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Domain 4d: Participating in a Professional Community

W.C.P.S. STEM Representative for Salem Avenue Elementary (“leadership role in at least one aspect of school or district life”)

Team Leader – 4th grade TIF Collaboration (meetings) 4th Grade Weekly Team Planning CES Sharing Session EEA Training – Summer 2012 Text Complexity Training CES Writing Scoring Sessions Math 24 County Game (5-7-13) Mentoring and Coaching 4th grade team (Feb-May) Common Core Book Study (Jan.-May 2013) W.C.P.S. Math 24 Game Coach (I worked with a student

team of 3 on a weekly basis, during and after school. We attended the completion at H.C.C. on May 7, 2013 to represent Salem Avenue Elementary.)

R5 professional inquiry with 4th grade team (participated in coordinating the initial meeting on Aug. 14 and then pursed a follow up meeting after going to administration for feedback on ideas for improving our reading instruction – second meeting was held Jan.17th)

Participated in School Events over the course of the year : Neighborhood Blitz, Back to School Night, McEducator’s Night, Reading Night, MSA Night

Domain 4e: Growing and Developing Professionally

Meeting with Administration and L.T. to help focus guided reading instruction for 4th grade team

Scheduled visit to Maugansville Elementary to gain instructional ideas

EEA Training – Summer 2012 Map Data Training with L.T. Pathways to Common Core book study (sharing and

collaborating with colleagues and L.T.s) Hosted Internal Visits to promote collaboration and sharing of

instructional strategies amongst colleagues CES “Sharing Session” participation Peer Observations - 2 received Peer Observations – 2 given 4th Grade Planning and Coaching (Feb-March) May 2013 - WCPS Gifted and Talented Specialist Certification

Cohort #2 (through North Georgia College and State University)

On-going Professional Development Log Met with L.T. concerning groupings, lessons, and overall

structure of the GATE program. Sought advice and guidance from L.T. and administration

concerning student groupings and data driven decisions with class placements and instruction.

Assisted 4th grade team as a mentor and extended team leader (Jan.-May) after taking on new GATE position in Jan. 2013

Enrolled in W.C.P.S. Gifted and Talented Specialists Cohort 2 – (North Georgia College & State University) – May 2013

Domain 4f: Demonstrating Professionalism

4th grade team leader SIT member STEM presentation to Salem Avenue staff (August 2012) CES Sharing Presentation to staff (January 2013) on MAP data

and student conferencing Lead and assisted 5th grade teachers in Merit Program

Placements for Middle School (collecting and analyzing data from parents, classroom teachers, enrichment and intervention teachers, the Summit Program staff, and P.M.I.)

Collaboration with grade level teams and team leaders about the best instruction for their students within the GATE program (one specific example: revisited groupings and passed out GATE rubrics for teachers to use as a tool for discussion about instructional plans for students) – recommended students who have been “traditionally underserved at the school” to be a part of the GATE program

Enrolled in W.C.P.S. Gifted and Talented Specialists Cohort 2 – (North Georgia College & State University) – May 2013 (“highly proative in serving students, seeking out resources when needed”)

Met with L.T. concerning groupings, lessons, and overall structure of the GATE program. It was my decision to take on 11 groups of GATE students, serving approximately 160 students as Salem Avenue (“highly proative in serving students, seeking out resources when needed”)

Sought advice and guidance from L.T. and administration concerning student groupings and data driven decisions with class placements and instruction. (“highly proative in serving students, seeking out resources when needed”)

Assisted 4th grade team as a mentor and extended team leader (Jan.-May) after taking on new GATE position in Jan. 2013

Salem Avenue Internal Visit Host (May 2013) – Mrs. Wolbert and Ms. Henry (MAP Data driven instruction with 2:30-3:15 class of 4th/5th graders)

24 Game Competition – Coach

April 5, 2013

Dear Parents/Guardians,

CONGRATULATIONS! Your child is one of the finalists for the “24 Game” Competition. We will be playing “24” at school and will try to arrange some after school practices as well. Your child, along with two other Salem Avenue students, will be going to HCC to compete against the fifth grade finalists from the other elementary schools in Washington County. This tournament is scheduled for Tuesday, May 7, 2013 from 4:00 – 6:00 PM at the ARCC at Hagerstown Community College.

The 24 Game cards can be purchased online. Your child will also receive a list of all the cards that they could practice (allowing home-made versions of the cards to be made at home if you wish). Students will be playing with the single digit cards and double digit cards.

In order to participate, students must have contact and t-shirt information completed, as well as a signed photo release paper (both attached). Please return both papers to Mrs. Newcomer by Monday, April 8 th !!! (as we are on a very TIGHT schedule).

Thank you,Mrs. Newcomer

April 12, 2013

Dear Parents/Guardians,

We will be playing “24” after school on Wednesdays, beginning on April 17th. We will begin practice at 3:30 and will practice until 4:30.

I gave your child a bag of cards so they could practice at home. I hope they are spending time each evening practicing. We will be discussing various strategies to make solving each card easier. I will also give your child a list of the card combinations so that they can practice them at home and even make home-made versions of the cards if they wish. Students will be playing with the single digit cards and double digit cards at the competition.

In order for your child to stay after school, I will need to have the bottom portion of this letter signed and returned by Tuesday, April 16th.

Thank you,Mrs. Newcomer

--------------------------------------------------------------------------------

Date:

As parent/guardian of Student’s Name

I hereby grant permission for my student to stay after school from 3:30-4:30 p.m. on the following Wednesday dates.

Wednesday, April 17th

Wednesday, April 24th Wednesday, May 1st

The adult that will be picking up my child is . Their contact phone # is .

Signature of Parent/Guardian Date

STEM meeting - February 28, 2013Webinars - log in using info given at EEA (https://extendeded.towson.edu/wconnect/ace/MSDE/home.htm Final year for face to face academiesEEA this year - July 15-18 at South High (Chris will put info on MBC)Space Math (with NASA) - Frequency of large meteor attack http://spacemath.gsfc.nasa.gov/

Bill Metz - Inquiry By Design: Using Design BriefsStudents have to be able to apply the information - if you have to teach it, it's not STEMStay away from "scientific method" with kids...it's not how we think - use the Design Loop Model instead

Design Briefs Include:- A context statement- A scenario- A challenge- The limitations- The rulesAnd...a reflective writing piece

Task: assign a "communicator" role (only person who can talk to the teacher, can't use their hands, must describe the statue behind the blind)Question: At completion, "If you could complete this task again, what would you do differently?" "Were there any important terms/vocabulary needed to complete the task?

Tower Power - upper middle school level: What did you learn about contracting as a result of this activity?

STEM mtg. 10/8/12Lead Teachers - met in Sept.mdk12.org - lessons and materials can be found

4 corners - Where is your school on STEM?(I've been given time to present to staff but only a few teachers are utilizing STEM)

SMART Goals - Dec. Mtg, Feb. Mtg, April Mtg.Try to keep future meetings on Thursdays

Salem Goal: Monthly STEM Day - We could plan a school wide lesson (like Bester) or we could have each team plan or choose (using mdk12.org) their own STEM lesson to try on "STEM Friday"

http://vitalsigns.changetheequation.org/-click on Maryland- how does MD stand on STEM

STEM Night Resources:WCPS Weebly - has many resources (http://wcpsstemconnector.weebly.com/

SIT Team Leader Meeting - December 3, 2012 NotesDonuts and Dialogue - shift to casual conversation and relationship building

Read w Me Breakfast - rescheduled to Dec.19th 8:00am

Friday Dec.21st - HCC book drive - books for all of our students - maybe a read day before break (cookies, milk, and a free book)

PBIS - 2-4 Tiger Tickets per student per day - email Donna or Kristy with ideas for a surveysee notes from meeting for referral numbers etc.Jan.7-11th - Manners Monday, Spirit Days, connectionPBIS January activity will be snack shackDec. 20th - tickets to Donna by 18th - 10am concert (bring extra tickets for raffle after concert)Rudolph and Grinch activity - sheets outside the office - book and video clips also available

CES Portfolio Committee - format "what, so what, now what" for submissions, team members have jobs (tech-Kylie, Ray, Kellie) - something from each team

Arete Site Review Report - created 3 needs for us to focus on (differentiation, collaboration, technology)

Guided Reading - 2+3 for the week (reading, speaking/listening, writing, grammar)

SIT Meeting - Feb.4, 2013 NotesMSA Night - Feb.13 from 6-7 pmReading Night - Feb. 27 (Float Away with a Good Book) - 5:45-7:00MSA Parade - Monday before MSA (March 4th and 11th) - right after AM announcementsMSA Buddies - team leaders email who you're teamed up withARETE goals - how is each team working on these goals

Ch.4 pathways to Common Core Notes for Discussion3 interesting facts learned:

pg.58 - If you think of the first grouping of standards as reading for meaning, think of the second grouping of anchor standards as reading for craft. If you think of the 1st category as focused on WHAT the text says, think of the 2nd as focused on HOW it says it. (standards 4-6)

pg.60 - And frankly, one might well suggest that if young readers do the work of the first three anchor standards well - comprehending, inferring, synthesizing - then they'll move rapidly up levels to the kinds of stories where paying attention to craft, structure, and language will become an essential part of their everyday reading work. (i.e. Tiger Rising or The Hunger Games, craft and structure emerge more prominently - symbolism evident and comprehension will not be possible without an attention to craft and structure.

pg.62 - Standards 7-9 help readers to read text that "go together" and to think across those texts, making connections and comparisons ("Integration of Knowledge and Ideas").

2 things rolling around:Pg.55-texts at level G or higher to fully support the work of standards 2-7 but young readers can do this thinking w read alouds and shared reading...thinking of my kindergarten friends

Pg.56-57 focus on standard 1...text explicitly states...makes me think of 3rd grade focus on plot...my next move is standard 2&3

1 thing to implement:Students should be doing lots of in-school reading with explicit instruction (see RIT goals)

R5 professional inquiry with 4 th grade team I was part in coordinating the initial meeting on Aug. 14

and then pursed a follow up meeting after going to administration for feedback on ideas for improving our reading instruction – second meeting was held Jan.17th)

Daily 5/Cafe

Greetings!I enjoyed working with your teachers during our 2 days this week. Everyone seemed to feel very positive about the work accomplished on their plans for launching the school year.The school looks GREAT! What incredibly shiny floors!! KUDOS to your custodial staff!!(Eric, you are added to the list due to the next paragraph!)As follow-up to conversations with your 4th grade teachers and Haley and Ann about starting the Daily 5/Café in their classrooms, I’ve arranged for them (whoever is interested and available) to meet with Jeremy Trammelle next Tuesday after 3:30. Originally I was thinking of an informal conversation at Panera, but the group will probably be too large to meet at a public restaurant , so we’ll meet at your school (location TBD). If any of you are interested and available, please feel free to join us. Hopefully this is the 1st

of many informal networking opportunities for teachers across schools, a goal of CCES, especially in light of the limited pd opportunities.Enjoy your last Friday of summer! See you Tuesday!PamPamela J. AyresAssociate DirectorChesapeake Coalition of Essential SchoolsP.O. Box 350North East, MD 21901410-913-9376 (cell)

Friday, August 10, 2012 12:20 PM

Hi everyone,I contacted my team and haven't heard back from everyone yet. I imagine that we'll have at least 4 of 5 of us there...we're all super excited to make this work! The only small problem is 3 of the girls are at NTA until 4. Does that time still suit everyone?? I know we originally were thinking more like 3:30.Thanks,

Kim8/10/2012

Leon, LyndaWe really are excited about the Daily 5 too! There are some great connections to common core and ces. We have ordered the book for the entire staff. Sent from my iPhone

8/11/2012

Garner, ThomasLove the thoughts here. So... I am old. I read the emails... And maybe I missed it.... But where are we meeting and is it at 430? Sent from my iPhone

8/13/2012

Monday, August 13, 2012 9:36 AM

Tom,Thanks for your message! What started out as a small "conversation among friends" (4th grade teachers with whom I worked last week...Daily 5/CAFE) grew to extend to 3rd grade teachers when they also expressed their interest in learning more about Daily 5/CAFE. My best intermediate resource for Daily 5/CAFE is Jeremy. While my original thought was to go to a place like Panera, once the group expanded, a public place no longer seemed viable. Somewhere in your building with technology will work. Because of the new teacher meetings, 4:30 seems like the best time to start.

Hope this clarifies things for you. If not, let me know. See you tomorrow!

Pam

r5 meeting

Burgan, Krista

To:MNewcomer, Kimberly; Ansel, HaleyThursday, January 10, 2013 3:20 PM

You replied on 1/11/2013 5:50 PM.Hi Kim,Grade 3 can meet next Thursday at 8. Would that work??

Newcomer, Kimberly

To:MBurgan, KristaCc:M

Friday, January 11, 2013 6:47 AM – R5 Follow-UpHi Kris :)Thanks for coordinating this! That would work great for me but let me check with everyone else and get back to you.Thanks,K

Pickens, TriciaWorks for me!!!! Tricia J. Pickens 4th Grade Teacher Salem Avenue Elementary School 1323...The Place to Be!! 1/11/2013

Henry, LaurenMe too!... as long as my grandfather's surgery is not this day. Thanks!

1/11/2013

Newcomer, KimberlyI'm speaking for my team (I only heard back from 2 of them by now but it was a busy day for everyone). I feel pretty sure that this time will work out good...so...let's plan on Thursday at 8! Thanks :)

1/11/2013

Monday, January 14, 2013 7:39 AM

Good Morning!It looks like we will meet at 8 on Thursday. Let’s meet in Haley’s room.Have a great day,Kris

Sampling of 4 th Grade Weekly Team Planning Agendas:

4 th Grade Team Meeting – Aug.30, 2012

Old News:Monthly PBIS activities (Sept.14th due) – REVISIT

New News:1.Discuss EUs and objectives - use what, how, why/EU, and FQ format2.Vocabulary cards – start next week (choose someone to create a template for them)3.Math facts/spelling schedule – What will spelling time

and facts time instruction look like? Begin Facts Freak Out competition the following full week Sept.10th?

4.Materials for Facts (cards, parent letter, leveled chart)- Rose

5.Materials for Spelling (data from pre-tests, parent letter, spelling HW menu, classroom menu)- Tricia

6.LE1 – when to start it? Guided Reading Groups to start next week?? What will that rotation look like with other centers- start Tues. Sept.4th

7.Writing samples tell us what? Where should we begin instruction? Starting with 6 room poem – writing samples will help us determine mini-lesson focus’ for instruction after that

8. Next week’s plans: Guided Reading/Social Studies (see next page) Vocabulary cards:

1D1a-c and I4 (determine meaning of domain specific words relevant to grade 4 topic)

L6 (acquire and use domain specific words that are basic to a topic) Words : Geography, precipitation, climate, vegetation landform, Piedmont Plateau,

Appalachian Mountains, Cumberland valley, Chesapeake Bay, Atlantic Ocean, Atlantic

Coastal Plain, elevation, wetland, region, legend, compass rose, title, scale, latitude, longitude

Assessment : Word ring fluency and Map placement of vocab words (Meets: TSW read 100% of words and define 75% of words on their ring, Key Soc. St. orally and written) (Exceeds: TSW read 100% of words and define 100% of words, TSW add additional vocabulary word to ring (from additional sources students have researched or read on their own, Key Soc.St. written,without resource)

Writing (Lauren – see next page) Math (Kim - ??) Spelling (Trish – lessons for Tues-Thur and materials) Math Facts (Rose – lesson for Friday and materials)

Salem Avenue Elementary School(4 th Grade Planning) Date: Dec.13, 2012

CES Benchmarks

Items to Be Discussed Notes

Student Achievement

Classroom Practice

Organizational Practice

Community Connections

Leadership

Introductions and Session and Learner Outcomes:

Participants will…. Create next

week’s plan for instruction

Student Achievement

Classroom Practice



Leadership

Plan lesson for next week’s (12-17 to 12-21)

See attached weekly plan for details

12/17

to

12/21Monday Tuesday Wednesday Thursday Friday

Guided Readin

g

4.RIT.3 Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Science Standards 2A2a (investigate and describe how weathering wears down the earth’s surface-water, ice, wind) 2A2b (site evidence to show that erosion shapes and reshapes the earth’s surface as it moves from one

location to another – water, ice wind)

Read text complex article: Chesapeake Bay Receives a D+TSW respond to these text dependent FQs:

“What elements of weathering and erosion are evident in the text?” “How has weathering and erosion effected the Chesapeake Bay?”

Math

Geometry: Angles, Rays, Lines, 2-D figuresFQ:

How could you describe and identify the 3 types of angles within 2-dimensional figures? In what ways can various polygons be described based on their properties? In what ways can various quadrilaterals be described based on their properties?

EU: Objects relate to their uses and transform in a variety of ways.2A1a-b (angles – 3 types)2A1b-c (identify, compare, classify, and describe angles in relationship to another angle and identify parallel line segments) 2C1a (sketch acute, right, obtuse angles and parallel line segments)4.G.1 (Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify these in 2-dimensional figures.)4.G.2 (Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. )

Writing

Finish Writing Pieces from previous week:Opinion Writing Prompt: 4.W.1 (Write opinion pieces on topics or texts, supporting a point of view with reasons and information.)FQ: How can I express my opinion clearly to allow an audience to understand my point of view?EU: Writing is a unique and skillful way of expressing ideas.

Learning Experience (Brochure): 4.W.2 write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension

Salem Avenue Elementary School(4 th Grade Planning) Date: Jan. 10, 2012

CES Benchmarks Items to Be Discussed Notes Student

Achievement Classroom

Practice Organizational

Practice Community

Connections Leadership


Participants will…. Create next week’s plan for instruction

Student Achievement

Classroom Practice



Leadership

Plan lesson for next week(1-14 to 1-18)

See attached weekly plan for details

1/14 to

1/18 Monday Tuesday Wednesday Thursday Friday

Guided Readin

g

Focusing on L.4 (determine or clarify the meaning of unknown words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies)

Day 1 - L.4.c (sources and how to use them)Day 2 – L.4.a (use context as a clue to the meaning of a word or phrase) – Independent work will be L.4.c (review from yesterday)Day 3 – L.4.a for guided reading – Independent work will be a mixture of L.4a&cDay 4 – will be MAP testing (Monday-Friday) different days for each of us – use Days 1-3 flexibly to make it fit your scheduleDay 5 – Friday early dismissal day (focusing on spelling review, MAP data conferencing/independent reading and Math)

Math

Geometry and Measurement: solid figures, area and perimeterFQ:

What relationship(s) exist between plane (2-dimensional figures) and solid (3- dimensional) figures? What relationships exist between area and perimeter?

EU: Objects relate to their uses and transform in a variety of ways.2A1a-b (angles – 3 types) Measurement (area and perimeter) is a way to describe attributes/properties of objects.

Mon-Tues: Finishing solid figures2b1a, 2b1b, 2B2a ( Identify and describe solid figures, analyze relationships between plane and geometric figures)Wed-Fri: Area/Perimeter4.MD.3 (apply the area and perimeter formulas for rectangles in real world and mathematical problems)

Writing

4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.4.L.4.a Choose words and phrases to convey ideas precisely.4.W.1.a-d Write opinion piece on topics or texts, supporting a point of view with reasons and information.4.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Educator Effectiveness Academies – 2012AGENDA

Tuesday8:15 – 8:50 Registration and Networking9:00 – 9:30 Large Group in Auditorium

9:40 – 10:25 Rotation #1 in School Teams (teachers and principals)10:35 – 11:20 Rotation #2 in School Teams (teachers and principals)11:30 – 12:15 Rotation #3 in School Teams (teachers and principals)12:15 – 1:00 Lunch (on-site in cafeteria)Afternoon Sessions Teachers Principals

1:10 – 4:00 Content Sessions for Teachers1:10 – 2:00 Rotation #1 (Math)2:10 – 3:00 Rotation #2 (RELA)3:10 – 4:00 Rotation #3 (STEM)

Wednesday (teachers only)

9:00 – 12:00 Content Sessions for Teachers12:00 – 1:00 Lunch (on your own) and Travel

1:00 – 4:00

Teachers Return to their Schools or Appropriate Site* (Teachers will complete a project that requires them to apply the information shared to this point in

the academy.)Master teachers will be available to support teachers working on their application project through the use of a virtual tool such as Elluminate.

Thursday9:00 – 12:00 Content Sessions for Teachers only

12:00 – 12:45 Lunch (on-site in cafeteria, principals join teachers)1:00 – 4:00 School Teams and LEA-facilitated Planning Meetings**

* Teachers traveling more than 40 miles to return to their home school have the option to work at the Academy site at a computer workstation. The principal will coordinate this for each school team and forward this information to MSDE staff members who will coordinate this with the host school systems.

** LEAs are asked to facilitate the transition planning of their school teams on Thursday afternoon. MSDE will host a “Systemic Planning Team” workshop on March 20 (snow date March 23) to assist LEAs in designing and planning this activity.

S.L.O. Training: March 8, 2013

Salem Avenue Elementary SchoolProfessional Development- SLO’s

Date: March 8, 2013CES Benchmarks Items to Be Discussed Notes Student

Achievement Classroom Practice Organizational

Practice Community

ConnectionsLeadership


Participants will…. Learn about SLO’s, what

they are, and guidelines for creating them

Tune already created SLO’s by our teammates

Gain information regarding the CES portfolio expectations

Student Achievement

Classroom Practice Organizational

Practice Community


SLO Training(Only those untrained must

attend)

1:30-2:00 p.m.

Student Achievement


Practice Community


SLO Tuning

(All staff)

2:00-3:00 p.m.

Student Achievement


Practice Community


CES Portfolio Expectationsby Kelli Mele

(All staff)

3:00-3:30 p.m.

Kim Newcomer G.A.T.E. 2012-2013 S.L.O.SLO Component

Objective Summary Statement

Summarize the long term academic goal for students100% of 4th/5th grade math students will increase their overall math RIT score by at least 5 points between the Winter and Spring MAP testing sessions.

Data Review & Baseline Evidence

Describe and explain the process and information used to create this SLO.See attached MAP scores for Fall and Winter testing session.See attached MAP data for SP13 Projected RIT.

Student Population Describe and explain the student group(s) selected for this SLO.Grades 4-5 GATE math students. This group is seen Wednesday-Friday for 45 min.

Learning Content Describe the specific content focus for this SLO.Student RIT growth for math as measured by NWEA’s MAP assessment.

Instructional Interval Describe the instructional period for this SLO.March 2013-May 2013

Target Describe and explain the expectations for student growth for students included in this SLO.100% of 4th/5th grade math students will increase their overall math RIT score by at least 5 points between the Winter and Spring MAP testing sessions.(Thinking behind this target: Students at this high RIT level need to advance an average of 10 points from Fall to Spring to show sufficient growth in math. I have been teaching this group of students since January 2013 which is half of the school year. Assuming that a 10 point overall, yearly increase will allow students to meet their end of the year goal, I divided those points in half to get my target of 5 points.)

Evidence of Growth Describe what evidence will be used to determine student progress or growth?100% of the students will gain at least 5 points from their Winter MAP score - Spring MAP score.

Strategies Teacher will: Use the Winter MAP data to determine students’ baseline data to determine growth goals Use the Des Cartes to drive instruction for each student or group of students through guided math,

conferencing, and individual research/exploration of electronic resources Use the CCSS Math Standards (5th-8th grade) to guide instruction. Utilize the MAP math website, Khan Academy, LearnZillion, ixl.com and other electronic

resources to guide small group instruction. Provide mini-lessons on an “as needed” student request basis or when a mass need presents itself

through conferencing.

Students will: Use the Winter MAP data to determine students’ baseline data to determine growth goals Use the Des Cartes to choose instructional goals. Use 3-piece evidence recording sheets to document successful completion of goals. Conference with teacher on each goal completed and will then highlight it on their Des Carte. Complete individual or partner research/exploration of math skills using electronic resources such

as: MAP math website, Khan Academy, LearnZillion.com, and ixl.com Post completed evidence of goals met/accomplished on MBC.

Leadership and Professional Development

Describe and explain leadership strategies and professional development to support attainment of SLO.

I’m in need of the SP13 Projected RIT goals for my students.

MATH – 4th Grade

Wednesday-Friday (2:30-3:15)

Student Name FallRIT

WinterRIT

My SLO Goal (Winter RIT +

5pts.)

SP13Projected

RITALICEA, XAVIER J. 218 217 222GRIMSLEY, KYLIE A. 213 217 222MCKENRICK, KYLEE J. 211 217 222SO, ARIELLA P. 215 219 224TAYLOR, GAVIN C. 209 221 226SPESSARD, AIRAN 221 226STEWART, JADE L. 221 224 229SIMMS, JOHN Q. 222 225 230WILT, COREY J. 225 232 237ALSAHOURI, GIFARA 230 235

Final Results – Fall through Spring 2012-2013Student Name

FallRIT

WinterRIT

My SLO Goal

(Winter RIT + 5pts.)

Spring RIT

WT-SP Point

Growth

Total Point Growth

GRIMSLEY, KYLIE A. 213 217 222 231 14 18

MCKENRICK, KYLEE J. 211 217 222 232 15 21

SO, ARIELLA P. 215 219 224 236 17 21STEWART, JADE L. 221 224 229 234 10 13SIMMS, JOHN Q. 222 225 230 236 11 14WILT, COREY J. 225 232 237 230 -2 5ALSAHOURI, GIFARA 230

235249

19 19(from winter to

spring)ALICEA, XAVIER J. 218 217 222 236 18TAYLOR, GAVIN C. 209 221 226 223 14SPESSARD, AIRAN 221 226 moved

Evidence of Growth

Describe what evidence will be used to determine student progress or growth?

100% of the students will gain at least 5 points from their Winter MAP score - Spring MAP score.

Results 8/9 students gained at least 5 points from their Winter –Spring score = 88.88%

Special Note: 8/9 students at least DOUBLED their 5 point growth goal from Winter to Spring!

TIF PROFESSIONAL DEVELOPMENT LOG 2012-2013

DATE HOURS DESCRIPTION TOTAL HOURS

7/24/12 7.0 EEA – STEM Training 7.07/25/12 7.0 EEA – STEM Training 14.07/26/12 7.0 EEA – STEM Training 21.08/14/12 1.0 Daily 5/Café Training 3rd & 4th Grade w/

Jeremy Tramelle22.0

8/17/12 2.5 Text Complexity Professional Development 24.58/17/12 0.5 TIF Meeting 25.08/20/12 1.0 Math Common Core Professional

Development26.0

8/21/12 1.0 Writing Common Core Professional Development

27.0

8/24/12 1.0 TIF Grade Level Planning 28.08/30/12 1.0 TIF Grade Level Planning 29.09/6/12 1.0 TIF Grade Level Planning 30.09/10/12 0.5 TIF Meeting 30.59/13/12 1.0 TIF Grade Level Planning 31.59/20/12 1.0 TIF Grade Level Planning 32.510/5/12 2.5 MAP Data Planning for Unit 2 Math (use of

NWEAwebsite and DesCarte)35.0

10/18/12 1.0 TIF Grade Level Planning 36.010/23/12 3.5 Long Term – Scroll Team Planning 39.510/24/12 1.0 CES Writing Benchmark Team Scoring 40.510/25/12 1.0 TIF Grade Level Planning 41.511/1/12 1.0 TIF Grade Level Planning 42.511/8/12 1.0 TIF Grade Level Planning 43.511/15/12 1.0 TIF Grade Level Planning 44.511/28/12 1.0 Voluntary Guided Reading Prof. Dev. w/

Lead Teachers45.5

12/12/12 1.0 CES Writing Benchmark Team Scoring 46.51/7/13 2.0 CES Sharing Session (Presenter and

Participant)47.5

1/16/13 1.0 Pathways to Common Core Book Study 48.51/30/13 1.0 Pathways to Common Core Book Study 49.52/12/13 1.0 Pathways to Common Core Book Study 50.52/27/13 1.0 Pathways to Common Core Book Study 51.53/20/13 1.0 Pathways to Common Core Book Study 52.54/11/13 1.0 Pathways to Common Core Book Study 53.54/17/13 1.0 Pathways to Common Core Book Study 54.55/8/13 1.0 Pathways to Common Core Book Study 55.5

Daily 5/Cafe

Greetings!I enjoyed working with your teachers during our 2 days this week. Everyone seemed to feel very positive about the work accomplished on their plans for launching the school year.The school looks GREAT! What incredibly shiny floors!! KUDOS to your custodial staff!!(Eric, you are added to the list due to the next paragraph!)As follow-up to conversations with your 4th grade teachers and Haley and Ann about starting the Daily 5/Café in their classrooms, I’ve arranged for them (whoever is interested and available) to meet with Jeremy Trammelle next Tuesday after 3:30. Originally I was thinking of an informal conversation at Panera, but the group will probably be too large to meet at a public restaurant , so we’ll meet at your school (location TBD). If any of you are interested and available, please feel free to join us. Hopefully this is the 1st

of many informal networking opportunities for teachers across schools, a goal of CCES, especially in light of the limited pd opportunities.Enjoy your last Friday of summer! See you Tuesday!PamPamela J. AyresAssociate DirectorChesapeake Coalition of Essential SchoolsP.O. Box 350North East, MD 21901410-913-9376 (cell)

Friday, August 10, 2012 12:20 PM

Hi everyone,I contacted my team and haven't heard back from everyone yet. I imagine that we'll have at least 4 of 5 of us there...we're all super excited to make this work! The only small problem is 3 of the girls are at NTA until 4. Does that time still suit everyone?? I know we originally were thinking more like 3:30.Thanks,Kim

8/10/2012

Leon, LyndaWe really are excited about the Daily 5 too! There are some great connections to common core and ces. We have ordered the book for the entire staff. Sent from my iPhone

8/11/2012

Garner, ThomasLove the thoughts here. So... I am old. I read the emails... And maybe I missed it.... But where are we meeting and is it at 430? Sent from my iPhone

8/13/2012

Monday, August 13, 2012 9:36 AM

Tom,Thanks for your message! What started out as a small "conversation among friends" (4th grade teachers with whom I worked last week...Daily 5/CAFE) grew to extend to 3rd grade teachers when they also expressed their interest in learning more about Daily 5/CAFE. My best intermediate resource for Daily 5/CAFE is Jeremy. While my original thought was to go to a place like Panera, once the group expanded, a public place no longer seemed viable. Somewhere in your building with technology will work. Because of the new teacher meetings, 4:30 seems like the best time to start.

Hope this clarifies things for you. If not, let me know. See you tomorrow!

Pam

Salem Avenue Elementary SchoolReading Language Arts Professional Development

August 17, 2012

CES Benchmarks Items to Be Discussed Notes Student Achievement Classroom Practice Organizational

Practice Community



Participants will…. examine and apply the Maryland tools for

determining text complexity when selecting text across curriculum.

Identify and create text dependent questions to determine the importance of close analytic reading

Familiarize themselves with the shifts that must occur with writing and analyze student writing samples using grade level rubrics

Write a lesson plan integrating standards from various literary strands

Student Achievement Classroom Practice Organizational

Practice Community


Text Complexity Why is text complexity important? How do you determine text complexity? Let’s look at the MSDE rubrics! Let’s give it a try! Meeting the needs of ALL learners


Practice Community


Close Readings/Text Dependent Questions What is a close reading? What are text dependent questions? Putting them together by analyzing a lesson

plan Let’s write text dependent questions! How will close analytic reading look different in

primary vs. intermediate grades? Student Achievement Classroom Practice Organizational

Practice Community


Writing


Practice Community


Chop it!

Salem Avenue Elementary School Fourth Grade: Using MAP Data Well & Learning Experience Planning

Date: October 5, 2012CES Benchmarks Items to Be Discussed Notes


Practice Community



Participants will….1. Learn how to access reports

via the NWEA website2. Sequence unit 2 common

core math standards3. Use MAP data to

differentiate instruction for students while aligning common core and DesCarte ladders

4. Gather resources to support your scroll

Student Achievement


Practice Community


Access reports from the NWEA website

Logging in Reports “cheat sheet”


Practice Community


Sequence unit 2 common core math standards

Sort standard cards Order cards Looking at DesCarte

Student Achievement


Practice Community

Connections

Using your map data Using your MAP data,

match students and DesCartes to the standards you have ordered

Leadership Student Achievement Classroom Practice Organizational

Practice Community


Learning Experience Planning Plan for learning

experiences to support your scroll

Salem Avenue Elementary SchoolCFIP

Date: October 24, 2012CES Benchmarks Items to Be Discussed Notes


Practice Community



Participants will….

5. Analyze student work samples using the CES writing benchmark rubrics aligned to Common Core

Student Achievement


Practice Community


Scoring Writing

Look at student work Score using rubric Discuss

Tringone, Mindy

SASFriday, December 07, 2012 2:48 PM

You replied on 12/7/2012 6:32 PM.Good afternoon,

If you would like to score your CES writing benchmarks during your planning time on Monday or Wednesday (with Lead Teacher input) Tom is willing to pay you for an hour. Remember, I need all papers returned to me by 4:00 Wednesday.

Please let me know asap if your team would like to take advantage of this opportunity. :)

Mindy TringoneSalem Avenue Elementary School Lead Teacher 301.766.8313

12/7/2012

Friday, December 07, 2012 6:32 PM

Hi Mindy,Please put our team down for planning on Wed.Thanks ;)

CES Sharing SessionJanuary 7, 2013

Circle four different sessions (1 session for each time slot). The best way to get many ideas is to have your team split up and attend different sessions.

Bring the ideas to your next team planning.

4:05-4:15 4:20-4:30 4:35-4:45 4:50-5:00

At 5:00, please return your evaluation to the

media center.

Wood (Decoding Strategies)

Wood (Decoding Strategies)

Hose, Dattilio, Eberhart (Fact Frenzy)

Hose, Dattilio, Eberhart (Fact Frenzy)

Pangborn (Class Books)

Pangborn (Class Books) Third Grade ( Third Grade (

Nash (MAP Data Conferencing)

Nash (MAP Data Conferencing)

T. Newcomer (Motivation of TDQ Through My Big Campus)

T. Newcomer (Motivation of TDQ Through My Big Campus)

Mele (Writing to Strengthen Art)

Mele (Writing to Strengthen Art)

K. Newcomer & Shahan (MAP Data/Student Conferencing

K. Newcomer & Shahan (MAP Data/Student Conferencing

Evaluation Form

What did you like about our Salem CES sharing session?

List something that you will try in your classroom.

What improvements could you give for future CES sharing sessions?

What topics would you like to see at the next CES sharing session in the spring?


Date: January 16, 2013CES Benchmarks Items to Be Discussed Notes

Student Achievement


Practice Community



Participants will…. Engage in discussion and

activities surrounding Pathways to the Common Core Chapters 1 & 2

Share exhibition focus as it connects to conservation and review exhibition planning document

Plan upcoming 2 + 3 experience

Student Achievement


Practice Community


Engage in discussion and activities surrounding

Pathways to the Common Core Chapters 1 & 2

(Please read chapters 1 & 2 prior to CFIP. Be prepared to

discuss.)

Chapter 1- looking at PARCC to see

what that will look like liked that it stated

concerns people were feeling

Chapter 2- discussed the balance of

literature and informational: 50/50 split

page 25 discussing personal connections

Focus on text evidence and crafting good

questions

Student Achievement


Practice Community


Share exhibition focus as it connects to conservation and

review exhibition planning document

(Please be prepared to share briefly your exhibition focus

question as it relates to conservation.)

What is our role of keeping the Chesapeake Bay alive? Adding in the erosion and weathering to the exhibition. Have been reading articles to support the learning.

Student Achievement


Practice Community


Plan upcoming 2 + 3 experience

(Please come prepared with scroll and idea for upcoming LE, as well as one computer on which to type/research)

CES 2 + 3 field trip February 13Lauren will be the morning rationale representativeKylie will attend the afternoon session with Jamie Hade

Salem Avenue Elementary School: CFIPDate: January 30, 2013- grade 4



Practice Community



Participants will…. Engage in discussion and

activities surrounding Pathways to the Common Core Chapter 3

Identify students’ progress toward meeting their MAP goal for reading

Identify the growth students are making in guided reading

Student Achievement


Practice Community



Pathways to the Common Core Chapter 3

(Please read chapter 3 prior to CFIP. Be prepared to

discuss.)

Kylie- finally understand the ladder Tricia- Complex text confusion; Qualitative vs.

quantitative Rose- Complex texts at GR but independent text;

Should we level all books?

Complex text comes during read alouds, GR time

Lauren- Concern for a student who wants to read books like A Diary of a Wimpy Kid but not able to….scaffold instruction (audio, video)

Student Achievement


Practice Community


MAP Data- Reading

Identify kids that have met their goal, made little growth and no growth to develop an

action plan

(Bring your fall and winter MAP reading scores)

Student Achievement


Practice Community


Guided Reading Check In

Where are your kids based on the goal you set for them?16 weeks of school leftHow will you ensure your

students reach their goals?

(Please bring your guided reading goals that you set on

Nov. 29th.)

Mini lesson on 4th grade standard in whole group---guided reading ties to whole group and connects MAP goals.

Lesson plans that are 15 page long—you must have the required components

Tricia- Disconnect about ½ of time with GR and Lexile; is it because I ws out?

Lauren- 1 or 2 kids concerned about Kim/Klammers- Winter scores are more accurate

than Fall scores Rose- 1 concern….girl was high RIT

range…..accuracy/decoding not as high as comprehension

Kylie- Highest student is 230, she’s working with 212-215 but getting more out of that group

Need support with differentiation of text to support standards. Suggestion to use

Salem Avenue Elementary SchoolCFIP Agenda

Date: February 12, 2013CES Benchmarks Items to Be Discussed Notes

Student Achievement


Practice Community



Participants will…. Participate in a

discussion surrounding Chapter 4 in the Pathways to the Common Core book

Analyze student work samples using the CES writing benchmark rubrics aligned to Common Core

Student Achievement


Practice Community


Engage in discussion and activities surrounding Pathways to the Common Core Chapter 4

Please come prepared having read Chapter 4 and completed the attached 3, 2, 1 organizer

Student Achievement


Practice Community

Connections

Scoring Writing Look at student work Score using rubric Discuss implications

Leadership Student


Practice Community


Salem Avenue Elementary School: CFIPDate: February 27, 2013


Practice Community



Participants will…. Receive feedback from Pam

Ayres on Exhibition Engage in discussion and


Identify students’ progress toward meeting their MAP goal for math

Review CES portfolio expectations


Practice Community


Exhibition Check In

Feedback from Pam Ayres

Student Achievement


Practice Community



(Please read chapter 5 prior to CFIP. Be prepared to discuss.)

Student Achievement


Practice Community


MAP Data- Math

Identify kids that have met their goal, made little growth and no

growth to develop an action plan

(Bring your fall and winter MAP

math scores) Student Achievement Classroom Practice Organizational

Practice Community


CES Portfolio Expectations

Implications for Teaching Reading: February 27 th CFIP

Grade 2- Standards build on each other. Next year it will make a big difference in our instruction. Planning which units will be writing intensive, media intensive, etc. (Could guided reading be substituted for guided writing

during that week?) Using illustrations to tell the story Students are reading to find facts. We need to change how we read informational text. Kids read non-fiction to determine careers and hobbies. (Should we look at Weekly Reader and Nat. Geographic) LTs

shared Zite and Time for Kids on database. Check youseemore.com for TFKs. With non-fiction pictures can be deceiving…..text may be more difficult. Use common sense.

Grade 1- Not just one main idea or central idea. Looking at complex text more closely Essential ideas MUST come from the text Moving students from gaining information to analyzing text Well ahead of where we need to be…..we’re doing things fourth grade students are doing Moving down a level for informational text Allowing students to choose books of interest and on their level Writing letters to publishers to get second hand books

Kindergarten/Pre-K- Adults AND children need to be able to read deeply! Role playing with pre-k to get the main idea. Moving in a meaningful way to help students see/understand what a

character is thinking and feeling. Ladder of complexity- Give the students choice…..Kids read about things that interest them in careers and hobbies. Text sets….Consider student choice National Geographic for Kids….want it back! www.youseemore.com for Time for Kids Reading to think!!

http://www.youseemore.com/

Grade 5- The way grade five is teaching, they feel we are making up for lack on informational text. Good balance bc we’re

specialized. Students need to read informational text for career and hobbies….we’re not there yet. We’re getting there. We’re still stop and go bc of comprehension. Fluency with non-fiction is an area of need. With non-fiction, we aren’t bumping the students up, we are teaching just right. Text sets- $800 Text that is interesting to kids, yet keep personal connections out. Confusing!?! Read to think! -

Grade 4- Our grade level is reading 75-80% informational text. Comprehension of basic information needs to come first…..skills/standards build upon each other. We’re still stop and go with informational text. Memorization of facts vs. deep thinking Text sets….to look at writer’s bias, etc. Story works or Nat. Geographic….wish list

Grade 3- 21st century skills….analyzing, evaluating, comparing, etc. Reading non-fiction to determine career and hobbies Reading to take notes/find facts…..we need to move beyond this! Intertext and Intratext comparisons Print rich journals….magazines Digital sources….www.youseemore.com Student choice Opinions are out! Non-fiction is not the truth, but rather someone’s perspective or side of the truth. Reading is thinking!

Salem Avenue Elementary SchoolCFIP Meeting

Date: March 20, 2013CES Benchmarks Items to Be Discussed Notes

Student Achievement


Practice Community



Participants will…. Discuss chapter 6 of

Pathways to the Common Core

Determine CES Portfolio artifacts

Analyze winter math MAP data

Student Achievement


Practice Community


Pathways to the Common Core

Please come prepared to discuss chapter 6.

Tyler-talked about the balance of writing narrative writing and other writing purposes

Ray-what is not clear, is what exactly, it means to teach writing

Aly- more opportunity to practice the better the writer-always looking at time

Rebecca-Writing standards seem utterly aligned to the writing process.

Paul- Talked about using practice of writing and how it gets easier with practice

Tony and Kim- agreed that every teacher is a teacher of writing

Student Achievement


Practice Community


CES Portfolio Artifacts

Team completed benchmark sign up for artifacts

All artifacts are due to Kellie by April 29 Shared date for CES series April 9th

Student Achievement


Practice Community

Winter MAP Data

Please bring a copy of your winter math MAP teacher

Looked at “Mean” of strands and placed data on chart

Discussed strengths and weaknesses Shared the progressions Looked at Wiki for math resources and

progressions on wiki


report. Passed out Teaching Numeracy for teachers to have as a resource/possible book study

Shared resources found within our building available for checkout

Will be using the MAP for Primary to gain more information about students that are below the 50th percentile

Salem Avenue Elementary School: CFIPDate: April 9, 2013


Practice Community



Participants will…. Exhibition check in and CES

portfolio check Engage in discussion and


Writing data and instruction SLO progress


Practice Community


Exhibition Check In and CES Portfolio touch base

Questions, concerns, updates

Student Achievement


Practice Community



(Please complete the 4A’s organizer that was placed

in your mailbox)

Student Achievement


Practice Community


Writing Data

Look at comparative data as well as benchmark data from

informational piece(Please bring the writing data

that was shared with you at our last CFIP)


Practice Community


SLO progress

What does your team need to help you with your SLO?


Date: April 17, 2013CES Benchmarks Items to Be Discussed Notes

Student Achievement


Practice Community



Participants will…. discuss chapter 8 of the

Pathways book observe a video of

writing instruction based on grade level demands (varied by grade level)

discuss student concerns

Student Achievement


Practice Community


Chapter 8 of Pathways

Please come prepared having read the chapter and ready to

discuss.

Student Achievement


Practice Community


Writing Instruction Video

Student Achievement


Practice Community


Student Concerns

Salem Avenue Elementary SchoolCFIP Grade 3, 4, & 5Date: May 8, 2013



Practice Community



Participants will…. Share writing benchmark

prompt and process changes

Learn about end of year activities


Student Achievement


Practice Community


Writing Benchmarks

Share writing prompt Set guidelines for

administration and scoring

Student Achievement


Practice Community


End of Year Information

Articulation cards FOSS Inventory Summer Sendoff CES visit

Student Achievement


Practice Community



Pathways to the Common Core Chapter 9

(Please read chapter 9)

Enrolled in W.C.P.S. Gifted and Talented Specialists Cohort 2 – (North Georgia College & State University) – May 2013

Newcomer, KimberlyWednesday, March 13, 2013 9:15 PM

Sent from my Galaxy S®III-------- Original message --------From: NGCSU Graduate Admissions <[email protected]> Date: To: [email protected] Subject: Your on-line application (NGCSUSG_NEWCOKIM_20130313120823) Dear Kimberly,

Thank you for completing your online application! This e-mail confirms that you have successfully submitted your form.

Your file will be complete when Admissions has received all of the required admissions documents.

To verify that your form data has been sent, received, and confirmed, click on the listing for the institution under "Submitted forms" in your Personal Activity Page at:

http://www.applyweb.com/cgi-bin/ustat?

On this web page, you will also find links back to the Application Home page and to the institution's web site. We recommend that you check both places for instructions on what to do next and how to check your admissions status from this point forward.

The admissions site will also let you know whether you will be informed regarding acceptance via postal mail or whether notice will be posted on the admissions home page.

If you contact the admissions office, please include your full name and Application ID:

NGCSUSG_NEWCOKIM_20130313120823

Thank you for applying online!

https://owa.wcps.k12.md.us/owa/redir.aspx?C=Zb0PKdxtnkGL-bk0tye8LMNjByWDK9AIxyNzRK_Moh07JKO4GY2vq4c0C6aFLHw0E2_2WGctg6k.&URL=http%3A%2F%2Fwww.applyweb.com%2Fcgi-bin%2Fustat%3F

University of North Georgia - Specialized GraduateActivity for Kimberly Newcomer (newcokim)Kimberly Newcomer (newcokim) Log OutSuccess!Your form has been successfully submitted...Please read, print and bookmark this important page.

University of North Georgia - Specialized GraduateSubmittedView FormApplication for Specialized Graduate Admission for Summer 2013 Status:Payment accepted, form submitted successfullyDetailsOrder ID: NGCSUSG_NEWCOKIM_20130313120823 Amount Paid: $40.00 Started: 12:03 PM, March 13, 2013 (PST) Sent: 12:09 PM, March 13, 2013 (PST) Institution home page: http://www.ung.edu

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WCPS Gifted and Talented Specialist Certification CohortCourse Sequence and Tentative Schedule

CYCLE/YEAR 1

SUMMER 2012June 4, 2012 through August 10, 2012Introduction to the Gifted and Talented3 Semester HoursThis core course has been designed to provide a basic understanding of the characteristics and needs of gifted and talented children and to provide an overview of current issues in the study of gifted and talented students and the programs designed to meet their needs.

FALL 2012September 3, 2012 through November 2, 2012Assessment and Measurement of Gifted Learners3 Semester HoursCourse participants will develop instructional strategies and leadership skills needed to support the identification and teaching of gifted students. Educators will examine instructional practices regarding assessment options, assessment bias, gifted services, and student creativity. Educators will collaborate and explore beliefs, best practices, challenges, current research, and ways to apply these to their own teaching practice.

SPRING 2013January 28, 2013 through April 6, 2013Models and Strategies for Teaching the Gifted3 Semester HoursCourse participants will examine and apply educational models and instructional strategies currently advocated for use with gifted learners. Course participants should develop an understanding of both theoretical and practical implications of the methods and strategies, and learn how appropriate instructional approaches can contribute to developing learning environments that promote academic challenge and learner independence.

CYCLE/YEAR 2

SUMMER 2013June 3, 2013 through August 9, 2013Socio-Emotional Needs of Gifted Learners3 Semester HoursCourse participants will develop an understanding of the unique socio-emotional needs of gifted students and the instructional implications of this framework. Participants will explore characteristics of the gifted, developmental traits, vulnerabilities, and subsequent guidance and counseling needs, such as grade acceleration. Participants will apply current research on best practices for working with this unique group to their own teaching situation and explore ways to share this information with their colleagues.

FALL 2013September 2, 2013 through November 1, 2013Introduction to Curriculum for the Gifted3 Semester HoursThe course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately.

SPRING 2014January 6, 2014 through March 7, 2014INTERNSHIPClinical/Laboratory Internship3 Semester Hours

Teacher to Teacher Coorespondance About Students:new student

Newcomer, Kimberly

Zeger, GinaGATE, Sent ItemsMonday, March 11, 2013 3:16 PM

Hi Gina,Beginning next week (March 18th) I wanted to add Juliana Wood to our math group (11:55-12:25) if that's okay with you. I talked to Doreena and she seems like she'd be a good fit and would benefit from the extra instruction. Let me know your thoughts and if you think it would work.Thanks :)Kim

Zeger, Gina

Tuesday, March 12, 2013 8:33 AM

sounds great! Thanks!The message you tried to print is protected with Information Rights Management. The sender didn't give you the rights necessary to print the message.

Thank you for your feedback Ann. Let's try the switch for MP4 and see how things go!

Sent from my iPad

On Apr 3, 2013, at 3:13 PM, "Palmer, Ann" <[email protected]> wrote:

Pauline: I really don't think she possesses the motivation/work ethic to produce written projects that say "enrichment". Yes, she does have learning/academic potential, but following through with a product or assignment is a real problem in my class. She is NOT a self starter.

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Keiomie Condrey: She is mvery motivated with a strong work ethic. She was on your original list by RIT scores. Could we switch out Pauline and Keiomie. She is alost organized and brings structure to situations. Let me know. I am out for the next two days.

student changes for MP4

Newcomer, Kimberly

ActionsTo:MAnsel, Haley; Jenkins, Elizabeth; Saylor, Ashley; Nigh, Julie; Taylor, Rose; Henry, Lauren; Shahan, Kylie; Klamers, Alexandra; Pickens, Tricia; Carver, Alyson; Bland, Rebecca; Mcdonald, Anthony; Weber, Raymond; Newcomer, Tyler; Hose, Carol; Zeger, Gina; Dattilio, Elizabeth; Wolbert, Tracey; Eberhart, ChristineCc:MBurgan, Krista; Garner, Thomas; Leon, LyndaGATE, Sent ItemsFriday, April 05, 2013 8:42 AM

Good morning everyone,Just a reminder to send me a quick email if you have anyone on your mind that could possibly exit Enrichment for the 4th MP based on our conversations, grades, and/or GATE rubric I gave you. Also, if there's a new student or someone better suited than those students we currently have placed, please let me know.Thanks,Kim

Ansel, HaleyI think that Alyzae DeLaRosa and Sevda Mustapayeva are good to stay. As for Roniya Pirtle, what do you think? Is she keeping up with the group? I am good either way with her. You can make that call. Haley Ansel 3rd Grade Teacher Salem Avenue Elementary

4/5/2013

Zeger, GinaI'm not sure what you're thinking, but I think that Dakota and Lolia could exit. They seem to lack most of the skills in th GATE rubric. I feel that possibly Collin Irish would be better suited for a spot with you. Let me know what you think. Thanks for everything

4/5/2013

Henry, LaurenHey Kim, I think that Gavin T. does not meet all of the requirements. I think that the other students fit well, but if you think differently, please let me know! When will the changes begin? Thanks! Lauren

4/7/2013

Shahan, KylieHey Kim, Courtney Bell probably needs to be removed from 4th MP enrichment. Someone who you might want to consider is Arieanna Hollins. She came to Salem a few months ago and has a 215 score in Reading. She is very bright and does above and beyond on all of

4/7/2013

Newcomer, KimberlyHi Lauren, I see what you're saying and I see it myself. If he's falling behind with you in class then let's pull him. If not, we can keep him. I haven't had to chase him down for any incompleted work and he doesn't shine in class but he's not the worst either.

4/8/2013

Newcomer, Kimberly

In response to the message from Shahan, Kylie, 4/7/2013Shahan, KylieGATE, Sent ItemsMonday, April 08, 2013 7:02 AM

Hi Kylie,I agree with Courtney. Let's try the new girl for 4th MP. We will put these changes into place effective today.Thanks!

Newcomer, KimberlyHi Gina, I trust your input and see the same skill lacking there too. Let's pull Dakota and Lolia and put Collin in...effective starting today. Thanks for your support (makes this position a whole lot easier)!! Happy Monday :)

4/8/2013

Newcomer, KimberlyHi Haley, I say let's keep Roniya. There are other students in the other classes that are more of a concern for me than she is. Alyzae and Sevda are very much leaders..hanging in there with my fourth graders! Thanks for your input and support! Happy Monday

4/8/2013

Ansel, HaleySounds Haley Ansel 3rd Grade Teacher Salem Avenue Elementary

4/8/2013

Henry, LaurenI know his MAP score is really high! He isn't really behind in my class, but he isn't putting forth the best of work either. Let's try just pulling him from the math class at the end of the day and then we can see what happens.What do you think? Thanks!

4/8/2013

Newcomer, KimberlySounds good to me. Thank you for your input!

4/9/2013

Newcomer, Kimberly

In response to the message from Henry, Lauren, 4/8/2013Henry, LaurenSent ItemsTuesday, April 09, 2013 3:36 PM

Sounds good Lauren

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