Asa G. Hilliard
Elementary School
Annual Title I Meeting
September 10, 2015
Adrienne Grainger Smith, Principal
DeShunta Hawkins, Assistant Principal
Asa G. Hilliard Elementary School’s
DREAM TEAM
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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
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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?
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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
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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
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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:
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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
Subject
Reading
3rd
English/Language Arts
4th
5th
3rd
4th
5th
Math
3rd
4th
5th
Science
3rd
4th
5th
Social Studies
3rd
4th
5th
2011-12
78
73
2012-13
78
80
2013-14
80
86
86
76
85
78
68
76
74
79
81
94
61
57
80
63
71
77
69
72
69
57
60
71
48
57
51
64
72
53
63
57
48
55
61
43
58
58
56
45
41
• The GA Milestones school based results have not
been returned yet.
Georgia’s College and Career Ready
Performance Index
CCRPI
Asa G. Hilliard Elementary School
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All of Georgia’s Students”
College and Career Ready Performance Index,
Elementary School, Grades K - 5
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
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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
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?
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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
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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.
Positive Behavior
Management
and Discipline
Asa G. Hilliard Elementary School
DeShunta Hawkins
Referral Comparison
700
600
500
400
300
200
100
0
Total
2013-2014
2014-2015
467
659
% Referrals by Ethnicity
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Asian
Black/Af Am
Hispanic
Multi-Racial
White
Enrollment Percentages
1%
88%
9%
2%
0%
Referral Percentages
0%
95%
4%
1%
0%
Referrals by Instructional Setting
350
300
250
200
150
100
50
0
Special Ed
General Education
Students
21
100
Referrals
115
300
Referrals by Month
120
100
80
60
40
20
0
August
Septembe
October November December January
r
February
March
April
May
Students
15
41
47
47
45
46
28
61
73
34
Referrals
22
50
74
73
65
94
42
96
97
46
Referral Percentages
3%
8%
11%
11%
10%
14%
6%
15%
15%
7%
Referrals by Grade
200
180
160
140
120
100
80
60
40
20
0
KK
01
02
03
04
05
PK
Students
17
24
47
35
28
37
5
Referrals
47
58
189
116
131
107
8
Referral Percentages
7%
9%
29%
18%
20%
16%
1%
Top 10 Problem Behaviors by Referrals
450
400
350
300
250
200
150
100
50
0
Total
1g5c5a-Btry
10HorsePlay/
6C16-SEX
1D-DSRPT 5b-FIGHT
6BAslt/threa Stu/other
2D-THEFT Dangerous
Rough or DISRESPE
HARASSM
BEHAVIOR STU/other BULLYING
t another
without
SCH PROP Instrument
Boisterous
CT
T
person
injury
s
Activities
397
214
17
8
4
2
2
2
2
1
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 selfdiscipline.” John V. Hamby, Straight Talk
About Discipline
Discipline
Process – appropriate
consequences
Outcome – self-discipline
“The ultimate goal of
discipline is selfdiscipline.” 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?
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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?
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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
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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
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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
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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 Behaviors
Automatic Referrals
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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
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•
•
•
•
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– 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 School
Positive Behavior Matrix
Classroom
Hallway
Cafeteria
Restroom
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Be a good listener
Always give your best.
Raise your hand and
wait for permission to
speak.
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Move to your
destination on time.
Go directly to your
destination.
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Follow directions.
Memorize lunch number.
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Enter with permission
Use facilities then return
to class immediately.
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Bring all materials
Accept responsibility for
your actions
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Do not talk unless
speaking to an adult.
Keep hands feet and
other objects to yourself.
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No food or drink taken
out.
Keep hands and food to
self.
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Flush toilets.
Wash hands with soap.
Report vandalism
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Be prepared
Do your job
Be honest
Respect other’s things
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Move quietly
Walk in a single file line
Keep space between
yourself and others
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Make healthy choices
Use time wisely
Use your quiet voice
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Keep water in the sink.
Put trash in garbage can.
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Listen and follow
directions the first time.
Be a team player and
respect other’s opinions.
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Use quiet voice if you
must speak.
Acknowledge others
with a quiet wave.
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Use good manners.
Once seated/ remain
seated
Clean your area.
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Keep restrooms clean.
Keep hands and feet to
self.
Give people privacy
Problem Solving
Act Responsibly
Wise Choices
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Show Respect
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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
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)
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
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
Visit Classrooms
2 rotations – 15 minutes
Thank you for coming out and
please enjoy the remainder of
our Curriculum Night
activities!!!