1. State of the School Address Stonewall Tell Elementary School
October 12, 2010

2. 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.

3. 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.

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

5. Correlates of Effective Schools
Safe and orderly environment

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

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

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

9. 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.

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

11. 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.

12. TAG Talented and Gifted
Mrs. Libra Burton Teacher

13. 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.

14. 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.

15. 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 .
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.

16. 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.

17. 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.

18. 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.

19. 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.

20. 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

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

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. 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.

28. 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.

29. 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.

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

31. 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:

32. 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.

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

34. “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”.

35. Trendsetting Data

36. 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.

37. 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.

38. AYP Participation Rate
The student participation rate at Stonewall Tell Elementary School on the CRCT for was 100%

39. 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.

40. CRCT Math Trends Overall Student Population

41. CRCT Reading Overall Student Population

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

43. Adequate Yearly Progress 2010-2011
The Annual Measurable Objective (AMO) for
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.

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

45. 1st Grade CRCT Trends

46. 1st Grade CRCT

47. 2nd Grade CRCT Trends

48. 2nd CRCT

49. 3rd Grade CRCT Trends

50. 3rd Grade CRCT

51. 4th Grade CRCT Trends

52. 4th Grade CRCT

53. 5th Grade CRCT Trends

54. 5th Grade CRCT

55. Georgia 5th Grade Writing Assessment Trends

56. 2009 -2010 CRCT Subsections by Quartile

57. 2009 -2010 CRCT Subsections by Quartile

58. 2009 -2010 CRCT Subsections by Quartile

59. 2009 -2010 CRCT Subsections by Quartile

60. CRCT by Domain

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

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

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

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

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

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

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

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

69. 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

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

71. 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.

72. 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

73. 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.

74. 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.

75. 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.

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

79. 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.

80. Budget Overview
Undesignated $113, Title I ARRA School-wide Consolidation 52, Title I 85, Total $250,988.00

81. 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

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

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

84. 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.

85. 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.

86. 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.

87. Our Business Partners

88. Happy with Music

89. Working in Art

90. Fun in Physical Education

91. Teacher Of The Year
Mrs. LaShawna McCoy

92. Support Personnel of the Year Mrs. Tashsi Snell

93. “Setting Trends By Exceeding Standards”
Our School Website
“Setting Trends By Exceeding Standards”

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

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