Asa G. HilliardElementary School

Asa G. HilliardElementary School

Annual Title I Meeting September 10, 2015

Adrienne Grainger Smith, PrincipalDeShunta Hawkins, Assistant Principal

Asa G. Hilliard Elementary School’s DREAM TEAM

Pre-K Team KDG Team 1st Grade Team 2nd Grade Team 3rd Grade Team 4th Grade Team 5th Grade Team Special Education Team Special Area Team/Tech

Specialist ESOL Team EIP Team TAG Team Paraprofessionals

Clinic Assistant Parent Liaisons Front Office Secretary Data Clerk Bookkeeper Media Specialist Psychologist School Social Worker Instructional Support

Teacher School Counselor Instructional Coach Administrative Assistant Curriculum Support Teacher Assistant Principal

What is Title I?• Title I is the nation’s oldest and largest

federally funded program.• It provides over $7 billion to school systems

across the country for students at risk of failure and living at or near poverty.

What is the purpose of Title I funding?

• The purpose of Title I funding is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic standards and state academic assessments.

• Schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student’s educational goals . Low-income students are determined by the number of students enrolled in the free and reduced lunch program. For an entire school to qualify for Title I funds, at least 40% of students must enroll in the free and reduced lunch program.

How are Title I funds used?• The use of Title I funds rests with each school.• Asa G. Hilliard’s Title I funds are used to:

Purchase Flexible Learning Program (FLP) teacher in order to support struggling students

Purchase ELA/Reading and Math Coach Extended Learning and Saturday School- Beginning October 1(3rd – 5th grades) Parent Liaison & Parent Workshops Parent Resources (supplies, books, periodicals & subscriptions) Professional Learning for Staff (Consultant & Trainings)

Additional Resources• Striving Reader’s Literacy Grant• Title I Focus School Grant• Achievement Zone Support• Bright from the Start Grant• Free breakfast and Lunch for all students• Fresh Fruits and Vegetables for all students

(M,W,F)

Assessments• Common Assessments, End of Unit• DRA 2 (Direct Reading Assessment)• DIBELS (Dynamic Indicators of Basic Early

Literacy Skills)• STAR Assessment for Math(Standardized

Computer-Based Test)• SRI• ITBS- 3rd and 5th Only• ACCESS• Student Learning Objectives• Georgia Milestones- 3rd, 4th and 5th grade

students

Georgia Milestones• The Georgia Milestones EOG will be designed to: • provide a valid measure of student achievement of the

state content standards across the full achievement continuum;

• provide a clear signal of the student’s preparedness for the next educational level;

• allow for detection of the progress made by each student over the course of the academic year;

• be suitable for use in promotion and retention decisions at grades 3 (reading), 5 (reading and mathematics) and 8 (reading and mathematics)

• support and inform educator effectiveness measures; and

• inform state and federal accountability at the school, district, and state levels.

Georgia Milestones Features• inclusion of constructed-response items in ELA and mathematics, in

addition to selected-response items • inclusion of a writing component (in response to text) at every grade level

and course within the ELA assessment; • inclusion of norm-referenced items in every grade and content area to

complement the criterion-referenced information and to provide a national comparison; and

• transition to online administration over time, with online administration considered the primary mode of administration and paper-pencil back-up until transition is completed.

Parent Involvement Plan & Student Parent School Compact

• Parent Involvement Plan– Strategies to increase parental involvement

• Weekly & Month Newsletters• Parent Workshops• Monthly Student Recognition Opportunities• Volunteer Opportunities and School Events

• Student Parent School Compact– As a student, I will…– As a parent, I will…– As a teacher, I will…– As a principal, I will…

Parent Involvement• Asa G. Hilliard Elementary believes that parental

involvement means the participation of parents in regular two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:– That parents play an integral role in assisting their child’s

learning.– That parents are encouraged to be actively involved in their

child’s education at school.– That parents are full partners in their child’s education and are

included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.

– That we provide various forms of communication and times for workshops in order to meet the different needs of our parents

– The carrying out of other activities as described in this plan.

Parent Resource Center• Open Mon-Fri: 7:45 AM-3:00 PM• Services Offered:

– Title I-Parent Workshops– Books, DVDs, and Pamphlets– Educational games, learning systems, and resources– Parent orientation and Parent meetings

• Volunteer orientation and training. Parents are asked to complete a Resource Check Out Form in the Parent Resource Center. Resources can be checked out for 2 weeks!!!

•  Get Home Access Center password and code.

Guidelines for Volunteers

• The application process for all volunteers requires that you complete your volunteer application on the Fulton County Schools’ website under Partners & Volunteers.  There is a 48 hour approval time for all applications. When completing the application, you must enter your name exactly as it appears on either your driver’s license or state issued identification card and your car’s license tag number.  All applications must be approved before you report to volunteer at Asa G. Hilliard. If needed, you may use the computers in the  Parent Resource Center to complete the volunteer application. Thank you in advance for volunteering at Asa G. Hilliard Elementary.

•  

Here are some strategies we are using to increase parental

involvement:• Automated telephone call-out system (School

Messenger) to notify parents of important school activities

• Home Access: an online tool that will let you see your child’s progress at school.

• Parent Resource Center • Parent Volunteers• Parent Workshops• Our bi-weekly newsletter to parents• Monthly grade-level newsletters• PTA and School Governance Council (SGC)

Teacher Qualifications• ALL of Asa G. Hilliard’s teachers are

certified based on requirements established by the Georgia Professional Standards Commission.

• We have several teachers who have additional certifications in Special Education, ESOL, TAG, Reading Endorsements, Math Endorsements, Science Endorsements, and/or Leadership Endorsements.

Asa G. Hilliard’s Data

• The GA Milestones school based results have not been returned yet.

Subject 2011-12 2012-13 2013-14Reading 3rd

4th

5th

78 78 8073 80 86

86 78 74English/Language Arts 3rd

4th

5th

76 68 7985 76 81

94 80 77Math 3rd

4th

5th

61 63 6957 71 72

69 71 51Science 3rd

4th

5th

57 48 6460 57 72

53 48 43Social Studies 3rd

4th

5th

63 55 5857 61 58

56 45 41

Asa G. Hilliard Elementary School

Asa G. Hilliard Elementary School

Georgia’s College and Career Ready Performance Index

CCRPI

WHAT IS THE VALUE OF CCRPI?

Accountability is about giving “leaders” a roadmap for improvement. It is not about threatening schools. It gives them levers to effect change and a yearly opportunity to measure the pace of change. Every stakeholder in the school has access to data and can play a role in a continually improving success story.

CCRPI Indicators

College and Career Ready Performance Index,Elementary School, Grades K - 5

Dr. John D. Barge, State School Superintendent“Making Education Work for All of Georgia’s Students”

CONTENT MASTERY (CRCT in some areas to be REPLACED by COMMON CORE ASSESSMENTS in 2014-15)

Percent of students scoring at Meets or Exceeds in ELA (required participation rate ≥ 95%)

Percent of students scoring at Meets or Exceeds in reading (required participation rate ≥ 95%)

Percent of students scoring at Meets or Exceeds in mathematics (required participation rate ≥ 95%)

Percent of students scoring at Meets or Exceeds in science(required participation rate ≥ 95%)

Percent of students scoring at Meets or Exceeds in social studies (required participation rate ≥ 95%)

POST ELEMENTARY SCHOOL READINESS

• Percent of English Learners with positive movement from one Performance Band to a higher Performance Band as measured by the ACCESS for ELLs

Percent of Students With Disabilities served in general education environments greater than 80% of the school day

Percent of students scoring at Meets or Exceeds on the Grade Five Writing Assessment (required participation rate ≥ 95%)

Percent of students in grade 3 achieving a Lexile measure equal to or greater than 650

Percent of students in grade 5 achieving a Lexile measure equal to or greater than 850

Percent of students in grades 1-5 completing the identified number of grade specific career awareness lessons aligned to Georgia’s 17 Career Clusters (operational in 2012-2013)

Student Attendance Rate (%)PREDICTOR FOR HIGH SCHOOL GRADUATION

Percent of students in Grade 5 passing at least 4 courses in core content areas (ELA,

mathematics, science, social studies)

(optional in 2012; required 2013 and beyond)

Percent of CRCT assessments scoring at the Exceeds level

Georgia Department of Education Dr. John D. Barge, State School Superintendent January 31, 2013 All Rights Reserved

CCRPI Points and Weighting

Georgia Department of Education Dr. John D. Barge, State School Superintendent All Rights Reserved

State CCRPI Score

FCS ES CCRPI Score

Asa G. Hilliard ES CCRPI

Our District’s Goals

• Graduation Rate – 90% of Fulton students will graduate on time

• College Readiness – 85% of Fulton’s high school seniors will meet the average SAT score of the 25th percentile of students

• Career Readiness – An 100% of students will meet an objective standard for work readiness in the areas of applied math, reading for information and locating information

How to do WE support the FCS goals?

• EVERY teacher delivers quality instruction to meet the needs of EVERY student in EVERY classroom EVERY day.

• College Daze on Fridays– College Fun Facts are read during announcements– Staff and Students Wears College Paraphernalia – College info will be posted around the school

• Career Day• Visitors will present information about their careers on

our closed circuit broadcast• 17 State Mandated Career Awareness Lessons

Narrative of Our School District• Performance Management• Strategic Plan • Georgia Standards of

Excellence• Charter System

Asa G. Hilliard’s School Improvement Plan Objectives

• Increase academic achievement in reading and literacy

• Increase academic achievement in math• Increase stakeholder engagement and

ownership of student learning

What is Curriculum?

Curriculum is defined as a plan for learning. It encompasses all the learning experiences a student encounters under the guidance of the school. Georgia is currently implementing a new standards-based, world-class curriculum for Reading and Mathematics in grades K-12 called the Georgia Standards of Excellence or GSE. The GSE outline clear expectations for what students should know and be able to do at each grade level and in each core subject. Interactive learning and hands-on experiences are central to the Board of Education’s vision for the effective delivery of instruction and increased emphasis on higher academic achievement for all children. All students in KDG through Fifth grade receive curriculum instruction in

the areas of Reading, Language Arts, Math, Social Studies and Science. 

What parents need to know about Georgia Standards of Excellence?

• Georgia joined with 47 other states well over a year ago to develop a set of core standards for K-12 in English language arts and mathematics.

• These standards provide a consistent framework to prepare students for success in college and/or the 21st century workplace.

• These standards represent a common sense next step from the Georgia Performance Standards.

• The Georgia State Board of Education adopted the CCGPS on July 8, 2010, the name and revisions to Georgia Standards of Excellence occurred Summer 2015.

• Georgia WILL take the Georgia Milestones Assessment. 

What does GSE mean for Georgia?

Students of Georgia: •  Rigorous knowledge and skills needed to succeed in college and/or careers• Consistent expectations across states, regardless of whether they decide to go to school at

Georgia Tech or UCLA, or find a job in Georgia, Maine or Indiana• Relevant content and application of knowledge through high-order skills

Educators of Georgia: • Clear, focused expectations that assist them in being on the same page and working together

with students and parents for shared goals• A common-sense next step that is aligned to our Georgia Standards of Excellence

Taxpayers of Georgia: • Long-term potential savings on textbooks and instructional resources that come with consistent

materials developed throughout the country

•  

Instructional Expectations• Guided Reading• Guided Math• Leveled Books• Interactive Journals• Academically Challenging Environment

We believe effective teaching and increased parental involvement will

help our students to EXCEED achievement goals.

We believe effective teaching and increased parental involvement will

help our students to EXCEED achievement goals.

Positive Behavior Management and Discipline

Positive Behavior Management and Discipline

Asa G. Hilliard Elementary SchoolDeShunta Hawkins

2013-2014 2014-2015

Total 467 659

50

150

250

350

450

550

650

Referral Comparison

Asian Black/Af Am Hispanic Multi-Racial White

Enrollment Percentages

0.00568828213879408

0.883959044368601 0.0910125142207054

0.0159271899886234

0.00341296928327645

Referral Per-centages

0 0.95144157814871 0.0379362670713202

0.00606980273141123

0

5%

15%

25%

35%

45%

55%

65%

75%

85%

95%

% Referrals by Ethnicity

Special Ed General Education

Students 21 100

Referrals 115 300

25

75

125

175

225

275

325

Referrals by Instructional Setting

August September October November December January February March April May

Stu-dents

15 41 47 47 45 46 28 61 73 34

Refer-rals

22 50 74 73 65 94 42 96 97 46

Refer-ral Per-cent-ages

0.033383915022761

8

0.075872534142640

4

0.112291350531108

0.110773899848255

0.098634294385432

5

0.142640364188164

0.063732928679817

9

0.14567526555387

0.147192716236722

0.069802731411229

1

10

30

50

70

90

110

Referrals by Month

KK 01 02 03 04 05 PK

Students 17 24 47 35 28 37 5

Referrals 47 58 189 116 131 107 8

Referral Percent-ages

0.071320182094082

0.0880121396054628

0.286798179059181

0.176024279210926

0.198786039453718

0.16236722306525

0.0121396054628225

10

30

50

70

90

110

130

150

170

190

Referrals by Grade

1D-DSRPT BEHAVIOR

5b-FIGHT STU/other

6B-BULLY-ING

1g-Horse-Play/

Rough or Boisterous Activities

6C-DISRE-SPECT

5c-Aslt/threat an-other per-

son

5a-Btry Stu/other

without in-jury

16-SEX HARASSMT

2D-THEFT SCH PROP

10-Dan-gerous In-struments

Total 397 214 17 8 4 2 2 2 2 1

25

75

125

175

225

275

325

375

425

Top 10 Problem Behaviors by Referrals

We need to stop thinking of discipline in isolation, as punishment for rule-breaking in school. We must see

discipline, and all aspects of student management, within the broader

category of character development. We must accept the premise that all

discipline procedures have as their ultimate purpose to build character. . . .

The ultimate goal of discipline is self-discipline.” John V. Hamby,

Straight Talk About Discipline

Discipline

Process – appropriate consequences

Outcome – self-discipline“The ultimate goal of discipline is self-discipline.” John V. Hamby

Student Discipline• School discipline serves the important purpose of maintaining

a safe and orderly learning environment in our school. • Student behavior and learning outcomes can be improved

through the use of an evidence-based approach known as school-wide positive behavior support.

• These outcomes rely on teaching and reinforcing clear behavioral expectations, providing supports and interventions for students with challenging behaviors, and using alternatives to suspension.

PBIS “Big Ideas”

• PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

• The goal of PBIS is to establish host environments that support adoption & sustain use of evidence-based practices

(Zins & Ponti, 1990)

Why do students display inappropriate behavior?

– Work does not match ability level, learning style and/or interest.– Inconsistent supervision/consequences– Inappropriate behavior is learned and/or reinforced– Environmental or situational concern (i.e. domestic violence in

home, neglect, loss)

Teachable moment• This is an opportunity for you to talk to the student about

what they did and what they should have done.

How can we correct inappropriate behavior?

• Identify the cause of the behavior• Teach the students how to behave appropriately • Involve the parents• Provide clear expectations, appropriate rewards, support,

and consistent consequences• Focus on rewarding positive behavior and the others will

follow.• Build positive relationships with your students!!!

Examples of Tier I Behaviors to Handle in Class

• Inappropriate language/name calling to students• Playing in class• Skipping class• Not prepared for school• Talking • Not doing homework

Possible Consequences for Tier I Behaviors

• Warning• Student-teacher conference (private)• Change of seat• Note/phone call/email home• Time-out in class or in another class• Referral to office• Social Work referral

Examples of Tier II Behaviors to Refer to Ms. Hawkins

• Repeated Level I offenses• Inappropriate language to adults• Disruption• Disrespect/Defiance towards staff or

students Profanity• Theft• Vandalism• Physical Aggression• Possession of inappropriate items

Possible Consequences for Tier II Behaviors

• Office Referral• Time out in Opportunity Room• Out of school suspension

– Automatic for any offense that includes assault, weapons, drugs/alcohol, gang activity and certain infractions of a sexual nature.

• Referral to SST/ RTI• Behavior Contract• Parent Conference with teacher and administrator

Examples of Tier III BehaviorsAutomatic Referrals

• Assault of a student • FIGHTING• Assault of a staff member• Bullying• Harassment

Possible Consequences for Tier III Behaviors

• Office Referral• Time out in office• Out of school suspension

– Automatic for any offense that includes assault, weapons, drugs/alcohol, gang activity and certain infractions of a sexual nature.

• Referral to SST/RTI• Behavior Contract• Parent Conference with teacher and administrator• Extended out of school suspension• Resource Officer contacted• Referral to Discipline Hearing

School Wide-Discipline Plan School Rules

• Panthers always problem solve in order to help follow all the rules throughout the building and on the bus.

• Panthers always act responsibly and safe by not running in the hallways, playing in the restrooms, and using supplies correctly.

• Panthers always make wise choices by keeping your hands to yourself, following the rules, doing your best, being on task.

• Panthers always show respect to themselves, adults, and other students.

 

Asa G. Hilliard Elementary SchoolPositive Behavior Matrix

PANTHERS Classroom Hallway Cafeteria Restroom

PProblem Solving

Be a good listener Always give your

best. Raise your hand

and wait for permission to speak.

Move to your destination on time.

Go directly to your destination.

Follow directions. Memorize lunch

number.

Enter with permission

Use facilities then return to class immediately.

AAct Responsibly

Bring all materials Accept

responsibility for your actions

 

Do not talk unless speaking to an adult.

Keep hands feet and other objects to yourself.

No food or drink taken out.

Keep hands and food to self.

Flush toilets. Wash hands with

soap. Report vandalism

WWise Choices

Be prepared Do your job Be honest Respect other’s

things 

Move quietly Walk in a single file

line Keep space

between yourself and others

Make healthy choices

Use time wisely Use your quiet voice

Keep water in the sink.

Put trash in garbage can.

SShow Respect

Listen and follow directions the first time.

Be a team player and respect other’s opinions.

Use quiet voice if you must speak.

Acknowledge others with a quiet wave.

Use good manners. Once seated/ remain

seated Clean your area.

Keep restrooms clean.

Keep hands and feet to self.

Give people privacy

Panther P.A.W.S Incentive Program

• Students can earn Positive Behavior bucks for exhibiting appropriate behavior and their academic success.

• The value of the bucks are designated in the same increments as real money ($1.00, $2.00, $5.00 and $10.00).

• Dollars can be saved and redeemed on Fridays for prizes/rewards.

• Slips will double or triple in value during high traffic times (ex. week before or after a holiday)

Classroom Management System

What is bullying?

Types of Bullies• Verbal Bullies- most common• Cyber Bullies- attack on the internet/ over 1

million children bullied via internet• Social Bullies• Racial Bullies

Turning Bullying Around/ Bully Prevention- what can we do?

Staff

• Have an open forum

• Have staff share stories

• Organize seminars

 

• Take threats seriously• Stop expecting our

kids to work it out and work it out for them

• Bullying awareness prevention week (maybe we can do this within the first weeks of school)

Turning Bullying Around/ Bully Prevention- what can we do?Students

• Bully prevention days to bring days

• Display photos with famous faces are in support of bullying/ on NO BULLYING board

• Post stiff penalties/ on NO BULLYING board

• Hall monitors (staff members)

• Have student focus groups come up with ideas and solutions

• Have a safe effective way for bullying to be reported (forms, website, apps, hotline)

• Classroom Discussion- Spend one period discussing bully and its effects (AP and Counselor)

• Essay contest

Where are we going from here?• This year we will incorporate discipline related

data in identifying areas of need.• Students will use the matrix to self monitor and

correct behaviors.• Any feedback or suggestions for improving the

program are welcomed and appreciated.

Grade-Level Meeting Rooms for Curriculum Sharing

Kindergarten Team: Room 166- Ms. Thornton’s Room

1st Grade Team: Room 256- Ms. Jacobs Room 2nd Grade Team: Room 263- Ms. Oyesanya’s Room 3rd Grade Team: Room 352- Ms. Allen’s Room 4th Grade Team: Room 362- Ms. Lindsey’s Room 5Th Grade Team: Room 365- Ms. Johnson’s Roo, Exceptional Children Team (IRR): will meet with

their assigned grade level Exceptional Children (MOID): will meet in Room 252-

Ms. Calhoun’s Room EIP Team: will meet with their assigned grade level TAG: Room 333- Ms. Jackson’s Room

Visit Classrooms 2 rotations – 15 minutes

Thank you for coming out and please enjoy the

remainder of our Curriculum Night

activities!!!