State of the School Address Stonewall Tell Elementary School 2010-2011 October 12, 2010

5 Core Propositions Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects to their students.

5 Core Propositions Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities.

Correlates of Effective Schools Instructional Leadership Clear and focused mission Positive home-school relations

Correlates of Effective Schools Safe and orderly environment

Correlates of Effective Schools Climate of High Expectations Frequent monitoring of student progress Opportunity to learn and student time on task

Instructional Quality High quality leaders produce high quality teachers; high quality teachers produce high quality students.

Academic Initiatives Early Intervention Program (EIP) Services for Exceptional Children Extended Day Remedial Academic Program

Early Intervention Program (EIP) The EIP Program provides additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. The program is state funded and contingent on the number of students scoring Level 1 on the CRCT.

Early Intervention Program Pull-Out Model-EIP teacher pulls out a small group of students for group instruction.

Services for Exceptional Children This program is designed to provide students with disabilities opportunities to participate in the activities of the school and community environments appropriate to the educational needs of the student.

TAG Talented and Gifted Mrs. Libra Burton Teacher

5th Grade Writing Skills Workshop Standards based methods of teaching the writing process are utilized in the writing workshops. Concrete and systematic instruction encourages students in the formation of complete and complex sentences to form paragraphs for cohesive papers.

Standards Based Writing Instruction The 6+1 Trait Writing framework is a method used to teach writing performance standards. The framework uses the language of The National Council of Teachers of English Writing Standards to establish a common language for writing as well as create a common vision of what 'good' writing looks like. Teachers and students can use the writing standards as a model to pinpoint areas of strength and weakness as they continue to focus on improving writing.

5th Grade Writing Georgia Performance Standards Students use writing as a tool for learning, and they write for a variety of purposes and audiences. Fifth graders write daily in order to maximize and formalize their writing skills. Students communicate their personal voices in writing, expressing ideas through journals, notes, and e-mail. They understand and articulate how authors use a variety of techniques and craft in their writing, and they show evidence of the author’s craft in their own writing.

5th Grade Writing Georgia Performance Standards Additionally, students are aware of the connections between reading and writing, and they use those skills to learn and understand more about their world and different cultures. Students continue to increase vocabulary knowledge through reading, word study, discussion, and content area study.

Additional Activities Jr. Beta Club 4-H Club Classroom Guidance Student Council Safety Patrols Girl Scouts Boy Scouts All Pro Dad’s S.T.Y.L.E. A.T.L.A.S.

BETA Club Mission Statement The purpose of the National Beta Club shall be to promote the ideas of positive character, service, and leadership among elementary and secondary students, while assisting and encouraging them to continue their educations post high school and be contributing members of their community and society.  

Classroom Guidance Classroom guidance activities focus on prevention by teaching behavioral and alternatives in the large group setting. Lessons address study skills, social skills, understanding feelings, peer relationships and other pertinent issues.

Student Council The purpose of the Student Council is to help keep the students, principal, and teachers informed of each other’s ideas, needs, and opinions. Coordinator: Annie Osby

Safety Patrols Advise Principal of any safety concerns Serve as “extra eyes” in order to report any safety issues Model leadership and good character

Cub Scouts Pack 3310 Stonewall Tell Elementary School Cub Scout Pack 3310 is a diverse group of boys who hail from several schools around the South Fulton Area. Cub Scouting means "doing." Everything in Cub Scouting is designed to have the boys doing things. Activities are used to achieve the aims of Scouting—citizenship training, character development, and personal fitness. Many of the activities happen right in the den and monthly pack meetings.

Cub Scouts Pack 3310 Stonewall Tell Elementary School The scouts also experience camping, community service and outreach activities that correlate with the aims of Scouting. Apart from the fun and excitement of Cub Scout activities- the Cub Scout Promise, the Law of the Pack, and the Cub Scout sign, handshake, motto, and salute all teach good citizenship and contribute to a boy's sense of belonging. Our leaders are committed to being positive role models to shape the future of scouts in Pack 3310 and we are proud to celebrate ten years in scouting at Stonewall Tell Elementary School.

All Pro Dad’s All Pro Dad’s Day is a monthly gathering of fathers and their kids with the simple purpose of growing closer to each other while enjoying breakfast together at Stonewall Tell Elementary.

S.T.Y.L.E. Stonewall Tell Young Ladies of Excellence This special program is for 4th and 5th grade girls. The purpose of the program is to enhance girls’ educational, social, and personal development. The program will also provide a forum to discuss issues of concern to them and to improve harmony amongst girls.

A.T.L.A.S. Alliance To Lead and Serve This program is for 5th grade boys. The purpose of the program is to provide the boys with leadership skills. By the end of the year, the boys will be familiar with Robert’s Rules of Order. A shirt and tie must be worn to the meetings.

Mentorship with local law enforcement In collaboration with Fulton County Superior Court Judge Marvin Arrington and degreed Marshals of Fulton County will partner with 3rd - 5th grade classes to provide mentorships and tutorials for students.

After School Prime – Time Program Provides support in student achievement with a focus on computer studies, math, reading enrichments and other subjects defined in school-based strategic plans. This is a program that supports our existing curriculum.

Accelerated Reader Program Students read self-selected books that they check out from the media center and take computer based assessment quizzes on the books that have been read. Points are then granted for passing the quizzes and incentives are given through the media center incrementally for points gained.

PTA- Parent Teacher Association The mission of the Stonewall Tell PTA is to improve achievement by increasing parental and community involvement.

LSAC Local School Advisory Council Council meetings are open to the public and convene as published Assist Stonewall Tell Elementary in bringing about cooperation and coordination of resources to maximize educational opportunities for the students of our school. In achieving these objectives, the LSAC shall provide advice and assistance in the following:

Local School Advisory Council LSAC Local School Advisory Council Promoting better communication and understanding between the community and the school. Proposing plans of action to build citizen support for the school. Helping develop, review, and assist school staff in planning and implementing the local school budget.

Student Responsibility Cycle Every parent receives a copy. Teachers discuss with students. Disruptive students will not be allowed to interfere with instruction.

“No Child Left Behind Act of 2002” Federal legislation that emphasizes accountability for student academic achievement, attendance, and student conduct and allows students to transfer to another school if home school is not making “AYP”.

Trendsetting Data

Adequate Yearly Progress Stonewall Tell Elementary met the AYP criteria for Test Participation Stonewall Tell Elementary met the AYP criteria for Academic  Performance. Stonewall Tell Elementary met the AYP criteria for Second Indicator.

Adequate Yearly Progress To meet AYP, each school and system must meet the following criteria: 95% Participation, Academic Performance (Annual Measurable Objective), and Second Indicator. The summary page recaps a school's or system's performance on each AYP component for each student group.

AYP Participation Rate The student participation rate at Stonewall Tell Elementary School on the CRCT for 2009-2010 was 100%

AYP Student Academic Performance Each school (or system) as a whole and each student group with at least 40 members must meet or exceed the State’s Annual Measurable Objective (AMO) regarding the percentage of students scoring proficient or advanced on selected state assessments in Reading/English Language Arts and Mathematics.

CRCT Math Trends Overall Student Population

CRCT Reading Overall Student Population

AYP Second Indicator Stonewall Tell Elementary met AYP goals in the area of student attendance.

Adequate Yearly Progress 2010-2011 The Annual Measurable Objective (AMO) for 2010-2011 75.7% of Students Meeting/Exceeding Standards in Math on the CRCT. 80% of Students Meeting/Exceeding Standards in Reading & English Language Arts on the CRCT.

Adequate Yearly Progress 2014 100% of Students Meeting/Exceeding Standards in All Test Areas

1st Grade CRCT Trends

1st Grade CRCT 2009-2010

2nd Grade CRCT Trends

2nd CRCT 2009 -2010

3rd Grade CRCT Trends

3rd Grade CRCT 2009-2010

4th Grade CRCT Trends

4th Grade CRCT 2009-2010

5th Grade CRCT Trends

5th Grade CRCT 2009-2010

Georgia 5th Grade Writing Assessment Trends

2009 -2010 CRCT Subsections by Quartile

2009 -2010 CRCT Subsections by Quartile

2009 -2010 CRCT Subsections by Quartile

2009 -2010 CRCT Subsections by Quartile

2009 -2010 CRCT by Domain

Percentage of Students Scoring At or Above the 50th Percentile ITBS Reading 3rd Grade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Reading 5thGrade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS ELA 3rd Grade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS ELA 5thGrade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Math 3rd Grade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Math 5thGrade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Science 3rd Grade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Science 5th Grade Percentage of Students Scoring At or Above the 50th Percentile

Percentage of Students Scoring At or Above the 50th Percentile ITBS Social Studies 3rd Grade Percentage of Students Scoring At or Above the 50th Percentile

ITBS Social Studies 5th Grade Percentage of Students Scoring At or Above the 50th Percentile

Regular testing and assessments to determine the progress of students. Aggressively reduce disciplinary concerns as an interference of quality education. Work with parents and the community to make the home a center of learning. Maximize time on task to maximize academic achievement. Eliminate “social promotion.” School is hard. In order to progress to the next academic level, students must master grade appropriate skills.

ITBS/SAT – Simple Comparison Mean Percentile School A - Higher Score School B - Lower Score By looking at this information you would judge that school A is performing better than school B

ITBS/SAT – Control for Poverty Mean Percentile A Lower Poverty B Higher Poverty Percent Free/Reduced Lunch When you take into consideration or control for another factor such as poverty, the conclusion may not be the same. When plotting the score for school a and school b against poverty, your conclusion may be different.

ITBS/SAT – Regression Line Mean Percentile Regression line = typical performance standard Percent Free/Reduced Lunch In this slide, all schools in a system have been plotted. The red line is the “regression line” which is the typical performance standard.

Comparison of Two Scores Mean Percentile Below the typical performance standard (fewer points) A B Above the typical performance standard (more points) Percent Free/Reduced Lunch School A is below the line and school b is above the line. So school b is actually performing better than expected and school a is performing lower than expected. School b would receive more “points” than school a in our model even though they have a lower average score. The most important thing to look at is the distance from the “dot” to the regression line.

Stonewall Tell Elementary is a system leader. Value Added Math CRCT 5th Grade Regression Line – Black Population Stonewall Tell Elementary is a system leader.

Strategic Planning Stonewall Tell has a plan for school improvement in these areas: Increase student achievement in reading, math, science, social studies and writing composition. Increase parent & community satisfaction & achievement. Improve administrative & instructional processes. Strengthen instructional effectiveness with specific staff development/teacher training.

2010-2011 Budget Overview Undesignated $113, 548.00 Title I ARRA School-wide Consolidation 52,390.00 Title I 85, 050.00 Total $250,988.00

2010-2011 Budget Overview Regular Teachers (K-5) Special Education Teachers Other Teachers (TAG, EIP, Specialists etc.) Total Instructional Para Professionals Support Staff (Non-Teaching) 36 4.8 7.7 48.5 7.4 16

Enrollment Projection (2010-2011) 825 Kindergarten – 5th grade Actual Enrollment (2009-2010) @ the 10 day count 838

Resolving Individual Concerns Teacher Principal or Principal’s designee Area Superintendent Assistant Superintendent Superintendent Board of Education

Parental Assistance/Responsibility for Student Success Make daily inquiries. Read to or with your child. Volunteer in your child’s classroom. Communicate with teachers. Examine homework. Support your child’s school. Become familiar with your child’s strengths & weaknesses.

Establish an ongoing relationship with your child’s teachers. Emphasize the importance of standardized tests. Investigate incidents told by your child before drawing conclusions or forming negative opinions.

Principal and Teacher Responsibility For Student Success Establish and maintain a credible reputation for academic achievement through the use of measurable goals. Continue to improve the quality of instruction so that the rigor and relevant outcomes are commensurate with school wide goals. Keep both parents and students advised of student progress and of events that cause interference with student progress.

Our Business Partners

Happy with Music

Working in Art

Fun in Physical Education

Teacher Of The Year 2009-2010 Mrs. LaShawna McCoy

Support Personnel of the Year Mrs. Tashsi Snell

“Setting Trends By Exceeding Standards” Our School Website www.fultonschool.org/school/stonewalltell “Setting Trends By Exceeding Standards”

Our School Day Remember: School begins at 7:40 am SHARP!

Thank You For Your Support! To our entire Stonewall Tell Community…... THANK YOU FOR ALL YOU DO!