 1.2 benchmark grades Math Coordinator formative math
5. formative teachers will (6-8) benchmark
assessments visit LEAs Assessments
with model Principals
math EOG Math
programs Teachers results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 1.7: Improve the percent proficient for Students with Disabilities subgroup in reading, grades 3-8, in
accordance with the NCLB goal.
• Evidence of Need: 2006-07 system AYP results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.2 1.1 Provide 2007-08 Basic skill Reading EC Director Attendance
3.4 2.1 training to all builders for literacy Sign-in sheet
4.1 2.4 teachers on EC teachers coach in ELA
10.7 reading best west region Coordinator Professional
practices: Collaboration (K-8) Development
Fundations, between EC LearnNC Follow-up
Foundations, and ELA Best Form
Wilson, and Coordinators Practices
Language! and teachers
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.8: Improve the percent proficient for Limited English Proficient (LEP) subgroup in reading, grades 3-
8, in accordance with the NCLB goal.
• Evidence of Need: 2006-07 system AYP Results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.2 1.1 Implement SIOP 2007-08 SIOP training ESL ESL SIOP-ed
3.3 3.5 strategies in for content teachers Coordinator Lessons
3.4 content area teachers & Teachers
4.2 lessons (monthly) SIOP ELD Plans
5.1 materials Principals
Curriculum
ELD Plans Content Map
Teachers
Walkthrough
Observations
3.2 1.1 Provide 2007-08 Four-Block Principals Tutoring list
2.4 3.5 tutoring/remediation materials
4.2 during and/or after Content Formative
4.4 school SIOP Teacher Assessments
5.1 materials
ESL Teacher EOG
Reading
results
IPT results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
SACS-CASI District Standard 5: Assessment, Measurement, & Effectiveness Results
YCS Goal 1.9: Improve the percent proficient for the Hispanic subgroup in reading, grades 3-8, in accordance
with the NCLB goal.
Evidence of Need: 2006-07 system AYP results
(Note: This improvement plan is the same as YCS Goal 1.8. The Hispanic subgroup and LEP subgroup represent the same students in YCS.)
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.2 1.1 Implement SIOP 2007-08 SIOP training ESL ESL SIOP-ed
3.3 3.5 strategies in for content teachers Coordinator Lesson
3.4 content area teachers & Teachers Plans
4.2 lessons (monthly) SIOP
5.1 materials Principals ELD Plans
ELD Plans Content Curriculum
Teachers Map
Walkthrough
Observations
3.2 1.1 Provide 2007-08 Four-Block Principals Tutoring list
2.4 3.5 tutoring/remediation materials
4.2 during and/or after Content Formative
4.4 school SIOP Teacher Assessments
5.1 materials
ESL Teacher Reading
EOG &
IPT results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 1: NC public schools will produce globally competitive students
SACS-CASI Standards:
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 4: Instructional Design
YCS Goal 1.10: Improve the percent proficient for All Students subgroup in reading, grade 10, in accordance with
the NCLB goal.
• Evidence of Need: 2006-07 system AYP Results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
3.3 1.1 Support 2007-08 Collaboration Media ELA Reading
3.4 1.2 implementation among Center Coordinator Journals
4.2 of 1000 Page English selection (9-12)
4.6 Challenge Department Circulation
Reading teachers Classroom Principal Report from
Journal across library Media
all 10th grade English Center
classes Student Teachers
library English I
EOC results
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 2: NC public schools will be led by 21st Century professionals
SACS-CASI Standard:
• SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 2.1: Support all education professionals to attend professional development aligned with local, state,
and federal goals
• Evidence of Need: Professional development forms, NCLB Professional Development Report
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
10.7 2.1 Ensure 2007-08 Professional Program Review of
2.3 alignment Development Directors HQ
2.4 between Plan (in each questions on
4.2 professional school) Principals the
development Professional
requests YCS School- Development
and state, Continuous based Request
district, Improvement Professional forms (white
school, Plan Development and blue)
and/or IGP Chair
improvement School
goals Improvement LEA
Plan Professional
Development
Coordinator
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 3: NC public school students will be healthy and responsible
SACS-CASI Standards:
SACS-CASI District Standard 7: Student Services
SACS-CASI District Standard 9: Physical Facilities
SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 3.1: Cultivate a safe, orderly, and healthy learning environment
• Evidence of Need: NSSE Survey Results
SACS SBE Professional Persons Assessment Monitoring Status
Strategies Timeline Resources
Goals Goals Development Responsible Measures (Check & Date)
7.1 3.1 Provide 2007-08 Safe & Drug Safe & Drug Interviews and
7.2 3.2 effective Free Schools Free Schools dialogue with
7.6 3.3 resource Funds Coordinator & students, staff,
3.4 materials Advisory and principals
3.5 and Safe & Drug Council
programs Free Schools
supported Coordinator
by Safe &
Drug Free
Schools
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
7.1 3.1 Adopt & 2007-08 Time to LEA model School Social Implementation
7.2 3.2 implement review programs Worker of adopted
7.6 3.3 a K-12 research- program
3.4 research- based Travis Superintendent
3.5 based programs Peterson, ARP Pre- & post
bully Phoenix Principals NSSE Survey
prevention Provide Representative results
program training on Counselors
adopted
program SOAR Teacher
7.1 3.1 Provide 2007-08 Adopted PBS Training Superintendent Professional
7.2 3.2 bully- program materials Development
7.6 3.3 prevention training School Social Follow-up
3.4 training & Public Worker Evaluation
3.5 awareness PBS Training relations
Principals Certificate of
Attendance
Public Info
Officer Media
documentation
PBS
Coordinator Results from
PBS program
implementation
7.1 3.1 Provide 2007-08 CPI Training Safe & Drug Safe & Drug
9.1 3.2 annual Free Schools Free Schools
10 3.3 and CPI Train the Coordinator Coordinator
3.4 refresher Trainer
3.5 CPI Professional Professional
(Seclusion Development Development
& Coordinator Coordinator
Restraint)
training
(HB 1032)
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 4: Leadership will guide innovation in NC public schools
SACS-CASI Standards:
SACS-CASI District Standard 1: Beliefs & Mission
SACS-CASI District Standard 2: Governance & Leadership
SACS-CASI District Standard 3: Curriculum
SACS-CASI District Standard 5: Assessment, Measurement, & Effective Results
SACS-CASI District Standard 6: Financial & Human Resources
SACS-CASI District Standard 7: Student Services
SACS-CASI District Standard 8: Staff and Stakeholder Communications & Relationships
SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 4.1: Reduce the dropout rate
• Evidence of Need: Annual Dropout Report Results
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
1.3 5.3 Consistently 2007-08 Exit Principal Completed Exit
7.1 conduct an Conference Conference
7.2 Exit Form Guidance Form
7.4 Conference Counselor
7.6 with
8.1 potential
dropouts
7.1 3.1 Develop & Other LEA School Tracking
7.2 3.2 implement 2007-08 Dropout Social Database
7.3 3.3 uniform Prevention Worker
7.4 3.4 procedures Coordinators
7.5 3.5 for potential & Program High School
7.6 5.1 dropouts, Plans Guidance
7.7 5.3 including an Counselors
10.8 At-Risk
Tracking
Database
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
10.7 2.5 Explore 2007-08 Annual State At-risk funds Principal Certificate of
3.5 programs to Dropout Attendance
4.2 improve Prevention Title I School
5.3 early Conference Social Agenda/minutes
identification Safe & Drug Worker from follow-up
of potential Closing the Free meeting from
dropouts Achievement Schools BED conference
Gap Program Specialist
Conference funds Liaison
Safe & Drug Guidance
Free Schools Counselor
Convention
SOAR
Teacher
1.1 3.5 Improve 2007-08 Annual State Curriculum School Master
2.7 4.2 vertical Dropout & instruction Social Schedule
5.5 4.3 articulation Prevention materials – 7 Worker
6.2 and Conference Habits of Transition
7.6 transition Highly Principal Program/Plan
7.7 programs Closing the Effective
8.8 for all Achievement Teens Guidance
10.6 students, Gap (Stephen Counselor
10.7 K-12 Conference Covey)
SOAR
Visit model Title I Coordinator
programs in guidance
other LEAs Curriculum
Kindergarten Team
transition
materials
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
7.1 3.1 Create & 2007-08 Explore School Minutes from X
10.6 3.2 implement model Social the meeting September
3.3 Dropout programs Worker 2007
3.4 Prevention from other Dropout
3.5 Steering LEAs Prevention
4.2 Committee Steering
Committee
members
7.2 3.1 Explore 2007-08 Alternative LEA policy Alternative Minutes from
3.2 alternative School Focus and School meetings
3.3 school Group to read procedures Focus Group
3.4 options professional for members Contact log of
3.5 journal alternative LEA model
4.2 articles and schools programs
4.3 explore
model Professional Professional
programs journal journal list
articles
Alternative
LEAs with school policy
model and procedure
programs literature
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 5: NC public schools will be governed and supported by 21st Century systems
SACS-CASI Standards:
SACS-CASI District Standard 1: Beliefs and Mission
SACS-CASI District Standard 2: Governance and Leadership
SACS-CASI District Standard 6: Financial & Human Resources
SACS-CASI District Standard 8: Staff & Stakeholder Communication & Relationships
SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 5.1: Foster the capacity and culture of continuous improvement and learning
Evidence of Need: SACS-CASI Standards, NSSE research on effective schools, Review & assessment of
policies and procedures
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
1.2 2.5 Schedule 2007-08 Attend annual SACS-CASI Board of Notes/Dates/Schedules
10.1 4.2 regular district SACS-CASI Education
10.3 5.3 & school Conference(s) ASCD Continuous
10.4 improvement – state and Superintendent Improvement Plans
10.5 meetings to national NSSE (District & School)
10.6 gather data, District/School
monitor, Professional Improvement NSSE Survey results
evaluate, and Journals Coordinator
amend
continuous School
improvement Improvement
plans Chairs
Principals
2.7 2.4 Expand on 2007-08 End-of-Year Mt. Mitchell Board of Planned agenda
2.8 4.2 creating and Summer Golf Resort Education
6.2 focused Retreat(s) Announcements
10.6 administration Superintendent
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
10.7 and faculty Administrators’ Workshop evaluation
10.9 retreats for WRESA fall, Principals follow-up form
teaming, spring, and
dialogue, summer NSSE Survey results
reflection, and Adminstrators’
planning Leadership
Conferences
Hold regularly 2007-08 SACS Board Agenda
scheduled materials Superintendent
SACS Work SACS Chair
Session with
Board
6.2 3.1 Expand on 2007-08 Title II Board of
10.9 3.2 traditions of Education
celebrations
& Superintendent
recognitions
at the school Principals
level
Hospitality
Committees:
NBPTS,
TOY/POY, &
Beginning
Teachers
8.8 1.1 Provide 2007-08 (TBD as EC and EC Director Professional
10.7 2.4 Response to information content Development Follow-up
3.1 Instruction becomes curricula Curriculum Evaluation form
3.2 training to all available. RTI programs Team
3.5 personnel (as is currently Attendance Sign-in
aligned with being revised Professional sheet
NCDPI at NCDPI) Development
initiative) Coordinator Lesson plans
Student
Support Teams
at each school
Principals
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SBE Goal 5: NC public schools will be governed and supported by 21st Century systems
SACS-CASI Standards:
SACS-CASI District Standard 1: Beliefs and Mission
SACS-CASI District Standard 2: Governance and Leadership
SACS-CASI District Standard 6: Financial & Human Resources
SACS-CASI District Standard 8: Staff and Stakeholder Communications & Relationships
SACS-CASI District Standard 10: Continuous Process of Educational Improvement
YCS Goal 5.2: Develop a comprehensive Yancey County Schools Board Policy Manual
• Evidence of Need: Review of YCS Board Policy Manual, Board Attorney Advice
Monitoring Status
SACS SBE Professional Persons Assessment (Check & Date)
Strategies Timeline Resources
Goals Goals Development Responsible Measures Completely Partially Not
Achieved Achieved Achieved
2.1 5.4 Implement at 2007-08 Board Retreat NCSBA Board of Adopted
2.2 least one sample Education policies
2.3 annual review NCSBA policies
2.4 of the YCS Conferences Superintendent
2.8 Board Policy Board
6.2 Manual WRESA fall, Attorney Central Office
spring, & Directors
summer WRESA
Administrators’ Principals
Leadership
Conference
2.1 5.4 Continue 2007-08 Bi-annual Board Board of Agenda
2.2 disseminating policy/legal Attorney Education
2.3 new/updated updates Current
2.4 policies to Superintendent policies
2.5 central office NCSBA &
6.2 and school- WRESA Law Administrative
8.1 based Update assistants
administrators Conferences
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Implementation of Improvement Plan
and
Documentation of Results
The results of the Yancey County Schools Continuous Improvement Plan reflect
stakeholders’ involvement in developing, implementing, and monitoring a plan to
improve student achievement. The Plan outlines courses of action that
encompass a comprehensive total educational program serving the whole child---
school safety, improving teacher quality, child nutrition, curricular and instruction,
testing and accountability, student services, special needs services, athletic,
extra-curricular, or exploratory arts programs, facilities, finances, or
transportation.
To support the implementation of the Plan, and measure its efficacy, the DISC
plans to use the NSSE Survey of the Extent of Implementation and Effectiveness
of the System-wide Plan for Improvement, in addition to traditional methods of
gathering data: focus group discussions and observations.
Results will be generated, monitored on a formative and summative basis, and
used to further amend or establish new continuous improvement goals,
strategies, and assessments. An analysis summary will be written as data
becomes available to express the Plan’s strengths, limitations, and revisions to
ensure gains in student achievement.
Measures are set forth to create and sustain a commitment to continuous
improvement and further establish quality assurance methods to authenticate
credible district improvement planning elements and operational processes
demonstrated by stakeholders within Yancey County Schools.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Quality Assurance Methods
Monitoring, Documenting, and Managing Internal
Systems
Communicating the Results
Yancey County Schools will demonstrate quality assurance through institutional
integrity, external peer review, and documenting and communicating the results
of it continuous improvement plan.
Monitoring, Documenting, and Managing Internal Systems
To ensure institutional integrity that fulfills its vision, mission, and goals, and
support two integral district accreditation improvement principles: documentation
and validation, Yancey County Schools will strengthen its continuous
improvement process by providing documentation of thorough regularly
scheduled planning systems and review processes, and validate these activities
by hosting an external peer review panel, the Quality Assurance Review Team
(QART) visitation November 4 – 7, 2007.
As stated in the previous Results Section, one means that YCS will use to
determine instructional and organizational effectiveness to improve student
achievement, will be the implementation of NSSE’s Survey of the Extent of
Implementation and Effectiveness of the System-wide Plan for Improvement to
gather data from internal stakeholders. In addition, focus groups, observations,
and informal discussions with internal and external stakeholder groups will be
used to provide further informative data. Overall, perception, process, outcome,
and demographic data will continuously be collected and analyzed by the DISC
throughout the year to address the impact of the plan and to plan for further
improvement.
The DISC will hold monthly meetings to execute a scheduled formative process
to gather data, assess, monitor, and amend the YCS Continuous Improvement
Plan. A formative monitoring and documenting process will be framed within
federal, state, and local accountability program plans and corresponding
deadlines scheduled during the school year. Schools will monitor their
improvement plans every nine weeks. DISC will monitor schools’ plans every 10-
12 weeks, followed by self-monitoring of the district improvement plan every 12
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
weeks to ensure student achievement occurs and effective instructional and
organizational practices are in place. Moreover, Yancey County Schools has
chosen to exceed the state requirement of approving a three-year plan, and
requests an annual review and approval of both school and district improvement
plans by the Board of Education.
DISC has established routine procedures throughout the year to monitor,
evaluate, and document the results of its systemic continuous improvement
process. In the cyclical process of continuous improvement, the following
calendar timeline of events may be modified, as needed:
June:
DISC schedule date to continue collecting and analyzing annual outcome,
demographic, and perception data and amend District Improvement Plan
Data Mining Session with Testing Coordinator & DISC
Analyze end-of-year student achievement data and opinion survey results
Test coordinator reviews schools’ EOG/EOC test data with DISC and
Principals
DISC monitors District and School Improvement Plans for the final quarter
Amend the District and School Improvement Plans
July:
DISC participates in Board Retreat and Administrators’ Retreat to review,
discuss, and amend the District Improvement Plan with new data collected
during the year
DISC may meet with principals and School Improvement Team Chairs to
review plans for alignment and goals established
August:
District and School Improvement Teams will update and finalize plans for
Board approval in September
September:
Principals present amendment to School Improvement Plans to the Board
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
SACS-CASI LEA Coordinator presents amendments to District
Improvement Plan to the Board
Board takes action on district and school continuous improvement plans
District and school stakeholders attend annual SACS-CASI Conference in
Greensboro, NC
October-November:
Schools monitor their improvement plans at the end of the first nine weeks
DISC monitors schools’ improvement for the first nine-weeks
DISC monitors District Improvement Plan for progress quarterly
December – January:
Monitor improvement for second nine-weeks and amend plans as
necessary. Check and date monitoring section of action plans
DISC monitors District Improvement Plan for progress quarterly
February – March:
Monitor improvement for third nine-weeks and amend plans as necessary.
Check and date monitoring section of action plans
Send NSSE Opinion Inventory codes to principals
DISC monitors District Improvement Plan quarterly
April – May:
Monitor improvement for fourth nine-weeks and amend plans as
necessary. Check and date monitoring section of action plans
Use the bi-annual Governor’s Teacher Working Conditions Survey results
for improvement planning
Send NSSE Opinion Inventory results to principals
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Communicating the Results
Yancey County Schools is privileged to be one small system within the context of
a several small, familial, and hospitable school communities. Together, Yancey
County Schools makes a concerted effort to provide a variety of formal
communication methods to ensure that the results of its improvement efforts are
communicated to both internal and external stakeholders. The following media
sources are used by Yancey County Schools:
Yancey Common Times Journal – local, weekly newspaper
WKYK – local radio station
WLOS – local television station in Asheville
Yancey County Schools web page: www.yanceync.net
Individual school web pages
VISION – monthly newsletter for employees
School newsletters
Billboards
State and School Report Cards
Title I, Title II, Title III Meetings
Superintendent’s Advisory Council Minutes – distributed by school reps to
school faculty and staff
Board of Education Meetings – held the first Monday of each month
Copies of Educational Plans: Federal programs, School Improvement,
District Improvement, Technology, Safe Schools, etc. are made available
to stakeholders at each school, Central Office, schools, and web pages
School Improvement Team Meetings
Advisory Council Meetings
Honors and AIG Parent Meetings
Faculty Forums, Faculty Meetings, Department Meetings, Grade Level
Meetings
Providing quality assurance ---Managing internal systems, monitoring,
documenting, evaluating, and communicating the results of continuous
improvement is not the means to and end, but regenerates the cyclical process
of sustaining a commitment to continuous improvement.
“The work of school improvement is not a glory train. People disagree with each
other, they get tired, and unpredictable negatives occur. But when all is said and
done, students learn well, staff and faculty want to be there and parents are
proud of the education provided.”
~ Carl Glickman (2002), p. 95
As cited in NSSE’s System-wide Improvement: Focusing on Student Learning (2004), p. 176
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Yancey County Schools
Continuous Improvement Plan Approval
by
District Improvement Steering Committee
Superintendent
Board of Education
District Improvement Steering Committee
Dr. Cheri Boone, Assistant Superintendent, Licensure, Titles II & III, Professional
Development, District & School Improvement
Ms. Grace Whitson, Exceptional Children’s Director & Testing Coordinator
Mr. Niles Howell, Facilities Director
Ms. Janice McKinney, Technology Director
Mr. Tim Hensley, Career-Technical Education Director
Ms. Lynne Deyton, Child Nutrition Director
Ms. Robbie Renfro, Finance Officer
Mr. Kenny Renfro, Transportation Director
Ms. Carla McMahan, Personnel Director
Ms. Kristin Buchanan, School Social Worker/Student Services Coordinator
Approved Not Approved ________________________
Date
Superintendent
Dr. Thomas S. Little ______________________________________________
Approved Not Approved ________________________
Date
Board of Education
Ms. Van Thomas, Chair ___________________________________________
Ms. Elaine Boone, Vice Chair _______________________________________
Mr. Randy Banks ________________________________________________
Dr. Iva Nell Buckner ________________________________________________
Mr. Jeremy Chandler _______________________________________________
Approved Not Approved ________________________
Date
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Appendices
• Yancey County Schools Organizational Charts (2006-07 and 2007-08)
• Yancey County Schools
• Yancey County Schools Map
• 2007-2008 School Calendar
• State Board of Education Goals: Future-Ready Students for the 21st
Century (September 2006)
• Historical Test Data (2003 – 2007)
Available Resources
The following is a non-inclusive list of resources that will be available to the
Quality Assurance Review Team during the visit include:
• 2005-06, 2006-07 NSSE Opinion Surveys
• Instructional and Organizational Effectiveness Survey Instrument & Rubric
(developed locally using NSSE Principles of Instructional and
Organizational Effectiveness based on Indicators of Schools of Quality,
1997)
• NSSE Survey of the Extent of Implementation and Effectiveness of the
System-wide Plan for Improvement
• NSSE Engaging in Continuous Improvement Self-Assessment
• State Report Cards: 2002-03, 2003-04, 2004-05, 2005-06, 2006-07
• AYP Target Goals
• Organizational & Program-related Resources from: Board of Education,
Finance, Human Resources, Exceptional Children’s Program, Testing,
Licensure, Federal Programs, Curriculum, Technology, Professional
Development, Student Services:
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
o YCS Policy Manual,
o Annual Budget
o Licensure, Teacher Turnover Report, & NCLB Reports
o Employee Handbook (currently being developed)
o Evaluations (Licensed & Classified Personnel)
o Substitute Handbook
o Licensed & Classified Evaluation Procedures
o Federal Title I, Title II, Title III Plans, & Title III Improvement Plan
o Technology Plan
o Beginning Teacher Support Program Plan
o Curriculum & Instructional Program Plans, including Differentiated
Curriculum
o Testing & Accountability Data
o Disciplinary Data Report
o Dropout Report
o Five-Year Facilities Plan
o Professional Development Profile
o School Handbooks
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
Attrition in Support Positions Affects Organizational Structure
A summary regarding historical superintendent turnover, as well as teacher
turnover were explained in the Introduction and Profile Sections. However, it is
important to note that attrition in other fundamental positions has occurred during
the past two to three years, which affected the organizational structure at the
Central Office primarily. The list of positions that have been vacated with long-
term, career status personnel, and recently filled with personnel within YCS is
listed below:
Between the end of the 2005-06 school year and the beginning of the 2007-08
school year, the following personnel changes occurred:
• In 2005-06, a School Social Worker position was created and filled with
a licensed School Social Worker working in YCS, but in another
capacity.
• At the end of 2005-06, the YCS Testing Coordinator, Title I
Coordinator, and English-Language Arts and Social Studies
Coordinator retired. This person was rehired in January 2007 to
continue working as the English Language Arts Coordinator.
• The Child Nutrition Director moved to a neighboring LEA during the
summer of 2005-06. This position was filled by the Human Resource
Director at the time creating a vacancy in this position.
• The Human Resource Director position was filled with a new employee
to YCS. She has a background as an experienced personnel director
in a large business organization in the community.
• The Finance Officer retired in 2005-06, and was rehired to work part-
time during the 2006-07 school year. This position was filled with an
experienced staff member from the YCS Finance Office.
• An Associate Superintendent position was created in 2006-07. It was
filled with a retired principal from Tennessee. Some of his
responsibilities included: testing, Title I, curriculum, and principal
supervision. This position was removed in 2007-08 and the job
responsibilities were absorbed by other directors.
• A countywide Mentor/Beginning Teacher Coordinator was created in
2006-07. It was filled with a retired teacher from YCS.
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
• In March 2007, the Transportation Director retired. This position was
filled with an experienced transportation staff member from YCS.
• In 2007-08, through a partnership grant, a Science-Literacy-
Technology Instructional Coach position was created. This position
was filled with a retired teacher from YCS.
• In 2007-08, a half-time Technology Facilitator position was created.
This position was filled with a licensed Technology Facilitator who also
serves as a part-time elementary teacher.
• In 2007-08, changes in three principalship positions took place. Of the
three changes, two elementary principals were transferred as assistant
principals at MHHS, while one was transferred from a teacher-principal
position to a full-time principal at a larger elementary school. These
changes generated two principal positions, and were filled with two
first-year principals.
• From the end of 2005-06 to the beginning of 2007-08 school years,
three administrative assistants were hired as a result of transfers to
other LEAs or positions within YCS.
The Central Office level changes, along with shifts in job descriptions among
other positions, are reflected in the Organizational Chart(s).
Yancey County Schools
SACS-CASI Guided Self-Study & Continuous Improvement Plan
2006-2007
Our Vision is Excellence
North Carolina State Board of Education “Future Ready Students for the 21st Century” Goals
State Board of Education
MISSION
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally
competitive for work and postsecondary education and prepared for life in the 21st Century.
1. NC public schools will produce globally 2. NC public schools will be led by 21st 3. NC public school students will be
competitive students. Century professionals. healthy and responsible.
1.1 Every student excels in rigorous and relevant core 2.1 Every teacher will have the skills to deliver 3.1 Every learning environment will be inviting,
curriculum that reflects what students need to know 21st Century content in a 21st Century respectful, supportive, inclusive, and
and demonstrate a global 21st Century environment, context with 21st Century tools and flexible for student success.
including a mastery of languages, an appreciation of technology that guarantees student
the arts, and competencies in the use of technology. learning. 3.2 Every school provides an environment in
which each child has positive, nurturing
1.2 Every student’s achievement is measured with an 2.2 Every teacher and administrator will use a relationships with caring adults.
assessment system that informs instruction and 21st Century assessment system to inform
evaluates knowledge, skills, performance, and instruction and measure 21st Century 3.3 Every school promotes a healthy, active
dispositions needed in the 21st Century. knowledge, skills, performance, and lifestyle where students are encouraged to
dispositions. make responsible choices.
1.3 Every student will be enrolled in a course of study
designed to prepare them to stay ahead of 2.3 Every education professional will receive 3.4 Every school focuses on developing strong
international competition. preparation in the interconnectedness of student character, personal responsibility,
the world with knowledge and skills, and community/world involvement.
1.4 Every student uses technology to access and including language study.
demonstrate new knowledge and skills that will be 3.5 Every school reflects a culture of learning
needed as a life-long learner to be competitive in a 2.4 Every education professional will have 21st that empowers and prepares students to be
constantly changing international environment. Century preparation and access to ongoing life-long learners.
high quality professional development
1.5 Every student has the opportunity to graduate from aligned with State Board of Education
high school with an Associates Degree or college priorities.
transfer credit.
2.5 Every educational professional uses data
to inform decision.
Note: The Yancey County Schools DISC numbered the new SBE goals and corresponding indicators for ease of classification and alignment with the YCS Continuous Improvement Plan goals.
Our Vision is Excellence
4. Leadership will guide innovation in NC public schools. 5. NC public schools will be governed and supported by
21st Century systems.
4.1 School professionals will collaborate with national and international partners 5.1 Processes are in place for financial planning and budgeting that
to discover innovative transformational strategies that will facilitate change, focuses on resource attainment and alignment with priorities to
remove barriers for 21st Century learning, and understand global maximize student achievement.
connections.
5.2 Twenty-first century technology and learning tools are available and
4.2 School leaders will create a culture that embraces change and promotes are supported by school facilities that have the capacity for 21st
dynamic continuous improvement. Century learning.
4.3 Educational professionals will make decisions in collaboration with parents, 5.3 Information and fiscal accountability systems are capable of collecting
students, businesses, education institutions, and faith-based and other relevant data and reporting strategic and operational results.
community and civic organizations to impact student success.
5.4 Procedures are in place to support and sanction schools that are not
4.4 The public school professionals will collaborate with community colleges meeting state standards for student achievement.
and public and private universities and colleges to provide enhanced
educational opportunities for students.
Note: The Yancey County Schools DISC numbered the new SBE goals and corresponding indicators for ease of classification and alignment with the YCS Continuous Improvement Plan goals.
Our Vision is Excellence
Percent Proficient, Reading & Math, Grades 3-8
2003 - 3007
2002-2003 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
YCS 83.9 92.2 84.9 92.5 92.1 93.2 85.8 93.8 89.1 92.9 88.5 89 87.2 92.3
State 80 86.5 81.1 92.1 86 90.1 79.4 87.9 83.2 81.9 85.7 82.4 82.6 86.8
2003-2004 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
YCS 82.9 90.6 84 >95 91 94.5 91.9 >95 91 91.9 94.4 93.8 89.3 94
State 82.2 88 82.5 93.3 88.4 92.4 79.9 89 85 84.2 87.8 84.3 84.3 88.5
2004-2005 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
YCS 84.8 87.3 86.7 93.6 91.2 92 88.5 >95 94.6 >95 >95 93.8 90.3 92.9
State 82.3 85.1 82.4 91.8 88.9 89.9 81.1 89.2 85.1 84.3 87.9 84 84.6 87.3
2005-2006 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
YCS 82.6 73 86.8 67.3 92.1 62.4 87.9 62.1 93.7 78 93.8 79.2 89.4 70.1
State 82.9 67.8 83.4 65 88.4 63.1 81.5 61.9 86.4 61.8 86.9 60.7 84.9 63.4
2006-2007 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 OVERALL
Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math
YCS 87.2 78.3 92.5 82.8 91.5 75.9 90.2 68.3 88.6 72.9 91.6 84.3 90.2 77
State 81.8 70.8 85.2 67.7 89.3 66.7 82.5 64.6 86.3 63.5 87.9 65.1 85.5 66.4
Red – Lower than NC
Note: The Yancey County Schools DISC numbered the new SBE goals and corresponding indicators for ease of classification and alignment with the YCS Continuous Improvement Plan goals.
Our Vision is Excellence
Percent Proficient on EOCs
2003 - 2007
2002-2003 English I Algebra I Algebra II Geometry Biology Chemistry Physical Science Physics ELPS US History
YCS 83.2 80.4 84.7 93.5 70.6 78.3 67.6 94.9 83.4 45.4
State 81.4 78.9 79.1 69.9 61.1 74.3 63.9 83.4 69.4 55.1
2003-2004 English I Algebra I Algebra II Geometry Biology Chemistry Physical Science Physics ELPS US History
YCS 86.9 89.8 86.8 83.7 68.3 79.6 64.8 >95 --- ---
State 81.5 80 79.5 67.2 61.4 75.3 67.5 85.3 --- ---
Civics
2004-2005 English I Algebra I Algebra II Geometry Biology Chemistry Physical Science Physics & US History
Economics
YCS 81.6 94.7 93 87.1 72.8 67.1 79.1 >95 --- ---
State 81.9 80.3 79.1 68.4 63.6 76.6 68.8 86.1 --- ---
Civics
2005-2006 English I Algebra I Algebra II Geometry Biology Chemistry Physical Science Physics & US History
Economics
YCS 85.8 92.6 86.5 87.2 78.3 86.8 76.8 90.9 56.3 51.1
State 82.8 82.6 80.3 68.8 63.4 77.1 69.1 85.1 60.1 56.8
Civics
2006-2007 English I Algebra I Algebra II Geometry Biology Chemistry Physical Science Physics & US History
Economics
YCS 71.3 59 94.5 68.2 77.9 --- --- --- 72.2 71.7
State 72.1 66.7 65.1 63.3 65.3 --- --- --- 65.8 64.6
Red – Lower than NC
Note: The Yancey County Schools DISC numbered the new SBE goals and corresponding indicators for ease of classification and alignment with the YCS Continuous Improvement Plan goals.
Our Vision is Excellence
Percent Proficient in Reading & Math, per Grade Level, by School
2006-2007
Elementary
Grade 3 Grade 4 Grade 5
Reading Math Reading Math Reading Math
Bald Creek 84.38 58.06 92.31 69.23 93.75 73.53
Bee Log 83.33 83.33 100.00 90.00 100.00 88.89
Burnsville 89.66 89.66 92.98 80.70 94.59 82.43
Clearmont 94.44 77.78 100.00 93.33 84.21 52.63
Micaville 87.50 80.00 97.56 85.37 91.18 71.43
South Toe 80.00 65.00 100.00 94.74 95.45 81.82
Middle School
Grade 6 Grade 7 Grade 8
Reading Math Reading Math Reading Math
Cane River 90.54 59.46 90.53 85.26 92.31 83.52
East Yancey 89.52 73.33 87.41 63.70 90.91 84.68
High School
MHHS
Algebra 1 49.3
Algebra 2 94.5
Biology 77.7
Civics/Econ. 72.0
English 1 71.3
Geometry 68.2
US History 71.7
Note: The Yancey County Schools DISC numbered the new SBE goals and corresponding indicators for ease of classification and alignment with the YCS Continuous Improvement Plan goals.
