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ConcepL name: ulglLal Medla ArLs rogram
School name: SLonewall 1ell LlemenLary School
Learnlng CommunlLy: SouLh Learnlng CommunlLy
rlnclpal: Mr. Shannon llounnory
Lmall Address: flounnory[fulLonschools.org
1elephone number: 770-306-3300



rlnclpal SlgnaLure uaLe



School Covernance Councll resldenL SlgnaLure uaLe



Area SuperlnLendenL SlgnaLure uaLe



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In these changing times we neeu to piouuce a stuuent that is piepaieu to stay aheau of
the cuive as well as chait the uiiection of the cuive. We aie piouucing a citizen that will
make futuie laws, finu unpaialleleu scientific anu meuical uiscoveiies, uevelop new
technology, anu so much moie. As elementaiy school euucatois it is oui uuty to thoioughly
piepaie oui stuuents foi an unwiitten futuie. 0ui goal is to not eliminate visual aits but to
enhance it. In oui attempt to align ouiselves with the push to piepaie oui stuuents to be
college anu caieei ieauy we want to implement change at its founuation which in tuin will
push miuule school anu high school to pioviue oui stuuents with a moie auvanceu level of
instiuction.
+,-# ). /)0)#-1 23&)- 4$#.5
Bigital Neuia
Accoiuing foi the Centie foi Bigital Neuia in Canaua, "meuia expeiiences maue
possible by the auvent of piimaiily computei-meuiateu uigital technologies" belong
to categoiy of meuia expeiiences known as Bigital Neuia. In othei woius, Bigital
Neuia incluues any pictuie, music file, viueo game oi website piouuceu using
computeiizeu oi uigital technology. (ehow.com)
Bigital Ait
Woiks of Ait, which aie cieateu, using computeiizeu oi uigital technologies also
belong to the Bigital Neuia family. This Bigital Neuia Ait, oi Bigital Ait as it is
commonly calleu, piesents itself eveiywheie in oui society. The clip ait useu in
/)0)#-1 23&)- 4$#. 673('#)83 9'::-$;
piinteu flieis, the emeigence of uigital photogiaphy anu the uevelopment of photo-
painting all seive as examples of Bigital Ait. (ehow.com)
<-#)%"-13
As the maiket foi uigital aitists continues to inciease, we aie attempting to piepaie oui
stuuents foi exposuie anu to geneiate inteiests in this piofession. Twenty yeais ago most
businesses woulu not be inteiesteu in hiiing a web site uesignei. Bowevei it is common
place foi most businesses to have a website anu web piesence. Supply anu Bemanu still
goveins oui hiiing piactices. If uemanu is high anu supply is low then salaiies will inciease
to offei competition foi a skilleu woikfoice. We have an oppoitunity to piepaie oui
stuuents to take auvantage in this giowing inuustiy.
!:=13:3"#-#)%"
Nuch thought anu uiscussion has taken place iegaiuing the implementation of uigital meuia
aits. 0ui stakeholueis have communicateu theii conceins anu we weie thoughtful anu
uelibeiate in how we have ueciueu to integiate uigital meuia aits into oui cuiiiculum. The
consensus is that the uigital meuia aits cuiiiculum is not a ieplacement foi the visual aits
cuiiiculum. Nany of the founuational elements of visual aits seive as a pieiequisite foi
uigital meuia aits. All stuuents in elementaiy school benefit fiom the visual aits cuiiiculum
anu we uon't intenu on phasing it out. We have ueciueu to stiike a uelicate balance between
the visual aits anu uigital meuia aits cuiiiculum. As stuuents piogiess fiom giaue to giaue
theii level of exposuie to uigital meuia aits will inciease ovei time.
This giaphic below iepiesents the peicentage of the cuiiiculum as it ielates to the
implementation of a new uigital meuia aits focus. Lowei piimaiy will be highly engageu in
7u% of the visual aits cuiiiculum while Su% of theii focus will be giounueu in uigital meuia
aits. 0ppei piimaiy will begin the tiansition into a much moie uigital aits meuia focus 7u%
of the time while leaining about moie auvanceu visual aits cuiiiculum Su% of the time.


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Request foi Flexibility-
Buman Resouices- We woulu neeu to have at minimum two full time instiuctoi, piefeiably
thiee full time instiuctois. 0ui stuuent eniollment piojections ovei the next few yeais
inuicate that we will have aiounu 12uu stuuents. If we aie seiving all of oui stuuents then
that woulu be 4u ait uigital meuia classes offeieu pei week with Su stuuents in each class.
Technology Resouices- We woulu neeu a compiehensive list of technological iesouices. I
have incluueu a list as an attachment.
u%
1u%
2u%
Su%
4u%
Su%
6u%
7u%
8u%
9u%
1uu%
Bigital Neuia Aits
visual Aits
Time- We woulu neeu to giauually ioll out this cuiiiculum anu oui cuiient Kinueigaiten
stuuents will be oui beta gioup that we will tiack thioughout theii matiiculation to fifth
giaue.

<3?3$3"(3.
Inteinet Refeiences

Reau moie: http:www.ehow.comabout_6S499S4_uigital-meuia-
ait_.html#ixzz2iSp4BA1W






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Digital Media Arts Budget 2014-2015
Art Department Submitted by: Ms. Levine
Personnel Budget Actual Difference ($) Difference (%)
Large Flat Screen mounted safely
flush by hall windows outside art
department for student project
showcasing.
4,000 $ (4,000) $ 0.0%
2 HP large flat tablet/computer that
lays flat on table and pivots
20,000 (20,000) 0.0%
Several wifi printers
2,000 (2,000) 0.0%
Inventory of appropriate
replacement ink cartridges for
printers
5,000 (5,000) $ 0.0%
Inventory of Flashdrives for digital
student work storage (one per
student)
2,500 (2,500) $ 0.0%
60 Wacoms. Re: SCAD
6,000 (6,000) $ 0.0%
60 Mac desktops or appropriate PCs
110,728 (110,728) $ 0.0%
60 tablets with Styluses
54,000 (54,000) $ 0.0%
60 IPads
30,000 (30,000) $ 0.0%
2 large scale Photography Printer.
Re: SCAD
52,000 (52,000) $ 0.0%
8 Architectural Drafting tables if
feasible
2,800 (2,800) $ 0.0%
60 stools for tables
3,600 (3,600) $ 0.0%
Several Flat screen monitors
mounted on perimeter of art room
(!"# "% &'(()) for Instruction,
Collaboration, Digital Showcasing,
16,000 (16,000) $ 0.0%
2 Large Scale Black T.V./Smartboard
that McNeil is testing presently
12,000 (12,000) $ 0.0%
60 digital cameras
20,100 (20,100) $ 0.0%
Several scanners
6,400 (6,400) $ 0.0%
Inventory of Memory cards for digital
cameras
4,500 (4,500) $ 0.0%
Stonewall Tell Elementary
Inventory of AA and AAA batteries
for devices
1,500 (1,500) $ 0.0%
Another Apple device (IPad or Mac
laptop ) to stream via Apple TV. (First
IPad for teacher/student
collaboration, Instructional
1,000 (1,000) $ 0.0%
Set up an Ad Hoc network for art
department for student collaboration,
flexible grouping and device sharing.
10,000 (10,000) 0.0%
Textbooks and Supplies
70,000 (70,000) 0.0%
Subtotal Expenses Budget Actual Difference ($) Difference (%)
434,128 $ #REF! #REF! #REF!
Professional Learning & Development Submitted by: Ms. Underwood & Dr. Denson
Operating Budget Actual Difference ($) Difference (%)
Professional Learning - $ 0.0%
Professional Development - 0.0%
Equipment - 0.0%
Furniture - 0.0%
Supplies - 0.0%
Subtotal Expenses Budget Actual Difference ($) Difference (%)
100,000 $ #REF! #REF! #REF!
School Technology Department Submitted by: Mr. Ponder
Media Build-out - 0.0%
Cafeterium Improvement - 0.0%
Subtotal Expenses Budget Actual Difference ($) Difference (%)
19,097 $ #REF! #REF! #REF!
Instructional Technology Department Submitted by: Ms. Artis
Classroom Conversion 30,000 (30,000) 0.0%
Imac Lab 55,364 (55,364) 0.0%
Server 1,000 (1,000) 0.0%
Network 14,339 (14,339) 0.0%
Subtotal Expenses Budget Actual Difference ($) Difference (%)
100,703 $ #REF! #REF! #REF!
Media Department Submitted by: Dr. McNeil
Smartboard: Interactive Flat Panal
(2) 6,000 each = $12,000
12,000 (12,000) 0.0%
Monopad: Interacrive Flat Panal - (2)
- $6,000 each = $12,000
12,000 (12,000) 0.0%
Document Camera and iMM Pad
Bundle (2) - $399.00 each =
$798.00
798 (798) 0.0%
iMM Pads (20) - $175.00 each =
$3,500.00
3,500 (3,500) 0.0%
A Set of 32 iRespond Remotes
$1479.00
1,479 (1,479) 0.0%
iPad Mini - (20) 299 each = $5, 980 5,980 (5,980) 0.0%
iPods - (20) - $149.99 = $149.00 =
2,980
2,980 (2,980) 0.0%
Digital Media Arts Books, Resources 24,000 (24,000) 0.0%
Imac or Mac book pro (6)-$1,200.00
= $7,200
7,200 (7,200) 0.0%
Subtotal Expenses Budget Actual Difference ($) Difference (%)
41,639 $ #REF! #REF! #REF!
Contingency
50,000 $ #REF! #REF! #REF!
Total Expenses Budget Actual Difference ($) Difference (%)
745,568 $ #REF! #REF! #REF!


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In|t|at|ve 1|t|e
D|g|ta| Med|a Arts rogram
Long-term Cutcome Iocus Area Cb[ect|ve
1. Stuuents uemonstiate masteiy of
giaue level Ciitical Thinking Skills in
K-S.
2. Inciease stuuent achievement in
Science at the highest peifoimance
level.
S. Inciease stuuent achievement in
Nathematics at the highest
peifoimance level.
4. Inciease stuuent's owneiship of theii
leaining.
1echnology
8esources
lnsLrucLlon
eople
1. Plan for meaningful and rigorous Instruction
for varying ability levels
2.Reinforces student learning goals
3.Increase student higher order thinking skills
4. Increase leadership capacity
5.Increase leadership and growth opportunities
6.Provide internal/external professional
learning
7. Effectively using instructional technology to
enhance student learning
8.Effectively use technology as a
communication resource
9.Student technology use
10.Utilize Research-based Instruction Practices
and Uses.
11.Align resources to support learning goals
12.Increase the # and quality of resources
In|t|at|ve 1eam Leader
Mr. ula PunLer
In|t|at|ve 1eam Members
Shannon llounnory, rlnclpal, karen ArLls, lnsLrucLlonal 1echnology Coach, Slgrunn underwood, Currlculum SupporL SpeclallsL, 8andall onder,1echnology
SpeclallsL, ur. Selena Mcnell, Medla LducaLlonal 1echnology lnsLrucLor, Melanle Levlne & klmberly 8lzzo, ArL lnsLrucLors, and ur. LlleLLa uenson, School-based
rofesslonal Learnlng CoordlnaLor
1asks]Act|on Step kesu|t]De||verab|e Staff kespons|b|e kesources
Date to be
Comp|eted
kII Seed 5
1. lLemlze resources for budgeL karen ArLls 11/11/13 x
2. lLemlze resources for budgeL Slgrunn 11/11/13 x
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underwood
3. lLemlze resources for budgeL 8andall onder 11/11/13 x
4. lLemlze resources for budgeL Selena Mcnell 11/11/13 x
3. lLemlze resources for budgeL Melanle Levlne/
klmberly 8lzzo
11/11/13 x

6. lLemlze resources for budgeL LlleLLa uenson 11/11/13 x

7. CompleLe 8ll and flnal revlew for SCC Shannon
llounnory
11/11/13 x
8. osL 8ll for communlLy revlew Shannon
llounnory
11/18/13 x
9. repare Seed lund roposal/ resenLaLlon ula PunLer 12/2/13 x
10. 8esearch rofesslonal Learnlng opporLunlLles LlleLLa uenson 12/2/13 x
11. ldenLlfy Medla supporL maLerlals for Leachers and
sLudenLs
Selena Mcnell 12/2/13 x
12. Schedule Currlculum/ AssessmenL lannlng
MeeLlngs
Slgrunn
underwood
12/2/13 x
13. uevelop a space plan 8andall onder 2/1/13
14. Seed lund resenLaLlon 1eam 18u x
13. Schedule rofesslonal Learnlng for lnsLrucLors LlleLLa uenson 3/1/13
16. Schedule Classroom 8enovaLlons 8andall onder 3/1/13
17. Schedule LqulpmenL uellverles 8andall onder 3/1/13
18. Add new equlpmenL Lo lnvenLory ManagemenL
SysLem
Selena Mcnell Summer
19. LsLabllsh a quarLerly program revlew and
assessmenL.
Slgrunn
underwood
Cngolng
20. 8edeflne !ob uescrlpLlons for ArL lnsLrucLors Shannon
llounnory
rlor Lo
conLracL

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Digital Media Arts
Program
Stonewall Tell Elementary School
In a world of change, the
learners shall inherit the earth,
while the learned shall find
themselves perfectly suited for a
world that no longer exists.
! Eric Hoffer
Executive Summary
Principal's Message
Program Summary
It is good to have an end to
journey toward; but it is the
journey that matters, in the
end.
! Ernest Hemingway
Program
Outcomes
Our Vision
Our Strategic Plan
How do we get there?
Our Plan
Our Core Competencies
Our Needs
Don't tell me what you value,
show me your budget, and I'll
tell you what you value.
! Joe Biden
Program
Budget
Itemized Budget
Conclusion
Thank you for your time and consideration.
Questions, Clarications, and Comments
Closing statement
Bureaucracy destroys initiative.
There is little that bureaucrats
hate more than innovation,
especially innovation that
produces better results than the
old routines. Improvements
always make those at the top of
the heap look inept. Who enjoys
appearing inept?
! Frank Herbert, Heretics of
Dune


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S1CnLWALL 1LLL LLLMLn1A8? SCPCCL
S18A1LClC LAn 2013 - 2016
MA? 2013

S1CNLWALL 1LLL LLLMLN1Ak SCnCCL | SLraLeglc lan 2013-2016

2 | a g e

SLC1lCn l. uue SepLember 30, 2013

SLC1ICN I: Strateg|c |ann|ng 8ackground and Approach
ln May 2012, Lhe Ceorgla 8oard of LducaLlon voLed Lo make lulLon CounLy Schools Lhe sLaLe's largesL charLer
sysLem. 1he CharLer SysLem Model offers freedom and flexlblllLy, boLh aL Lhe school level and sysLem-wlde, Lo
employ research-based meLhods Lo lmprove sLudenL achlevemenL, even lf such lnnovaLlons would requlre
exempLlons Lo currenL sLaLe laws and regulaLlons.

Clven Lhe new CharLer SysLem framework, lndlvldual schools wlLhln lulLon CounLy have Lhe ablllLy Lo work ln
dramaLlcally new ways. We are asklng our communlLles Lo help drlve change and Lo geL lnvolved ln our schools.
Cur collecLlve vlslon ls LhaL every lulLon CounLy school wlll have a prlnclpal and local School Covernance Councll
equlpped Lo effecLlvely lead ln a charLer sysLem envlronmenL Lo lmprove sLudenL achlevemenL Lhrough
lnnovaLlon and flexlblllLy. Schools wlll be empowered Lo conslder Lhe besL uses of resources aL Lhe local level
and deslgn lnnovaLlve pracLlces LhaL allgn wlLh school needs.

Stonewa|| 1e|| L|ementary began Lhe sLraLeglc plannlng process ln Lhe sprlng of 2013. ln order Lo plan our
sLraLeglc dlrecLlon forward, we flrsL had Lo engage wlLh our communlLy Lo undersLand our speclflc challenges
and conslder a paLh Lo collecLlvely address Lhem.

Cur process lncluded Lhree dlsLlncL phases: lnformaLlon & needs Analysls, Long-Lerm CuLcomes & 1heory of
Change, and AcLlon lan & MonlLorlng. ueveloped over a perlod of several monLhs and deslgned collaboraLlvely
wlLh lnpuL and guldance from many sLakeholders, Lhe sLraLeglc plan represenLs our dellberaLe approach Lo
shape and gulde whaL Stonewa|| 1e|| L|ementary ls, whaL we do, and why. Cur sLudenLs deserve Lhe besL
educaLlonal experlence we can provlde, and Lhls plan seLs our vlslon and dlrecLlon for maklng LhaL happen.

1he reason why we embarked on Lhe [ourney of developlng our sLraLeglc plan was Lo develop a cllmaLe of
conLlnuous lmprovemenL aL SLonewall 1ell. lL ls crlLlcal Lo our survlval Lo malnLaln our compeLlLlve advanLages
and sLrengLhen our weaknesses whlle leveraglng our sLrengLhs Lo lncrease all posslble opporLunlLles and avold
poLenLlal LhreaLs Lo our success. lL ls, and has always been, our goal Lo puL sLudenLs flrsL and conLlnue Lo do
whaL's necessary Lo ensure LhaL Lhey recelve a quallLy educaLlon.
1o begln we declded Lo engage ln a slLuaLlon appralsal. We had an abundance of daLa Lo sLarL wlLh and we had
Lhe capaclLy Lo develop mulLlple meLhods of lnformaLlon gaLherlng. We used mulLlple surveys LhaL were
developed for our varlous sLakeholder groups. We use a dlglLal medlum Lo LransmlL and collecL Lhls daLa ln real
Llme. Cur school governance councll dlssemlnaLed Lhe surveys and gaLhered and dlscussed Lhe flndlngs.
Members of Lhe councll as well as sLakeholder group represenLaLlves walked Lhe councll Lhrough Lhe slLuaLlon
appralsal and Lhe councll developed Lhelr long Lerm ouLcomes.
Mr. llounnory sLaLed LhaL we should compleLe our overvlew documenL by !uly 13, 2013. 1hls enabled Lhe
councll Lo flne Lune Lhe long Lerm ouLcomes and Lo deLermlne our ma[or focus areas. We have successfully
compleLed our long Lerm ouLcomes, ob[ecLlves, and sLraLeglc lnlLlaLlves. We wlll revlew our plan durlng our
S1CNLWALL 1LLL LLLMLN1Ak SCnCCL | SLraLeglc lan 2013-2016

3 | a g e

SLC1lCn l. uue SepLember 30, 2013
AugusL 6, 2013 governance councll meeLlng and we wlll submlL any flnal correcLlons and voLe Lo accepL Lhls
documenL for submlLLal.
1he parLles lnvolved ln Lhe developmenL of Lhls documenL are as follows:
2012-2013 SLonewall 1ell LlemenLary SCC Members
Shannon llounnory flounnory[fulLonschools.org rlnclpal
Llbra 8urLon burLonl2[fulLonschools.org 2-yr 1eacher 8ep.
LlleLLa uenson densone1[fulLonschools.org 2-yr 1eacher 8ep.
ula PunLer hunLerd[fulLonschools.org 1-yr 1eacher 8ep.
Llsa Slnon slnon[fulLonschools.org 2-yr 1eacher 8ep.
Cary Andrews andrewsg3[fulLonschools.org 2-yr CommunlLy Member
LeLLlce Mc8ean leLLlce.mcbean[ssa.gov 1-yr CommunlLy Member
8eglnald 1aLum web4930[mlndsprlng.com CommunlLy Member
Lrlca 1hompson Lhompsone2[fulLonschools,org CommunlLy Member
?ngrld Puff huff[fulLonschools.org arenL 8epresenLaLlve


IUL1CN LLLMLN1Ak SCnCCL | SLraLeglc lan 2013-2016
4 | a g e

SLC1lCn ll. uue AugusL 13, 2013
SLC1ICN II: Context for the Strateg|c |an: 1he Schoo| and Its Lnv|ronment
lor every school, Lhe sLraLeglc plannlng process musL begln wlLh a Lhorough conslderaLlon of Lhe quesLlons
Where are we as a school?" and WhaL do we have Lo work wlLh?" 8y ldenLlfylng sLrengLhs and weaknesses
wlLhln Lhe school and examlnlng opporLunlLles and LhreaLs wlLhln Lhe exLernal envlronmenL, schools lay Lhe
foundaLlon for bulldlng a sLraLeglc plan LhaL bullds on Lhelr poslLlve aLLrlbuLes whlle overcomlng any weaknesses
or areas for lmprovemenL.
Stonewa|| 1e|| L|ementary began Lhe sLraLeglc plannlng process by conducLlng an envlronmenLal scan. 1hrough
Lhe scannlng process, we soughL Lo ldenLlfy sLakeholders' percepLlons of our school and enhance our
undersLandlng of Lhe pollLlcal, soclo-economlc, and demographlc envlronmenL ln whlch Lhe school operaLes.
1here were numerous sLakeholder groups LhaL parLlclpaLed ln our envlronmenLal scan LhaL lncluded, buL was
noL llmlLed Lo: parenLs, Leachers, sLudenLs, local buslnesses, communlLy organlzaLlons, and buslness parLners.
Cur lnformaLlon was gaLhered prlmarlly Lhrough surveys.
lollowlng Lhe envlronmenLal scan, Lhe plannlng process conLlnued wlLh an ln-depLh organlzaLlonal assessmenL.
8y analyzlng a comprehenslve seL of school daLa and revlewlng school-based surveys and exLernal school
revlews, Lhe leaders of Stonewa|| 1e|| L|ementary clarlfled performance Lrends and ldenLlfled Lhe school's mosL
crlLlcal areas for lmprovemenL.
I. Lnv|ronmenta| Scan - rocess
ShorLly afLer Lhe formaLlon of our School Covernance Councll we were Lasked wlLh conducLlng an envlronmenLal
scan. We formed a commlLLee LhaL developed Lhe surveys LhaL were creaLed uslng survey monkey. AfLer Lhe
surveys were creaLed Lhe councll senL Lhem ouL Lo our exLernal and lnLernal sLakeholders. 1he commlLLee, afLer
recelvlng Lhe resulLs, dlssemlnaLed Lhe daLa and creaLed graphs and charLs of Lhe flndlngs.

II. Lnv|ronmenta| Scan - Summary of I|nd|ngs & Imp||cat|ons
We analyzed Lhe daLa and deLermlned LhaL Lhere are no real exLernal LhreaLs buL we focused on several lnLernal
LhreaLs. We Lapped lnLo an abundance of communlLy resources LhaL were avallable. 1here are numerous servlce
provlders LhaL we are currenLly parLnerlng wlLh such as buL noL llmlLed Lo, afLer school provlders, re-k
provlders, 1uLorlng servlces, ?ouLh organlzaLlons, CommunlLy clubs and organlzaLlons. We wlll conLlnue Lo
malnLaln our sLrong communlLy relaLlonshlps, uLlllze Lhese resources as an exLenslon of our own and work
feverlshly Lo esLabllsh new relaLlonshlps.

III. Crgan|zat|ona| Assessment - rocess
ShorLly afLer Lhe formaLlon of our School Covernance Councll we were Lasked wlLh conducLlng an organlzaLlonal
assessmenL. We formed a commlLLee LhaL developed Lhe surveys LhaL were creaLed uslng survey monkey. AfLer
IUL1CN LLLMLN1Ak SCnCCL | SLraLeglc lan 2013-2016
3 | a g e

SLC1lCn ll. uue AugusL 13, 2013
Lhe surveys were creaLed Lhe councll senL Lhem ouL Lo our exLernal and lnLernal sLakeholders. 1he commlLLee,
afLer recelvlng Lhe resulLs, dlssemlnaLed Lhe daLa and creaLed graphs and charLs of Lhe flndlngs.

I|gure 1: 2011 Students w|th D|sab|||t|es CkC1 kesu|ts I|gure 2: 2011 Schoo|-w|de CkC1 kesu|ts

IV. Crgan|zat|ona| Assessment - Summary of I|nd|ngs & Imp||cat|ons
AfLer looklng aL our C8C1 daLa we have declded Lo focus on several key academlc areas: maLh, sclence, soclal
sLudles, and crlLlcal Lhlnklng skllls. Lven Lhough our sLudenLs have performed well above Lhe dlsLrlcL average,
Lhere are opporLunlLles Lo move sLudenLs from Lhe meeLs Lo exceed level. We revlewed Lhe resulLs from Lhe
College and Career 8eadlness erformance lndex (CC8l) and deLermlned LhaL we needed Lo focus on Lhe
success of our sLudenLs wlLh dlsablllLles. Also our scan revealed LhaL we need Lo look aL our sLudenL's crlLlcal
Lhlnklng skllls. lf we don'L see galns ln Lhe aforemenLloned areas we wlll noL show growLh and posslbly may fall
behlnd our global compeLlLors.
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SLC1lCn lll. uue AugusL 13, 2013
SLC1ICN III: Long-term Cutcomes

LCNG-1LkM CU1CCML 1: lncrease sLudenL achlevemenL ln Sclence aL Lhe hlghesL performance level.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo Lhe Lrendlng daLa from our annual
sLandardlzed LesLlng across varlous grade levels. As a councll, we have deLermlned LhaL Lhls ls deLrlmenLal Lo
our sLudenLs' fuLure success.

erformance Metr|c: CkC1 Sc|ence

LCNG-1LkM CU1CCML 2: lncrease sLudenL achlevemenL ln MaLhemaLlcs aL Lhe hlghesL performance level.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo Lhe Lrendlng daLa from our annual
sLandardlzed LesLlng across varlous grade levels. As a councll, we have deLermlned LhaL Lhls ls deLrlmenLal Lo
our sLudenLs' fuLure success.

erformance Metr|c: CkC1 Mathemat|cs

LCNG-1LkM CU1CCML 3: lncrease sLudenL achlevemenL ln Soclal SLudles aL Lhe hlghesL performance level.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo Lhe Lrendlng daLa from our annual
sLandardlzed LesLlng across varlous grade levels. As a councll, we have deLermlned LhaL Lhls ls deLrlmenLal Lo
our sLudenLs' fuLure success.

erformance Metr|c: CkC1 Soc|a| Stud|es













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SLC1lCn lll. uue AugusL 13, 2013
LCNG-1LkM CU1CCML 4: Lnhance Lhe success of sLudenLs wlLh dlsablllLles ln all core sub[ecL areas.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo 2012 College and Career 8eady
erformance lndex erformance llags. Cur subgroup performance for our sLudenLs wlLh dlsablllLles dld noL
reflecL our besL efforLs and need serlous aLLenLlon. lf we don'L focus on Lhls subgroup lL wlll be deLrlmenLal Lo
our sLudenLs' fuLure success.

erformance Metr|c: CkC1 Mod|f|ed

LCNG-1LkM CU1CCML S: SLudenLs demonsLraLe masLery of grade level CrlLlcal 1hlnklng Skllls ln k-3.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo Lhe Lrendlng daLa from our annual
sLandardlzed LesLlng across varlous grade levels. As a councll, we have deLermlned LhaL Lhls ls deLrlmenLal Lo
our sLudenLs' fuLure success.

erformance Metr|c: I18S

LCNG-1LkM CU1CCML 6: lncrease sLudenL's ownershlp of Lhelr learnlng.
Cur raLlonale for selecLlng Lhls as our long Lerm ouLcome was due Lo Lhe resulLs of our lnLernal survey and
lndusLry research based besL pracLlces. As a councll, we have deLermlned LhaL Lhls ls deLrlmenLal Lo our
sLudenLs' fuLure success.

erformance Metr|c: 1eacher keys Lffect|veness System

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SLC1lCn v. uue SepLember 30, 2013
SLC1ICN IV: Iocus Areas, Cb[ect|ves, and In|t|at|ves

ICCUS AkLA 1. 1echnology
As a sLudenL-cenLered lnsLlLuLlon, SLonewall 1ell LlemenLary prepares Lhelr sLudenLs for Lhe fuLure. SLudenLs'
ablllLy Lo uLlllze, creaLe, and/or undersLand Lechnology ls a forward Lhlnklng lnsLrucLlonal pracLlce LhaL we wlll
lmplore.

As measures of progress, we w|||:
1. LffecLlvely uLlllze lnsLrucLlonal Lechnology Lo enhance sLudenL learnlng

2. LffecLlvely uLlllze Lechnology as a communlcaLlon resource

3. MonlLor and evaluaLe sLudenL Lechnology use


Summary of Strateg|c In|t|at|ves:
lmplemenL S1LAM (Sclence, 1echnology, Lnglneerlng, ArLs, and MaLhemaLlcs)
currlculum Lo enrlch sLudenL learnlng
rovlde ongolng Lechnology Lralnlng for lnsLrucLlonal sLaff.
Allgn Lechnology wlLh Lhe currlculum.
uLlllze cuLLlng edge Lechnology for sLudenLs Lo demonsLraLe masLery of currlculum.

erformance Metr|cs (Lv|dence of Student Learn|ng)
SLonewall 1ell uses measurable ob[ecLlves, and sLudenL learnlng ouLcomes LhaL are allgned wlLh Lhe
followlng measuremenL Lools for assesslng sLudenL progress. CrlLerlon-referenced LesLs, lnvenLorles, and
screeners, school-adopLed lnLerlm/common/benchmark assessmenLs, auLhenLlc measures uslng dlsLrlcL-
developed performance scorlng rubrlcs, and reglonally/locally developed common assessmenLs are Lhe meLhods
LhaL we use Lo monlLor sLudenL progress.
erformance Metr|cs used to eva|uate strateg|c |n|t|at|ves:
1eacher keys Lffect|veness System" As parL of Lhe 8ace Lo Lhe 1op lnlLlaLlve (813), Ceorgla, ln collaboraLlon
wlLh 813 ulsLrlcLs, educaLlonal parLners, and Lhe LvaluaLlon 1ask lorce CommlLLee, developed a new
effecLlveness sysLem for Leacher evaluaLlon and professlonal growLh. ln Sprlng 2012, 8ace Lo Lhe 1op ulsLrlcLs
parLlclpaLed ln a plloL of Lhe 1eacher keys LffecLlveness SysLem. 1hese 26 dlsLrlcLs provlded crlLlcal feedback and
daLa LhaL was used Lo revlse and lmprove a new sysLem deslgned for bulldlng Leacher effecLlveness LhroughouL
Ceorgla. 1he new 1eacher keys LffecLlveness SysLem (1kLS) conslsLs of mulLlple componenLs, lncludlng Lhe
1eacher AssessmenL on erformance SLandards (1AS), Surveys of lnsLrucLlonal racLlce, and measures of
SLudenL CrowLh and Academlc AchlevemenL. 1he overarchlng goal of 1kLS ls Lo supporL conLlnuous growLh and
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SLC1lCn v. uue SepLember 30, 2013
developmenL of each Leacher. SLonewall 1ell wlll uLlllze Lhe SLudenL CrowLh and Academlc AchlevemenL
componenL of Lhe 1eacher keys and Leader keys LffecLlve SysLems conslsLlng of SLudenL CrowLh ercenLlles
(SCs) and SLudenL Learnlng Cb[ecLlves (SLCs). lor courses LhaL have sLaLe assessmenLs (C8C1 4Lh-8Lh and
LCC1), an SC wlll be used Lo calculaLe Lhe sLudenL growLh componenL of Lhe 1eacher LffecLlveness Measure
(1LM) or Leader LffecLlveness Measure (LLM). An SC descrlbes a sLudenL's growLh relaLlve Lo hls/her academlc
peers - oLher sLudenLs wlLh slmllar prlor achlevemenL (l.e., slmllar hlsLory of scores). A growLh percenLlle ls
generaLed for each sLudenL whlch descrlbes hls or her "rank" on currenL achlevemenL relaLlve Lo oLher sLudenLs
wlLh slmllar score hlsLorles. A growLh percenLlle can range from 1 Lo 99. Lower percenLlles lndlcaLe lower
academlc growLh and hlgher percenLlles lndlcaLe hlgher academlc growLh. Annual calculaLlons of sLudenL growLh
are based on sLaLe assessmenL daLa (grades 4-8 C8C1 and LCC1).
ICCUS AkLA 2. 8esources
As a sLudenL-cenLered lnsLlLuLlon, SLonewall 1ell LlemenLary prepares Lhelr sLudenLs for Lhe fuLure. Clvlng
sLudenLs opporLunlLles Lo uLlllze resources Lo supplemenL and complemenL sLandard currlculum noL only
enhances learnlng buL glve a compeLlLlve advanLage Lo our sLudenL upon graduaLlon.


Summary of Strateg|c In|t|at|ves:
ConducL a needs assessmenL and seek ouL donors Lo fulflll Lhose needs.
ConLlnue Lo lnvesL ln human resources by provldlng growLh opporLunlLles for our sLaff.
CreaLe a resource managemenL Leam Lo oversee Lhe sLewardshlp of our resources.
SLraLeglcally allgn flnanclal resources Lo promoLe hlgher-level learnlng
SLraLeglcally allgn avallable resources Lo promoLe remedlaLlon for low performlng
sLudenLs
uLlllze sLakeholder resources Lo supplemenL lnsLrucLlonal pracLlces.
erformance Metr|cs used to eva|uate strateg|c |n|t|at|ves:
1eacher keys Lffect|veness System" As parL of Lhe 8ace Lo Lhe 1op lnlLlaLlve (813), Ceorgla, ln collaboraLlon wlLh
813 ulsLrlcLs, educaLlonal parLners, and Lhe LvaluaLlon 1ask lorce CommlLLee, developed a new effecLlveness
sysLem for Leacher evaluaLlon and professlonal growLh. ln Sprlng 2012, 8ace Lo Lhe 1op ulsLrlcLs parLlclpaLed ln a
plloL of Lhe 1eacher keys LffecLlveness SysLem. 1hese 26 dlsLrlcLs provlded crlLlcal feedback and daLa LhaL was
used Lo revlse and lmprove a new sysLem deslgned for bulldlng Leacher effecLlveness LhroughouL Ceorgla. 1he
new 1eacher keys LffecLlveness SysLem (1kLS) conslsLs of mulLlple componenLs, lncludlng Lhe 1eacher
As measures of progress, we w|||:
1. Allgn resources Lo supporL learnlng goals

2. lncrease Lhe number and quallLy of resources

3. uLlllze research-based lnsLrucLlonal pracLlces and uses

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SLC1lCn v. uue SepLember 30, 2013
AssessmenL on erformance SLandards (1AS), Surveys of lnsLrucLlonal racLlce, and measures of SLudenL
CrowLh and Academlc AchlevemenL. 1he overarchlng goal of 1kLS ls Lo supporL conLlnuous growLh and
developmenL of each Leacher. 1he SLudenL CrowLh and Academlc AchlevemenL componenL of Lhe 1eacher keys
and Leader keys LffecLlve SysLems conslsLs of SLudenL CrowLh ercenLlles (SCs) and SLudenL Learnlng
Cb[ecLlves (SLCs). lor courses LhaL have sLaLe assessmenLs (C8C1 4Lh-8Lh and LCC1), an SC wlll be used Lo
calculaLe Lhe sLudenL growLh componenL of Lhe 1eacher LffecLlveness Measure (1LM) or Leader LffecLlveness
Measure (LLM). An SC descrlbes a sLudenL's growLh relaLlve Lo hls/her academlc peers - oLher sLudenLs wlLh
slmllar prlor achlevemenL (l.e., slmllar hlsLory of scores). A growLh percenLlle ls generaLed for each sLudenL
whlch descrlbes hls or her "rank" on currenL achlevemenL relaLlve Lo oLher sLudenLs wlLh slmllar score hlsLorles.
A growLh percenLlle can range from 1 Lo 99. Lower percenLlles lndlcaLe lower academlc growLh and hlgher
percenLlles lndlcaLe hlgher academlc growLh. Annual calculaLlons of sLudenL growLh are based on sLaLe
assessmenL daLa (grades 4-8 C8C1 and LCC1).
Cr|ter|on-keferenced Competency 1ests (CkC1)- 1he C8C1 ls deslgned Lo measure how well sLudenLs acqulre
Lhe skllls and knowledge descrlbed ln Lhe sLaLe mandaLed conLenL sLandards ln readlng, Lngllsh/language arLs,
maLhemaLlcs, sclence and soclal sLudles. 1he assessmenLs yleld lnformaLlon on academlc achlevemenL aL Lhe
sLudenL, class, school, sysLem, and sLaLe levels. 1hls lnformaLlon ls used Lo dlagnose lndlvldual sLudenL sLrengLhs
and weaknesses as relaLed Lo Lhe lnsLrucLlon of Lhe sLaLe sLandards, and Lo gauge Lhe quallLy of educaLlon
LhroughouL Ceorgla.

ICCUS AkLA 3. lnsLrucLlon
As a sLudenL-cenLered lnsLlLuLlon, SLonewall 1ell LlemenLary prepares Lhelr sLudenLs for Lhe fuLure. lL ls our goal
Lo educaLe all of our sLudenLs. We provlde rlch lnsLrucLlon LhaL noL only meeLs Lhe sLandard buL we Leach Lo
exceed Lhe sLandards.

As measures of progress, we w|||:
1. 8elnforce sLudenLs' learnlng goals
2. lncrease sLudenLs' hlgher order Lhlnklng skllls
3. lan for meanlngful and rlgorous lnsLrucLlon for varylng ablllLy levels

Summary of Strateg|c In|t|at|ves:
CreaLe more opporLunlLles for Leachers Lo exLend lessons.
Lnsure LhaL sLudenLs' seL Lhelr learnlng goals and Lrack Lhelr own progress daLa
rovlde Leachers wlLh model lessons of rlgor and meanlngful lnsLrucLlon.
rovlde acceleraLlon, medlaLlon, and enrlchmenL based on sLudenL needs.
use flexlble grouplng sLraLegles
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SLC1lCn v. uue SepLember 30, 2013
lncorporaLe problem solvlng acLlvlLles
lncrease percenLage of sLudenLs LhaL are enrolled ln advanced maLh classes.

erformance Metr|cs used to eva|uate strateg|c |n|t|at|ves:
1eacher keys Lffect|veness System (1kLS)" As parL of Lhe 8ace Lo Lhe 1op lnlLlaLlve (813), Ceorgla, ln
collaboraLlon wlLh 813 ulsLrlcLs, educaLlonal parLners, and Lhe LvaluaLlon 1ask lorce CommlLLee, developed a
new effecLlveness sysLem for Leacher evaluaLlon and professlonal growLh. ln Sprlng 2012, 8ace Lo Lhe 1op
ulsLrlcLs parLlclpaLed ln a plloL of Lhe 1eacher keys LffecLlveness SysLem. 1hese 26 dlsLrlcLs provlded crlLlcal
feedback and daLa LhaL was used Lo revlse and lmprove a new sysLem deslgned for bulldlng Leacher
effecLlveness LhroughouL Ceorgla. 1he new 1eacher keys LffecLlveness SysLem (1kLS) conslsLs of mulLlple
componenLs, lncludlng Lhe 1eacher AssessmenL on erformance SLandards (1AS), Surveys of lnsLrucLlonal
racLlce, and measures of SLudenL CrowLh and Academlc AchlevemenL. 1he overarchlng goal of 1kLS ls Lo
supporL conLlnuous growLh and developmenL of each Leacher. 1he SLudenL CrowLh and Academlc AchlevemenL
componenL of Lhe 1eacher keys and Leader keys LffecLlve SysLems conslsLs of SLudenL CrowLh ercenLlles
(SCs) and SLudenL Learnlng Cb[ecLlves (SLCs). lor courses LhaL have sLaLe assessmenLs (C8C1 4Lh-8Lh and
LCC1), an SC wlll be used Lo calculaLe Lhe sLudenL growLh componenL of Lhe 1eacher LffecLlveness Measure
(1LM) or Leader LffecLlveness Measure (LLM). An SC descrlbes a sLudenL's growLh relaLlve Lo hls/her academlc
peers - oLher sLudenLs wlLh slmllar prlor achlevemenL (l.e., slmllar hlsLory of scores). A growLh percenLlle ls
generaLed for each sLudenL whlch descrlbes hls or her "rank" on currenL achlevemenL relaLlve Lo oLher sLudenLs
wlLh slmllar score hlsLorles. A growLh percenLlle can range from 1 Lo 99. Lower percenLlles lndlcaLe lower
academlc growLh and hlgher percenLlles lndlcaLe hlgher academlc growLh. Annual calculaLlons of sLudenL growLh
are based on sLaLe assessmenL daLa (grades 4-8 C8C1 and LCC1).
I18S- 1he lowa 1esLs of 8aslc Skllls are norm-referenced LesLs. Ceorgla law mandaLes LhaL a naLlonally norm-
referenced LesL, such as Lhe l18S, be admlnlsLered annually Lo sLudenLs ln grades Lhree, flve, and elghL. 1he
purpose of a norm-referenced LesL ls Lo obLaln lnformaLlon abouL Lhe performance of Ceorgla's sLudenLs and
compare lL wlLh LhaL of sLudenLs ln a naLlonal sample. 1he resulLs are used for evaluaLlon, declslon-maklng, and
lnsLrucLlonal lmprovemenL.
Cr|ter|on-keferenced Competency 1ests (CkC1)- 1he C8C1 ls deslgned Lo measure how well sLudenLs acqulre
Lhe skllls and knowledge descrlbed ln Lhe sLaLe mandaLed conLenL sLandards ln readlng, Lngllsh/language arLs,
maLhemaLlcs, sclence and soclal sLudles. 1he assessmenLs yleld lnformaLlon on academlc achlevemenL aL Lhe
sLudenL, class, school, sysLem, and sLaLe levels. 1hls lnformaLlon ls used Lo dlagnose lndlvldual sLudenL sLrengLhs
and weaknesses as relaLed Lo Lhe lnsLrucLlon of Lhe sLaLe sLandards, and Lo gauge Lhe quallLy of educaLlon
LhroughouL Ceorgla.
Common Core Georg|a erformance Standards (CCGS)- 1he CCCS for Lngllsh Language ArLs, maLhemaLlcs,
and llLeracy ln sclence, hlsLory/soclal sLudles, and Lechnlcal sub[ecLs wlll ensure LhaL all Ceorgla sLudenLs have an
equal access and opporLunlLy Lo masLer Lhe skllls and knowledge needed for success beyond hlgh school.
LffecLlve lmplemenLaLlon of Lhe CCCS requlres supporL on mulLlple fronLs, lncludlng sLrengLhenlng Leacher
conLenL knowledge, pedagoglcal skllls, and conLexLuallzed Lasks for sLudenLs LhaL effecLlvely engage 21sL
CenLury learners. 1he sLandards creaLe a foundaLlon Lo work collaboraLlvely across sLaLes and dlsLrlcLs, poollng
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SLC1lCn v. uue SepLember 30, 2013
resources and experLlse, Lo creaLe currlcular Lools, professlonal developmenL, common assessmenLs, and oLher
lnsLrucLlonal maLerlals.
ICCUS AkLA 4. eople
As a sLudenL-cenLered lnsLlLuLlon, SLonewall 1ell LlemenLary prepares Lhelr sLudenLs for Lhe fuLure. We belleve
ln preparlng our sLaff Lo be Lhe besL aL whaL Lhey do. We wlll conLlnue Lo provlde Lhese opporLunlLles for our
sLaff.

As measures of progress, we w|||:
1. lncrease leadershlp capaclLy
2. lncrease leadershlp and growLh opporLunlLles
3. rovlde lnLernal/exLernal professlonal learnlng

Summary of Strateg|c In|t|at|ves:
uLlllze Leachers' experLlse Lo lead and conducL LCs
CreaLe new leadershlp opporLunlLles for Leachers
romoLe opporLunlLles for naLlonal 8oard CerLlflcaLlon for Leachers
arLner wlLh local unlverslLles LhaL have educaLlon leadershlp courses and encourage
Leachers Lo parLlclpaLe.
erformance Metr|cs used to eva|uate strateg|c |n|t|at|ves:
1eacher keys Lffect|veness System" As parL of Lhe 8ace Lo Lhe 1op lnlLlaLlve (813), Ceorgla, ln collaboraLlon wlLh
813 ulsLrlcLs, educaLlonal parLners, and Lhe LvaluaLlon 1ask lorce CommlLLee, developed a new effecLlveness
sysLem for Leacher evaluaLlon and professlonal growLh. ln Sprlng 2012, 8ace Lo Lhe 1op ulsLrlcLs parLlclpaLed ln a
plloL of Lhe 1eacher keys LffecLlveness SysLem. 1hese 26 dlsLrlcLs provlded crlLlcal feedback and daLa LhaL was
used Lo revlse and lmprove a new sysLem deslgned for bulldlng Leacher effecLlveness LhroughouL Ceorgla. 1he
new 1eacher keys LffecLlveness SysLem (1kLS) conslsLs of mulLlple componenLs, lncludlng Lhe 1eacher
AssessmenL on erformance SLandards (1AS), Surveys of lnsLrucLlonal racLlce, and measures of SLudenL
CrowLh and Academlc AchlevemenL. 1he overarchlng goal of 1kLS ls Lo supporL conLlnuous growLh and
developmenL of each Leacher. 1he SLudenL CrowLh and Academlc AchlevemenL componenL of Lhe 1eacher keys
and Leader keys LffecLlve SysLems conslsLs of SLudenL CrowLh ercenLlles (SCs) and SLudenL Learnlng
Cb[ecLlves (SLCs). lor courses LhaL have sLaLe assessmenLs (C8C1 4Lh-8Lh and LCC1), an SC wlll be used Lo
calculaLe Lhe sLudenL growLh componenL of Lhe 1eacher LffecLlveness Measure (1LM) or Leader LffecLlveness
Measure (LLM). An SC descrlbes a sLudenL's growLh relaLlve Lo hls/her academlc peers - oLher sLudenLs wlLh
slmllar prlor achlevemenL (l.e., slmllar hlsLory of scores). A growLh percenLlle ls generaLed for each sLudenL
whlch descrlbes hls or her "rank" on currenL achlevemenL relaLlve Lo oLher sLudenLs wlLh slmllar score hlsLorles.
A growLh percenLlle can range from 1 Lo 99. Lower percenLlles lndlcaLe lower academlc growLh and hlgher
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SLC1lCn v. uue SepLember 30, 2013
percenLlles lndlcaLe hlgher academlc growLh. Annual calculaLlons of sLudenL growLh are based on sLaLe
assessmenL daLa (grades 4-8 C8C1 and LCC1).




"#$%#&'& ()*
(+#,-.-+-'/ 0"((1





2#3'-)4 5


2#3'-)4 5
Request for Flexibility Proposal


11.2.13 1

DIRECTIONS: Please write your responses in the boxes below. Pages 1-3 constitute the schools draft Request for Flexibility proposal; schools must
complete these pages in advance of the schools Public Comment period. Schools must complete Page 4 before the final submission of the proposal to the
schools Area Superintendent.
SCHOOL NAME:
Stonewall Tell Elementary School
STRATEGIC INITIATIVE:
Digital Media Arts Curriculum Integration

SPECIFIC ACTION STEP,
IF APPLICABLE:


Concept Summary
1) Describe the proposed concept and the
target population (grade, subgroup, etc.).
Explain the need that the concept addresses,
and describe how your concept meets this
need.
We propose to alter the visual arts curriculum by infusing digital media arts and design. Our proposal
will affect our entire student population from grades Kindergarten to Fifth. Digital design promotes
critical visual thinking and problem solving. We will utilize this program to assist in our promise to
increase high order thinking, creative problem solving to promote high student achievement. Given
projections for future careers in digital media arts and design, it is expected that this program will
expose our student population to both technical and cognitive processes that serve as foundational
elements for various career paths in digital arts.
During 2014-15, the school plans to teach all K-5 arts standards while infusing graphic arts/design.
Initial review of K-5 art standards indicates that the school should be able to integrate
graphic arts/design with relative ease throughout the school year.
In the specific instances when the K-5 arts standards require hands-on instructional
activities and dont lend themselves to graphic arts/design, the school will teach the
standards using visual arts methods.
Students will be exposed to software such as SketchUp and 3D AutoCAD.
We will weave in math and science standards where applicable (e.g. measurement).
In preparation for the 2015-16 school year, the school will partner with Teaching & Learning to design a
new graphic arts/design course with new standards and forms of assessment. The new course
application must be submitted by October 1, 2014.
This course will likely include a gradual integration of graphic arts concepts and
applications within the current art curriculum (75% traditional: 25% graphic) for lower
primary grades (k-2) and a transformational shift (75% graphic: 25% traditional) to more
of a graphic arts curriculum for intermediate grades (3-5). This course will include a
combination of K-5 math and science standards as well.
Request for Flexibility Proposal


11.2.13 2

In order to ensure the programs success we need the ability to modify certification requirements for
this position. Elementary school arts teachers must hold a P-12 arts certificate, while graphic
arts/design teachers are required to possess a graphic arts/communications or technology certificate.
Given the fact that the proposed course blends visual arts and graphic arts/design and these
certificates are not interchangeable, Stonewall Tell seeks increased flexibility with certification, so the
school can retain the current art teachers, who hold P-12 certificates. Furthermore, in the event of a
vacancy, the school requests the flexibility to be able to identify and select candidates for this position
that possess both technical and K-5 pedagogical skills, regardless of which certificate they
hold. Additionally, as the course becomes increasingly focused on graphic arts/design, the school may
wish to hire a candidate from industry and thus wishes to have the ability to hire a content expert who
does not hold a teaching certificate.
2) Include any research or evidence that the
concept will positively affect your schools
student population. If no research exists,
please articulate the rationale for the
likelihood of success of the concept, and
describe your plans for risk mitigation.
Our team contacted two university professors (University of Memphis and NC State University College)
who work in related fields to discuss the proposed concept. Although they were not aware of any
research on graphic arts/design at the elementary level, they pointed us to several resources.

We observed the graphic arts/design program at Langston Hughes HS to determine how the concepts
and standards might apply at the elementary level and ensure consistency with the state's Graphic
Design pathway.

Additionally, we met with the Associate Chair of Graphic Design at SCAD to solicit input and learn more
about the graphic design programs available in the greater Atlanta area.

Given this is new territory, the school intends to use the 2014-15 year as a pilot year. While infusing
graphic arts/design into the traditional visual arts program, staff members hope to determine the most
appropriate blend of visual arts and graphic arts/design, which will eventually serve as the basis for the
creation of a new course. The school will monitor progress by utilizing the TKES platform for teacher
evaluation, examining students formative and summative assessments, and examining the effect of
professional learning.
Waivers/Flexibility Requested
3) Explain any waivers from state law,
regulation, or rule required to implement the
concept. (Facilitators will take the lead on
the development of this portion of the
proposal.)
We are requesting the flexibility to modify the certification requirements for our art instructors.

In April 2013, Fulton County Board of Education passed policy GBBD, which waived the requirement in
state law that employees hold a content certificate. Stonewall Tell ES seeks to access the flexibility
afforded through the district waiver.
Request for Flexibility Proposal


11.2.13 3

4) Explain any flexibility from Fulton County
Schools policy required to implement the
concept. (Facilitators will identify the specific
Fulton County Schools policies requiring
exemptions.)
Section A of policy GBBD Procedure states the following:

Content certification for teachers and administrators is strongly preferred and encouraged, however,
may not be a requirement in certain circumstances as determined by the Board of Education.

We seek to waive the clause by the Board of Education. This will allow not only the Board of
Education to excuse the requirements for content certification in certain circumstances, but also the
Superintendent through the use of the Request for Flexibility process. By waiving this language, the
Superintendent would be able to determine whether specific content certification is required in our
case. Specifically, through the submission of our RFF, we request that the Superintendent determine
our schools ability to allow teachers with P-12 arts, graphic arts/communications, or technology
certificates to teach the proposed course without additional certification.

Section C of policy GBBD Procedure outlines the requirements for non-certified new hires. We are
seeking to modify the policy as such:

Requirements to Maintain: Requirements to Waive:
Item 1) hold a bachelors degree from
an accredited institution of higher
education.
Item 2 first clause) have evidence of
specialized training in the subjects they
teach
Item 4) have a teaching/work
assignment that is appropriate for their
specialized training or field(s) of
expertise.

Item 2 second clause) such as
academic major or the equivalent in the
subjects or a passing score on the
Georgia Professional Standards
Commission's content assessment for the
area/subjects they teach.
Item 3) must pass the Georgia
Professional Standards Commission's
basic skills assessment or meet the
exemption criteria.
Item 5) complete induction professional
development courses in pedagogy and
other areas related to teacher
effectiveness; earn a number of
professional development credits
annually as a condition of continued
employment.
Item 6) meet a standard of effectiveness
Request for Flexibility Proposal


11.2.13 4

as established by the District. (Please
note that we only wish to waive item #1
of the standards of effectiveness.)

Impact on Students and Families, Personnel, Departments, Processes, and Schools
5) List any impact of the concept on:
Students and families;
Personnel;
The school schedule;
Transportation;
School nutrition;
Teaching, learning, and assessment;
School or district departments or
processes not already listed;
Other schools; and
Any other area not addressed above.

(Facilitators will help gather information from
relevant Fulton County Schools departments
for this portion of the proposal.)
Departments: In the event of a vacancy, the school would need to work with the Fine Arts
Coordinator and Human Resources Zone Director to figure out how to identify and hire a
teacher to fill this position who possesses the appropriate skills and background.
Personnel: Because this course would be the only one of its kind in FCS, the teacher may not
benefit from the same peer learning and collaboration opportunities as s/he would if teaching
visual arts. The school would be responsible for identifying appropriate professional
development opportunities for the current teacher(s) who have totally embraced the shift.
Teaching, Learning, and Assessment: In order to create a new course with a greater focus on
graphic arts, the school would need to collaborate with the Fine Arts Coordinator to develop
the proposed content and submit an application. The Fine Arts Coordinator may need
additional resources in order to fully support the school.
Technology Support: In addition, we would require technical support from the county in the
event that our equipment needs to be serviced, maintained, and/or reconfigured.
Other Schools: Our proposal will have a ripple affect across various middle and high schools.
Our students will leave Stonewall Tell with a high level of problem solving and digital design
skills and these students will need to be challenged at the next level of their matriculation. Our
curriculum alterations will serve as a platform for the development of the next level of changes
to the visual arts curriculum.
Budget
6) Please use the budget template on the next
page to provide the estimated costs of the
concept. In the space to the right, please
identify, to the extent possible, how you plan
to modify your school budget to support any
additional funding required and/or identify
external funding source(s).



Request for Flexibility Proposal


11.2.13 6

DIRECTIONS: Please enter the expected costs of your concept for the applicable school year(s). To calculate the totals for the Amounts Budgeted columns, highlight the entire
table, and press F9. You may customize the budget items.
SCHOOL NAME:
Stonewall Tell Elementary School

2014 2015 2016
Budget Item Item Description
(Include quantities
if applicable)
Amount
Budgeted*
Proposed Funding
Source(s)**
Amount
Budgeted*
Proposed Funding
Source(s)**
Amount
Budgeted*
Proposed Funding
Source(s)**
Notes
Teacher(s) 0 0 0
Paraprofessional(s) 0 0 0
Support Staff 0 0 0
Additional Pay
(certified)/Overtime
(non-certified)
0 0 0
Equipment Portable Smart
Boards, Computer
Lab, Mac Lab,
Printers, Laptops,
iPads, Lab
furniture.
600,000 Seed Fund 40,000 Seed Fund 40,000 Seed Fund
Supplies/Materials Textbooks, 3d
Printers, Graphic
Arts Supplies,
Software Licenses
60,000 Seed Fund 20,000 Seed Fund 30,000 Seed Fund
Professional
Development
HD Video Camera,
Closed Circuit
Connections,
Computers,
Copiers, Video
Conferencing
Hardware and
Software
50,000 Seed Fund 15,000 Seed Fund 10,000 Seed Fund
Independent
Contractor(s)
Apple Installation
Technician, and
Trainers,
40,000 Seed Fund 5000 Seed Fund 5000 Seed Fund
Request for Flexibility Proposal


11.2.13 7

Transportation 0 0 0
Supplements 0 0 0
Other Professional
Services
0 0 0
Other 0 0 0
Other 0 0 0
GRAND TOTALS $ 750,000 $ 80,000 $ 75,000
*When determining the Amount Budgeted for personnel costs, please see the FY14 Standard Budget Items worksheet on the Charter System Cohort I Team Site.
**For the Proposed Funding Source(s), please indicate which of the following funding sources you intend to use: General Fund, Student Activities Fund, School Foundation/PTA,
FCS Seed Fund, Grants, Federal Funds, or Other (please specify the source).
Request for Flexibility Proposal


11.2.13 8

DIRECTIONS: The Evidence of Public Notification and Comment section will not be included in the draft proposal provided for Public Comment, but it must
be included in the final RFF proposal that your school submits to Fulton County Schools. The Attachments section may or may not be included in the draft
proposal provided for Public Comment.

Evidence of Public Notification and Comment

7) List the date that your school posted the
draft proposal to the schools webpage and
where it was posted in the school building.

8) List the date(s) and location(s) of public
meetings during which the School
Governance Council solicited oral comments.

9) Describe the process used to solicit written
comments on the draft proposal.

10) Explain how you have addressed any
significant concerns raised through the Public
Comment process in the final proposal.

Attachments
11) Please list any supporting documents and
provide them as attachments. Must attach
Strategic Initiative Action Plan.



SCHOOL GOVERNANCE COUNCIL
CHAIRS SIGNATURE:

DATE: