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.
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:
-convergent/divergent thinking
-inferential thinking
-analytical/evaluative thinking
-visual/spatial thinking
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.
Art
ART NEWS
Fourth and Fifth graders with Ms. Crum-Derr have been learning about Polynesian art and culture and creating a Hawaiian fish dish out of clay. (Students seem to make a connection with Chik fil A Polynesian sauce.) Be sure to ask them about their clay experience. Unfortunately, clay takes a long time to dry before being fired so you won't see it anytime soon but take it from me, they are awesome!
Ms. Crum-Derr and Ms. Geschwilm
Health
HEALTH NEWS
4th and 5th graders will participate in the Family Life lesson during their Fine Arts time on Wednesday, May 24th. A permission slip will be coming home and must be signed and returned to Mrs. Borghans or Mrs. Berman in order for your child to participate in the lesson. Permission slips will be coming home the week of May 1st. Please contact your child’s health teacher if you have any questions.
Music
NEWS FROM THE VOCAL MUSIC ROOM
Greetings from the music room!
The Second Grade Class is hard at work on their play “Go Fish”! They look forward to presenting this underwater tale of friendship and acceptance to their families on May 24th and to their school friends on May 25th. We thank our generous PTA for their support of this and all the musical plays at Linton Springs. Let’s have “Oceans of Fun”!
Have a musical month!
Mrs. McCusker & Ms. Carter
Physical Education
PHYSICAL EDUCATION NEWS
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PLAY DAY - **NEW DATE** Tuesday, May 30, 2023 (Rain Date: Wednesday, May 31) Sign Up To Volunteer At Play Day Dear Parents / Guardians, The Physical Education Department is excited to announce that our Play Day will be held on Tuesday, May 30th (Rain date – Wednesday, May 31st). Play Day activities will be scheduled for ½ day (8:35-11:20 grades 3-5; 11:50-2:35 grades k-2). Please click here for important information and schedule for Play Day 2023. To make this day successful for our students, it is imperative that teachers, staff, and volunteers work together. Proper supervision will ensure the safety and success of our students on this special day. We need parent volunteers to help run the activities for both dates. All adult volunteers must be “volunteer trained” and check in at the visitor/volunteer tent with your ID upon arrival. If you would like to volunteer, please use the sign-up genius. We greatly appreciate your time and help! Thank you, Mrs. Zepp, Mr. Hopper, & Mr. Mead |
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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.
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
| Sarah Monroe | SpEd Resource |
| SpEd Resource | |
| Danielle Ludwig | SpEd Resource |
| Nicole Chaney | SpEd Resource |
| Kelly Karner | SpEd Assistant |
| Shannon Kolawolmay | Speech/Language |
| 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
Instructional Consultant - CCPS Southern Region
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 |
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Discussion to consider the need for evaluation/re-evaluations: |
All | 10 min |
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Determination and discussion of next steps, which may include:
Or if student previously identified with disability:
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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.
