State of the School 2010-11

Report
State of the School Address
Stonewall Tell Elementary School
2010-2011
October 12, 2010
5 Core Propositions
1. Teachers are committed to students and
their learning.
2.
Teachers know the subjects they teach and
how to teach those subjects to their
students.
5 Core Propositions
3. Teachers are responsible for managing
and monitoring student learning.
4.
Teachers think systematically about their
practice and learn from experience.
5. Teachers are members of learning
communities.
Correlates of Effective Schools
• Instructional
Leadership
• Clear and
focused
mission
• Positive homeschool
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 ModelEIP 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
• Girl Scouts
• 4-H Club
• Boy Scouts
• Classroom
Guidance
• All Pro Dad’s
• Student Council
• Safety Patrols
• 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:
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
60.00%
50.00%
44.50%
48.40%
51.10%
45.60%
43.40%
36.30%
40.00%
30.00%
20.00%
10.00%
12.60%
11.00%
7.10%
0.00%
READING--GPS
ELA--GPS
MATH--GPS
1st Grade
Exceeds
Meets
Does Not Meet
2nd Grade CRCT Trends
2nd CRCT 2009 -2010
Exceeds
Meets
Does Not Meet
61.20%
57.30%
49.40% 47.80%
32.00%
28.70%
14.00%
2.80%
READING--GPS
6.70%
ELA--GPS
2nd Grade
MATH--GPS
3rd Grade CRCT Trends
3rd Grade CRCT 2009-2010
65.50%
70.00%
55.20%
60.00%
46.70%
50.00%
41.80%
37.70%
36.60%
35.90%
40.00%
30.40% 27.70%
25.70%
25.10%
30.00% 21.30%
19.70%
17.40%
13.20%
20.00%
10.00%
0.00%
READING--GPS
ELA--GPS
MATH--GPS SCIENCE--GPS
SOCIAL
STUDIES--GPS
3rd Grade
Exceeds
Meets
Does Not Meet
4th Grade CRCT Trends
4th Grade CRCT 2009-2010
70.00%
61.80%
60.20%
58.10%
60.00%
52.20%
52.20%
50.00%
40.00% 31.20%
30.60%
30.10%
23.70% 24.20%
23.10%
30.00%
17.70%15.10%
20.00%
10.80%
9.10%
10.00%
0.00%
READING--GPS ELA--GPS
MATH--GPS SCIENCE--GPS
SOCIAL
STUDIES--GPS
4th Grade
Exceeds
Meets
Does Not Meet
5th Grade CRCT Trends
5th Grade CRCT 2009-2010
75.40%
80.00%
68.30%
63.50%
70.00%
56.60%
51.90%
60.00%
50.00%
40.00%
31.20%
28.00%
24.50%
24.30%
30.00%
20.10%
18.90%
16.10%
20.00%
8.50%
7.40%
5.30%
10.00%
0.00%
READING--GPS
ELA--GPS
MATH--GPS SCIENCE--GPS
SOCIAL
STUDIES--GPS
5th Grade
Exceeds
Meets
Does Not Meet
Georgia 5th Grade Writing Assessment Trends
100%
88%
81%
77%
73%
80%
60%
34%
40%
20%
6%
13%
5%
7%
11%
9%
13%
0%
2009-2010
2008-2009
Does Not Meet
2007-2008
Meets
Exceeds
2006-2007
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
ITBS Reading 3rd Grade
Percentage of Students Scoring At or Above the
50th Percentile
62%
61%
61%
60%
60%
59%
59%
58%
58%
57%
57%
61%
61%
59%
59%
58%
2009-2010 2008-2009 2007-2008 2006-2005 2005-2006
ITBS Reading 3rd Grade
ITBS Reading 5thGrade
Percentage of Students Scoring At or Above the 50th Percentile
70%
60%
64%
58%
54%
59%
48%
50%
40%
30%
20%
10%
0%
2009-2010
2008-2009
2007-2008
2006-2005
ITBS Reading 5th Grade
2005-2006
ITBS ELA 3rd Grade
Percentage of Students Scoring At or Above the 50th Percentile
70%
66%
60%
60%
54%
55%
57%
2006-2005
2005-2006
50%
40%
30%
20%
10%
0%
2009-2010
2008-2009
2007-2008
ITBS ELA 3rd Grade
ITBS ELA 5thGrade
Percentage of Students Scoring At or Above the 50th
Percentile
70%
62%
60%
50%
59%
57%
59%
2007-2008
2006-2005
2005-2006
42%
40%
30%
20%
10%
0%
2009-2010
2008-2009
ITBS ELA 5th Grade
ITBS Math 3rd Grade
Percentage of Students Scoring At or Above the 50th Percentile
70%
68%
66%
64%
62%
60%
58%
56%
54%
52%
50%
68%
64%
60%
59%
57%
2009-2010
2008-2009
2007-2008
ITBS Math 3rd Grade
2006-2005
2005-2006
ITBS Math 5thGrade
Percentage of Students Scoring At or Above the 50th Percentile
70%
62%
60%
50%
59%
57%
59%
2007-2008
2006-2005
2005-2006
42%
40%
30%
20%
10%
0%
2009-2010
2008-2009
ITBS Math 5th Grade
ITBS Science 3rd Grade
Percentage of Students Scoring At or Above the 50th Percentile
70%
68%
66%
64%
62%
60%
58%
56%
54%
52%
50%
68%
64%
60%
59%
57%
2009-2010
2008-2009
2007-2008
2006-2005
ITBS Science 3rd Grade
2005-2006
ITBS Science 5th Grade
Percentage of Students Scoring At or Above the 50th Percentile
70%
62%
60%
50%
59%
57%
59%
2007-2008
2006-2005
2005-2006
42%
40%
30%
20%
10%
0%
2009-2010
2008-2009
ITBS Science 5th Grade
ITBS Social Studies 3rd Grade
Percentage of Students Scoring At or Above the 50th Percentile
70%
68%
66%
64%
62%
60%
58%
56%
54%
52%
68%
68%
61%
62%
58%
2009-2010 2008-2009 2007-2008 2006-2005 2005-2006
ITBS Social Studies 3rd Grade
ITBS Social Studies 5th Grade
Percentage of Students Scoring At or Above the 50th
Percentile
70%
60%
58%
58%
62%
59%
46%
50%
40%
30%
20%
10%
0%
2009-2010
2008-2009
2007-2008
2006-2005
ITBS Social Studies 5th Grade
2005-2006
•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.
Percentile
Mean
ITBS/SAT – Simple Comparison
School A - Higher Score
School B - Lower Score
ITBS/SAT – Control for Poverty
Mean Percentile
A
B
Lower
Higher
Poverty
Poverty
Percent Free/Reduced Lunch
ITBS/SAT – Regression Line
Mean
Percentile
Regression line =
typical performanc
standard
Percent Free/Reduced Lunch
Mean Percentile
Comparison of Two Scores
Below the typical
performance standard
(fewer points)
A
B
Above the typical
performance standard
(more points)
Percent Free/Reduced Lunch
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.)
36
4.8
7.7
48.5
Total
Instructional Para
Professionals
Support Staff (Non-Teaching)
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
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!

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