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Part: 1 PART 1: PROFILE History History of William G. Hasty Sr. Elementary School Growth in Cherokee County over the past 15 years has been tremendous. The city of Canton is no exception. In 1990 the city's population was 4,853 and in 2000 it was up to 7,780. This was an increase of 60% with no signs of slowing. In a county that originally was proud of small community schools, the trend has been to build larger schools to make education economically feasible. Hasty Elementary is the first of these large schools to be built in the city limits of Canton. Originally intended to house 1,200 students it contains 65 regular size classrooms, 2 music rooms, 2 art rooms, 2 computer labs, a 6,171 square foot media center, a 7,325 square foot cafetorium (cafeteria and auditorium combined), and the list could continue. It is a beautiful "state of the art" facility with every advantage being thought of and built-in from the beginning. Before Hasty Elementary opened its doors on August 1st, 2005, the two primary elementary schools educating students living in the city limits were Canton and Tippens. Both schools were community institutions in their own right and had deep roots in the culture and history of Canton. Canton Elementary had a population of approximately 620 students and Tippens had approximately 280 students. In the spring of 2005, the decision was made by the Board of Education to combine the two elementary schools to form the base for Hasty Elementary. Students from two new large developments were also included in the Hasty boundaries allowing Hasty to open its doors with an enrollment of 1,150 students. Since opening, the population has burgeoned to over 1,450 students with several mobile units being added to accommodating all 2nd and 4th grade students. Hasty's overcrowding was relieved with the addition of two new elementary schools in the Canton area. The student population decreased to 617 served in 32 general education homerooms and five self contained special education classes. The school currently serves approximately 685 students in Pre-K through sixth grade.

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School Configuration CERTIFIED EMPLOYEES

Certified Staff

Administration AIM (Gifted) Art Counselors Computer Lab Due Process Facilitator EIP/Title I ESOL Homerooms K-6 Pre-K Academic Coaches Media Specialist Music P.E. Psychologist Special Education Speech Technology

Number Allotted

2 1 1 1 1 .4 5 3 36 3 1 1 1 2 .2 7 1.5 .5

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Part: 1 Degree T-4 Bachelors T-5 Masters T-6 Specialist L-6 Specialist L-7 Doctorate Staff Years of Experience 0-5 6-10 11-15 16-20 21-25 26-30 >30 # Holding Degree 28 20 12 5 1 # of Staff Members in given range 21 11 11 9 7 5 2

Classified Staff

Bookkeeper Bus Drivers Bus Drivers SPED Clerk- Media Custodians Lunchroom Lunchroom Monitors Nurses Paraprofessionals Parent Facilitators Secretaries

Number Allotted

1 8 12 1 5 7 2 1 14 2 2

Demographic Data Hasty boasts one of the most diverse elementary school population in the county reflecting the changing demographics in the city itself. According to the 2000 census, the approximate racial makeup of the city was as follows: 75% White, 20% Hispanic, 5% African American and 1% other. Accordingly, the demographics of the Hasty school boundary are just as diverse. 2009 - 2010 School Improvement Plan Hasty Elementary School Page 3

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Student Distribution (by gender) ESOL EIP and Grade Level Homerooms Enrollment Males Females ESOL(m) GA Pre-K 1 19 11 8 N/A N/A Kindergarten 6 114 64 50 51 28 First 5 106 59 47 34 22 Second 5 94 50 44 30 21 Third 5 85 42 43 28 33 Fourth 4 80 37 43 27 21 Fifth 4 88 48 40 19 38 Sixth 3 62 31 31 2 N/A SelfContained 6 27 20 7 1 0 NorthStar 2 12 9 3 0 0

Totals

41

687

371

316

192

163

Free/Reduced Lunches Category Free Reduced Total Enrollment 2009 - 2010 School Improvement Plan Hasty Elementary School # of Qualifying Students 453 32 675 Page 4

Part: 1

Assessment Results The 2006 GCRCT (Georgia Criterion-Referenced Competency Test) scores were Hasty's first true baseline data for comparison. Not only was it the first true year for Hasty scores, but it is also the first year the GPS, Georgia Performance Standards, were implemented. The following graphs will clearly show where Hasty's strengths and weaknesses are on the GCRCT. Reading and Language Arts

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The results for Reading illustrate the need for Hasty to target individual student needs. Hasty's motto, "Helping Every Student", needs to be more than just a slogan. Nowhere can individual attention to deficits be so effective and make more of a difference than in the area of reading. Though the overall combined results were within the goal established by the No Child Left Behind (NCLB) legislation, for the spring 2010 GCRCT testing, 66.7% of students must meet or exceed on the math portion of the test. The graph indicates that there is significant room for improvement. The number of students exceeding standards could also be improved upon.

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Part: 1 Hasty also has NCLB subgroups of English Language Learners (ELL) and Students With Disabilities (SWD). For the 2009 CRCT 108 ELL students were represented. This should not be confused with Hasty's Hispanic subgroup which numbered 170 in grades one through six. Many of these students exited out of Hasty's ESOL programs in Kindergarten or first grade and became a part of the regular educational program. The SWD subgroup includes any student receiving a service through special education. This would include all speech students. NCLB requires that the subgroup results be examined when deciding if a school made Adequate Yearly Progress (AYP). This prevents districts from "hiding" certain student populations in a large school. Hasty's subgroup results are available for viewing in Part 6 of the SIP. As a part of the SIP Action Plan, all Hasty students in grades K-6 will be tested using DIBELS (Dynamic Indicators of Basic Early Literacy Skills) three times a year. This data is used to help determine which students are "At-Risk" for not reaching benchmark scores for their grade level. Identified students are enrolled in EIP classes (Early Intervention Program), allowing for small group, individualized attention in the area of Reading. Students may be further served in ESOL classes. Teachers "progress monitor" each Intensive at-risk student twice a month to track the student's growth in the tested areas. Strategic at-risk students are monitored monthly. Students who no longer appear to be at-risk may be exited out of EIP. Special education students are monitored weekly. On the kindergarten DIBELS graph the areas identified are Initial Sound Fluency (ISF) and Letter Naming Fluency (LNF). For ISF, students were asked to identify which picture began with a certain sound. The picture "names" were told to the student before the sound was given. For LNF, students were asked to identify as many letters as possible from a list in a period of one minute. The letters are out of order, capital and lower case and in different fonts typically found in children's literature.

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Each year, over one third of the kindergarten students enrolled in August entered Hasty with a deficit in at least one of the two areas. This data enables teachers to identify what specific areas need to be addressed with the class and helps teachers to build need-based groups.

In first grade, students were tested on Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). The LNF test is the same as in kindergarten. On the PSF test, a student is asked to break a word down into its individual phoneme sounds. A student is given credit for each sound identified. Lastly, NWF is a test of nonsense 2009 - 2010 School Improvement Plan Hasty Elementary School Page 8

Part: 1 words. The students are asked to read the words and given credit for correct sounds produced.

Second grade students are assessed on Nonsense Word Fluency and Oral Reading Fluency. The chart above indicates a large percentage of students in second grade in need of intensive instruction in the area of Oral Reading Fluency.

2009 - 2010 School Improvement Plan Hasty Elementary School

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Third through Sixth grade students are administered the DIBELS assessment at the beginning of the school year. As with the Kindergarten students, anyone considered at-risk is "progress monitored" every two weeks to see if there is improvement. If no improvement is observed, the teacher is able to provide additional assistance in the targeted area. There is a very strong correlation between the instructional recommendations made by the DIBELS database and success on the CRCT. Both the PSF and NWF areas were relatively unchanged at the start of the year for 2006 and 2007. Hopefully, the trend of students considered at-risk in August will decrease as teachers become more familiar with assisting students in the areas of specific literacy skills. As students progress through school there is a very strong correlation between Oral Reading Fluency (words correctly read per minute) and achievement on standardized tests. It has become a reliable predictor of how students will perform. ORF is first measured on the first grade DIBELS assessment and the next graph illustrates the percentage of students considered at some risk or at risk at the end 1st grade in 2006 and 2007 in all measured categories. The problem teachers face with DIBELS is that it is a moving target. At first glance it appears that there has been great gains made in the area of ORF for 2nd grade. Unfortunately, the benchmark also moves up dramatically. The net result is 27% of Hasty's 2nd graders ended the year At Risk when only 29% started the year At Risk. 2009 - 2010 School Improvement Plan Hasty Elementary School

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As more and more teachers commonly practice researched-based strategies for increasing reading fluency the number of students considered at risk should start to decrease steadily.

Language Arts

GCRCT Language Arts scores are combined with reading scores to determine AYP status. Teachers are currently using the adopted language 2009 - 2010 School Improvement Plan Hasty Elementary School Page 12

Part: 1 arts series, Writing to Learn and Daily Oral Language to teacher standards. Writing to Learn is being implemented in grades four through six in conjunction with the new reading series.

Mathematics

Two of the programs currently being utilized to develop math standards are SuccessMaker Math and Mountain Math. Math facts are also being emphasized and used for analyzing areas of student deficits. Mathematics had typically been considered a stronger academic area for ESOL students due to the fact that numbers are numbers. The trend on the CRCT has been to include more and more wording on math tests rather than straight computation. As a result, ESOL students are at a disadvantage when compared with students whose first language is English. Fifth grade demonstrated growth on the Iowa Test of Basic Skills in reading, language arts, socials studies, sources of information, and the composite score from fall 2007 to fall 2008.

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Part: 1

The mClass Math screening was administered in students in grades kindergarten through third grade for the first time in September of 2009. The data provides a means of identifying those who are at risk for math difficulty. Students that score in the intensive level are progress monitored every two weeks to track growth to detect whether students are progressing at a rate that leads to grade-level competency. Teachers are provided activities through the activities guide to address specific skills. The charts graphs below indicate the percentage of kindergarten and first grade students scoring at deficit, emerging, and established for each skill. Data for second and third grades is not available at this time.

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Part: 1

The ACCESS for ELLs is administered annually in January of each year to ESOL students. Level 6, Reading, indicates a level of proficiency for students whose oral and written English is comparable to their Englishproficient peers. ACCESS January 2009 Kindergarten % (N=30) Level 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening Speaking Reading Writing

Oral Language * Literacy * Comprehension * Overall Score *

15 3 4 3 0 5

12 6 5 1 6 0

19 0 1 2 8 0

23 1 6 0 0 0

13 5 6 1 1 4

21 2 5 2 0 0

19 1 1 4 2 3

20 1 5 2 0 0

*Oral Language ­ 50% Listening + 50% Speaking *Literacy ­ 50% Reading + 50% Writing *Comprehension ­ 70% Reading + 30 % Listening *Overall Score ­ 35% Reading + 35% Writing + 15% Listening + 15 % Speaking

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Part: 1 First Grade % (N= 22) Level 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening Speaking Reading Writing

Oral Language * Literacy * Comprehension * Overall Score *

1 1 1 4 14 1

3 5 0 1 4 9

3 3 5 5 6 0

1 16 5 0 0 0

2 3 3 1 6 7

2 7 12 1 0 0

1 2 5 8 6 0

1 4 12 4 1 0

Second Grade % (N=20) Level 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening Speaking Reading Writing

Oral Language * Literacy * Comprehension * Overall Score *

0 0 0 0 11 9

0 2 1 3 0 14

0 1 3 2 9 5

2 4 14 0 0 0

0 0 2 2 1 15

1 2 11 5 1 0

0 0 2 2 10 6

0 1 7 5 6 1

Third Grade % (N=20) Level 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening Speaking Reading Writing

Oral Language * Literacy * Comprehension * Overall Score *

0 1 2 5 7 5

4 6 2 3 1 4

0 1 8 3 8 0

0 4 13 3 0 0

1 1 9 2 3 4

0 2 10 8 0 0

0 0 9 4 6 1

0 3 11 3 3 0

Fourth Grade % (N=13) Level 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging 6 Reaching

Listening Speaking Reading Writing

Oral Language * Literacy * Comprehension * Overall Score *

0 1 0 5 7 5

1 2 2 3 1 4

0 1 1 3 8 0

0 4 5 3 0 0

0 1 1 2 3 4

0 2 3 8 0 0

0 1 1 4 6 1

0 1 3 3 3 0

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Part: 1 Parent/Family Involvement: There is substantial research that supports the fundamental role that family involvement plays, especially in the elementary school years, in achieving positive results for children and for their school success. There are different components of parental/family involvement. Hasty Elementary strives to improve all aspects in order to positively affect social, personal and academic growth of each student. Hasty's School Improvement Plan is updated and examined very carefully each year. Particular attention is given to assessment data and strategies/programs which can help students succeed (Parts 5 and 6 of the SIP). Each year after the BOE has approved the SIP, it is made available to the LEA, parents, students, and the public in hard copy form or it may be viewed electronically on Hasty's website. By far, the majority of Boston's non-English speaking parents are Hispanic. The Parent Involvement Facilitator who speaks Spanish is available to translate upon request. Parenting Hasty communicates the strong correlation between a positive parent-child relationship and the social, personal and academic development of the child. Hasty ask parents to support literacy, help with homework, help with time management and most importantly maintain high educational expectations for their child. The school invites parents to participate in a series of eight workshops on early literacy and the role of the parent as the child´s first and most important teacher, titled Lee y Serás. This idea is reiterated in parent-teacher conferences, Student Support Team (SST) meetings, and Individual Education Plan (IEP) meetings. Home-School Relationships Because of the large percentage of Latino students (currently 36%) at Hasty whose families are not conversant nor literate in English, Hasty employs two bi-lingual Parent Involvement Facilitator. Both formal and informal interaction is able to take place in English or Spanish, depending on the desire of the parent. All school correspondence goes home in both languages. Parents are always able to have an interpreter present at all conferences and meetings as well as call to request information, clarification, set up conferences, take care of lunch charges, change transportation, etc. Every effort is made to make each parent/family visitor to Hasty feel welcomed and appreciated. The Parent Involvement Facilitators in conjunction with the Kindergarten teachers put on a Kindergarten Readiness Workshop. This is a two hour workshop for parents of rising Kindergarteners given in both English and Spanish. Some of the topics covered are: school policies, homework, 2009 - 2010 School Improvement Plan Hasty Elementary School

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Part: 1 communication, native culture as a resource, public libraries and early literacy strategies. The Hasty Parent Teacher Association (PTA) plays an essential role in fostering involvement of parents in the school. Through PTA there are a plethora of volunteer opportunities as well as options to participate in social events such as Grandparents Breakfast, Spring Fling, Book Fairs and the Student Talent Show. Parent volunteers are the cornerstone of the effective PTA program. Included in each student´s agenda is a Teacher, Parent, Student Compact which all parties are asked to sign. The intent of this compact is to outline and elicit agreement as to the responsibilities of each party. ADVANCED ACADEMIC PROGRAMS Students who qualify are served through the AIM program. The four category qualifiers are mental ability, achievement, creativity, and motivation. Hasty Elementary School has a Gifted Eligibility Team that reviews teacher referrals and makes recommendations as to potential AIM students. ESOL With such a diverse student body, ESOL is a vital program at Hasty Elementary School. It is available to qualifying students who have limited English proficiency. Currently, 36% of the student body either speaks English as a second language or resides with family members who do. The ESOL teachers work to increase the English proficiency of the students being served. Students exit the program by achieving a qualifying score on the ACCESS exit assessment, CRCT, and DIBELS instructional recommendation. EARLY INTERVENTION PROGRAM (EIP) EIP is a state mandated program serving students in grades K-5 who have exhibited deficiencies in reading and/or math. Students eligible for this program must have met all necessary criteria as established by the Georgia Department of Education. These criteria deal with basic skills that must be mastered in order for a student to adequately progress during his/her education. Students in grades 2-5 are identified using GCRCT scores. If no scores are available for a student, a checklist is considered. Teachers in grades K-1 utilize checklist to identify students in reading and math. When students are identified, the parents of the children are notified and a conference may be scheduled to discuss the Early Intervention Program. 2009 - 2010 School Improvement Plan Hasty Elementary School Page 18

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TEACHER MENTORING Teachers new to the school system are assigned a mentor to help them through the first year. In most cases, the mentor teaches the same grade level as the protégée. Mentors and protégées meet weekly to discuss curriculum, classroom management, and other new teacher concerns. SPECIAL EDUCATION Hasty Elementary School has three interrelated Special Education teachers and a paraprofessional for eligible students. Hasty also has six selfcontained classes serving students in the feeder pattern for each program. Hasty is currently housing two North Star Satellite classes for Cherokee County. All special education students are scheduled and taught on the basis of their Individual Education Plans (IEP's). Regular education team taught and collaborative models are utilized as deemed appropriate in a student's IEP. Modification strategies are provided to regular education teachers who have special education students in their classes. Streamlined SST processes have helped to insure that only students who will most likely qualify for special education services are tested allowing identification and placement of students to be more efficient. 504 PLANS There are four steps involved in placing a student on a 504 plan: 1- referral by teacher, support personnel, parent/guardian, doctor, or therapist 2- scheduling and holding of a 504 meeting by the Student Support Team (SST) 3- development of the 504 plan 4- setting of a review date Trends that may impact the school in the next five years Many trends are evident in Cherokee County. Some of the more significant changes as related to education are: Increasing number of Hispanic students in the Canton area More emphasis on testing and accountability Technology in the classroom Budget cuts at the state and local levels PART 1: PROFILE Stakeholder Input 2009 - 2010 School Improvement Plan Hasty Elementary School

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In the development of the School Improvement Plan (SIP) for 2007-2008, what opportunities were given for stakeholders (students, teachers, parents, business and community partners, etc.) to provide input/feedback? List chronologically all meetings or opportunities for stakeholder input. Topics of discussion should be very short. Examples: Selecting objectives, preparing the action plan, overview of the plan, how to obtain funds, ways to make partnerships more productive. Stakeholder Groups PTA Board PTA Meeting School Council PTA Board School Council PTA Meeting School Council PTA Meeting School Council Dates Sept. 9, 2008 Sept. 11, 2008 Sept. 22, 2008 Nov. 3, 20078 Nov. 10, 2008 Nov. 13, 2008 Dec. 9, 2008 Mar. 12, 2009 April 13, 2009 SIP-Related Topics of Discussion School Improvement Goals School Improvement Plan School Improvement Plan AYP AYP AYP SIP Goals and Action Plans SIP Goals and Action Plans Impact Check

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Part: 1 PART 1: PROFILE Business and Community Partners

Company/Organization Address Phone Number Contact New/ Continued

Cherokee Bank Northside Hospital Publix Supermarket United Community Bank Chick-fil-a Stevie B's Pizza

PO Box 4250 Canton, GA 30115 201 Hospital Rd. Canton, GA 30114 1451 Riverstone Plaza Canton, GA 30114 2215 Riverstone Blvd., Canton, GA 30114 2048 Cumming Hwy. Canton, GA 30114 1554 Riverstone Pkwy Canton, GA 30114

770-4793400 678-4450927 770-7201001 770-7048807

Mitzi Saxon Deloris Hartley Karen Vineyard Elaine Bell Kevin Williams Eve Miller

Cont. New Cont. Cont. Cont. Cont.

7704790802

404-4516740

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