Other Areas
Gifted & Talented
CCPS Gifted and Talented
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.
Primary thinking skills (PTS) lessons are implemented in all Pre-K through Grade 2 classrooms. The advanced academic specialist will work with Pre-K through Grade 2 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:
- Analytical/analogous thinking
- Visual/spatial thinking
- Logical/deductive thinking
- Divergent/inventive thinking
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.
Art
ART NEWS
Students are playing catchup thanks to all the wonderful snow days and Ms. Crum-Derr's sick days. We will be finishing up our personal meaning Zen tangle projects and moving into our clay unit. We will be learning about the lifecycle of clay and how it becomes ceramics while making a wonderful project . Another grade will be finishing up a bug project which focused on ways to unify artwork and starting a unit about the artist Romero Britto. This unit will focus on patterns, color and fun. The younger grades are still finishing up an artist's study on Vincent Van Gogh and his masterpiece Starry Night. Kindergarten is working with shapes and how artists put shapes together to make recognizable objects. I am sure a few heart pictures will slip into the month of February.
Health
Music
NEWS FROM THE MUSIC ROOM
Ms. Rachel McCusker, Acting Assistant Principal, is best known for her many years of dedication as Linton’s Vocal Music Teacher. After serving our school community with passion and talent for the past 9 years, Ms. McCusker will conclude her role at Linton—both as Acting Assistant Principal and as our vocal music teacher—effective October 31st.
We will sincerely miss Ms. McCusker and wish her all the best as she begins her well-earned retirement.
Physical Education
PHYSICAL EDUCATION NEWS
Kids Heart Challenge
Linton Springs Elementary School is excited to help create a community of lifesavers!
Sign up under our school! Check this off your list in less than one minute and receive a wristband just for joining the team.
This year, we have an important goal: 100% of our families learning the lifesaving skill of Hands-Only CPR! It only takes a few minutes to learn, and it can make all the difference in an emergency.
- Sign Up and download the free “AHA Schools” app.
- Raise funds to help kids with special hearts.
- Complete Finn’s Mission: Complete all 7 steps, learn Hands-Only CPR, and be entered to win two Super Bowl tickets!
If 50% of our families sign up our school will earn a $500 gift certificate for physical activity and recess equipment to support the health of our school community.
Let’s work together to create a community of lifesavers. Thank you for your support in helping us achieve this incredible goal!
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.
LSE Health and PE teachers
Special Education
Mission
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.
Staff
| Nicole Chaney | SpEd Resource |
| Hailey Matthews | SpEd Resource |
| Sarah Monroe | SpEd Resource |
| Terrence Powers | SpEd Resource |
| Kelly Karner | SpEd Assistant |
| Rebecca Lamdin | SpEd Assistant |
| Renee Westervelt | SpEd Assistant |
| Rachel Manning | Speech/Language |
| Nicole Toye | Speech/Language |
| Valerie Vance | SpEd Clerical |
| Kashana Posson | SpEd Close Adult Support |
| Carley Johnson | SpEd Close Adult Support |
| Emily Pineda | SpEd Close Adult Support |
| Margot Bruski | SpEd Close Adult Support |
| Juliana Kearns | SpEd Close Adult Support |
| Bethany Gingerich | SpEd Close Adult Support |
| Karen Alderman | Behavior Support Specialist |
| Amber Rahman | Occupational Therapist |
| Jessica Page | Physical Therapist |
| Nicole Maloney | Pupil Personnel Worker |
| Courtney Snelick | School Psychologist |
| Chris Mead | Adaptive P.E. |
Contact us at 410-751-3280 .
Addressing Your Concerns
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.
IEP Team Meeting Agenda
| What | Person Responsible | Time |
|---|---|---|
| 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. |
Teacher Parents Other Staff Members |
20 min |
|
Discussion to consider the need for evaluation/re-evaluations: |
All | 10 min |
|
Determination and discussion of next steps, which may include:
Or if student previously identified with disability:
|
All | 20 min |
| Summary/Clarification with request for signatures | Chairperson | 2 min |
Focus Questions
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.
Resource
Instructional Assistants
Support Room
ILA Specialist
Math Resource
Math fact fluency, or the ability for students to recall basic math facts quickly, accurately, and effortlessly, is a crucial component of students’ math knowledge. Students are working in their classrooms to build their conceptual understanding of math facts. Please consider practicing math facts at home. This practice helps understanding go from short-term to long-term memory. Thank you for your continued support.
