The CCPS Advanced Academics (G/T) Program is designed to meet the needs of highly able learners and maximize student achievement. Advanced Academics teachers, in collaboration with classroom instructors, will continue to provide a continuum of instructional options designed to meet the needs of highly able learners and students identified as possessing gifted learning traits. This may include in-class extended instruction, pullout enrichment groups, and/or advanced resource development with classroom teachers. A Referral and Review Team, as well as collaboration with classroom teachers, will determine student eligibility for advanced instructional options. Indicators for participation include observational checklists, standardized test scores, work samples, and classroom performance. Although students are not typically, formally identified until the beginning of third grade, Advanced Academics teachers will continue to provide a range of services for grades K-5. Look for more information about the program to come home throughout the school year.
NEWS FROM GIFTED & TALENTED/ADVANCED ACADEMICS
Primary thinking skills (PTS) lessons are implemented in all 2nd grade classrooms. The advanced academic specialist, Caterina Walsh-Manelli will work with 2nd grade teachers several times during the school year to facilitate PTS lessons that expose all students to higher level thinking skills. These lessons utilize elements of Primary Education Thinking Skills (PETS), a program published by Pieces of Learning, and approved for use by CCPS. The lessons serve as a diagnostic tool for recognizing students who demonstrate strengths in the thinking skills presented. PTS lessons focus on skills such as:
Ms. Walsh-Manelli has started to rotate through second grade classes, so you may hear about these activities from your student! If you have any questions or want more information, please reach out via phone or email, or check out G&T/Advanced Academic Programs on the CCPS website.
I have been the part time art teacher for a few years here at Linton and I am so very happy to become the full-time art teacher next year. I am sad to see Ms. Peck retire but she promises she will sub in the future and students may still get to see her on those days. I will try to continue many of the traditions and projects that she created here at Linton over the years.
Happy Fall, Families! We have been busy learning about stress, feelings and how to handle them, as well as understanding what empathy is and ways we can show it to others. In Kindergarten, 1st and 2nd grades, we’ve learned different calm down strategies, including breathing, wall push ups and squeezing a ball or stuffy. The children have expanded their emotional vocabulary to be able to use feeling words like disappointed, angry, optimistic, and calm. We’ve also connected our feelings to different situations in order to choose strategies to help us cope.
In 3rd, 4th and 5th grades we have also practiced calm down strategies like breathing and quiet mindfulness. Communication and the use of I-Messages, along with understanding empathy, will help the students interact positively with their peers and families. We’ve been exploring characteristics of both healthy and unhealthy friendships, and how our actions can contribute to the development of healthy friendships among our peers.
We participated in Project ACES and created a goal to complete 60 minutes daily of physical activity. Being physically active in many different ways not only helps our body stay fit, but also has stress relieving benefits, too. Thank you to those families who encouraged their children to participate!
Looking ahead, all grades will begin a new unit on Disease Prevention. Kindergarten, 1st and 2nd will learn about germs, how they are spread, and healthy habits to prevent the spread of illness. This unit will also include dental health. 3rd through 5th grades will learn about communicable and non-communicable diseases, how they affect the body, and the basic structure of our immune system.
Please encourage your student(s) to show their STAR standards in the health classroom. There are lots of opportunities for active learning!
NEWS FROM THE VOCAL MUSIC ROOM
- Fourth and Fifth Grade Chorus is in full swing and making great progress on their winter concert songs!
- The second and fourth grade classes will present musical plays in the spring. We will be looking for a few pirate costumes for the fourth grade play, so if you have one after this Halloween season that might fit a fourth grader, please consider donating it to our costume collection!
- Please welcome Mary Carter to the vocal music team. She teaches vocal general music on Mondays and Fridays!
Have a musical month!
Mrs. McCusker & Ms. Carter
PHYSICAL EDUCATION NEWS
Physical Education Restrictions
If your child is injured and cannot participate in PE for 3 days or less, a parent letter to the school will be sufficient. However, if the injury is serious or the activity restriction is longer than 3 days, a letter from the health care provider must be provided to school. If the letter does not include a return to full activity date, then the child will need a release note from the doctor for him/her to return to physical education classes. If your child requires the use of crutches, a walker, scooter or wheelchair during school a doctor’s note must be provided to allow them to use these devices in school.
The mission of the Linton Springs Elementary School Resource Team is to support colleagues and parents in providing differentiated instruction to move every child forward in the general education curriculum by addressing differences in learning styles and promoting self-advocacy.
The Special Education Resource Program is designed for those students with disabilities who are placed for all or most of their instruction in a regular classroom program and curriculum, but who require either consultative or supplementary support and assistance in order to learn. Students in this program have an Individualized Educational Program (IEP). In addition a wide range of itinerant services are available.
|Sarah Monroe||SpEd Resource|
|Danielle Ludwig||SpEd Resource|
|Nicole Chaney||SpEd Resource|
|Kelly Karner||SpEd Assistant|
|Melanie Rolfes||SpEd Clerical|
|Jen Ferraro||SpEd Close Adult Support|
|Katrina Doolin||SpEd Close Adult Support|
|Rita Mullis||SpEd Close Adult Support|
|Valerie Vance||SpEd Close Adult Support|
|Juliana Kearns||SpEd Close Adult Support|
|Amy Whalen-Metz||Behavior Support Specialist|
|Jeanine King||Occupational Therapist|
|Kelly Snyder||Pupil Personnel Worker|
|Brenda Gretzinger||School Psychologist|
Contact us at 410-751-3280
The initial contact for any concerns regarding your child's educational program is your child's teacher. Call to schedule a parent/teacher conference.
Together, you and the classroom teacher will discuss and plan a course of action to address the concerns.
It is important to note that many students at one time or another may experience education problems which can be resolved without a special education IEP referral.
When needed, the Special Education clerical assistant will contact the parent to schedule a meeting with the IEP team. Further information on the IEP process is available by contacting Partners for Success at (410)751-3954 or (410) 751-3955. You may also link to the Carroll County Special Education Page.
|Welcome: Explanation of roles with introductions||All||2 min|
|Right of Parents Brochure/Partners for Success||Chairperson||2 min|
|Agenda Overview: We have allotted 60 minutes to discuss the following||Chairperson/Parent||2 min|
|Purpose of the Meeting||Chairperson/Parent||2 min|
|Present Levels of Performance:
Discussion of Focus Questions, information with regard to the current instructional program, student's pattern of progress.
May include review of current IEP and updated/current assessment data, if applicable.
Discussion to consider the need for evaluation/re-evaluations:
Determination and discussion of next steps, which may include:
Or if student previously identified with disability:
|Summary/Clarification with request for signatures||Chairperson||2 min|
1. What does your child do well?
2. For what kind of tasks does your child require assistance?
3. How does your child approach what he/she is unsure of?
4. What has been tried to help your child become more independent with this task(s)?
5. Are there any factors in your classroom environment which may be influencing your child's development?
Please bring any work samples that support your academic concerns.