the hill center - business plan appendices.pdf
TRANSCRIPT
HillRAPImplementation
Teac
hers
Stu
dent
sP
aren
ts
• Reduced costs for special education services
• Improved graduation rates• Better prepared workforce
• Improved lifetime earning power and health benefi ts
• Reduced societal costs related to poverty, incarceration, and mental health
The Hill Center: Scaling Student Success Through HillRAPS
ocie
ty
At last, I’ve started to get
answers as to why and solutions for how I can help and have a signifi cant impact on the
lives of learners who approach learning differently. Just having the understanding that our alphabetic and reading
system appears to some learners as a complex code which must be implicitly explained will bring an
important and meaningful change to the way I work with my students.
HillRAP keeps my hopes up that my
son will not only make it through school, but he will be successful. My son, Riley, has been in
special education programs since kindergarten. He has struggled through all his years. When this program
(HillRAP) started two years ago we were at our wit’s end with what to do to help him.
I like the HillRAP program! I like it because
it helps me to read better. I can now read and learn a lot of interesting things. It is exciting to me that I can now read about Martin Luther King, Jr. and Jesse
Owens. Thank you for HillRAP.
Within the last two years
with the help of his teachers, he has been able to start and do his homework
without us helping. I have now seen my son pick up a book and read it because he wants to, not
because he has to, and he does it all by himself. This program and his teachers are what make it possible
for my son to be successful, and to feel good again about himself. For us, HillRAP is
more than a program—it is a life saver.
Appendix A
Response to Intervention Model
TierIII
Appropriatefor:
5-10%of students
Tier IIAppropriate for:
15-20% of students
Tier IAppropriate for:80% of students
RtI Guidelines
Tier IIIIntensive, Individual Interventions• Individual students• Assessment based• High Intensity
Tier IITargeted Group Interventions• Some students (at-risk)• High effi ciency• Rapid response• Some group interventions• Some individualizing
Tier IUniversal Interventions• All students• Preventive, proactive• High-quality instruction for all students
Tier III• Hill Reading Achievement Program
(HillRAP)• Hill Written Language Achievement
Program (HillWrite)• Hill Math Achievement Program
(HillMath)
Tier II• Hill Reading Achievement Program
(HillRAP)• Hill Written Language Achievement
Program (HillWrite)• Hill Math Achievement Program
(HillMath)• HillStrategies for Reading• HillStrategies for Writing• HillStrategies for Math• Collaborate Intervention Processes• Fluency and Comprehension• Know Your Roots• Leadership Institute• Multisensory Grammar• Phonological Awareness, Spelling,
and Handwriting• School-wide Behavior Supports• Teaching with Technology
Tier I• Diverse Learners: Meeting
Individual Needs• Understanding Brain Research and
Learning Differences• Eliminating Executive Dysfunction:
Study Skills for the 21st Century Learner
• Phonics: Breaking the Code• Understanding Learning
Differences
The Hill CenterProfessional Development
Programs
Appendix B
Appendix C
Appendix C 1
Research Projects at The Hill Center The Hill Center participates in research projects to validate its methodology and success
and to contribute to the body of knowledge regarding learning differences.
Over the last 35 years, Hill has had 17 research studies conducted by independent evaluators. The following research projects are underway or have been completed in recent years:
Evaluation of Hill Reading Programs in Public Schools
Carteret County Schools Hill Reading Achievement Program (2008‐2012). In this multi‐year initiative funded by a private donor, 39 teachers in 10 Carteret schools were trained to implement the Hill Reading Achievement Program (HillRAP) with 94 students who were failing or at‐risk for failure during the 2008‐2009 and 89 students in 2009‐2010. Evaluators from University of North Carolina Wilmington pre‐ and post‐tested HillRAP students using four subtests of the Woodcock‐Johnson III Tests of Achievement. Findings provided support for HillRAP as an effective program for improving the reading achievement of struggling readers. Across years and student groups, HillRAP students demonstrated greater than expected growth for average ability students their age on all Woodcock‐Johnson III reading tests administered. They similarly demonstrated notable growth on the NC End‐of‐Grade Reading Comprehension Test, moving from lower to higher achievement levels. Students in annual, cohort, and combined samples improved academic achievement in reading. On the NC End‐of‐Grade Reading Comprehension Test, the percentage of students who scored at or above grade level more than doubled, from 9.43% prior to HillRAP to 28.3% after one year; the percentage of students who scored at Level I (the lowest level) decreased by more than half, from 64.15% to 30.19%. Elementary students, secondary school students, non‐minority students, minority students, and Students Identified to Receive Exceptional Children’s Services improved academic achievement in reading.
The Hill Center Regional Education Model (2008‐2012). In a multi‐year grant project funded by the Robertson Foundation, The Hill Center partnered with the University of North Carolina Wilmington Watson School of Education, the Brunswick County Schools, and other public school districts in eastern North Carolina, to implement and further evaluate the efficacy of The Hill Center’s Reading Achievement Program (HillRAP). Improved student achievement, enhanced teacher professional development and teacher candidate preparation, and administrative leadership support were the focus of this collaborative partnership. Thirty‐six (36) Brunswick County teachers implemented HillRAP with more than 325 elementary and middle school students. Independent evaluation of the HCREM was conducted by UNCW. Implemented during the 2009‐2010 and 2010‐2011 school years, results provide support for the effectiveness of HillRAP instruction in improving student academic achievement in reading. Overall, by school level, and by student group, students showed gains in all four areas of reading as measured by the WJ‐III. Student achievement levels on the NC EOG Reading Comprehension Test showed a similar pattern of improved student achievement. The percentage of students who scored at Level I prior to participating in HillRAP decreased from 70.1% to 26.6% after one year of HillRAP, while the percentage of students who scored at or above grade level increased from 4.5% prior to HillRAP to 24.6% after one year of participation in HillRAP. HillRAP improved academic achievement in reading for elementary students, middle school students, students identified to receive Exceptional Children’s Services, white students, African American students, and Hispanic students.
Appendix C
Appendix C 2
The Davie County Middle School Reading Achievement Project (2007‐2011). This 4‐year grant‐funded project was implemented in Davie County public middle schools in North Carolina. In Year 1, 22 middle and elementary school teachers were trained to implement HillRAP in their classrooms with students in grades 6‐8. Independent researchers from Duke University pre‐ and post‐tested 92 students using subtests of the Woodcock‐Johnson‐III Tests of Achievement. Students had an average age of 13.1 years, were 68.5% male, and 29% minority. Statistically significant improvements in reading scores were demonstrated in Letter‐Word Identification, Reading Fluency, and Word Attack. In addition, participating students demonstrated statistically significant changes in NC End of Grade Reading C‐scores.
The Hill Reading Achievement Program in the Durham Public Schools (2002‐2007). In a 5‐year project funded by the NC GlaxoSmithKline Foundation, 23 teachers of at–risk children in 9 Durham public schools were trained to implement the Hill Reading Achievement Program (HillRAP). In all, 150 elementary students participated in the program. Independent evaluation of student achievement on the Woodcock‐Johnson Tests of Achievement III by RTI International demonstrated that at‐risk students in the program showed more than one year’s achievement growth in reading and math in one year of participation and that improvement was greater than would have been expected from an average student their age without learning difficulties. Students in the program were racially diverse (70% minority), more than half were eligible for free and reduced‐price lunch (61%), the majority received EC services (79%) or had below average IQ (52%), 14 percent spoke English as a second language, and 63% of the students had repeated a grade. The full study is available at www.rti.org and results are also published in Downing, J., Williams, J. & Holden, E.W., “Evaluating the effectiveness of a reading remediation program in a public school setting,” Journal of Applied School Psychology, July 2009.
Key findings from the study include the following: In spite of being identified as failing or at‐risk for failure, HillRAP students actually
progressed at a rate greater than that expected of the average student. The at‐risk students in the study reversed their pattern of falling behind in reading to
progressing at a rate faster than expected of the average student, this narrowing the achievement gap with average students.
Students showed significant growth in achievement in NC End of Grade (EOG) Reading test scores after one year of participation in HillRAP. Student gains exceeded the average in 3rd, 4th, and 5th grades.
Math EOG scores also improved for HillRAP students. With improved reading skills, students also performed better in math.
Evaluation—Hill Center Academic Program
The Hill Center Ten Year Student Achievement Study (1995‐2004). Research study that demonstrates over ten years, regardless of gender, race/ethnicity, or type of disability, almost 500 students enrolled at The Hill Center showed significant improvement in reading, written language, and math achievement scores. On average, students made 1‐2 years’ gain, with the most gains made during the first year of enrollment at The Hill Center. Data analysis was conducted by RTI International, with funding through an anonymous donor. The full study is available at www.rti.org
Evaluation—Professional Development and Replication
The Oak‐Hill School Replication Project (2005‐2007). Funding from The Oak Foundation established a Hill Center‐modeled independent school in Geneva, Switzerland. The grant enabled The Hill Center to expand its outreach to students in a broader international community and enhanced its capacity to support current and future replication sites. The
Appendix C
Appendix C 3
grant also enabled The Hill Center to further develop teacher training resources, a portfolio process for monitoring certification status of teachers, and a database system for administration, diagnostic summaries, and student evaluation. In the development phase of the replication, Research Triangle Institute (RTI) provided technical support, consultation and also conducted an independent evaluation of the academic gains made by students who attended the Oak Hill School. Students who participated in HillRAP at Oak Hill School made significant gains in reading skills, including decoding, reading speed, and reading comprehension. Overall, students improved dramatically in their comprehensive reading skills during the year that they participated in the program.
The Building Rural Schools Initiative (completed 2002). This Golden LEAF Foundation‐funded grant provided professional development in the areas of learning disabilities and attention deficit disorder for public school teachers in eastern and border tobacco belt regions of North Carolina. Thirty‐six teachers and administrators participated in Hill Center Professional Development programs. Evaluation by SERVE, Inc., demonstrated that programs vastly improved teachers and administrators repertoire of methods for the education of all students. Educator understanding of LD/ADD issues was also advanced, as were teacher patience, confidence, and preparedness for educating this portion of the student population. Overall, it was found that teachers benefited greatly from Hill professional development training and also disseminated knowledge gained through these activities to their peers.
The Core Site Initiative (completed 2001). In this 5‐year grant funded by the NC GlaxoSmithKline Foundation, 72 teachers and administrators from three targeted counties participated in Hill Center professional development. The project sought to enhance teacher understanding of students with LD/ADD and methods for improving the chances of success for those students. Evaluation by SERVE, Inc., demonstrated that The Hill Center’s Professional Development programs made a positive difference in teacher attitudes and beliefs about their students, they were more likely to identify students with LD/ADD, and subsequently demonstrated increased and improved strategies for working successfully with these students.
Evaluation—Early Childhood Program
The Davie County‐Hill Early Literacy Project (2004‐2007). In partnership with the Mebane Charitable Foundation in Mocksville, NC, The Hill Center implemented the Hill Early Literacy Program (HillHELP), a comprehensive early literacy and pre‐reading program for children in Davie County. The Hill Center developed a preschool curriculum and provided professional development training for two groups of professionals in Davie County who work with children: early childhood providers serving young children in regulated child care facilities and preschool teachers in public schools. Beginning with 3‐year olds in the county, the HillHELP Program provided children with “best practices” strategies and sound research‐based curriculum for the development of reading success. Independent evaluation of the program was provided by RTI International and results showed that preschool children whose teachers participated in HillHELP training significantly increased their skills in four areas of early literacy (phonological awareness, print knowledge, definitional vocabulary, and receptive vocabulary). Additional results are available at www.rti.org.
Additional information is available on our website at www.hillcenter.org/outreachprograms/research.
Appendix D
Current and Potential Partner School Districts in North Carolina—2012‐2013
North Carolina School District Stage of Conversation/Development
1. Beaufort County Schools Currently implementing HillRAP and HELP
2. Brunswick County Schools Currently implementing HillRAP; have trained District teachers in HillMath and HillStrategies for Math
3. Carteret County Schools Currently implementing HillRAP; possible District implementation of HillMath in advance of federal funding
4. Chatham County Schools Currently implementing HillRAP
5. Clinton City Schools In conversation; possible engagement for federal proposal projects
6. Columbus County Schools Preliminary interest; conversations continue
7. Craven County Schools Have signed Letter of Commitment to partner with Hill on federal efficacy studies when available
8. Davie County Schools Currently implementing HillRAP across all elementary and middle schools
9. Duplin County Schools Very interested; conversations continue
10. Edgecombe County Schools Has demonstrated preliminary interest; new administration
11. Greene County Schools Interested; small county; would need a partner district for inclusion in federal projects
12. Jones County Schools Interested; small district; would need a partner district for inclusion in federal projects
13. Orange County Schools Currently implementing HillRAP in high schools
14. Pamlico County Schools Very interested; small district; would need a partner district for inclusion in federal projects
15. Pender County Schools Interested in possible federal grant inclusion
16. Sampson County Schools In conversation; pending grant opportunities
17. Washington County Schools Interested; hindered by recent administration change
18. Wilson County Schools Currently implementing HillRAP in some elementary schools; very interested; pending grant funding
19. Yadkin County Schools Possible candidate for Early Intervention Project with funding from Mebane Charitable Foundation
Appendix E
Appendix E 1
The continuum of Direct Services for Students allows families with varying income levels to access Hill services with varying degrees of program intensity. These services may be accessed by public school, private school and “home schooled” students and allow Hill to directly reach students in close proximity in Durham, and/or to other replication sites. The Direct Services for Students include: the Academic Program, the Summer Program, Student Enrichment courses, and Tutoring.
The continuum of Direct Services for Students allows families with varying income levels to access Hill programs in varying degrees of program intensity. The Direct Services for Students include: the Academic Program, the Summer Program, Student Enrichment courses, and Tutoring.
The Academic Program is considered to be Hill’s model school, the original program created to serve students identified with specific learning disabilities in the Triangle Area. Thirty years ago, the Academic Program was established as a half‐day program. Today, it still operates under this structure, and is still unlike any other LD school in the nation. At Hill, K‐12 students receive instruction in reading, written language, and math in a half‐day session with a 4:1 student/teacher ratio. The student population is drawn from approximately 50 local public and private schools. Hill students typically return full‐time to their base school after two to three years. Hill believes this model is the best for students, as it allows them to remain at their “base” school and continue their education and extra‐curricular involvements with their peers for the remainder of their school day, thus the transition back to full‐time status is seamless. When they leave the program, they take with them the strategies they need to be academically successful.
The Hill Summer Program provides an opportunity for K‐8 students to improve their academic skills during the summer months as well as to help prevent the regression in performance that may occur without daily practice of skills. This is a five‐week, half‐day program that mirrors the Academic Program structure and curriculum; however, students are not required to have an identified learning disability to attend. Families who are not able to afford to send their child to the regular Academic Program may opt to enroll in the less expensive, but highly effective Hill Summer Program.
Hill Center Student Enrichment courses provide opportunities for all students to learn strategies and skills to improve academic performance. Usually a total of 10 hours for each course, the classes usually meet twice per week. These courses are offered year‐round to K‐12 students.
Appendix E
Appendix E 2
Hill Tutoring is another program that offers opportunities for families to access successful Hill Programs at varying levels of cost and intensity, with maximum scheduling flexibility. By matching highly‐skilled, Hill‐trained tutors with learners who need extra instruction, Hill is able to help bridge skill gaps. Individual tutoring, as well as group tutoring with up to 4 students, is offered on‐ or off‐site before, during, or after school, year round, seven days a week for K‐12 students.
The continuum of Direct Services for Educators allows general educators, special educators, administrators, and other individuals and/or schools, of varying experience and educational backgrounds, to access best practices professional development opportunities to address the needs of struggling learners in their own community. As with the Direct Services for Students, services for educators are offered in varying degrees of intensity and are vital for Hill to extend its reach and further its mission to transform students, wherever they may be. Direct Services for Students must be delivered by educators trained in Hill Methodology and best practices in order to achieve the desired academic achievement results by the students served. Essentially, Direct Services for Educators provides training for educators that serve students in the programs offered outside Hill. Educator services encompass five major categories of programs: Replication of Hill programs; University Courses; Professional Development Certification/Certificate Programs; Professional Development Workshops; and On‐Line Courses for Educators and Administrators.
Hill’s unique programs have attracted increased attention from national and international educational communities looking for more effective ways to support diverse learners in the classroom. In response to the interest of others to take Hill programs into communities beyond Hill’s geographic location, Hill has developed Replication Models for others to follow. Hill Center Replication is based on the premise that others can be specifically trained and coached to reproduce Hill’s successful programs’ results. Hill has developed two distinct service delivery models in which Hill Methodology may be implemented to “replicate the results” for helping students to become confident, independent learners: 1) Half‐Day School Model and 2) Program Model. Through a combination of Replication services available (consulting, manuals, mentoring, exchange program, training, affiliation and support), Hill has helped start five Half‐Day School Model replication sites in geographic locations that reach nationally and internationally: Greenville, North Carolina; Wilmington, North Carolina; Colorado Springs, Colorado; San Salvador, El Salvador; Geneva, Switzerland. Program Models are being implemented district wide in four (4) North Carolina counties, all with an evaluation conducted by independent evaluators. Hill is currently working on the development of Training Standards that will be incorporated into the Half‐Day School Model and Program Models.
In order to enhance teacher candidate preparation in North Carolina, Hill has developed a University‐level Course based on Hill Methodology. The course provides an in‐depth view and classroom applications of the research related to Hill’s evidence‐based instruction in reading, written language, and math. Focal topics include multi‐sensory methods, individualizing instructional plans, continuous assessment, mastery learning, and methodological applications that will prepare students to design and implement individualized, instructional programs for struggling learners. UNC Wilmington partnered with Hill to pilot this course during the summer of 2009 and eighteen (18) graduate students were served.
Educators are encouraged to enroll in Hill’s Certificate and Certification Programs. Hill has successfully fulfilled the International Multisensory Structured Language Education Council (IMSLEC) criteria for accreditation of its teacher training courses and workshops. Each workshop is research‐based, incorporates multisensory teaching techniques, and includes an evaluation component/follow‐up activity in order to provide participants with a comprehensive professional development experience. The IMSLEC Accreditation allows Hill to award an international certification in the Hill’s internationally‐recognized multisensory, structured language Hill Methodology. Certification also allows Hill to track and monitor teachers qualified for implementing, mentoring, and training. On‐ and off‐site Hill Center workshops draw teachers and teacher leaders through a vast array of topics each year. Teachers can earn Continuing Education Units for each workshop and also fulfill National Board Certification through Hill workshops.
Appendix F
Classroom Photos
Hill-trained teachers using Hill Methodology and materials provide individualized instruction for struggling learners on a 4:1 basis.
Ce
rtifi
catio
n Pr
ogra
m R
equi
rem
ents
Teac
hing
Lev
el (I
)M
ento
r(II)
Mas
ter T
each
ing
Leve
l(III
)Tr
aini
ng L
evel (I
V)De
gree
Ba
chelors
Bachelors
Masters
Masters
Requ
irem
ents
Degree
in Edu
catio
n or Allied
Field
Certified
at Level I
Certified
at Level II
Expe
rience teaching
HillRAP
Levels 1‐6
Certified
at Level III
3 Years a
t Level III
Cour
sew
ork
45 Clock Hou
rs
*U
nderstanding
Learning
Diffe
rences (1
0)
Ph
onics ‐ BTC
(10)
HillRAP
(18)
HillW
rite (18)
*May be waived if applicant
possesses c
ertification or
Masters in
Learning
Disabilities
90 Clock Hou
rs (4
5/Level I)
HillM
entor (10)
Kn
ow You
r Roo
ts (1
0)
Co
lorful W
riting (10)
Flue
ncy & Com
preh
ensio
n (10)
Ph
onological Awaren
ess &
Spelling (10)
*15 ho
urs transferable from
approved
cou
rsew
ork
200 Clock Ho
urs (90/ L
evel II)
Stud
y Skills (10)
Diffe
rentiated Instruction (10)
Und
erstanding
LD/AD
HD (1
0)
Structure of Language (1
0)
Multi‐sensory Math (10)
Brain Ba
sed Learning
(10)
Accommod
ations &
Mod
ificatio
ns (1
0)
Teaching
with
Techn
ology (10)
Special Edu
catio
n Ad
vocacy (5
)
Electiv
e (10)
Electiv
e (10)
Electiv
e (10)
No requ
ired coursework
Te
achi
ng L
evel (
I)M
ento
r(II)
Mas
ter T
each
ing
Leve
l(III
)Tr
aini
ng L
evel (I
V)Pr
actic
um
60
Teaching Ho
urs
Soun
ds Assessm
ent
Letters/Ha
ndwriting
Assessmen
t
Literature Review
Case Study
600 Teaching
Hou
rs
(Cum
ulative)
Setting up
/organizing
Selecting approp
riate m
aterials
Selecting instructional
objectives/ skills
Interpretin
g testing and
repo
rts
Parent/Teacher Con
ferences
700 Clock Ho
urs (150 may be
from
MSLE coursework)
Expe
rience in beginning
and
up
per levels o
f instructio
n
Min. of 2
x pe
r week with
in 24
mon
ths
3 diffe
rent cases/group
s requ
ired
1400
New
Teaching Ho
urs
2100
total hou
rs (7
00 can
be
from
Level III)
Familiarity
with
current
literature on
research and
practice in M
SL edu
catio
n
Iden
tification of a
specialization area
Training
respon
sibilitie
sO
bser
vatio
ns
5 Direct
1 Guide
d 10
Dire
ct10
Guide
d 10
Inde
pend
ent
CEU
s 30
hou
rs every 3 years
30 hou
rs every 3 years
30 hou
rs every 3 years
30 hou
rs every 3 years
Appendix G
Appendix H
2012 - 2013 PROFESSIONAL DEVELOPMENT CALENDAR
October 2 Teaching with Technology October 4 Diverse Learners: Meeting Individual Needs October 11 Eliminating Executive Dysfunction: Study Skills for the 21st Century Learner October 16 Phonics: Breaking the Code October 17‐18 HillRAP (Reading Achievement Program) October 19 Understanding Brain Research and Learning Differences October 23 Understanding Learning Differences: An Intro to Learning Disabilities and ADHD October 24 School‐wide Behavior Supports October 25 Collaborative Intervention Process for Students Difficult to Serve October 31 Teaching with SAS Curriculum Pathways November 1‐2 HillWrite (Written Language Achievement Program) November 7‐8 HillMath (Math Achievement Program) November 13 Know Your Roots: Building Vocabulary and Language Arts Skills November 26 HillStrategies for Reading November 27 HillStrategies for Writing November 28 HillStrategies for Math November 29 Leadership Institute January 16 Teaching with Technology January 18 Writing Matters: Developing Writing Skills January 24 Phonological Awareness, Spelling, and Handwriting February 8 Word Smarts: Morphology Development & Advanced Decoding February 12 Phonics: Breaking the Code February 13‐14 HillRAP (Reading Achievement Program) February 19 Eliminating Executive Dysfunction: Study Skills for the 21st Century Learner February 22 Working SMARTer: Best Practices and Lesson Design for SMART Board™ Users February 26 Diverse Learners: Meeting Individual Needs February 28 Fluency and Comprehension March 6 Understanding Brain Research and Learning Differences March 7 School‐wide Behavior Supports March 8 Collaborative Intervention Process for Students Difficult to Serve March 20‐21 HillWrite (Written Language Achievement Program) March 26‐27 HillMath (Math Achievement Program) April 10 Understanding Learning Differences: An Intro to Learning Disabilities and ADHD April 16 HillStrategies for Reading April 17 HillStrategies for Writing April 18 HillStrategies for Math April 23 Multisensory Grammar April 25 MoneyWorks April 30 Phonological Awareness, Spelling, and Handwriting June 25 Fluency and Comprehension June 26 Know Your Roots: Building Vocabulary and Language Arts Skills June 27 HillMentor July 16 Phonics: Breaking the Code July 17‐18 HillRAP (Reading Achievement Program) July 22‐23 HillWrite (Written Language Achievement Program) July 24‐25 HillMath (Math Achievement Program)
Appendix I
HillRAAP Student
Database S
Screen Shoots
Appendix I
1
Appendix I
HillRAP Stud
dent Datab
base Screen
n Shots (coontinued)
Appendix I
2
Appendix I
Hill IMSLEC TTeacher Tr
raining Data
abase Screeen Shots
Appe
ndix I
3
Idea
l En
gag
emen
t o
f S
cho
ol S
yste
mS
har
ing
th
e S
olu
tio
n S
cale
-Up
Pro
cess
Cu
ltiv
atio
nE
ng
agem
ent
Str
ug
glin
g
Lea
rner
s A
chie
ve
Su
cces
sfu
l R
esu
lts
Aw
aren
ess
of H
illH
ill/S
choo
lsP
rogr
ams/
Con
vers
atio
n
Teac
her
Tr
ain
ing
Cer
tifi c
atio
n in
:
Hill
RA
PH
illW
rite
Hill
Mat
h
Men
tori
ng
F
ollo
w-U
pIm
ple
men
tati
on
4:1
Hill
RA
PH
illW
rite
Hill
Mat
h
Tie
r II
Tie
r I
Tie
r III
Tim
e
Cri
tica
l Su
cces
s Fa
cto
rs:
• Lo
cal C
ham
pion
• R
ecep
tivity
of a
dmin
istr
atio
n/fa
culty
• P
re-e
xist
ing
rela
tions
hip
help
ful
• N
on-t
umul
tuou
s/st
able
dis
tric
t and
sta
te le
ader
ship
• P
hila
nthr
opic
com
mun
ity•
Uni
vers
ity a
ffi lia
tion
Ch
amp
ion
:•
Par
ent
• F
unde
r•
Teac
her
• A
dmin
istr
ator
Dat
aC
olle
ctio
n
Dat
a-D
riven
D
ecis
ions
, V
alid
atio
n
Appendix J
= Ex
istin
g Hi
ll Pr
ojec
ts
= Co
mm
itted
, Pen
ding
Fun
ding
= Ex
pres
sed
Inter
est i
n Hi
ll
= Co
ntac
ted
Targ
eted
Coun
ties:
= Pr
iorit
y Sch
ools
(Low
est P
erfo
rmin
g)
= Fo
cus S
choo
ls (C
ontri
bute
to S
tate A
chiev
emen
t Gap
)
Partn
ersh
ip B
uild
ing
in N
orth
Car
olin
a Co
untie
s
Appendix K
Appendix L
Testimonials from Practicing Teachers
My students love coming to HillRAP because they receive individualized instruction and support in an environment that is safe and nurturing. They literally chart and SEE their progress on a daily basis as they master word lists and graph their fluency rate, all kept in a personal notebook, giving them ownership of the process. (They also want to know when "that lady" is coming back to make sure we are following the HillRAP commandments). Dave Morris, Union Elementary, Brunswick County, NC I am in my second year of implementing HillRAP. I have seen firsthand how beneficial the program has been to my students. To state it simply, “it works!” My students are making significant gains in reading and overall their self confidence has skyrocketed. Thank you for supporting such an important project and investing in the future of our children. Robert Anderson, HillRAP Teacher, Bethesda Elementary, Durham, NC Several students approached me to inform me that HillRAP is helping them. One in particular is an ESL fifth grade student. About a month ago, he told me that the "rules" were helping him in class and that his teacher told him that she could see an improvement in his ability. This student really struggles in class and is making progress and feeling good about it. I have seen a difference in his fluency as well. This has in turn affected his comprehension. I really enjoy teaching HillRAP. I am currently working on my M.E.D in Reading and many of my papers have gone right along with the methodology of HillRAP and proven research. I think this is a great program that will make a huge difference in our students reading ability and teacher's ability to teach reading! I have learned a lot from this program! Erika Currin, HillRAP Interventionist, Jessie Mae Monroe Elementary, Waccamaw School,
Brunswick County, NC In the past I always worried about the students who came to the middle school level unprepared to meet the challenges of our curriculum because they were poor readers. We finally have an effective program that improves the levels of our students who are struggling to pass core subjects and EOGs. In the HillRAP program, students master word attack, increase fluency, and comprehension skills quickly follow. I get better results in reading than ever before and see students feeling more confident about their reading ability. Anne White, EC Teacher, North Davie Middle School
Learning to read is not a magical process. In fact it can be frustrating and damaging to a child’s self‐esteem. This is especially true if the child has a teacher who does not understand the reading process and how learning differences are not anyone’s fault. The Hill Center training has given us a valuable tool to deal with learning differences. It is for that child who needs direct and explicit instruction that is meaningful and challenging but still sets up a child for success. After working with four groups of students for 10 months with this [Hill] methodology, I have seen children’s feelings about themselves as a reader improve. They feel empowered to try new things and take risks again. They have felt success and they see themselves as learners. Children, who have known struggles, when properly supported, become resilient. They have taught me more about myself and about life than any textbook. I am grateful that I have been given the tools to help turn their struggles into victories.” Raymonda Shelton, Reading Specialist, Pinebrook Elementary, Davie County, NC
Scal
ing
Stra
tegi
es #
2 an
d #3
- Le
vera
ge e
xist
ing
rela
tions
hips
and
est
ablis
h ne
w re
latio
nshi
ps:
1)
Subm
it gr
ants
to F
ound
atio
ns, C
orpo
ratio
ns, I
ndiv
idua
ls, a
nd G
over
nmen
t to
supp
ort s
cale
-up
effo
rts
2)
Wor
k in
par
tner
ship
with
pub
lic s
choo
ls o
n ne
w P
rogr
am M
odel
s 3)
Col
labo
rate
with
Com
plem
ento
rs
Jul-A
ug-S
ep 2
013
Oct
-Nov
-Dec
201
3 Ja
n-Fe
b-M
ar 2
014
Apr
-May
-Jun
201
4
Cap
acity
Bui
ldin
g
St
uden
t dat
abas
e
Te
stin
g of
tech
nolo
gy-b
ased
co
mpo
nent
s
Fina
lize
data
base
repo
rting
and
an
alys
is
SA
S co
llabo
ratio
n to
infu
se
tech
nolo
gy w
cur
ricul
um
St
art u
sing
Lex
iles
in S
choo
l
Cap
acity
Bui
ldin
g
C
ompl
ete
all s
tude
nt d
atab
ase
wor
k, in
clud
ing
Lexi
les
Fram
ewor
k fo
r HillR
AP,
HillW
rite
& H
illMat
h
Asse
ss a
nd re
crui
t per
sonn
el
for 2
013-
2014
Sh
arin
g th
e So
lutio
n Sc
ale-
Up
2013
-201
4
Twel
ve (1
2) M
onth
Tim
elin
e an
d O
pera
ting
Plan
Cap
acity
Bui
ldin
g
As
sess
tech
nolo
gy c
apac
ity
and
need
s in
cha
ngin
g en
viro
nmen
t
Asse
ss C
apac
ity B
uild
ing
Scal
e-U
p pr
ogre
ss
Cap
acity
Bui
ldin
g
Fi
naliz
e H
illMat
h/H
illWrit
e da
taba
se
D
esig
n ne
w s
tude
nt d
atab
ase
com
pone
nts
and
repo
rting
Dev
elop
tech
nolo
gy c
urric
ulum
co
mpo
nent
s
Plan
ning
for L
exile
s
Scal
ing
Stra
tegi
es #
1 an
d #4
Act
iviti
es:
--Ide
ntify
and
eng
age
publ
ic s
choo
l
Dis
trict
par
tner
s fo
r new
pro
ject
s --S
ubm
it fe
dera
l inn
ovat
ion
and
e
ffica
cy p
ropo
sals
(2 o
r mor
e)
--Rec
eive
IES
Fede
ral F
undi
ng
--Mul
ti-ye
ar H
illMat
h ev
alua
tion
proj
ect p
ropo
sal
--Pla
nnin
g M
etam
etric
s Pa
rtner
ship
--U
tiliz
e di
stan
ce le
arni
ng a
nd
tech
nolo
gy c
apab
ilitie
s fo
r effi
cien
t de
liver
y of
ser
vice
s --C
ondu
ct c
ertif
icat
ion
train
ings
in
east
ern
NC
Scal
ing
Stra
tegi
es #
1 an
d #4
Act
iviti
es:
-- Id
entif
y an
d en
gage
pub
lic s
choo
l di
stric
t par
tner
s fo
r new
pro
ject
s --F
urth
er d
efin
e ev
alua
tion
obje
ctiv
es
--Con
duct
regi
onal
trai
ning
s --R
esub
mit
fede
ral p
ropo
sals
afte
r f
eedb
ack
--Sec
ure
teac
her s
chol
arsh
ip g
rant
s --N
ew H
illMat
h Pr
ogra
m M
odel
D
istri
ct p
lann
ing
mee
tings
--C
ondu
ct te
ache
r obs
erva
tions
--L
exile
s Tr
aini
ng
--New
repo
rts tr
aini
ng te
ache
rs
--Mee
tings
with
SAS
Scal
ing
Stra
tegi
es #
1 an
d #4
Act
iviti
es:
--Ind
entif
y an
d en
gage
new
p
ublic
sch
ool d
istri
ct p
artn
ers
--Con
duct
cer
tific
atio
n tra
inin
gs, i
n G
eorg
ia a
nd N
orth
Car
olin
a --I
dent
ify s
tude
nts
for H
illMat
h ev
alua
tion
(IES
Gra
nt)
--Sub
mit
adva
nced
fede
ral e
ffica
cy
stu
dy p
ropo
sals
--P
rovi
de p
rogr
amm
atic
pro
gres
s to
a
broa
d au
dien
ce
--Ass
ess
Scal
e-U
p pr
ogre
ss;
rea
djus
t acc
ordi
ngly
--T
rain
ing
Prog
ram
Mod
el d
istri
cts
to
use
Hill
data
base
s w
ith L
exile
s
Scal
ing
Stra
tegi
es #
1 an
d #4
Act
iviti
es:
--Ide
ntify
and
eng
age
publ
ic s
choo
l
dis
trict
par
tner
s fo
r new
pro
ject
s --P
artn
ersh
ip p
lann
ing
for
impl
emen
tatio
n in
Atla
nta
--Con
duct
regi
onal
trai
ning
s --I
mpl
emen
t new
Pro
gram
Mod
el
Pro
ject
s --S
ubm
it ad
vanc
ed fe
dera
l effi
cacy
s
tudy
pro
posa
ls
--Dis
sem
inat
e re
sear
ch in
form
atio
n
to
a br
oad
audi
ence
--M
axim
ize
tech
nolo
gy c
apab
ilitie
s
for
effi
cien
t ser
vice
del
iver
y --P
artic
ipat
e in
NC
RtI
Im
plem
enta
tion
Appendix M
Appendix N
Three-Year Projections by Year and by Geographic Areas
Existing Added ProjectedMeasurable Performance Goals 2013-2014 N.C. Eastern NC Impact Response to
Year 1 Districts Districts Totals Intervention (RtI)
Teachers Trained 252 135 387Struggling Students Impacted 2,276 2,160 4,436
Districts 7 2 9
* Estimates based on actual numbers from N.C. Dept. of Public Instruction, Atlanta Public Schools and Georgia Depart. of Education, National Center for Education Statistics (NCES) applied to Federal RtI Model
5%-10%Existing Added Projected
Measurable Performance Goals 2014-2015 N.C. Eastern NC Impact Response toYear 2 Districts Districts Totals Intervention (RtI)
Teachers Trained 387 218 605Struggling Students Impacted 4,436 3,488 7,924
Districts 9 3 12
* Estimates based on actual numbers from N.C. Dept. of Public Instruction, Atlanta Public Schools and Georgia Depart. of Education, National Center for Education Statistics (NCES) applied to Federal RtI Model
5%-10%Existing Added Projected
Measurable Performance Goals 2015-2016 N.C. Eastern NC Impact Response toYear 3 Districts Districts Totals Intervention (RtI)
Teachers Trained 605 283 888Struggling Students Impacted 7,924 4,534 12,458
Districts 12 4 16
* Estimates based on actual numbers from N.C. Dept. of Public Instruction, Atlanta Public Schools and Georgia Depart. of Education, National Center for Education Statistics (NCES) applied to Federal RtI Model
Tier III5%-10%Students
Tier II15%-20%Students
Tier I100%
Tier III5%-10%
Students
Tier II15%-20%
Students
Tier I100%
Tier III5%-10%Students
Tier II15%-20%Students
Tier I100%
M
arke
ting
& S
ales
Pro
cess
for S
cale
-Up
1) BUILD CRED
IBILITY
Foundation and
Corporation Grant
Awards
Research on Efficacy
Web
site
Conference Presentations
(Hill)
2) CREA
TE AWAREN
ESS
Direct Mail/E‐Mail
Cam
paigns
Community Even
ts/M
edia
Communications/E‐Mails
Live Courses/W
orkshops
Online
Courses/W
orkshops
3) GEN
ERATE
LEA
DS
Leadership Institute
Face‐to‐Face Sales Calls
Customer Referrals
“Roadshow”
Presentations
4) PROPOSA
LS
Presentations
Dem
onstrations/
Observations
Referen
ces and
Testim
onials
Communications with
Stakeh
olders
Proposals
MARKETING
SALES
INSIDE INFLUEN
CER
S
Instruction
Accountability
Finance
Principals
Others
OUTSIDE INFLUEN
CER
S
Other Districts
Universities
State Dep
artm
ent
Paren
ts
Others
Public K‐12
District
Decisions
OUTSIDE FU
NDING
Foundation
Corporate
State Grants
Community
Other
INSIDE FU
NDING
Prof. Developmen
t
Title I
Special Education
Race to the Top
Other
5) SECURE
COMMITMEN
T
Appendix O
Appendix P
Recent Professional Conference Attendance and Presentations by Hill Faculty and Staff
Conference Attended Presenter Booth AttendeesNational Board for Professional Teaching Standards Conference
X X X 1200
NC School Counselor Association Conference X 1200
NCAIS Business Officers Conference X X 100NC Association of Elementary Education Conference X 300
NC Pediatric Society Conference X 250NC Council of Teachers of Mathematics Conference X X X 3000
North Carolina Exceptional Children’s Conf X X 2500International Dyslexia Association—National Conference
X 1200
Catholic Archdiocese of Raleigh Conference X X 500
National Business Officers Association X X 500NC SIP Conference X 300International Dyslexia Association—National Conference
X 2000
NC Superintendent's Conference X 200
Cary Academy Diversity Day X 500Learning Forward Conference X X 500Council of Administrators of Special Ed (CASE) Conference
X 50
Success in Mind Education Conference X X 100NCAIS Conference X X 600NC Special Education Conference X 175National Staff Development Conference X X 2000North Carolina CEC Conference X X X 300NAIS Conference X 1750International Dyslexia Association—North Carolina Conference
X X 175
Sixth Annual Response to Intervention Best Practices X 300
National Council of Teachers of Math Conference X X 8000
NC Head of School Conference X 150Social Impact Exchange Conference on Scaling X X 650National Council of Administrators of Special Education X 350Council for Exceptional Children (CEC)—National Conference
X 7000
International Dyslexia Association—National Conference
X 2200
NC Association of Independent Schools X 1800
Appendix Q
Appendix Q 1
Marketing Plan and Scale‐Up Promotion Strategy
Promotional Tactic Primary Objective(s) Key Messages Timing
Promotional Tool: Direct Marketing
Creation of thought leadership pieces to be posted on Hill website and sent to school systems in the targeted geographic regions
- Reinforce Hill’s position as a leading expert in helping struggling learners in public schools achieve academic success
- To be sent to prospective school partners or customers as a way to increase awareness of Hill’s program
- Hill is an active researcher and thought leader in the field helping struggling learners achieve academic success
Minimum of one thought piece produced each year
Increase informational nature of website
- Provide more information about opportunities for potential partners interested in implementing Hill’s initiative within their school system
- Provide an opportunity for potential partners to request more information
- Capture information from potential partners
- Overview of “Sharing the Solution Scale‐Up”
- Expectations and criteria of partners - Process to become a partner - Hill contact information for questions or for additional information
- Capture user contact information to sign‐up for general information
Immediate and ongoing
Increase blog postings on website
- Reinforce Hill’s position as a leading expert in helping struggling learners in public schools achieve academic success
- Hill is an active researcher and leader in the field helping struggling learners achieve academic success
- Hill is a leading disseminator of information in the field
Minimum of every other week
Promotional video with snapshots of the program in action to be posted on the website and available on CD
- Serve as a brief and entertaining preview of the program components and program impact to stimulate interest in learning more
- Brief explanation of the program including overview of HillRAP, HillMath and HillWrite
- Images of trained teachers implementing the program
- Images of children and teachers participating in the program
- Testimonials of alumni who have benefited from the program
- Statistics on impact - Information on how to learn about programs
One‐time production; ongoing presence on website
Outcomes and impact information on website and in collateral material
- Encourage participation in the program through use of outcomes data and testimonials from children who have benefited significantly from participation in the program
- Anecdotal testimonials and quantitative data highlighting the impact on parents and children participating in the program
Updated annually
Increase advertising of Hill programs through news media, highway billboards, and in‐kind donations of airtime.
- Publicize Hill’s name and program- Reinforce Hill’s position as a leading expert in helping struggling learners in public schools achieve academic success
- Hill is an active researcher and thought leader in the field helping struggling learners achieve academic success
- Hill is a leading disseminator of information
- Hill is effective, and has the results to prove it
Immediate and ongoing
Implement tool on website to capture visitor info and add them to mailing list
- To allow Hill to increase understanding of who is visiting the website and requesting information
- Hill is actively engaging its stakeholders to help struggling learners achieve academic success
Immediately and ongoing
Promotional Tool: Personal Outreach
Informational email sent to key personnel (superintendents, principals, etc.) of prospective school systems
- To share information on the program, disseminate results demonstrating effectiveness of Hill program and the partnering opportunity
- Brief overview of the program and partnering opportunity
- Share link to the promotional video - Expect follow‐up call to this email
Bi‐annually, in line with annual planning
Appendix Q
Appendix Q 2
Promotional Tactic Primary Objective(s) Key Messages Timing
Phone calls to superintendents and/or principals of prospective school systems
- To schedule a call with the superintendent/principal of prospective school systems to introduce and/or discuss the partnering opportunity
- Answer questions on the program - Highlight outcomes - Information on how to be considered as a partner
In follow‐up to informational email
Invitation to interested prospective school systems to participate in a webinar to review program and answer questions
- To increase interest among top prospects
- Presentation on the partnering opportunity, including program components, fees, and expectation
- Meet the Hill team
Annual
Promotional Tool: Public Relations
Key staff to field questions related to partnering and implementing Hill programs in public schools
- To ensure that potential partners seeking information have a clear contact to connect with
- Clearly state on the website and in promotional materials where to call or email for more information on the program
Immediately and ongoing
Promotional video featuring Hill alumni; identify individuals with significant credibility/ visibility
- To be posted on Hill’s website in order to further strengthen the organization’s credibility and entice potential partners
- Alumni should provide reasons for why the Hill program is effective and share his or her support/ endorsement for the program
One‐time production; ongoing presence on website
Secure a champion in targeted regions that can help to influence potential partner in that region
- To increase Hill’s credibility among potential partners through its relationship with a regional champion‐‐could be renowned parents of an alumni, a trusted education expert, a popular politician, or an important funder
- Invite the champion to meetings with the key stakeholders (superintendent or principal?) of potential school systems
- Champion supports the expansion of the Hill program to the school system and emphasizes that struggling learners will benefit from the program and strengthen the community’s academic and future workforce system
As needed
Increase Search Engine Optimization (SEO) of Hill’s website
- Ensure that parents looking for program to assist/support struggling learners can find Hill’s website
- Ensure that teachers looking for program to get training on how to assist/support struggling learners can find Hill’s website
Increase site SEO in the following ways: - ‐Increase use of key words such as “struggling learners”, “remedial learners”, “academic success”, and “teacher training” in site text
- Place links on website to other partner sites
- Write and post articles on the topic of helping struggling learners achieve academic success
- Ask other prominent sites to link to the site
Ongoing
Become listed as a resource on state education agency websites where Hill has a presence
- To increase Hill’s visibility by being listed as a resource for struggling learners on the website of state education agencies
- To increase Hill’s visibility by being listed as a resource for teacher training on the website of state education agencies
- Information on the program and where it is operated
- Contact information for more information
One‐time outreach to agencies
Networking with and presence among influential educational leaders
- To increase Hill’s visibility by aligning itself with key education associations and networking with influential educational leaders
- Attend and present at conferences and events held by education associations and attended by influential educational leaders
Ongoing
Appendix R
Appendix R 1
2012‐2013 Board of Directors List with Brief Bios
Mr. George A. Arky—George is Managing Partner of Arky and Miller Financial Group in Durham. He is also the parent of a former Hill Center student who now attends UNC Chapel Hill. George is currently Chair of the Hill Center Finance Committee and brings significant financial expertise to the position. Years on Hill Board: 7 Mr. Charles S. Atwater, Jr.—Charlie is a Hill Center alumnus and the son of Hill Center Lifetime Director, Charles S. Atwater, Sr. He is a graduate of Emory University and the University of North Carolina Chapel Hill Kenan‐Flagler MBA program. He is CFO of Hydro Service and Supplies, Inc. in Durham and a new Hill Board member. Years on Hill Board: 1 Ms. Mary Carey—Mary is the parent of two former Hill Center students, an active community volunteer, and advocate for students with learning differences. Previously, Mary worked in fund raising and development for a foundation in Pennsylvania. She and her husband Dale relocated to the Chapel Hill area several years ago. This year, Mary will chair the Institutional Advancement/Marketing Committee of the Board. Years on Hill Board: 4 Mr. Ed Costello—Ed is Headmaster of Durham Academy and an Ex Officio member of The Hill Center Board. Years on Hill Board: 11 Ms. Cammie Dale—Cammie is a lifelong Durham resident and is the parent of a Hill Center student. Cammie’s children attend public schools in Durham and she is an active and involved parent at those schools. Cammie is a new Board member who will participate in the Nurturing and Developing Partnerships Committee this year. Years on Hill Board: 1
Dr. Nancy Farmer—Dr. Farmer is an educational consultant who is well‐known in North Carolina education circles, having served in many leadership roles over her career, including as a principal, assistant superintendent, and state education official. She was recognized for her work with the Governor’s Order of the Long Leaf Pine, North Carolina’s highest public service honor. Dr. Farmer will chair the Policies and Procedures ad hoc committee this year. Years on Hill Board: 4 Mr. Barker W. French‐‐Barker is a graduate of Duke University. His career has centered around investments; he was a founding partner of Brinker Capital and Chief Investment Officer for the firm. Since retirement in 2005, Barker has devoted his time working to make Durham a better place to live and has served for a number of years on cultural boards; his current focus is The East Durham Children’s Initiative, a replication of the Harlem Children’s Zone. Years on Board: 1 Mr. George A. Horton, III—George is President of Telesis Construction Management, Inc. in Hillsborough, NC. He has been involved with The Hill Center for many years, primarily through his work with the Buildings and Grounds Committee. He was intimately involved in the design, construction, and fundraising for the new Kirby‐Horton Teacher Training Center on The Hill Center campus. His wife Alice Kirby Horton and daughter Laura Virkler serve as directors of the F.M. Kirby Foundation in Morristown, NJ and also have been involved in Hill committees over the years. A grandson now receives tutoring at The Hill Center. Years on Hill Board: 8
Appendix R
Appendix R 2
Ms. Allison Haltom McClay—Allison is Vice Chair of The Hill Center Board and is Vice President (Retired) of Duke University. She has been involved with The Hill Center for many years and is a very active board member, serving on many committees. Years on Hill Board: 8 Ms. Kathy McKee—Kathy is an attorney with Kennon Craver in Durham. A son attended The Hill Center Summer School Program several years ago. In the past, Kathy has served as Chair of the Durham Academy Board of Trustees. She is a new member of The Hill Center Board. Years on Hill Board 2. Mr. James McLean—Jim is President and CEO of Learning Machines, Inc., located in Research Triangle Park. Last year, he chaired the Education Services Committee of the Strategic Planning process. This year, he will continue his leadership role by chairing the Nurturing and Developing Partnerships Committee. Years on Hill Board: 5 Ms. Susan Williams Moore—Susan is a current Hill Center parent and a resident of Chapel Hill and Rocky Mount, NC. She relocated to the area so that her son could attend The Hill Center. She is a vocal advocate for Hill programs and has seen the life‐changing impact it has had on her child and family. She is also an active volunteer at Hill. Years on Hill Board: 2 Dr. Denise Morton— Denise Morton has been Chief Academic Officer of the Orange County Schools since 2006. Prior to joining Orange County, she worked in both the Alamance County Schools and the Alamance Burlington School Systems as a special education teacher, observer‐evaluator, assistant and Director of Exceptional Children Programs, and Director of Secondary and Career Technical Education. Dr. Mary Phillips—Dr. Phillips is a professor at the School of Business at North Carolina Central University and the parent of a Hill Center alumnus. She currently serves on the Hill Finance Committee. Years on Hill Board: 5
Dr. David Riddle—Dr. Riddle is a practicing child and adolescent psychologist at Chapel Hill Pediatric Psychology. After many years of working with Hill Center staff and referring families to Hill, he joined The Hill Center Board. This year, David is chairing the Adult Learners Committee. Years on Hill Board: 4 Mr. Rick Rosenberg—Mr. Rosenberg is a former Hill parent who spent 14 years in a specialty manufacturing business, before earning an MBA from the Tuck School of Business at Dartmouth College. Returning to the South, he bought a niche software company in Winston‐Salem, moving it to Chapel Hill in 1995 and selling it in 2007. He is currently a partner in PCS, a ready mix concrete company in Baltimore, and I am Chairman of the Board of NC Hillel. Years on Hill Board: 1 Dr. Andrew Short— Dr. Short is a psychologist specializing in learning and attention difficulties, autism spectrum disorders and childhood emotional disorders, and serves families in the Triangle area in private practice. He has worked with children with autism and their families from throughout the world at the TEACCH Autism Program at UNC‐CH. Years on Hill Board: 6 years from 2000‐2007; Returning 1 Dr. A. Jackson Stenner, IV—Dr. Stenner is the Chairman and CEO of MetaMetrics, the developer of the Lexile and Quantile frameworks. He is internationally known in education. Dr. Stenner is the parent of a Hill Center alumnus. Years on Hill Board: 5 Ms. Andrea Szigethy—Ms. Szigethy joined Morgan Creek in 2006 as a Principal and Director of Marketing and is based in the Chapel Hill Office. She leads the global branding, public relations, client education, events and marketing efforts for Morgan Creek. Ms. Szigethy also is a member of the Board of Directors for the Morgan Creek Foundation. Years on Hill Board: 1
Appendix R
Appendix R 3
Mr. Mark S. Trustin—Mr. Trustin is an attorney with more than thirty years experience in the practice of civil and criminal trial law. Since moving to Durham in 1993, Mark has devoted himself to the prevention of juvenile delinquency and the promotion of good public education in our public schools, and community support for at‐risk youth. Since 2001, Mark has served as an Adjunct Professor of Law at North Carolina Central University School of Law. Years on Hill Board: 1 Mrs. Carol Fitch Walker—Ms. Walker is a Hill Center parent who attended Chapel Hill schools and graduated from Meredith College. She is on the board of her family's business, Fitch Lumber Company, in Carrboro. Years on Hill Board: 1 Dr. Michael F. Yarborough—Dr. Yarborough is a retired MD and former Hill parent. He graduated from Davidson College and the University of North Carolina School of Medicine. Upon completion of his residency in 1977, he moved to Manhattan where he was an Assistant Professor of Surgery at Cornell University Medical College. In December 1980, he moved to Raleigh where he practiced General Surgery and Surgical Oncology until retirement in 2001. Since then he has been active in voluntary support of non‐profit organizations and in medical mission work in Bolivia, S.A. Years on Hill Board: 1
Lifetime Directors Mr. Charles S. Atwater—Charles is a Hill Center Alumni Parent and President of Hydro Service and Supplies in Durham. He has been involved with fund raising activities over many years and actively promotes The Hill Center through his many community involvements. Currently, he serves as Executive Director of the Durham Merchants Association Charitable Foundation. Mr. William C. Friday—Mr. Friday is President Emeritus of the University of North Carolina Chapel Hill. He is a beloved figure in North Carolina and is recognized for his many contributions to education in the Southeast and beyond. Mrs. Anne Gibson Hill—Mrs. Hill is the widow of Mr. George Watts Hill and co‐founder of The Hill Center. She is a loyal supporter, donor, and advocate for children with learning disabilities and ADHD. Mr. Robert A. Ingram—Mr. Ingram is former Vice Chairman, Pharmaceuticals, GlaxoSmithKline. He is a Hill Center Alumni Parent. He was recently appointed Chairman of Eli Lilly Corporation. Bob has been very involved in fund raising for The Hill Center over many years. Hill Center Board Officers (Staff) Dr. Shary Maskel, President and Director Ms. Michele Sparrow, CPA, Vice President and Associate Director Ms. Michelle Orvis, Secretary
Appendix S
Appendix S 1
Hill Center Management and Training Staff
Management of The Hill Center is overseen by a Management Team consisting of a Executive Director/ President, Director of Business Operations/VP/CFO, Director of Outreach Programs, Associate Director of Outreach Development and Director of Technology. Dr. Jessica Wery, Director of Outreach Programs, is the “Venture Champion” for the organization and her complete resume’ is attached. Brief biosketches for Management and Training Staff follow:
Hill Management Team
Sharon P. Maskel, Ed.D., has been Executive Director of The Hill Center since 1985. She received her undergraduate degree in elementary education from Wright State University, her M.Ed. in Reading/Curriculum and Instruction from Florida Atlantic University, and her Ed.D. in Education/Learning Disabilities from Duke University. She taught in public schools in several states, and developed Hill’s curriculum before joining the faculty. Dr. Maskel is a member of the International Dyslexia Association, Learning Disabilities Association, Council for Exceptional Children, Phi Delta Kappa, and is an advisor to the North Carolina Orton Dyslexia Society. She has held faculty appointments at UNC Chapel Hill, North Carolina Central University, and Duke.
Michele R. Sparrow, CPA, has been at Hill since 1999 and currently serves as the Director of Business Operations/CFO. She received her BA in Business Management and BA in Accounting from North Carolina State University. She is a Certified Public Accountant. Before joining Hill, Ms. Sparrow spent 18 years working in for‐profit businesses. She served as CFO for a computer hardware/software development corporation, and an environmental engineering company. Not only serving as Business Officer, she leads Hill’s organization wide operations, accounting, and technology efforts. Ms. Sparrow has conducted presentations that include: Sustainability Planning; Salaries, Benefits and Contracts; Budgeting; Generating Other Sources of Earned Revenues; Affiliation; Business Planning for Non‐Profits; Financial Statements Analysis; Generally Accepted Accounting Principles; Cost Accounting; Adding to the Bottom Line and Financial Ratios Analysis.
Jessica Wery, Ph.D, Curriculum and Instruction, Special Education. Dr. Wery joined The Hill Center in 2012 as Director of Outreach. She earned her Ph.D. in Curriculum & Instruction, Special Education at North Carolina. She has six years of experience as an elementary and secondary teacher working with a diverse population of students including students with learning differences, autism, other health impairments and emotional difficulties. She also has experience working as an educational diagnostician at NC State University, where she administered comprehensive psycho‐educational assessments to children and adults with a variety of educational needs. In addition she has taught undergraduate and graduate courses in the College of Education at North Carolina State University and Meredith College. Dr. Wery has presented at local and national conferences and published articles in the field of special education.
Jeanne D. Huntley, M.Ed., has 32 years experience in public school education. She has held positions as a teacher, counselor and principal. Her most recent work, prior to retirement, was as Assistant Superintendent of Curriculum and Instruction with Carteret County Schools in Beaufort, North Carolina. She holds an undergraduate degree in Intermediate Education from UNC‐Chapel Hill and MA. Ed degrees in elementary education, counseling, school administration and curriculum development from East Carolina University. Carteret County worked closely with The Hill Center during her tenure to train special education teachers and
Appendix S
Appendix S 2
reading specialists in the Hill Methodology. Through the training and support in this ongoing partnership, Carteret has seen tremendous growth with students in the area of reading.
Betsy Emerson, M.S., currently serves as Associate Director of Outreach Development. She received her B.S. degree in Child and Family Development from Bowling Green State University and her M.S. in Child Development and Family Studies from Purdue University. She has more than 20 years’ experience in grant writing and development and implementation of programs for children and families in diverse settings in multiple states. She has been responsible for development and stewardship of Hill’s corporate and foundation partnerships and all grant writing and reporting since coming to Hill in 2003. Justin Carlson, B.A., is Director of Technology at Hill. A graduate of the University of North Carolina Asheville, he has been at Hill since 2006. Previously he was a User Support Manager at a news publishing company. Mr. Carlson managed the incorporation of all technology aspects of Hill’s new training center and technology upgrades to the model school. He has experience in many technology areas, including networking, hardware and software support, web development, video conferencing, multimedia production, database development, distance learning, assistive technology and technology training. He manages the technology for HillRAP databases in Hill’s public school systems.
Hill Center Trainers:
Jean Neville, M.Ed., received her B.S. in Elementary Education and M.Ed. in Special Education from the UNC Chapel Hill. She has served as an elementary and middle school LD resource teacher and as an elementary education teacher and EH teacher in local public school systems. A member of the Hill faculty for 30 years, Ms. Neville is currently responsible for implementation of HillRAP in the Carteret County Public Schools in eastern North Carolina.
Bryan Brander, M.S., Principal, received his B.S. in Accounting from Elizabethtown College and his M.A. in Special Education (cross‐categorical) from Millersville University and a Masters in School Administration at NC State. He has taught students with various disabilities at elementary through high school levels. Mr. Brander joined the Hill faculty in 2006, served as the Middle School Level Coordinator from 2007‐2008 and is currently the Principal of the Hill Model School program.
Wendy Speir, M.Ed., Ms. Speir received her B.S. in Special Education from the University of Maryland and a M.Ed. in Learning Disabilities with a minor emphasis in Diagnosis and Counseling Psychology from Duke University. As Director of Admissions for The Hill Center for over 25 years, she is responsible for evaluating, interviewing, and selecting applicants to the program. She also conducts pre‐ and post‐testing using the Woodcock‐Johnson III for all students and instructs teachers on how to evaluate results. Ms. Speir has led numerous workshops on learning disabilities and assessment for teachers, parents, and others. She has also taught classes in diagnostic testing at UNC.
Shauna Saunders, M.Ed., received a B.S. in Child Development from the University of Delaware and a M.Ed. in Learning Disabilities from NC State. She has been an elementary school teacher at Hill for more than 20 years and also served as Lower School Level Coordinator, Acting Director of Admissions and Educational Diagnostician. Ms. Saunders has served as an LD teacher at the Association for Children with Learning Disabilities Center and as a kindergarten teacher and an elementary special education teacher in Maryland. She co‐teaches a graduate level course through UNC.
Sara Gray Horne, M.Ed., a curriculum and learning disabilities specialist, has over 20 years of experience in the field of learning disabilities. Ms. Horne received her B.A. in Education and M.Ed. in Special Education from the UNC Chapel Hill. She currently serves as Outreach Project
Appendix S
Appendix S 3
Coordinator responsible for implementation of a 4‐year, grant‐funded Middle School HillRAP project being implemented in public schools in Davie County, NC. Associated with Hill since 1984, Ms. Horne served for many years as Director of Studies. As a trainer, Ms. Horne has presented workshops on a variety of topics.
Margie Baldwin, M.A., received her B.A. in Spanish and Elementary Education from San Diego State University and her Master of Arts degree in Reading from Virginia Tech. At UNC, she received certification in Specific Learning Disabilities. She has been a lower school teacher at Hill since 1994. Prior to that, Ms. Baldwin was a reading specialist in public schools in California, Alabama, and Virginia. Additionally, she worked as a tutor for the SPELD Association in New Zealand and did substitute teaching while living in Japan and Rhode Island.
Jan Lamb, M.Ed., received her B.A. in Psychology from Millsaps College in Mississippi and her M.Ed. in Learning Disabilities from the University of Texas. A member of the Hill faculty since 1985, she currently teaches English. She is a trainer for Hill Outreach Programs. Prior to joining Hill, she taught for eleven years in public high school resource classes. She has presented workshops on accommodating students with LD/ADD and study skills. She also works with adult ESL students in the community on a volunteer basis.
Anita Shore, B.S., graduated from East Carolina University with a B.S. in Special Education. She taught in the Durham Public Schools for five years and Duke Memorial Preschool for three years before joining The Hill faculty in 1986. She teaches and serves as Lower School Coordinator. She is also the Staff Enrichment Coordinator, a Workshop Facilitator, and has been featured in the Hill Methodology training videos as a Master Teacher.
Janice Long, B.S., has her degree in Education from East Carolina University with certificates in K‐12 Special Education and K‐5 Elementary Education. She is also IMSLEC Certified at the Teaching Level. She has taught at Hill since 2002. Prior to that, she was a teacher in Durham elementary and high schools for more than 20 years and also taught in other public school systems in NC over many years.
Sherri Laupert, B.A., has a degree in Elementary Education from the UNC Wilmington. She has been an elementary level teacher at Hill since 2004. Prior to that, she taught at a K‐5 public elementary school in Durham for three years. For the last six (6) years, Ms. Laupert has tutored at‐risk students, in low performing schools, HillRAP and HillMath programs.
Glynis Hill‐Chandler, M.A., Ms. Hill‐Chandler received her B.A. in Psychology from Guilford College and her M.A. in Clinical Psychology from West Chester University. She has been a member of Hill since 1999, serving as Dean of Students/Counselor. Previously, she was a counselor for students with disabilities at a community college and director of counseling for a youth development organization. At Hill, she conducts the Understanding Learning Differences workshop for teachers. She is a licensed professional counselor and a National Board Certified Counselor.
2010
-201
5 S
har
ing
th
e S
olu
tio
n S
cale
-Up
Init
iati
ve O
rgan
izat
ion
al C
har
t
Str
ateg
y #1
Str
ateg
y #2
Str
ateg
y #3
Boa
rd A
d H
oc C
omm
ittee
Dire
ctor
of O
utre
ach
Jess
ica
Wer
y
Init
iati
ve L
ead
er
Dire
ctor
of O
utre
ach
Jess
ica
Wer
y
Lea
der
Pro
ject
Coo
rd./T
rain
erM
arci
a H
aney
Pro
ject
Coo
rd./T
rain
erS
ara
Gra
y H
orne
Pro
ject
Coo
rd./T
rain
erJe
an N
evill
e
Out
reac
h S
uppo
rt
Spe
cial
ists
Pam
Hog
gard
Lori
Bow
en
Trai
ners
Mar
gie
Bal
dwin
Bry
an B
rand
erG
lyni
s H
ill-C
hand
ler
Jan
Lam
bS
herr
i Lau
pert
Jani
ce L
ong
Sha
ron
Mas
kel
Ger
aldi
ne P
esac
reta
Sha
una
Sau
nder
sA
nita
Sho
reW
endy
Spe
ir
Str
ateg
y #4
Ass
oc. D
irect
or o
fO
utre
ach
Dev
elop
men
tB
etsy
Em
erso
n
Lea
der
Ass
oc. D
irect
or o
f D
evel
opm
ent
Mic
helle
Orv
is
Offi
ce A
ssis
tant
Lori
Gilb
ert
Dire
ctor
/Pre
side
ntS
hary
Mas
kel
Lea
der
Dire
ctor
of B
usin
ess
Ope
ratio
ns/C
FO
Mic
hele
Spa
rrow
Ass
oc. D
irect
or o
f O
utre
ach
Dev
elop
men
tB
etsy
Em
erso
n
Dire
ctor
of T
echn
olog
yJu
stin
Car
lson
Lea
der
Tech
nolo
gyS
peci
alis
tA
ntoi
nette
Qut
ami
Coo
rdin
ator
of
Out
reac
h P
artn
ersh
ips
Jean
ne H
untle
y
Coo
rdin
ator
of
Out
reac
h P
artn
ersh
ips
Jean
ne H
untle
y
Pro
gra
m M
od
el
Appendix T
Ass
oc. D
ir. o
f Mar
ketin
g&
Com
mun
icat
ions
Kris
tina
Kel
ly
Coo
rdin
ator
of
Out
reac
h P
artn
ersh
ips
Jean
ne H
untle
y
Dire
ctor
of B
usin
ess
Ope
ratio
ns/C
FO
Mic
hele
Spa
rrow
Dire
ctor
of B
usin
ess
Ope
ratio
ns/C
FO
Mic
hele
Spa
rrow
Dire
ctor
of B
usin
ess
Ope
ratio
ns/C
FO
Mic
hele
Spa
rrow
Jessica J. Wery, Ph.D., Director of Outreach The Hill Center, Inc.
3200 Pickett Road, Durham, NC 27705
919-719-7563
Education Ph.D., Curriculum & Instruction, Special Education, North Carolina State University, 2012 M.Ed., Special Education, North Carolina State University, 2003 B.S., Exceptional Education, University of Wisconsin—Milwaukee, 1997 Certification in Kindergarten through Grade 12, Learning Disabilities, North Carolina Certification in Pre-Kindergarten through Grade 9, Cognitive & Learning Disabilities, Wisconsin Certificate of Achievement in Teaching (University Level), North Carolina State University
Professional Experience
Director of Outreach, The Hill Center, Durham, NC Lead and manage professional development programs, replication and
consulting, and research projects
Establish and meet long-term strategic goals, and financial and annual operating objectives for all Outreach activities
Supervise trainers and support staff personnel
Build partnerships with public schools
Oversee implementation of grants and other public school projects
Assist with grant applications
Pursue distance learning opportunities for supporting and delivering Outreach programs through the use of technology
Oversee the curriculum development of distance learning initiatives
Research, identify, and pursue inclusion of Hill curriculum in state and national initiatives
Pursue recognition of Hill Center professional development programs with outside agencies, including NCDPI and National Board Certification
Review and monitor research results through ongoing coordination with independent research agencies
2012-present
Adjunct Professor, North Carolina State University, Raleigh, NC Designed, prepared, and developed teaching materials for in-person and online
undergraduate course
Taught undergraduate-level overview of special education identification and inclusion practices for education majors
Delivered lectures, seminars, and tutorials in both synchronous and asynchronous formats
Conducted small-scale course design to reflect current language and legislation
Taught courses—ECI 416: “Teaching Exceptional Children in the Mainstream Classroom”, ECI 648: “Practicum in Special Education”, ECI 658: “Internship in Special Education”
2006-2012
Adjunct Professor, Meredith College, Raleigh, NC Taught course—EDU 714: “Learning Strategies Across the Curriculum for
Special Educators”
2011-2012
Appendix U
Appendix U 1
Editorial Assistant, Exceptionality, Raleigh, NC Copy edited manuscripts and page proofs, completed day-to-day journal
operations, and corresponded with contributing authors and reviewers
2008-2010 2003-2004
Educational Diagnostician, NCSU Diagnostic Teaching Clinic, Raleigh, NC Evaluated pre-K through adult-age students using a variety of formal and
informal psycho-educational assessments
Informal assessment including designing and implementing clinical teaching activities in math, reading, writing, and memory to determine students’ educational strengths and weaknesses
Developed comprehensive psycho-educational assessment reports; collaborated with staff members; conducted intake and interpretive conferences with parents and adult clients
Supervised other diagnosticians, including training, editing reports, and conducting weekly meetings
2007-2008
Teacher, Special Education (cross categorical), Wake County Public Schools, Cary, NC Taught students with learning disabilities, behavioral-emotional disorders,
autism, other health impairments, and intellectual disabilities
Used formal and informal assessment tools to measure student achievement
Designed recording systems to document student learning and ensure learning to mastery
Wrote and maintained students’ individual education programs incorporating input from parents, students, teachers, and therapists
2004-2007
Field Learning Liaison, All Kinds of Minds, Chapel Hill, NC
Collaborated with teachers and direct care staff in order to develop and maintain skills obtained through Schools Attuned Training
Performed field assessments based on newly developed assessment materials, protocols, and procedures
Worked with the personnel and teachers from children’s homes to facilitate implementation of the recommendations generated through assessment, and participated in site-based follow-ups with students
Trained direct care staff at the children’s homes to help them better understand and manage differences in learning
Collaborated with the children’s homes personnel to determine which students will most benefit from assessment at Student Success Service or assessments in the field
2003-2004
Appendix U
Appendix U 2
Teacher, Special Education (cross categorical), Walworth County Public Schools, Whitewater, WI Taught students with learning disabilities, behavioral-emotional disorders,
autism, other health impairments, and intellectual disabilities
Used formal and informal assessment tools to measure student achievement
Designed recording systems to document student learning and ensure learning to mastery
Wrote and maintained students’ individual education programs incorporating input from parents, students, teachers, and therapists
1997-2000
Relevant Experience & Accomplishments
HONORS & AWARDS • Member of Phi Kappa Phi, honor society • Golden Key Honor Society • Recipient of Laura Washa Scholarship, 1996
SKILLS
Assessment Well-qualified to administer and interpret standardized and normed assessments including, but not limited to: • Achenbach Child Behavior Checklist (Parent, Teacher, and Student Forms) • BRIGANCE® Inventory of Early Development–II • Children’s Memory Scale (CMS) • Comprehensive Test of Phonological Processing (CTOPP) • DIBELS (Dynamic Indicators of Basic Early Literacy Skills) • Jordan Left-Right Reversal Test • Key Math Diagnostic Arithmetic Test-III • Nelson Denny Reading Test (NDRT) • Test of Early Reading Ability-Third Edition (TERA-3) • Test of Early Mathematics Ability-Third Edition (TEMA-3) • Test of Early Written Language-Second Edition (TEWL-2) • Test of Reading Comprehension (TORC) • Test of Written Language (TOWL-3) • Wechsler Memory Scale-III (WMS) • Woodcock Johnson-Third Revision of Tests of Achievement (WJ-III) • Woodcock Johnson-Third Revision of Tests of Cognitive Ability
Remediation Programs Qualified to use the following direct instruction methods, but not limited to: • Corrective Reading (SRA) • Reading Mastery (SRA) • Hill Center Program (HillRAP, HillWrite, HillMath) • Kansas Strategies
Technology & Computer Literacy Proficient knowledge and skills using the following computer operating systems, programs, con- tent management systems, and learning management systems, but not limited to: • Mac OS including iLife ’09: GarageBand, iWeb, iDVD and iWork ’09: KeyNote, Pages, Numbers • Windows Operating System • Adobe Creative Suite (CS3, CS4): Illustrator, DreamWeaver, PhotoShop, InDesign • Microsoft Office: Word, Excel, PowerPoint • Joomla • Moodle • BlackBoard Vista
Appendix U
Appendix U 3
Professional Organizations
Council for Exceptional Children Association for Supervision and Curriculum Development International Reading Association Literacy Council of Wake County, Board Member-at-Large Youth Quest, Inc., Board Member, Performance and Quality Indicators
Publications Peer Reviewed Articles
Wery, J. J., & Cullinan, D. (2011). State definitions of emotional disturbance. Journal of Emotional and Behavioral Disorders.
Wery, J. J., & Neitfeld, J. (2010). Supporting self-regulated learning with exceptional children. TEACHING Exceptional Children, 42 (4), 70-78.
Wery, J. J., & Pop, M., (under review). Timmy is not motivated, so how can I teach him? Motivational strategies to enhance effective learning in students with diverse needs.
Presentations Peer Reviewed Presentations
Wery, J. J. & Barrow, E. C. (February, 2012). Leading the way by integrating web 2.0 tools for diverse learners. Presented at North Carolina Council for Exceptional Children Conference, Winston-Salem, NC.
Barrow, E. C., & Wery, J. J. (March, 2011). Integrating cool technology tools to support literacy in the 21st century classroom. Presented at North Carolina Reading Association Conference, Winston-Salem, NC.
Cullinan, D., & Wery, J. J. (April, 2011). Observational assessment for the identification of emotional disturbance. Will be presented at Council for Exceptional Children Convention, Washington D.C.
Wery, J. J., & Weiss, S. (2008) Strategy time capsule: Bridging the gap between research and practice when preparing teachers for the inclusion classroom. Presented at NC-ACTE Conference, Raleigh, NC.
Wery, J. J. (2007). Expository text: The connection between reading and writing. Presented at North Carolina Council for Exceptional Children, Wilmington, NC.
Invited Lectures
2011 Supporting Struggling Learners in Foster Care. Youth Quest, Durham, NC.
2010 Teaching to mastery. Juvenile Offender Literacy Program, Raleigh, NC.
2010 Tutoring students with EBD. Literacy Council of Wake County, Raleigh, NC.
2009 Curriculum-based measurement to document student growth. Juvenile Offender Literacy Program, Raleigh, NC.
2009 Diverse needs of juvenile justice population. Literacy Council of Wake County, Raleigh, NC.
2009 Reading decoding instruction for middle school students. Juvenile Offender Literacy Program, Raleigh, NC.
2007 Meeting the needs of diverse learners in Agriculture Education. North Carolina State University, Raleigh, NC.
2006 Methodologies and systems to ensure teaching to mastery and documenting student growth. Wake County Literacy Committee Annual Meeting, Raleigh, NC.
Appendix U
Appendix U 4
Appendix V
Kirby-Horton Teacher Training Center
Appendix W
Appendix W 1
Corporate and Foundation Support—Outreach Grants The Hill Center has developed strong partnerships with foundations and corporations over the years and is proud of its track record of success in fundraising and grants implementation. Pending Requests 2012-2013 Institute of Education Sciences HillRAP Efficacy Study (with Duke University) $1,500,000 Mary Duke Biddle Foundation Student Financial Aid $5,000 Oak Foundation Teach for America Professional Development $100,000 SunTrust Foundation Teacher Professional Development $50,000 Zeist Foundation Teacher Professional Development $100,000 Carolina Hurricanes Tutoring Outreach $15,000 $1,770,000 Planned Proposals 2013-2014 Local Nonprofit Funders Hill Early Literacy Project/Prof Dev $25,000 Foundation Prospects (3 funders) Multi-year HillRAP Scale-up Projects $3,000,000 The Edna McConnell Clark Foundation Multi-year Scale-Up $5,000,000 Institute of Education Sciences HillMath Efficacy Study(with Duke University) $2,000,000 $10,025,000 Funded Proposals 2012-2013 (to date) (Does not include income from previous multi-year grant projects) Morgan Creek Foundation Tutoring Outreach $15,000 F.M. Kirby Foundation Distance Learning and Curriculum Enhancements $65,000 Bank of America Teacher Scholarships $5,000 Duke Energy Foundation Teacher Scholarships/East Durham Children’s Zone $15,000 Durham Merchants Association Teacher Scholarships for North Durham $3,000 Wells Fargo Teacher Scholarships $7,500 BB&T Charitable Foundation Teacher Scholarships $15,000 Durham County Government Hill Early Literacy Project $9,000 Strowd Roses Charitable Foundation Teacher Scholarships $7,500 CH-Carrboro Town Funds Teacher Scholarships $4,000 $146,000 Funded Proposals 2011-2012 (Does not include income from previous multi-year grant projects) Mebane Charitable Foundation K-3 Literacy Project $300,000 Mary Duke Biddle Foundation Student Financial Aid $2,500 Wells Fargo Teacher Professional Development $25,000 F.M. Kirby Foundation Operating Support/Curriculum Development $50,000 Morgan Creek Foundation Tutoring Outreach $20,000 Carolina Hurricanes Tutoring Outreach $15,000 Durham Merchants Association Professional Development $3,500 Duke Energy Foundation Teacher Scholarships $10,000 Bank of America Charitable Foundation Teacher Scholarships (1) $5,000 BB&T Charitable Foundation Professional Development $15,000 Durham County Government Hill Early Literacy Project $10,000 Chapel Hill/Carrboro Town Funding Professional Development $4,892 467,892
Appendix W
Appendix W 2
Funded Proposals 2010-2011 (Does not include income from multi-year grant projects totalling approximately $1 million for year) East Durham Children’s Initiative GYCC Grant $30,000 Mary Duke Biddle Foundation Student Financial Aid $2,500 Coca-Cola Foundation Student Financial Aid $5,000 Morgan Creek Foundation Tutoring Outreach $20,000 Oak Foundation Core Operating Support $750,000 Durham Merchants Association Teacher Scholarships $4,000 NCDPI Dropout Prevention Project $175,000 Carolina Hurricanes Tutoring Outreach $20,000 Wachovia/Wells Fargo Teacher Scholarships $25,000 Duke Energy Foundation HillMath Teacher Scholarships $10,000 Bank of America Charitable Foundation Teacher Scholarships $7,500 F.M. Kirby Foundation Unrestricted $40,000 BB&T Charitable Foundation Teacher Scholarships $25,000 $1,114,000 Funded Proposals 2009-2010 (Does not include income from multi-year grant projects totalling approximately $1.2 million for year) Strowd Roses Charitable Foundation Targeted Teacher Scholarships $7,500 Durham Merchants Assoc. Teacher Scholarships $6,000 Carolina Hurricanes HillRAP Tutoring $20,000 Kirby Foundation Unrestricted $35,000 Actuarial Foundation Financial Literacy Curriculum $17,050 Duke Energy Foundation Teacher Scholarships (math focus) $20,000 BB&T Teacher Scholarships $1,000 Zeist Foundation Teacher Training $50,000
$156,550 Funded Proposals 2008-2009 Lowe’s Charitable Foundation Teacher Training Center/Technology $100,000 First Citizens Bank Teacher Scholarships $1,000 BCBSNC Teacher Scholarships/Technology $50,000 Individual Gift HELP Directors’ Training $25,000 Strowd Roses Teacher Scholarships $7,500 Cannon Foundation Building $50,000 Robertson Foundation HillRAP Scale-up $1,670,000 Durham Merchants Assoc. Teacher Scholarships $8,000 Carolina Hurricanes Foundation HillRAP Tutoring $10,000 Duke Energy Teacher Scholarships $20,000 Bank of America Teacher Scholarships (2 grants) $15,000 $1,956,500
Appendix W
Appendix W 3
Funded Proposals 2007-2008 Mebane Charitable Foundation RAP II $996,245 Zeist Foundation Outreach/Teacher Scholarships $100,000 F.M. Kirby Foundation Bricks and Mortar $1,500,000 GlaxoSmithKline Foundation Durham HillRAP/HillWrite/Campaign $1,250,000 Front Street Village Carteret County HillRAP $1,100,000 State Farm Foundation Teacher Scholarships $2,500 DUHS Speaker Series $5,000 Wachovia (local) Teacher Scholarships $10,000 Broyhill Teacher Scholarships $5,000 Fox Family Foundation Teacher Scholarships $150,000 DMA Teacher Scholarships $8,000 Total: $5,126,745
Appendix W
Corporate and Foundation Donors
Appendix W *indicates multi‐year funder or repeat funder 4
Actuarial Foundation* BB&T Charitable Foundation* Bank of America Charitable Foundation* Mary Duke Biddle Foundation* Blue Cross and Blue Shield of North Carolina Fdn. Brame Specialty Company Brinker Capital Broyhill Family Foundation* Jacob Burns Foundation, Inc. Cannon Foundation* Capital Group Companies Carolina Hurricanes’ Kids ‘N Community Fdn.* Central Carolina Bank Foundation Centura Bank Coca-Cola Foundation Coman Publishing Company, Inc. Dickson Foundation Duke Energy Foundation* Duke University Health System Durham Coca-Cola Bottling Company* Durham County Government Durham Merchants Association Foundation* A.E. Finley Foundation, Inc. First Citizens Bank First Union Bank A.J. Fletcher Foundation Fox Family Foundation* The Freelon Group, Architects Front Street Village, Inc.* Sarah Belk Gambrell Foundation The Golden LEAF Foundation Harriet and Henderson Yarns, Inc. Harris Teeter Bruce J. Heim Foundation* Leonard Herring Family Foundation Jefferson Pilot
JHH Associates, Ltd. Kalos Golf The William R. Kenan Charitable Trust Kenan Family Foundation* F.M. Kirby Foundation* The Kresge Foundation Kyser Foundation Learning Machines, Inc. Lowe’s Charitable & Educational Fdn. Eli Lilly and Co. Foundation Mebane Charitable Foundation* Merrill Lynch and Company, Inc. Morgan Creek Foundation* Nortel NC GlaxoSmithKline Foundation* NC Department of Public Instruction* Oak Foundation* Randleigh Foundation and Trust Resolute Building Company Robertson Foundation* Z. Smith Reynolds Foundation State Farm Foundation Strowd Roses Charitable Foundation* Target Stores Town of Chapel Hill and Carrboro Verizon Foundation Wachovia Bank* Wachovia Foundation Wachovia/Wells Fargo Foundation Wells Fargo Wake Stone Corporation* Webb Patterson Communications Wilson Litho, Inc. WTVD-News Channel 11 The Zeist Foundation*
Appendix X
Appendix X 1
Current Year Projections Projections Projections
Projections Year 1 Year 2 Year 3
ASSETS 2012‐2013 2013‐2014 2014‐2015 2015‐2016
Cash & Cash Equivalents 1,597,398 1,624,524 1,205,486 1,034,568
Receivables 795,672 1,554,050 1,821,428 2,026,359
Endowments/Reserves 7,534,043 7,860,829 8,316,627 8,806,211
Current Assets $9,927,113 47% $11,039,403 50% $11,343,541 50% $11,867,138 50%
Fixed Assets $9,278,195 44% $9,065,687 41% $9,054,906 40% $9,457,446 40%
Other Assets $1,853,751 9% $1,982,564 9% $2,097,983 9% $2,271,693 10%
TOTAL ASSETS $21,059,060 100% $22,087,655 100% $22,496,430 100% $23,596,278 100%
LIABILITIES AND NET ASSETS
Current Liabilities $1,313,592 22% $2,082,422 31% $2,417,964 35% $3,277,599 42%
Long‐Term Liabilities $4,650,000 78% $4,650,000 69% $4,550,000 65% $4,450,000 58%
TOTAL LIABILITIES $5,963,592 100% $6,732,422 100% $6,967,964 100% $7,727,599 100%
NET ASSETS
Unrestricted $6,983,048 46% $7,117,337 46% $7,149,368 46% $7,313,622 46%
Temporarily Restricted $1,544,574 10% $1,520,049 10% $1,511,252 10% $1,537,210 10%
Permanently Restricted $6,567,846 44% $6,717,846 44% $6,867,846 44% $7,017,846 44%
TOTAL NET ASSETS $15,095,468 100% $15,355,232 100% $15,528,466 100% $15,868,678 100%
TOTAL LIABILITIES & NET ASSETS $21,059,060 $22,087,655 $22,496,430 $23,596,278
Current Year Projections Projections Projections
Projections Year 1 Year 2 Year 3
REVENUE 2012‐2013 2013‐2014 2014‐2015 2015‐2016
Direct Services for Students $2,535,284 48% $2,713,481 43% $2,873,978 39% $3,033,674 33%
Direct Services for Educators 2,194,486 42% 3,275,779 52% 4,113,300 55% 5,620,777 61%
Investments 548,116 10% 331,664 5% 461,367 6% 494,623 5%
Total Revenue $5,277,886 100% $6,320,924 100% $7,448,645 100% $9,149,074 100%
EXPENSES
Program Services: 4,135,789 80% 4,861,855 80% 5,885,345 81% 7,224,865 82%
Support Services:
Administration 724,258 14% 822,349 14% 924,160 13% 1,003,104 11%
Fundraising 315,486 6% 376,955 6% 465,907 6% 580,893 7%
Total Expenses $5,175,533 100% $6,061,159 100% $7,275,412 100% $8,808,862 100%
Change in Net Assets $102,353 $259,765 $173,233 $340,212
Net Assets, Beginning of Year $14,993,115 $15,095,468 $15,355,232 $15,528,466
Net Assets, End of Year $15,095,468 $15,355,232 $15,528,466 $15,868,678
Consolidated ProForma Financial StatementsCurrent Year 2012-2013 plus Projections for Three Years 2013-2016
Statement of Financial Position
Statement of Activities
Appe
ndix
X
2
Cas
h F
low F
ore
cast
Be
gin
nin
g7
/1/2
01
3En
din
g6
/30
/20
14
Jul‐
13
Au
g‐1
3S
ep‐1
3O
ct‐1
3N
ov‐1
3D
ec‐
13
Jan‐1
4Fe
b‐1
4M
ar‐
14
Ap
r‐1
4M
ay‐1
4Ju
n‐1
4
An
tici
pa
ted C
ash R
ece
ipts
745,000
$
488,000
$
662,300
$
500,500
$
472,500
$
276,000
$
585,000
$
386,500
$
678,250
$
417,600
$
466,600
$
433,500
$
An
tici
pa
ted C
ash D
isb
urs
em
en
ts604,500
$
504,500
$
504,500
$
504,500
$
504,500
$
504,500
$
504,500
$
504,500
$
504,500
$
504,500
$
506,124
$
504,500
$
Net Cash Flow
140,500
$
(16,500)
$
157,800
$
(4,000)
$
(32,000)
$
(228,500)
$
80,500
$
(118,000)
$
173,750
$
(86,900)
$
(39,524)
$
(71,000)
$
Cash in Banks(M
oney Market &CD)
1,597,398
1,737,898
1,721,398
1,879,198
1,875,198
1,843,198
1,614,698
1,695,198
1,577,198
1,750,948
1,664,048
1,624,524
Ca
sh S
urp
lus
(Sh
ort
ag
e)1
,73
7,8
98
1,7
21
,39
81
,87
9,1
98
1,8
75,1
98
1,8
43
,19
81
,61
4,6
98
1,6
95
,19
81
,57
7,1
98
1,7
50
,94
81
,66
4,0
48
1,6
24
,524
1,5
53,
52
4
Cas
h F
low F
ore
cast
Be
gin
nin
g7
/1/2
01
4En
din
g6
/30
/20
15
Jul‐
14
Au
g‐1
4S
ep‐1
4O
ct‐1
4N
ov‐1
4D
ec‐
14
Jan‐1
5Fe
b‐1
5M
ar‐
15
Ap
r‐1
5M
ay‐1
5Ju
n‐1
5
An
tici
pa
ted C
ash R
ece
ipts
750,000
$
583,000
$
704,800
$
640,500
$
590,000
$
356,000
$
495,000
$
501,500
$
735,750
$
457,600
$
529,100
$
458,500
$
An
tici
pa
ted C
ash D
isb
urs
em
en
ts703,000
$
603,000
$
603,000
$
603,000
$
603,000
$
603,000
$
603,000
$
603,000
$
603,000
$
632,288
$
603,000
$
603,000
$
Net Cash Flow
47,000
$
(20,000)
$
101,800
$
37,500
$
(13,000)
$
(247,000)
$
(108,000)
$
(101,500)
$
132,750
$
(174,688)
$
(73,900)
$
(144,500)
$
Cash in Banks(M
oney Market &CD)
1,624,524
1,671,524
1,651,524
1,753,324
1,790,824
1,777,824
1,530,824
1,422,824
1,321,324
1,454,074
1,279,386
1,205,486
Ca
sh S
urp
lus
(Sh
ort
ag
e)1
,67
1,5
24
1,6
51
,52
41
,75
3,3
24
1,7
90,8
24
1,7
77
,82
41
,53
0,8
24
1,4
22
,82
41
,32
1,3
24
1,4
54
,07
41
,27
9,3
86
1,2
05
,486
1,0
60,
98
6
Cas
h F
low F
ore
cast
Be
gin
nin
g7
/1/2
01
5En
din
g6
/30
/20
16
Jul‐
15
Au
g‐1
5S
ep‐1
5O
ct‐1
5N
ov‐1
5D
ec‐
15
Jan‐1
6Fe
b‐1
6M
ar‐
16
Ap
r‐1
6M
ay‐1
6Ju
n‐1
6
An
tici
pa
ted C
ash R
ece
ipts
1,081,000
$
835,000
$
926,800
$
953,500
$
605,000
$
436,000
$
855,000
$
601,000
$
751,750
$
510,100
$
621,600
$
561,000
$
An
tici
pa
ted C
ash D
isb
urs
em
en
ts840,000
$
740,000
$
790,000
$
740,000
$
740,000
$
790,000
$
740,000
$
740,000
$
747,668
$
740,000
$
740,000
$
740,000
$
Net Cash Flow
241,000
$
95,000
$
136,800
$
213,500
$
(135,000)
$
(354,000)
$
115,000
$
(139,000)
$
4,082
$
(229,900)
$
(118,400)
$
(179,000)
$
Cash in Banks(M
oney Market &CD)
1,205,486
1,446,486
1,541,486
1,678,286
1,891,786
1,756,786
1,402,786
1,517,786
1,378,786
1,382,868
1,152,968
1,034,568
Ca
sh S
urp
lus
(Sh
ort
ag
e)1
,44
6,4
86
1,5
41
,48
61
,67
8,2
86
1,8
91,7
86
1,7
56
,78
61
,40
2,7
86
1,5
17
,78
61
,37
8,7
86
1,3
82
,86
81
,15
2,9
68
1,0
34
,568
85
5,5
68
Cas
h F
low P
roje
ctio
ns ‐
Thre
e (
3)
Ye
ars
Appendix X
Appe
ndix
X
3
Dir
ect S
erv
ice
s fo
r Ed
uca
tors
2013‐2
014
2014‐2
015
2015‐2
016
Hal
f D
ay S
cho
ol M
od
el R
ep
lica
tio
n
12
2Number of New Replication Sites
56
8Number of Existing
68
10Total N
umber of School M
odel Replication Sites
36
6Exchange
Teachers in
Mentoring Program
(3 per each new site)
Ass
um
pti
on
s fo
r 3 y
ear F
inan
cial P
roje
ctio
ns
$2,500
$2,500
$2,500
Mentoring Fees per Exchange
Teacher
$1,000
$1,000
$1,000
Mentoring Management Costs per exchange
Teacher
$25,000
$25,000
$25,000
Hill Resource Guides (M
odel, Administrative) with Consulting
$20,000
$20,000
$20,000
Pre Planning Consulting Fees per each New Replication Site
$2,000
$2,000
$2,000
Existing Sites Consulting Fees per Site
Dir
ect S
erv
ice
s fo
r St
ud
en
ts$3,500
$3,500
$3,500
Initial Software License Fee
20
13‐2
01
42
01
4‐2
01
52
01
5‐2
01
6$1,200
$1,200
$1,500
Annual Software Maintenance Fees
Aca
de
mic P
rogr
am A
ssu
mp
tio
ns
$500
$500
$500
Annual Affiliation Fees
155
100
100
Number of Students
176
224
352
Students Served
$16,508
$17,086
$17,684
Average
Tuition per Student
Pro
gram
Mo
de
l Re
pli
cati
on in
Pu
bli
c Sc
ho
ols (
Hil
lRA
P, H
illW
rite
, Hil
lMat
h)
3.5%
3.5%
3.5%
Annual Tuition Increase
23
4Number of new Public School Systems Participating in RAP Replication
5.0%
5.0%
5.0%
Financial Aid % of Academic Program
Budgeted Revenue
49
9Number of existing Public School Systems Participating in RAP Replication
$180,000
$185,000
$190,000
Annual Fund
612
13Total N
umber of Replication Sites
$4,000
$4,000
$4,000
Parents Council G
ifts
4040
40Teachers in
System
$10,000
$15,000
$20,000
Financial Aid Reserve
$30,000
$30,000
$30,000
Mentoring/Follow‐up Fees per New School System
$40,000
$50,000
$50,000
Mentor/Master Teacher Program
$10,000
$10,000
$10,000
Pre Planning Consulting Fees per each New Replication Site
20.0%
20.0%
20.0%
Over 180 but less than
200, %
for additional Administrative costs
$15,000
$15,000
$15,000
Existing Sites mentoring/Follow‐up Fees per Site
Sum
me
r P
rogr
am A
ssu
mp
tio
ns
$4,000
$4,000
$4,000
Initial Software License Fee (Research module, O
bjectives & Assessment Modules)
8476
80Number of Students
$2,000
$2,000
$2,000
Annual Software Maintenance Fees
$2,536
$2,625
$2,716
Average
Tuition per Student
$1,000
$1,000
$1,000
Annual Affiliation Fees
3.5%
3.5%
3.5%
Tuition Increase or Decrease
2746
4603
7866
Students Served
20.0%
20.0%
30.0%
Over 64 but less than
96, % for additional Administrative costs
Ce
rtif
icat
e/C
ert
ific
atio
n, W
ork
ho
ps
& D
ista
nce L
ear
nin
g
5050
75Number of Scheduled W
orkshops
Tuto
rin
g & S
tud
en
t En
rich
me
nt
1525
35Number of On‐Site W
orkshops
350
450
600
Tutoring Students
6575
110
Total N
umber of 1 Day W
orkshops
10500
13500
18000
Tutoring Hours
$225
$225
$225
1 Day W
orkshop Fee (Average)
$52.5
$52.5
$52.5
Average
Tutoring Fee
2535
30Average
Number of Participants per Workshop
33
3Number of SA
T Review W
orkshops
45
15Number of On‐Line W
orkshops
$475
$475
$475
SAT Review W
orkshop Fee
$99
$99
$99
On‐Line W
orkshops
1010
10Average
Number of Participants per Workshop
150
300
500
Average
Number of Participants per Workshop
44
6Number of Study Skills W
orkshops
810
14Number of Hill/RAP Methodology W
orkshops
$375
$375
$375
Study Skills W
orkshop Fee
$650
$650
$650
Average
Hill/RAP Methodology W
orkshop Fee
88
8Average
Number of Participants per Workshop
5050
50Average
Number of Participants per Workshop
11
2Keyboarding Workshops
32
2Number of Hill M
ethodology Part 2 Workshops
$150
$150
$150
Keyboarding Workshop Fee
$425
$425
$425
Hill M
ethodology Part 2 Workshop Fee
88
8Average
Number of Participants per Workshop
2025
25Average
Number of Participants per Workshop
7.75
55
Study Hall Students (6%
of total Students)
3.00%
3.00%
3.00%
Annual % Increase in
Workshop Fees
$9$9
$12
Per Day Fee
6050
50Outside Certification Participants (Calculated on # Method Part 2 Participants
160
160
160
Number of Days
$250
$250
$250
Certification Observations Fees
2020
20Number of SA
T Testing Students
690
825
1125
Number of Observations
6060
60Revenue per Student
3.00%
3.00%
3.00%
Annual % Increase in
Certification Fees
3.00%
3.00%
3.00%
Annual Increase in
Fee
8238
13808
23599
Students Served
Appendix X
Id
en
tifi
ed In
telle
ctu
al P
rop
ert
y
Ide
nti
fie
d In
telle
ctu
al P
rop
ert
y W
hat is it
/Wh
at is it u
sed f
or?
Ho
w is it b
ein
g d
istr
ibu
ted
?W
hat p
rote
ctio
ns
are c
urr
en
tly
in p
lace
?The Hill Cen
ter Nam
e and Logo
Marketing, Branding
Tradem
ark
Hill Curriculum:
Methodology Notebook
Word List Notebook
Assessm
ent Notebook
“H
illRAP” (1 notebook)
“H
illWrite” (1 notebook)
“H
illMath” (1 notebook and bound m
ath cards)
“H
illHELP” (1 notebook)
Curriculum we developed
, teaching teachers how to
implemen
t our program
s.
Workshop participants receive
manuals if they atten
d workshops;
manuals are not sold sep
arately unless
the training is paid by The Hill Cen
ter
for training its own staff.
Each notebook has a disclaimer page and
each page of the notebook has the
copyright printed as a footer on each
page.
PowerPoint Presentations
(numerous presentations)
Presentations we develop for
workshops, conferences,
donors, potential consumers.
Each participant gets a paper copy of
the PowerPoint presentation.
We are in the process of converting to a
new
tem
plate which has the copyright
on each page.
Distance Learning Courses:
“D
ifferentiated
Instruction:
“Study Skills for Studen
t Success K‐12”
“Phonics: Breaking the Code”
“O
verview of LD
/ADHD”
On‐line version of our
workshops.
CE Quick is hosting our courses,
participants register on‐line.
PowerPoint and m
aterials associated
with courses have copyright on each
page on the screen or if printed.
Notebooks:
“Study Skills” (2)
“Copying & Dictation”
“H
elping Studen
ts Iden
tify the M
ain Idea”
“Phonological A
waren
ess Lists”
“M
errill Comprehen
sion Questions”
“H
illAlphabet Kit” (1 set: Frieze, DVD & cards)
“Phonics Key W
ord Kit” (1 set: D
VD & cards)
Teacher and studen
t materials
we developed
and sell as
supplemen
tal m
aterials.
Clients purchase these from us either
at workshops or fill out an
order form
and pay via check, cash or credit card.
Each notebook has a disclaimer page and
each page of the notebook has the
copyright printed as a footer on each
page. The laminated frieze and
letter/w
ord cards are printed with
copyright on each card.
“The Hill Center Model Replication Package”
includes 5 notebooks: Bluep
rint, Administrator,
Teacher, M
entor, and Form
s. Two of these notebooks
are included
on a CD. Licensing fee and
40 hours of consulting and software training
Clients/Sites interested in
replicating our Half‐Day School
Model and Program
Models
purchase this “HOW TO” guide.
A purchase contract is signed
and
money is collected via cash, check, or
credit card. A license agreement is
signed
for the LDA Plus database.
Each notebook has a disclaimer page and
each page of the notebook has the
copyright printed as a footer on each
page. A
license agreemen
t is signed
for
the LDA Plus database.
Software Products:
LD
A Plus
HillRAP Database (HillWrite & HillMath next)
IM
SLEC
Database
LDA Plus is a relational
database designed
for use in
a
Half‐Day School. HillRAP data
base is designed for use in
public schools via the web
.
A license agreemen
t is signed
for the
LDA Plus database. Curren
tly we are
only using the HillRAP Database in our
grant projects and use is limited to
those we give access to.
Copyright is on every screen of LD
A Plus.
HillRAP database has copyright on the
landing page. IMSLEC
Database is
currently being designed
and may or
may not be available via web
.
Appendix Y