ES Binder 2016-2017

FACULTY BINDER

2016-2017

ITEMS

ORDER

Vision Statement The CNG way CNG Teaching and Learning Handbook CNG Assessment Model & Protocol Instructional Strategies that Work CNG Code of Honor CNG Calendar 2016-17 STAFF LIST 2016-17 (updated July 25) ES Map 2016-2017 ES EVACUATION MAP 2016-17 ES Activities Calendar 2016-17 ES Faculty Guide 2016-17 Parent Teacher Conferences Guidelines Nov. 2016 ES Student Portfolios 2016-2017 Publications & Media Services PS&ES Classroom Teacher ES Teacher Assistant Job Description Team Leader 2016-2017 Department Coordinator and Co-Coordinator Classroom Management 101 Cooperative Classroom Discipline Grade 3 POSITIVE ACTION Key Lessons Grade 4 POSITIVE ACTION Key Lessons Grade 5 POSITIVE ACTION Key Lessons ES student disciplinary Report & follow up Student Behavior Reflection Form PS&ES PreArranged Absence Request Form (1) Request for Educational Field Trip CNG Field Trip Authorization Form Reservation of CNG Facilities Professional Development Policy Professional Development Format TPES-Formal Teacher Evaluation 16-17 Teacher Self Appraisal ES Teacher Self Reflection-TPES Performance Standards Lesson Plan Guidelines Lesson Plan Checklist Teacher Planning For Lesson Observation Teacher Reflection on Lesson-Learning Classroom Observation Sheet Elementary Open House 2016 Summative Appraisal Rubric Class Placement Parent Letter (April) Report of Conference Meeting Notes ES Schedule 16-17

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

ES School Map CNG Dress Code ELEOT Reference Guide Lesson Plan Guidelines Third Grade Supply List 2016-2017 Fourth Grade Supply List 2016-2017 Fifth Grade Supply List 2016-2017 ES Check Out (June)

47 48 49 50 51 52 53 54

vision statement:

VISION STATEMENT

mind

body

Educating the mind, strengthening the body, and developing character for

leadership and service

character

VA

EGI

A AD

NUE

SCHOOL PHILOSOPHY

OL

O

C

in the world of today for a better tomorrow.

GRAN

We believe in creating an educational environment in which: • Every student is challenged to achieve his or her greatest potential in a system that promotes high academic performance.

• Individual talents and interests are shared and developed through a broad offering of academic, artistic, and athletic programs.

MISSION STATEMENT CNG is a learning community committed to serving a diverse student population and preparing responsible global citizens through an accredited United States/ Colombian college-preparatory program focused on motivating students to achieve their fullest individual potential for excellence.

• Students with special needs and learning difficulties receive support through the intervention of specialists and adaptation by the classroom teacher.

• Students are happy and they experience the joy of learning.

• Universal moral values such as honesty, respect, responsibility, and the golden rule: “do unto others as you would have done unto you”, are taught through direct instruction, example, and experience.

• While the school is not affiliated with any specific religion, it honors the religious orientation of its families and encourages participation of students in their respective religions.

• Diversity of nationality, race, religion, and ability is valued and utilized to enhance the educational experience.

• Teachers, administrators, parents, and students work together in their respective roles to create a caring and open community based on mutual respect and common goals.

• A balance of local and import faculty emphasize an awareness, appreciation and integration of North American and Colombian cultures.

• Students learn to be good citizens, serve others and respect the environment through personal involvement and experience.

Code of Honor

“

I take responsibility for myself, my work and actions, and the resulting consequences.

I do not blame others, make excuses, or rationalize my behavior.

I do not physically or psychologically harass or intimidate any person.

I respect school regulations.

I resolve every conflict in a peaceful and rational manner.

I do what I say I will do.

I respect all property: mine, others’, and that of the CNG community.

EDUCATIONAL PERSPECTIVE

I value excellence and support all efforts on its behalf.

I am open to innovation.

I accept challenges, and take advantage of options and opportunities offered

by CNG. I put forth my best effort in everything I do.

G O LDE N RULE

COMMUNITY WELFARE

I tell myself and others the truth.

I respect each individual and his or her worth, rights, and dignity.

Do unto others as you would have them do unto you.

HIGH EXPECTATIONS

I am honest.

RESPECT

INTEGRITY

As a member of the CNG community (students, parents, staff, alumni, and visitors), I will follow the Golden Rule, abide by the Vision Statement and uphold the Code of Honor as defined by the following 4 pillars:

”

I am fair, show concern for others, and cooperate with them.

I value health and safety.

I intervene with peers to diffuse or prevent emotional or physical harm to others.

I protect the environment.

I am a positive representative of CNG on and off campus.

I participate in and am committed to school and community activities and organizations.

CNG follows a U.S. educational perspective as defined by SACS: • • • • • • • • • • • • • •

CNG follows a U.S. educational perspective as defined by SACS: All children can learn. Children progress at different paces and have different learning styles.

Children with learning problems need additional support.

Knowledge that is essential to learning can be identified and it is more important than facts and skills.

Problem solving and critical thinking are very important.

School is a place to learn social skills and human values.

Parent support and involvement are essential.

How a child feels and relates to self is as important as the content he/she learns.

Education is more effective with smaller class size for individual attention.

Competition is fine, and being an individual is encouraged.

Curriculum is identifiable and should be transmitted to children by the teacher.

Different instructional methodologies are appropriate; there is more than one way to teach a child.

Motivation to learn is not always self-induced; it requires outside stimulation by the teacher.

The broad outcomes or expectations for learning are identifiable, measurable, and essential; achievement is necessary if a graduate is to play a meaningful role in society after schooling.

The CNG Way VISION

VIS

Executive Summary

Executive Summary

Purpose & Mission A C, B F , P C, PTA, S A T , S R

RESULTS

F    F

I        E   

S   C   

R  C

PROFILE

RESULTS

R  C

S I

A B P C S A S R

A C T F S   C     A D

F A  E

I     

E  

A P

A  E

R P  D P

B O D AND

D’ C

F A  E

A Priorities for  E Improvement

Performance & Progress

B   O D

AN

D ’

PLAN

Performance & Progress

PLA

SION

Purpose & Mission

 C,  F , , PTA,  T ,  

S I

F    F

VISION

A            C     

PROFILE

Executive Summary

T  F   

 C   

AN

S I

F    F

I  E 

S   C    

A         C    T  F   A         D   

R P  D P F A  E

D   

ND

A C, B F , P C, PTA, S A T , S R

A P

A  E

R P  D P

B    O D   AND

Priorities for Performance & Progress Improvement

D  ’ C   

Priorities for Improvement

PLAN

PROFILE

A P

Purpose & Mission

R  C

A            D   

RESULTS

     

The CNG Way

CN G Te ac h i n g a n d Le a r n i n g Handbook

CN G A s s e s s m e n t Mo d e l & P roto co l

Revised June 2016

IN ST R U C T I O N A L ST R A

Research-based Strat Student Ac IDENTIFYING SIMILARITIES AND DIFFERENCES This strategy focuses on the mental processes that students can use to restructure and understand information.

Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in understanding content at a deeper level.

SUMMARIZING AND NOTE TAKING Summarizing is restating the essence of text or an experience in as few words as possible in a new, yet concise, form.

Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details that is stated in their own words.

Students can summarize information in different ways, including deleting information that isn't important to the overall meaning of the text, substituting some information, and keeping some information. As students practice these strategies, it enhances their ability to understand specific content for learning.

REINFORCING EFFORT AND PROVIDING RECOGNITION These strategies address students' attitudes and beliefs.

Most students are not aware of the importance of believing that their level of effort is related to their achievement.

When students are rewarded or praised for achieving specific goals, their level of achievement is higher.

HOMEWORK AND PR

Homework and practice bot students practice, review, and enhance a students’ ability to rea cy for a skill or concept. Research ing, and Pollock's book indicat skill 24 times to reach 80% co practices yielding the greatest eff

NONLINGUISTIC REP

This strategy can enhance a stu elaborate on knowledge using m elaborate on knowledge, they are depth and be more successful representations can include gr pictures, physical models, draw New knowledge is usually presen students are also able to use ima can be significant.

COOPERATIVE LEAR

When students are provided wit each other in a variety of ways th activities support the ideas tha criteria to group students; that th and base groups; and that the si continually monitored.

Dean, C., Ross, E., Pitler, Classroom Instruction that Work Increasing Student Achieve

AT E GI E S T H AT WO R K :

ategies For Increasing chievement

RACTICE

SETTING OBJECTIVES AND PROVIDING FEEDBACK

th provide opportunities for d apply knowledge; They also ach a level of expected proficienh referenced in Marzano, Pickerted students’ need to practice a ompetency, with the first four ffect.

Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific target knowledge or skill.

PRESENTATIONS

GENERATING AND TESTING HYPOTHESES

udent's ability to represent and mental images. When students e able to understand it in greater l at recalling it. Nonlinguistic raphic representations, mental wings, and kinesthetic activities. nted in a linguistic form. When gery, the effects on achievement

The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked "what if ?" as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).

RNING

QUESTIONS, CUES, AND ADVANCE ORGANIZERS

th opportunities to interact with heir learning is enhanced. These at there should be a variety of here should be formal, informal, ize of learning groups should be

H. and Stone, B. ( 2012). ks. Research-based Strategies for ement. Alexandria : ASCD.

Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important.

Advance organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide students with information about what they are about to see and do.

CN G C o d e o f H o n o r An d D i s c i p l i na ry P o l i c y

Revised June 2016

SY 2016-2017

FALL TERM

Total Instructional Days 1s OFFICIAL START UPS AND END OF TERMS

HOLIDAYS

July 4, 2016 July 20, 2016 August 7, 2016 August 15, 2016 October 17, 2016 November 7, 2016 November 14, 2016 November 24, 2016 December 8, 2016

Start: August 10, 2016 First day of school End: December 16, 2016 Last day of School New Teachers Arrive

July 20, 2015

First Day for Teachers

August 3, 2016

Admissions Testing

July 29, 2016 August 1, 2016

July

2016

S M

T W

August T

3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

SY 2016-2017

F S 1 2 8 9 15 16 22 23 29 30

A YEAR AT A GLANCE

2017

January S 1 8 15 22 29

M 2 9 16 23 30

T 3 10 17 24 31

September

S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SY 2016-2017

Independence Day Día de la Independe Batalla de Boyacá Asunción de la Virge Día de la Raza Todos los Santos Independencia de C Thanksgiving Day Día de la Inmaculad

S M

4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28

A YEAR AT A GLANCE

February

W T F S 4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28

S M 5 6 12 13 19 20 26 27

T W

T F S 1 2 3 8 9 10 15 16 17 22 23 24 29 30

SY 2016-2017

AY

March

T W T F S 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28

S M 5 6 12 13 19 20 26 27

T W T F S 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31

SPRING TE

Total Instructional Days OFFICIAL START UPS AND END OF TERMS Start: January 11, 2017 End: June 9, 2017

First Day of School Last Day of School

Teachers Resume

January 10, 2017

2nd Semester Begins

January 30, 2017

HOLIDAYS

January 1, 2017 January 9, 2017 March 20, 2017 April 13, 2017 April 14, 2017 May 1, 2017 May 29, 2017 June 19, 2017 June 26, 2017

Año Nuevo Día de los Reyes Ma Día de San José Jueves Santo Viernes Santo Día del Trabajo Día de la Ascención Corpus Christi Sagrado Corazón

SY 2016-2017

M - 2016

st Semester: 94 BREAKS

PROFESSIONAL DEVELOPMENT DAYS

encia

October Recess Oct. 8, 2016 - Oct 17, 2016

en

Thanksgiving Break Nov 24, 2015 - Nov. 27, 2016

Cartagena

Winter Break Dec. 17, 2016 - Jan. 10, 2017

da Concepciรณn

S 3 0 7 4

October S M 2 9 16 23 30

T

T W

F

S 1 8 15 22 29

SY 2016-2017

S M 6 7 13 14 20 21 27 28

T W

T 1 8 15 22 29

December

W T F S 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30

A YEAR AT A GLANCE

April S M

HALF DAY CNG Halloween - October 28,2016

November

3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

YEAR AT A GLANCE

S 4 1 8 5

August 3 - 9, 2016 for All Teachers September 12, 2016 for PS/ES Teachers September 19, 2016 for MS/HS Teachers

S M

4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28

SY 2016-2017

F

2 3 4 5 6 7 9 10 11 12 13 14 16 17 18 19 20 21 23 24 25 26 27 28 30

S 1 8 15 22 29

T F S 1 2 3 8 9 10 15 16 17 22 23 24 29 30 31

A YEAR AT A GLANCE

May T

T W

June

S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

S M

T W

4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28

T 1 8 15 22 29

F S 2 3 9 10 16 17 23 24 30

ERM - 2017

s 2nd Semester: 86 BREAKS

agos

Easter Break April 8 - 16, 2017

n

HALF DAY: June 9 Last Day for Students

PROFESSIONAL DEVELOPMENT DAYS January 10, 2017 for All Teachers February 20, 2017 for All Teachers

June 10: Last day for teachers

STAFF LIST 2016-2017 Third E1 Stephanie Sawchuk E2 Tulsi Griffiths E3 Karla Sánchez E4 David Saranchuk E5 **Leah Ballantyne E6 */**Rose Van Grinsven

Spanish **Adriana Polanco Diana Marcela Caro Paola Gutiérrez Rosario Trujillo Rossana Betancourt *Sonia Bonilla

Counselors Adriana Iragorri Mónica Posada

Fourth E7 Benjamin Coleman E8 *Jessica Hertz E9 Kali Knudson E10 Lucy Cridland E13 *Andreas Clesle E14 Molly O'Rourke

SNL Catalina Ochoa María Cristina Sotello

ES Spanish Literacy Coach María Patricia Mesa

Art María Inés Umaña

ES Associate Principal & ES Literacy Coach Tanya Charette

Fifth E11 Richard Hobson E12 Rocío Niño E17 *Avon Anderson E18 Natasha Peterson E19 Rachel Thies E20 *Eric Olson

Music Becky Raines

Administrative Assistants Fanny Balmes María Camila Aranda

P.E. Gloria Helena Rodríguez Juan David Cardenas

Permanent Sub Valeria Nicholls

Computer Teacher *Diego López

Co-Teachers 3rd Angie Peña (with Leah & CM) Ma Angelica López (with Stephanie)

Teachers’ Assistants 3rd Veronica Mestre 4th Silvia Turk 5th María Andrea Pinilla

4th Mark Boland (with Kali) Maria Jose Serpa (with Jess) Maria Cristina Artunduaga (CM)

Library Lina Barrera (Librarian) Beatriz Vélez (Literacy) Juliana Sierra (Assistant)

5th Lina Bravo (with Richard) Maria Camila Reina (with Rachel) Maria Paula Camargo (CM)

Environmental Science Coordinator Leah Ferrebee

Inclusion Teachers Veronica Gomez

*Team Leaders **Department Coordinators

Math Coach Aaron Gahringer

ES Principal Julie Hunt

Primary P20 SNL/ES Catalina OchoaAdriana M. Sanchez

Primary Office

ELEMENTARY SCHO

P19

P18 Technology John Altamirano

ELEMENTARY

3rd E2

Tulsi Griffiths

3rd E1 Stephanie Sawchuk

3rd

E5

Leah Ballantyne

3rd E3 Karla Sanchez

3rd E6 Rose Van Grinsven

3rd

E4

David Saranchuk

4th 4th 4th E10 E13 E9 Natalie Lucy Cridland Andreas Clesle Kevranian

4th E7 Benjamin Coleman

4th E8 Jessica Hetz

4th E14 Molly O'Rourke

5th E11 5th Richard E12 Rocío Hobson Niño

HALL E24 Elementary Office

Service Room Washroom Boys

Washroom Girls

Washroom Ladies

Washroom Men MS E23

( Second Floor ) L.C.

1st floor

2nd floor

3rd floor

Music (Basement) Prim. Library

OOL MAP 2016-2017

ES Library I4 ES Computer Lab Diego Lopez

I2 Spanish Teachers' Room

E15 MS SNL Room

5th E17 Avon Anderson

5th E18 Natasha Peterson

5th E20 Eric Olson

I6 Math Coaches' Room

MS Computer Lab

La Cueva ES Teachers' Room

MS E22

E16 Multipurpose Room

E16

5th E19 Rachel Thies

ES Art Room

Counselors Office

IMC

E21 Literacy Coach Maria P. Mesa

ES Integrated Learning room

Prim.

P20 SNL Catalina OchoaAdriana M. Sanchez

P18 Technology John Altamirano

ELEMENTARY SCH

ELEMENTARY

5

4

3

ES PLAYING FIELD MEETING POINT 2

3

3rd grade teachers will line up at this spot

3rd E2 Tulsi Griffiths

3rd E5 Leah Ballantyne

3rd E6 Rose Van Grinsven

4th E9 Kali Knudson

4th E10 Lucy Cridland

3rd E1 Stephanie Sawchuk

3rd E3 Karla Sanchez

4th E4 David Saranchuk

4th E7 Benjamin Coleman

4th E8 Jessica Hertz

E24 Elementary Office

Washroom Boys

Washroom Girls

Washroom Service Room Ladies

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4th grade teachers will line up at this spot

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5th grade teachers will line up at this spot

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CLASSROOMS LOCATED ON THE FIRST FLOOR OF ES BUILDING AND HAVE SLIDIN CLASSROOMS ON THE SECOND FLOOR WILL USE THE MAIN HALL TO EXIT.

4th E13 Andreas Clesle

5th E11 Richard Hobson LL

4th E14 Molly O'Rourke

E15 MS SNL Room

5th E 12 Rocío Niño

La Cueva ES Teachers' Room

5th E18 Natasha Peterson

5th E20 Eric Olson

Multipurpose Room

HOOL EVACUATION MAP

5th E17 Avon Anderson

E16

5th E19 Rachel Thies

MS E22

E21 Literacy Coach Maria P. Mesa

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MEETING POINT 4 BASKETBALL COURT

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E23

( Second Floor ) L.C.

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3rd grade teachers will line up at this spot

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4th grade teachers will line up at this spot

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5th grade teachers will line up at this spot

NG GLASS DOOR THAT IS THE EXIT THEY WILL USE.

CNG Elementary School Faculty Guide 2016 –2017 This ES Faculty Guide is designed to provide clarity and direction on key ES procedures and norms. Our ES leadership team and admin assistants are happy to help with any questions you may have along the way. Here’s to a terrific year of inspiring and maximizing the growth and well­being of our students, colleagues and our CNG community.

CNG Elementary School Faculty Norms ● We presume positive intentions in others. We focus on the positive. We celebrate our colleagues’ and our students’ successes. ● We are proactive in our efforts to nurture warm and professional relationships with our students, colleagues, parents and leaders. ● We collaborate and engage in professional inquiry and professional dialogue. We are enthusiastic, hard­working and dedicated educators. ● We listen and respect others’ opinions. We seek to understand. We are open­minded. ● If there is a problem, we are tactful yet honest. We look for a solution that is “win – win”. We do not engage in gossip or negative commentary about our colleagues with other colleagues; rather, we speak directly with our colleague to work towards positive resolution. ● We read emails and respond within 48 hours; when urgent, the same day. ● We do not use cell phones during class/on duty/in front of students­­unless there is an emergency. In class and during meetings, cell phones are to be kept on silent mode or turned off. ● We are punctual and prepared for classes and meetings. We meet deadlines and professional obligations. ● We are fully engaged with students during teaching, and with colleagues and leaders during meetings and PD. We do not engage in personal business, checking emails or grading during meetings or PD.

Standards for International School Teachers (from PTC Institute 2014)

The International School teacher consistently demonstrates an exceptional ability to: 1. Effectively apply the most up­to­date, research­based strategies to address the needs of diverse learners.

2. Model the skills and attitudes of a global citizen, including: cultural sensitivity, positive attitude, and other­centeredness.

3. Support learning in a culture of transition and mobility.

4. Collaborate positively with all members of the international school community (students, colleagues, parents and leaders).

5. Meet the learning needs of non­native speakers of English in the mainstream classroom.

6. Skillfully and positively contribute to the curriculum development and monitoring processes.

7. Hold oneself accountable for student learning.

8. Use the student assessment processes to improve learning and teaching.

9. Think systematically, reflect on, and learn from practice.

Daily Information PLEASE USE COMPUTER CLOCK AS THE OFFICIAL CNG TIME. OUR ES BELL WILL RING AT 7:58AM (SIGNALLING THAT ALL STUDENTS SHOULD BE HEADING TO CLASSROOMS), AND AT 3:20PM SIGNALLING DISMISSAL TIME. SCHOOL DAY BEGINS AT 8AM. By 7:45 AM on Mondays: ● Ensure you have read the Elementary School Weekly Planner (ESWP) so you are informed about the events and to­dos of the week​. If you have anything you would like to be included in the Reminders/Updates or Congrats/Thanks sections, you are most welcome to send along to Julie via email by Friday afternoon. Julie usually writes and sends ESWP over the weekend.

By 7:45 AM each day (and again before 3:00 PM): ● Check your email and mailbox for notes to be sent home or for passes to be given to students.

By 7:50AM at the latest, please open your classroom door and welcome students’ entry.

By 8:30 AM each day: ● Take attendance in SKYWARD and send Folder (with parent permission forms/notes etc.) to office by 8:30 AM. If students arrive after you have marked him/her absent, send student to the office and office will change his/her status from absent to tardy.

The official start time of our ES school day is 8:00 AM, and we get going immediately, but we give a 5­minute grace period for those trickling in. However, any student arriving to class after 8:05 AM is to be marked tardy in Skyward. If you become concerned about a tardy pattern, please explore reason(s) with student, counselor and/or parent. If it continues, and you have indicated tardies in Skyward, an email from Skyward will be automatically generated and sent to parents, but it is important that you are the first to have communicated your concerns with parents. Do share any such concerns with Julie/Tanya too.

When you have supervision/duty: To ensure our student’s safety, inclusion and well being, attentive and proactive supervision is imperative.

● As a faculty we are conscientious in our efforts to teach, model and uphold positive and inclusive behavior expectations. All of us use every opportunity to help our students learn and grow as CNG community members and students. Developing character is a core CNG pillar. ● Ensure you are at your post/location on time & for the duration of the morning or lunch recess duty. Review and follow Supervision Post Guidelines (see google doc). ● If you are unable to cover your duty, it is your responsibility to find a replacement and to inform the ES Office. ● Circulate and observe behavior and interactions closely/carefully. Spread out. Keep students in front of you. ● Avoid clustering together and socializing with colleagues at length. Keep social conversations with colleagues brief so your full attention and focus is on supervising students. ● Unless an emergency or a message from the ES office, you should not respond to, talk or text on cell phone during duty or during instructional blocks. Phones should be on silent mode during teaching and supervision times. ● Harassment and bullying sometimes take place during recess times but it is not always easy to see unless we are really alert to interactions. If you observe any inappropriate behavior, intervene. Seek to understand what’s up and actively help students solve the problem. If the behavior persists or you believe further follow up is needed, please inform student’s homeroom teacher and ES Office. ● If you witness any physical aggression, intervene immediately and talk through the situation. If you discover that the action was intentional, and there is upset or injury, send students to the office right away. If they are hurt or there is risk of physical retaliation, stay with injured child and escort them to the nurse. Have another duty teacher or colleague take over your duty/spot. If injury is minor but you still feel they need to see the nurse, send them with a nurse pass (you will have a few given to you plus there will be more on duty clipboards) and a student. ● If ever a student hits their head, even if it seems minor, always send them, accompanied by an adult, to the nurse to be checked out. If you are alone, send a note to the office for help; for a TA or another adult to come and help supervise your class or to take child to nurse. ● Whenever you send students to the office for discipline/behavior issues, please provide a brief written explanation about what happened/why are you sending them if you can’t bring them personally so AP or Principal can follow up with key information about the incident. ● Enjoy and interact with our students – this is a great opportunity to get to know them.

Between 2:00 – 2:45 PM, send a student or personally check your mailbox – ​to pick up your classroom folder with gate passes and to check for letters that need to be distributed to students/to go home. ES Office will endeavor to locate you/student via Class Intercom if there are any last minute changes in dismissal plans. Be sure to remind students of dismissal plan changes and remember is our responsibility to ensure students get where they are supposed to be. (Many teachers write on white board changes in dismissal routines first thing in the morning/as soon as made aware as a reminder ­ to remind students and themselves of changes).

Throughout the day: Ensure full use of class time ­ ​Time is a precious resource and there never seems to be enough of it. Be well planned before students arrive in the morning and ensure morning routines are well established so that you get started right away at 8AM. As well, ensure that you start, end and escort classes to specials on time so all teachers’ teaching time, and by extension students’ learning time, are valued and maximized.

Escort your class ­ ​PS and ES classes are escorted to and from all specials classes, assemblies/events and recess/lunch breaks/cafeteria. Do not send your class ahead/without you. Start out a couple of minutes early so you/students are on time. Please teach, practice and provide feedback on movement from class/event/place to place.

Classes should travel in a reasonably orderly, quiet and altogether line on the right side of the hallway so as not to disturb other classes in session, and for safety reasons.

Post a sign if you take your class to another location on the outside of your door – ​indicating where you will be. This is most helpful to the ES Office and for delivery of things as well as for students who show up late.

Provide passes when students need to leave class ­ ​If you are sending the student to the nurse, please use a completed NURSE pass, for example.

Work to ensure learning is happening in English in classrooms and among teachers & students. ​Please be aware that the policy of the school is that all classes, with the exception of Spanish and Sociales, are to be taught in English. Students should use English as the language of learning and inside and outside the classroom teachers are asked to converse with students in English. Remember that for many of our students, this is the only English modeling they receive. Be genuine and explicit about your respect for students’ native language and yet persistent in fostering an English­focused classroom learning environment.

Opportunity day and before school meetings ­ ​We are committed to all of our learners and to providing extra help before school a minimum of once per week/teacher. Tuesdays are Opportunity Day for HR teachers, and Wednesday for Spanish teachers (when there isn’t a faculty meeting). Wednesday is reserved for ES Faculty, Team Leader or PD sessions, and Thursdays before school are reserved for SST, Math or Literacy Meetings. When not involved in meetings, teachers are to use the before school time for planning/grading/entering grades into SKYWARD etc.

Work Hours – ​As exemplary professionals, all CNG faculty are expected to be on campus and well prepared for the day before school begins each morning. Depending on the day of the week, start time is different for ES teachers, but we stay through to after dismissal at 3:20 PM, at the earliest, each day. Three days a week – Tuesday through Thursday – ES

faculty need to arrive and be available by 7:00 AM (for OD, meetings/PD/PLCs and teacher work time, regardless if there is a meeting/extra help session scheduled or not). Monday and Friday are our ‘flex days’ and teachers may arrive a little later, by 7:45AM. Each day, teachers should open doors by 7:50AM to welcome and allow students to trickle in. Teams may choose to do a long work session after school once monthly and order in to advance lengthy discussion or planning. We also stay late on Open House days and participate in/help out at some evening events (such as Talent Show).

In an Emergency situation, if you must arrive late or must leave early for an unavoidable appointment/situation – first inform Fanny/ES office by telephone or email. ES Office will endeavor to arrange coverage for your late arrival/departure. Then, once you arrive or as you are about to leave, you need to sign in/out with Fanny (on form the ES office). Similarly, if you are sick, email Fanny and CC Julie and your Team Leader, and send plans for the day well before school starts (by 6:45AM please so we can make arrangements before school starts). We welcome your coverage suggestions if you have spoken to your Team Leader/a colleague about your situation, but ultimately, Fanny arranges and oversees all matters of coverage (including Teacher Assistants covering for teachers).

Once a Trimester: Review the Emergency and Evacuation Plans ● Ensure you have reviewed for yourself the Emergency Reaction Spiral thoroughly. It has been updated. ● Discuss evacuation procedures with your students/class (path and location) and hang by your door. ● Review/practice with your class. ● Also if your contact information has changed, please email it to Susie Faccini. Should there be a school emergency, faculty will be contacted by a text message.

Change Your Passwords ­ ​Please be sure to change passwords on SKYWARD and Google, and ensure they are secure (letters and numbers both). Keep passwords confidential.

Ongoing: Assessment Assessment is a complex and multifaceted core function of our work as educators, and we are committed to continual learning and growth of our understandings and practices – as a means to improve our students’ learning.

Research and practice demonstrate the central importance of meaningful, timely and frequent feedback in improving student learning. ​We provide feedback to students continually –­ descriptively, orally, and in writing, on rubrics, and electronically, for parents to view in Skyward. The focus/tenor of our feedback/comments should always encourage learning, students’ awareness of their learning strengths, and WHAT and HOW to improve to reach or exceed grade level expectations. Comments and grades should never be punitive in nature. When assigning grades, be sure to use our CNG Grading Scale (​not A/B, 100%, or

something else) AND use descriptive language that matches the spirit of our scale. Grades should be entered/updated throughout each trimester (for benchmarks being worked on).

Remember that quality ongoing formative assessment with descriptive feedback is the single best way to improve student learning.

In general, you should provide a minimum of four quality formative (assessment AS and FOR learning) and two quality summative assessments per benchmark, although there will be differences to the number you feel you will need to provide to students opportunities to show what they know, according to the complexity and whether the benchmark is declarative or procedural. Teachers should use professional discretion and discuss and determine the assessment plan (IE., creating and matching assessment types with learning being done, which will be common, rubrics for benchmarks, timeline for assessments) in teams so you are all on the same page – so expectations, criteria and grades are shared and mean the same thing across the grade level. You are encouraged to assess a few benchmarks in each summative/culminating/performance assessment.

After each summative assessment, we follow as needed, considering student learning/achievement as demonstrated on assessment (either re­teaching in small groups/extending learning), ​before moving on to the next big concept/unit​. Our goal is for every student to reach at least ​minimum grade level expectations (3.0), and we do everything in our power to get them there.

Throughout the year, Life Skills should be taught (explicitly) and students should receive timely, objective feedback on them. Teams should discuss ways to teach and assess life skills in meaningful and contextualized ways throughout the days/trimester. Do not leave assessment of them and documentation of results to the end of the trimester.

Please review our CNG Assessment Protocols document thoroughly. Teachers are expected to be well versed and apply our CNG assessment philosophy and protocols with fidelity. If you have any questions or need support to develop your understanding/practices, please let your Team Leader or Julie know, as all will be happy to help you.

Students with IEPs – We ensure we have carefully reviewed our students IEPs and ensure we provide accommodations and/or modifications as outlined in IEPs. ​IF you would like support from a learning specialist/Case Manager to make specific accommodations on assessments or instructional support material, be sure to provide 2 days advanced notice.

LC students who choose to take a test out of your classroom will have the following accommodations: o A quiet place to take the test o Extended time, which will be consecutive or occur the same day o Organizational assistance – chunking or reformatting or readability Student Study Team – For all procedures and documents, please see https://drive.google.com/drive/folders/0B­gRESl9fmiPMGtVZjZnWkFCSm8

Teacher­Parent Communication: We believe in keeping parents in the loop and fostering parents’ interest in student learning and our program/events. We do so at Open House at the beginning of the year, during Parent Teacher Conferences twice a year, Trimester Report Cards, and we invite parents in for culminating learning celebrations typically once a trimester. As well, along with personalized emails or phone calls to pass along positive feedback, ES Homeroom Teachers send home a monthly newsletter to parents to highlight plans/units/events and communicate reminders. Some teams work on this together and/or teachers in the team rotate creating draft/outline which is then shared with teammates to personalize further.

Julie likes to be in the know, so please CC her when you send out to parents​. Be sure to place parents’ emails in the BCC line ​(for parent confidentiality, to avoid parents replying all with their comments/questions)​, and CC yourself and Julie​. If you would like feedback before sending it to parents, please send along a day or two before you wish to send it so Julie has time to take a look. Similarly, if ever you wish support in crafting or proofreading emails you would like to send or to prepare for meetings with parents, send along or pop in to speak with Julie as she will be happy to meet with you to help think/talk through your approach.

We employ the Team Leader/Coordinator approach at CNG to provide grassroots leadership and support to teachers. Along with school leadership, Team Leaders have a key role in fostering collaboration, professional dialogue, and positive communication within and across teams, as well as supporting new teachers’ transition to ES/CNG/Colombia. They keep google doc minutes and share minutes with Principal/AP weekly so we are in the loop.

In this forum, teams document discussion and action items and can seek insight, clarity or provide suggestions to Principal/AP to address concerns and to share successes. See Team Leader job description further on.

Principal and Associate Principal are eager to help you in every way we can. Do not hesitate to pop in, send an email, or book a time to meet one­on­one if you have anything you would like to share, discuss or learn. Please let us know about class presentations or special events, or anything you would like us to come and see/participate/help with. While we can’t always make it due to other already scheduled meetings or emergencies, we try hard to as we love to celebrate your students’ learning and your inspired teaching in action.

Student Discipline – ● We create and nurture respectful, supportive and caring relationships with students. ● We create cooperative classroom norms and discipline plans, and incorporate students’ thoughts on what kind of behavior is appropriate and why. We implement our discipline plans consistently and with neutrality. (See Cooperative Classroom Discipline and Responsive Classroom info further on. Also, please see our CNG Code of Honor/Disciplinary Handbook) ● We model and practice our expectations, and provide specific positive feedback when merited. ● We never humiliate, publicly shame or demean students. We do not use sarcasm.

● We provide consequences with a respectful and neutral tone: never in anger.

Whenever possible, we follow up with students one­on­one. ● We stay in control and ‘own’ our own feelings: we do not make students responsible for our emotions. ● When students do not follow rules, we employ positive intervention strategies first. We seek to understand core issues and to address those. If negative patterns of behavior develop or continue, we utilize natural and logical consequences, and confer with Team leader, Counselor and/or Julie/Tanya to discuss and to come up with a follow up plan. ● We avoid keeping students in for recess as it almost always backfires as a consequence. Plus, there is exhaustive research that illustrates the importance of recess for students’ learning—both in and outside of the classroom. ● We employ multiple cooperative/responsive/conscious discipline strategies/methods before sending students to the ES Office – ​unless there is a clear case of bullying or physical injury – in which case students should be brought to the office for immediate follow up and documentation. ● We avoid giving classroom­wide consequences as inevitably it won’t apply to all students. ● When writing a discipline referral on Skyward, state the specific student behavior for which the student is being sent to the office, and how you have dealt with the situation. Provide any background information that might be useful to the ES Office.

Skyward Referrals must be completed on the same day the student is sent to the office for the infraction.

General Maintenance Needs – ​If you have any general maintenance problems in your homeroom (such as a broken chair, water leaks, lighting, broken glass, intercom, blinds, locks, etc.) please inform ES office (Fanny). ES office will submit form – with info on repair needed on your behalf, to General Services. If things are not addressed in a timely manner, please notify Fanny and copy Julie, in writing, for further follow up.

OTHER Teacher Performance Appraisal System​: Please see ​https://drive.google.com/drive/folders/0B8Tj4C7UhmXeM3lmWmJ5a1lIOU0 where you wil find all of the documents. Principals meet together with all who will be formally evaluated to review the process and procedures by September. (All new to CNG or new to position at CNG, and every 3rd ​ ​ year.)

Substitute Procedure: ● If you are feeling sick during the day and suspect that you won’t be well enough to come to school the next day, please let ES Office (Fanny) know before you go. ● If you suddenly wake up ill, please contact Fanny by phone or email by 6:30 A.M. so she can work on getting a substitute for you. First choice will be our permanent sub but if she is busy, then we call on TAs. If they are able to cover you, you class is divided up amongst other classes/teachers for the day.

● Similarly, if you become very ill during the day and really need to go home, inform Fanny so we can see how we can cover you. ● If you have asked for arrangements for a substitute and find that you no longer need one, please let Fanny know as early as possible so she can cancel the substitution. ○ Fanny 317 667 8321 ○ Julie 318 712 9128 (mobile) / 306 5162 (home)

I​n case of any substitution, you need to provide – either hard copy or via email – your lessons plans which you want the sub to follow. Your emergency sub plans (that are stored in the ES Office and includes daily routines, class list, seating plans, and a day’s worth of plans/meaningful yet easy to follow activities/practice sheets, etc.), should be submitted by August 18th ​ ​. Once it plans/activities are used, be sure to update and resubmit to office.

Printing and Photocopy Procedures​: Each of us will have an assigned, personal code for copies. For the work requested in copy centers, such as printing and copying please keep in mind: ● Teachers may email copy orders to copycenter@cng.edu / copycenterimc@cng.edu (in the IMC). ● Teachers can also make copies in the ES Office using an assigned, personal code. If you do not have a code or it is not working for any reason, please let Maria Camila ES Admin Assistant know, and talk to the Copy Center. ● Teachers have a copy limit of a ​500​ copies per month from the Copy Center and/or from the ES Office printer. Please see more below.* ● If the total number of copies is greater than allotment, you have to fill out a copy order form (that you can get in building offices). In the case of ES, the form must be signed by Julie or Tanya. The same procedure applies to any special jobs like printing and/or color copies, color poster printing, laminating big pieces, spiral binding, lamination, etc. ● Orders with specific characteristics will be done when they are authorized by the corresponding principal of each school. Be sure to clearly specify your name, school, etc., on forms. ● The printers located in the different areas have the print service release, so users can print in any of the printers connected to the server using the ID number. ● *Try to get all of your copying done the day or two before, or before school starts.​ ​ As there are 50+ teachers/staff sharing the office machine and we aim to be environmentally conscious, be judicious when copying: copy what you need to provide rich and purposeful learning/program/assessments. Also: ○ Use digital images whenever possible –All classrooms have projectors/video beams and other options for loading images onto screens.

○ Don’t use the photocopy machine in office to make copies for an entire grade level​. ​Please send in big orders (more than 50) to the copy center. ○ Please avoid sending students to pick up or print copies. ● Copy Center will review the copier/printers on continual basis to ensure that the toner and paper in are good supply. If you find there is paper lacking, please pick up a ream from the cabinet below photocopier and put into the machine – there are typically two reams available for this need. ● If you need white paper for class, please order from the Almacén.

CNG Film Viewing Policy: “Videos and DVD’s are to be related to school curriculum and have instructional value. In the Primary and Elementary schools, ​movies must be G­rated​. “ ‘Failing’: ● If you have a student in danger of failing a subject (below 2.0) the expectation is that you: ○ Provide OD/extra help for at least six consecutive weeks ○ Consult with your Team Leader and Counselor ○ Inform Julie/tanya and set up an SST (Student Study Team meeting with Tanya, Counselor, Case Manager/grade, and all teachers similarly concerned about child’s progress, to develop a plan of action). See PRIM info/protocols. ○ Arrange a parent meeting and take conference notes (that you need to submit to ES office). ○ Keep Julie/Tanya and Counselor in the loop at all times on these student/cases. There should be no surprises at report card time.

Student Behavior Policies Attendance Expectations – ​Take attendance by 8:30 AM. If for any reason your computer or system is down, send info in writing to the office and office will input it for you.

Pre­Arranged Absence Forms – ​The process for Pre­Arranged Absence Forms is for students/parents to fill out in advance (by a week ideally), hand in to homeroom/Spanish teachers to sign and then indicate YES or NO by checking the appropriate box. If you don’t think a student should be absent, please check the NO box and indicate why. This is the process we have in place for all students.

The AP/Principal then review the Pre­Arranged form and, in the end, either approve or not the absence.

ES Student Cell Phone Policy – ​We do not favor ES students bringing cell phones to school. However, we appreciate that students are immersed in a digital world and some need them to facilitate communication with busy parents and drivers before and after school. In these cases, we approve, with the following norms: ● Cell Phones must be turned off and be stored in backpacks ​all day long​ – until the final bell rings. ● Very occasionally, we have made exceptions to this policy (for students whose mom died and needed security of calling Dad, with teacher permission/supervision). ● Teachers explain norms to students at the beginning of the year and if you have any ‘infractions’ give students a warning and inform parents. ​If infractions continue, enter as a behavior/disciplinary case in Skyward.​ Then, send student to the office with their cell phone and office will follow up with student and parents. Typically in this case, parents have to come to the office to personally retrieve phone.

Student Dress Code­ CNG students are expected to wear official CNG student attire every day (except for special occasions such as Out of Dress Code fundraiser days). If a student arrives in class not in dress code, please follow these procedures: for first ‘offense’ please review and provide a verbal reminder to the student (homeroom teacher); for second offense, same student, please send an email home to parents (homeroom teacher). If it should happen again, inform ES office (by completing a referral in skyward) and send us a note, and we will follow up in the ES Office. ● BOYS– ​navy slacks and no underwear visible: white polo shirt with CNG logo (either polo or oxford); navy CNG sweater, CNG sweatshirt, or CNG fleece.

Students may also wear CNG sweat pants. Any closed­toe shoes in decent shape. ● GIRLS – ​same as above and in addition navy pleated skirt at mid­thigh length with white or navy knee socks or tights is another option. ● PE days­​students must wear or change into running shoes/sneakers and have shorts under skirts or wear CNG sweat pants or CNG shorts. ● When we have an All­School or ES Assembly, almost always it will be deemed a FORMAL Uniform Day. Formal uniform for ES students includes the CNG v­neck sweater, CNG white polo, dark blue pants (not tights or PE sweat pants) or dark blue pleated skirt with dark blue or white tights or knee socks. Plain, dark blue, black, grey or brown, like­new, shoes, should be worn as well. If students have PE on a Formal Uniform day, they must bring and change into appropriate PE attire.

Parent Teacher Conferences November 2016 Our twice yearly Parent Teacher Conferences (PTCs) serve as a prime opportunity for fostering positive, purposeful communication, and nurturing partnerships, with parents.

The goal is for parents to leave conferences feeling better informed about their child’s strengths/progress, areas for improvement, ways that we will work to advance their child’s learning/process/experiences as well as possible (and reasonable for non-educator) ways they can help their child at home.

Just like at Open House, we want our parents to leave feeling that we ‘know’ and appreciate their child, and that we are enthusiastic, committed and skilled teachers, and that we committing to maximizing their child’s learning and well-being.

Guidelines • Arrange your conference schedule for November 15-18. On November 17, start conferences at 7:00AM and end by 3:30:45p.m. HR teachers are to slot in a 45 min lunch (12-12:45) and Spanish/Specialist teachers are to take their lunch from 1:15-2PM - so parents can go to HR teacher and then over to speak with Spanish/Specialist teachers. We use before school and prep time during the rest of the week to schedule in rest of parents, as well as 7-9AM, on 16th/18th.

• Schedule 25 minutes for each conference/30 minute time slots so you have a few minutes between each if needed. For LC and other children for whom you know you will need more time, please schedule extra time.

TIPS: • Post schedule on outside of your classroom door by afternoon of November 15. Place two chairs outside classroom for parents to await their conference.

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You may want to display some student/class work and/or books used on a table outside class too.

Welcome parents at the door. Be aware of their correct names.

Once seated, open with positive comments. Share a few strengths (as per your Conference report – the top part of which you are encouraged to complete in preparation/before Conference – reference report card strengths and next steps for improvement.

Have copies of Report Cards on hand. Summarize – strengths, next steps and strategies. Focus on solutions/next steps. It’s often helpful/good to record summary of points discussed on form provided by office– but it’s up to you.

Don’t compare children in class. Discuss individual student’s abilities and expectations for your grade/level.

Listen. Stay calm and presume positive even in the face of criticism/challenge. Record parent concerns.

End on a positive note.

Ensure parents sign attendance form.

PLEASE REMIND PARENTS TO VISIT SPANISH/SPECIALIST TEACHERS IN THE LIBRARY.

Spanish and Specialist Teachers • If you feel the need to meet with specific students’ parents, inquire with homeroom teachers about when that child’s conference will be, and email or call parent(s) to arrange a meeting 30 minutes before or after Conference with homeroom teacher. Inform homeroom teacher so she/he is in the loop.

• Please have parents sign attendance form—or keep track on another form for you so we can measure parent participation with Spanish/Specialist PTCs. • Otherwise, please follow guidelines for homeroom teachers as appropriate.

Possible Pitfalls/Challenges • PTCs going over time limit; getting backed up; parents arriving late • Parents interrupting while you are with another family • Parents not feeling as though you know who their child is or don’t appreciate their good qualities • Parents misunderstanding grades • Parents wanting to focus only on grades • Parents or teachers feeling/getting defensive

• Parents feeling you don’t like CNG/Bogota/Colombians/expats • Parents focusing solely on student’s difficulties or solely on their strengths • Too much social talk; no social talk

Be sure to: • Have classroom in top form with some student work up and teacher desk impeccable • Have conference space organized with copies of RCs ready, in order for PTCs; also super tidy etc.

• Welcome parents at door • Once seated, start off positive – general and then specific strengths on RC • Highlight key areas for improvement and what you will do in class to support student. Discuss realistic ways parents could help at home.

• Ask if they have any questions • Summarize/Wrap Up • End with a positive comment & walk parents to door…

• Optional but highly useful: keep notes (as per form) on strengths and next steps (and how student, teacher and home will address/help)

ES Student Portfolios 2016-2017

Rationale: • • • •

•

Portfolios are one way (amongst others) that we have our ES students collect, reflect on and celebrate their learning Portfolios foster student reflection/metacognition/pride/goal setting and growth mindset Portfolios facilitate communication and celebration of learning/teaching (student/parent/teacher) They provide a structured forum for students to articulate/share with their peers, teachers and parents; fostering development of English/Spanish language proficiency and presentation skills Part of a balanced approach to assessment

What/How: •

Collection of (pride-inducing/personal best) student learning/work samples (from both 1st & 2nd semesters) that is reflected upon and shared with peers and parents in early June at grade level Portfolio Sharing/In The Spotlight Days in classrooms (back to back with mini Music Presentations that occur in Theater). Portfolios are started in 3rd grade, passed on yearto-year, and are taken home for good at the end of 5th grade (or when students leave ES).

•

The format is standardized throughout ES so it flows from year to year.

•

Teacher Teams brainstorm ideas of sample work that would showcase learning/teaching/semester. Work/paper/photocopies should be in excellent shape.

•

Portfolio showcases about 10 pages plastic sleeves (max) per year including the following: 1. Me this Year (yearly title page in the form of self-portrait, collage, web or poem that students created to represent themselves - at that grade/stage) 2. Spanish (up to 4 samples: 1 per semester, up to 2 sleeves) 3. Reading (2 samples: 1 per semester- 1 sleeve) 4. Writing (2 samples: 1 per semester- 1 sleeve) 5. Speaking/Listening/Presenting (2 samples: 1 per semester- 1 sleeve); 6. Math (2 samples: 1 per semester- 1 sleeve) 7. Social studies AND/OR Science (2 samples: 2 sleeves total (max) +If a student/class has a photo or link to an Art, Music, Tech, Library, In the Spotlight or PE project, they may include this.

8. Year in Review (reflection sheets)

key

NB: •

• •

Teachers facilitate a class brainstorming session about key teaching/learning/projects for each semester that students can draw from to complete the ‘Year In Review’ section. Once portfolio is complete with samples and reflection, students rehearse presenting to peers/teacher, so they are well prepared to share (not read word for word) with parents on Portfolio Sharing Day (while ES teachers circulate actively in classrooms affirming students’ work/reflection and interacting with parents).

Teachers guide students in choosing best work samples that will be featured in their portfolios. Teachers check students’ selections and students’ write ups to ensure quality (neatness, completeness and best effort).

Best to set up a folder system early in the year to collect-so students have lots to choose from.

Publications & Media Services María Isabela Gómez

HOW

Department Director migomez@cng.edu

Andrés Murcia

Graphic Designer, Audiovisual and Web Support anmurcia@cng.edu

Juan Sebastían Bossa Riveros

TO ORDER a product or service

Graphic Designer, Photographer, and Videographer jbossa@cng.edu

Mauricio Beltrán Betancur Graphic Design Trainee mabeltran@cng.edu

Raul Moreno

Photographer, Video Production and Graphic Design Support rmoreno@cng.edu

THESE ARE THE STEPS YOU MUST FOLLOW: FOR DESIGN & PRINT

TIME IS CRITICAL In order to serve all Staff members better, we have established a process to request services from the Publications and Media Services (P&MS). Please keep in mind that all requests must be made with at least 7 BUSINESS DAYS prior to the date you need the product or service.

If you are planning an event, the time of your request should be at least 14 BUSINESS DAYS prior to the presentation. We do not guarantee that we will be able to process your request if it is not done with the set time frame.

HAPPY THANK

SGIVING

CELEBRATING

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3.

Once the quote has been received, you must have the Design/Production request form approved by the school principal or the administrative director. No production request that has costs involved will be processed without the approval of the principal or director.

4.

The P&MS will elaborate a virtual sample of the work to be done and will send it via email for your approval.

5.

Once we have received your email confirming that the sample is accepted – we will proceed to send an “Orden de Compra” to the financial department and send the piece to the printer.

6.

Upon arrival of the product requested, we will send you an email informing that it is ready for pick up.

7.

Upon receipt, you must sign the design/production request form confirming that the product was received at your satisfaction.

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Visit the P&MS Office and fill out a Design/Production request with the P&MS Designer or Director. (Form R-CN-01)

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We design: Event posters, Logos, Signposting, Diplomas, and Brochures, among others.

FOR PHOTOS & VIDEO Currently, when organizing an event or activity you need to fill out and form and follow the procedures established for “Reservation of CNG facilities.” Through this form, the P&MS office is officially informed of your photo or video service request. Informal or verbal requests are not accepted.

If you need work done beyond the actual capturing of images, as printed photos or creation of a video, a Design /Production form (R-CN-01) must be filled out with the P&MS Director. events: Drama plays, K4 Christmas Case, Congreso de Literatura, Musical, Arts Week, Talent Show, MUN, Bazaar.

SENDING AN E-MAIL TO ALL CNG PARENTS

Via Mail to Parents Account

Emails to all CNG parents may be sent out via the Publications & Media Services and Information Systems Offices. It is strongly encouraged that whenever you organize student activities and presentations to which parents are invited, to use this additional communication channel in order to increase the number of attendees.

Mail to Parents are sent out on Wednesdays only. You must notify the Publications & Media Services department by email by Tuesdays at noon in order for the email to be included in the weekly mail to parents. Keep in mind that you should advertize your event by this channel at least twice, therefore this request must be made two weeks in advance.

POSTING INFORMATION ON CNG’S WEB PAGE

When you require to announce events happening at school, CNG´s web page may be used. Again, the Design/Production form (R-CN-01) must be filled out in order to proceed with the creation of the design to be uploaded on the home page of the CNG’s website.

Remember: We Are Here To Serve You

GENERAL PROFILE, COMPETENCIES, AND RESPONSIBILITIES OF THE POSITION

10/07/2013 Versión 3

Revised by :Julie Hunt and Tom Spence

I. DESCRIPTION OF THE POSITION Title: PS and ES Classroom Teacher Area or department: Academics Immediate Supervisor: Principal Process: Curricular Administration and Educational Services Person in charge in case of absence: determined by the Principal II. OBJECTIVE Provide a holistic education to students in collaboration with colleagues, parents and administration; in alignment with CNG’s Mission and Beliefs, curriculum, and research-based practices for teaching and learning.

III. Minimum Requirements to hold position Education Undergraduate and/or Graduate degree in Early Childhood Education, Elementary Education or Colombian Licenciatura en Prescolar o en Educación Skills (5 most important)  Excellent interpersonal, teamwork and communication skills  Unwavering commitment and skill set to effectively advance each student’s learning and well-being  Ability to differentiate instruction to meet the needs of diverse student population Experience 2 years teaching mínimum Background  Trained and experienced in contemporary/research-based practice  Trained in developmental stage/age, content/skills of content area and effective classroom management  Successful teaching experience in bilingual/International School environment IV. RESPONSIBILITIES Understand, advocate and model commitment to CNG’s Mission and Beliefs Understand, support and follow school-adopted programs, curriculum, teaching/assessment practices, and protocols 3. Understand the curriculum standards and benchmarks – content, skills and dispositions of grade level/subjects 4. Develop highly positive and supportive relationships with students, colleagues, parents and administration 5. Teach and assess school curriculum; utilizing research-based practices 6. Collaborate in the development of units of study, assessments, curriculum maps, etc.

7. Regularly utilize a variety of instructional practices (namely Marzano’s 9 research-based instructional strategies that work) 8. Design learning activities that are challenging but attainable 9. Engage students in higher order thinking 10. Demonstrate positive attitude about classroom, teaching and learning 11. Differentiate instruction effectively to meet the needs of all students 12. Use digital media and a variety of print resources, purposefully, to engage and extend learning 1.

2.

GENERAL PROFILE, COMPETENCIES, AND RESPONSIBILITIES OF THE POSITION

10/07/2013 VersiĂłn 3

Revised by :Julie Hunt and Tom Spence

13. Ensure a balance and range of carefully designed and well aligned formative and summative assessments 14. Keep students well appraised about learning objectives and expectations 15. Provide meaningful and timely feedback to students 16. Provide extra support, assistance and encouragement to students as needed to understand content and accomplish tasks/expectations 17. Maintain up-to-date and accurate records of student learning and Life Skills in Skyward 18. Establish efficient and smooth transitions; ensure classroom routines, behavior expectations and consequences are well understood and developmentally appropriate 19. Demonstrate genuine caring for all students 20. Deal fairly and respectfully with students 21. Seek win-win solutions to all conflicts 22. Complete and submit high quality paper work as required - fully done and on time 23. Maintain and update displays of student learning 24. Take good care of classroom/school materials and resources 25. Participate actively in CWW and other educational field trips 26. Attend and participate actively and constructively in meetings, in-service and professional development 27. Advise administration and parents of concerns about students in a timely and professional manner 28. Read and respond to colleague/administration/parent emails in a timely and professional manner 29. Follow all schools policies, procedures and protocols as outlined at building level, HR, and in CNG Staff Guidelines And any other reasonable responsibilities assigned by the Principal

V. ORGANIZATIONAL RELATIONSHIPS Positions that report directly: None Positions that report indirectly: Teacher’s Assistant VI. QUALITY, ENVIRONMENT AND OCCUPATIONAL HEALTH Follow guidelines established by the school for environmental and occupational health.

Participate actively in the continuous improvement of school, teaching and learning.

Job Description 2016-2017

Title of Position: Team Leader Mentored and Supervised by: Principal

Primary Responsibilities:

1. Serve as a model educator to colleagues and community emulating the CNG Professional Standards to the highest possible degree.

2. Positively represent his/her team, the division, as well as CNG as a whole.

3. Meet weekly with team teachers to build team, lead planning (unit assessments, units/activities), reflect on student learning and collaboratively solve problems as needed.

4. With team, set and uphold meeting norms.

5. Set a weekly agenda incorporating pertinent team planning/discussion items and items from Team Leaders’ meeting when appropriate.

6. Keep minutes of meetings and provide all team members and the Principal with copies each week.

7. Facilitate team’s analysis of student learning (E.g. common assessments).

8. Facilitate design, analysis and revision of units of study – including common culminating assessments – using the backward design planning process.

9. Ensure grade level curriculum documents (E.g. Curriculum Calendars and Curriculum Maps) are up-todate. Revise with team as needed and pass along to Principal for review and comment.

10. Facilitate the planning of CWW, field trips, special events, etc.

11. Work to keep the team on task, focused and communicating constructively during team meetings.

12. Ensure that all team members are encouraged to express their views. Work to foster collaborative and collegial relationships within team.

13. Assist teachers with procedures and classroom management.

14. Orient/mentor new teachers to the policies, procedures, and curriculum of the school and team. Contribute to In-service of new teachers/team members at school, Aug.1st and 2nd.

15. Assist members of the team in the selection and use of instructional materials that support the curriculum and coordinate yearly purchase orders and distribution of materials.

16. Actively engage in reflective, constructive and proactive professional discussions at Team Leader Meetings.

17. Work collaboratively with Principal and other team leaders to resolve issues and to make decisions.

Help to ensure that decisions are implemented at the team level. (E.g. schedules, Open House format, special events) 18. Maintain confidentiality and discretion concerning all discussion items at Team Leader meetings.

19. Ensure that communication occurs so that all team members, other teachers, students, parents, and administration, are informed and understand team and sectional decisions.

20. Disseminate information so that the original tone and spirit remain intact and support decisions that are made by the Principal/Team Leaders/Subject Coordinators.

21. Perform other reasonable duties as assigned by the Principal.

GENERAL JOB PROFILE, QUALIFICATIONS, AND RESPONSIBILITIES OF THE POSITION

Done by: Shaysann Kaun

I.

Revised by: María Angélica Borge

HRR04 30/04/2013 Version 2

Approved by: Bob Imholt Updated: 30/04/2013

DESCRIPTION OF THE POSITION

Position: CNG Department Coordinators & Co-Coordinators Area or Department: Primary School, Elementary School, Middle School & High School Immediate Supervisor: Building Principals Process: Curricular Administration & Educational Services Person in charge in case of absence: Building Principals II. OBJECTIVE To support the educational process of teachers to ensure the best possible teaching and learning in the department Education

III. JOB PROFILE: Minimum requirements to hold position

Master degree in education or related field Undergraduate degree in specific discipline or the equivalent BA with educational background Skills (5 most important): Able to lead, support, plan, and carry forth initiatives for the department.

Able to work with other coordinators/co-coordinators to ensure alignment K4-12 Analyze data with a focus on improving student learning and ensuring teacher growth & development Excellent people skills including writing and oral communication, facilitation of meetings Experience

Two or more years of experience at CNG unless hired and assigned to fulfill a leadership role.

Prior experience with curriculum and program development.

Prior experience with department coordination and/or leadership roles.

Background

K4-12th grade departments at CNG are integrally related to their schools and to the total school community and at the same time are separate units with viable and justifiable functions of their own. A given department must, therefore, be well organized to function properly within the full life of the academic community and within its own special commitment.

Each department must provide the setting in which competent persons are able to realize their professional capabilities and make their most creative contributions to their students, colleagues, school, and society.

Members of the department should experience freedom, have the power to articulate goals, and accept accountability to themselves, to others, and to the scholarly discipline in which they work.

The department co-coordinators are responsible to the 4 section principals in the general areas of program maintenance, development, and improvement, department coordination, and integration of their discipline into a total school program. Coordination of K-12 programs also requires the Director’s oversight of program development and the overall evaluation process.

While the department co-coordinators are expected to demonstrate expertise in the specific discipline, they are also expected to maintain a global concept of education. The department coordinators will maintain a perspective as to the significance of the area in the education of youth and will work to aid the principals, the Director and designated personnel in developing a well-balanced PK-12 school curriculum.

Selection and evaluation of the department coordinators will be conducted annually by the Principals and Director. An annual stipend will be paid to teachers who assume the role of department co-coordinators.

IV. RESPONSIBILITIES

1. Team with the other co-coordinator on a regular basis to support their department.

GENERAL JOB PROFILE, QUALIFICATIONS, AND RESPONSIBILITIES OF THE POSITION

Done by: Shaysann Kaun

Revised by: MarĂ­a AngĂŠlica Borge

HRR04 30/04/2013 Version 2

Approved by: Bob Imholt Updated: 30/04/2013

2. Organize and coordinate the Pk-12th grade departmental staff in developing, implementing, and evaluating short and long-range departmental goals, objectives, standards and programs.

3. Participate in the development of CNG academic policies and be responsible for their communication and implementation at the department level.

4. Communicate the needs of the department (personnel, space, fiscal) to the appropriate administrative units.

5. Organize and coordinate PK-12th grade departmental meetings at least once a month. Agendas will be prepared and submitted to the Director prior to each meeting. The deliberations of the departmental meetings shall be submitted to the Director following each meeting.

6. Encourage and support good teaching, scholarly activity, and professional development within the department.

7. Endeavor to maintain faculty morale by reducing, resolving, or preventing conflicts.

8. Act as a liaison between members of the department and school administration and between the department members and designated personnel.

9. Serve as an advocate for the department and represent the department in the school, the community, and at required meetings.

10. Provide leadership in the recruitment and appointment of faculty members, if needed, as well as evaluative performance feedback to Principals and the Director.

11. Work with the faculty to develop and revise standards, benchmarks, yearly plans, unit plans/curriculum maps, and procedures which provide adequate preparation of students. Communicate with principals about revisions. Principals will review, approve in principle and forward revision suggestions to Director for final approval by Academic Council.

12. Encourage and help teachers or other staff new to the school in becoming oriented to the department, school, and school policies, departmental procedures, courses of studies, etc.

13. Facilitate the evaluation of educational materials for possible purchase and prepare a complete listing of budgetary requests for the school year following, including all requests of textbooks, supplies, materials, and equipment.

14. Participate in planning capital improvements and maintenance of physical facilities.

15. Prepare an annual report to the Director in consultation with the faculty of the department.

16. Sit on the Academic Council during the school year (monthly meetings after school).

17. As part of the mentorship and leadership responsibilities of this position, coordinators work to coordinate and present in-service for incoming faculty, specifically on August 1 & 2, 2013.

18. Perform other duties commensurate with the position as assigned by the administration.

19. Any other responsibilities and other professional duties as assigned by the Principal.

V. ORGANIZATIONAL RELATIONSHIPS Positions that report directly: none Positions that report indirectly: MS/HS Teachers in the department VI. QUALITY, ENVIRONMENT AND OCCUPATIONAL HEALTH Follow guidelines established by the school for environmental and occupational health. Participate actively in the continuous improvement of the Curricular Administration & Educational Services process

Grade 3 Inst Key Lesso

Additional lessons may be added by Unit if time allows. S

Date

Lesson # 1 3 14

Unit 1—Self-Concept: Its Definit

• To introduce Unit 1, to identify the term nature of the Positive Action program to studen • To introduce the advantages of having a mean that you feel good about who you are and • To introduce the Thoughts-Actions-Feeli actions, positive actions lead to positive feelings thoughts.

• •

Unit 2—Physical and Intellectual Posit Date

Lesson # 21

•

To introduce Unit 2.

22

•

To introduce the positive actions for goo

24

• To introduce the positive actions for dail • To introduce the positive actions for mee learning something new, problem solving, and s • To introduce the positive actions for pro

33 37

tructor’s Kit ons by Unit

Select additional lessons based on your student’s needs.

tion, Formation and Importance

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tive Actions for a Healthy Self-Concept Purpose Statement

od nutrition.

ly physical exercise. eting intellectual needs of obtaining information, creative thinking, strengthening your memory. oblem-solving.

• • Unit 3—Managing Yourself Using Date

Lesson # 41 43 45 56

• To introduce Unit 3 and to stress the imp needs in order to be well-rounded.

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• •

Date

Unit 4—Getting Along with Others Us

Lesson # 71 72 76

• To introduce Unit 4 • To reinforce the positive actions of gettin Conduct based on their own ideas about how th • To introduce the positive actions for gett feels as they do.

• •

Date

Lesson # 91 99

Unit 5—Telling Yourself the Truth Usi

• To introduce Unit 5 • To make students aware of our tendency responsibility for our own actions.

Social/Emotional Positive Actions

Purpose Statement portance of meeting physical, intellectual, social and emotional

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104

•

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• •

Unit 6—Improving Yourself Continually U

Date

Lesson # 111 • To introduce Unit 6 116 • To help students understand that they ch • To assist students in becoming aware of 125 improvement, to assess their needs in this area, 127 • To encourage students to become aware • •

sty is critical for making decisions.

Using Social/Emotional Positive Actions Purpose Statement

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Grade 4 Ins Key Lesso Additional lessons may be added by Unit if time allows.

Date

Lesson # 1 7 8

Unit 1—Self-Concept: Its Defini

• To introduce Unit 1 and Positive Action, they are doing by learning and practicing positi • To introduce the Thoughts-Actions-Feel actions, positive actions lead to positive feeling thoughts.

• •

To show students how to deal with life’s

•

Unit 2—Physical and Intellectual Posit Date

Lesson # 19

•

To introduce Unit 2—Physical and Intelle

21

•

To introduce the positive actions for goo

24

• To introduce the positive actions for dai • To introduce the positive actions for me something new, problem solving, and strengthe • To introduce the positive actions for pro

33 37

structor’s Kit ons by Unit Select additional lessons based on your student’s needs.

ition, Formation and Importance

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s experiences in a positive way.

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• • Unit 3—Managing Yourself Using Date

Lesson # 41 42 44 56

• To introduce Unit 3—Managing Yourself • To introduce the concept of choice in usi • To introduce the positive actions for man • To introduce the positive actions for iden loneliness, discouragement and thankfulness.

• •

Date

Unit 4—Getting Along with Others Us

Lesson # 71 72 84

• To introduce Unit 4—Getting Along with • To reinforce the positive actions of gettin Code of Conduct based on their own ideas abou • To introduce the positive actions for help • •

Date

Unit 5—Telling Yourself the Truth Usi

Lesson # 90

•

To introduce Unit 5—Telling Yourself the

98

• •

To introduce the negative action of blam To introduce the positive action of identi

99

• •

Social/Emotional Positive Actions Purpose Statement

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sing Social/Emotional Positive Actions Purpose Statement

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ing Social/Emotional Positive Actions Purpose Statement

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ming others. ifying your needs versus the negative action of making excuses.

Date

Lesson # 110 • 122 •

Unit 6—Improving Yourself Continually U

To introduce Unit 6—Improving Yourself

To have students set goals for physical se

124

•

To have students set goals for intellectua

126

• •

To have students set goals for social/emo

•

Using Social/Emotional Positive Actions Purpose Statement

f Continually Using Social/Emotional Positive Actions.

elf-improvement.

al self-improvement.

otional self-improvement.

Grade 5 Ins Key Lesso Additional lessons may be added by Unit if time allows.

Date

Lesson # 1 3 7

Unit 1—Self-Concept: Its Defini

• To introduce the Positive Action program ourselves and do the positive actions necessary • To introduce the Positive Action philoso and there is always a positive way to do everyth • To introduce the Positive Action Though feelings about ourselves, and feelings about ou • •

Unit 2—Physical and Intellectual Posit Date

Lesson #

23

• To introduce Unit 2, which focuses on ph ourselves.

• To introduce the positive action of eatin about ourselves.

28

•

To learn that exercise is a positive action

31

• •

To introduce the needs of our minds, th To introduce the positive actions of deci

21

38

structor’s Kit ons by Unit Select additional lessons based on your student’s needs.

ition, Formation and Importance

Purpose Statement m and the space-age idea: we can learn how to feel good about y for our happiness and success. ophy: We feel good about ourselves when we do positive actions, hing. hts-Actions-Feelings Circle: Thoughts lead to actions, actions lead to urselves lead to more thoughts.

tive Actions for a Healthy Self-Concept

Purpose Statement hysical and intellectual positive actions for feeling good about

ng a variety of healthy foods, for good nutrition and to feel good

n that makes us feel good about ourselves.

he intellectual positive actions we take to feel good about ourselves. ision-making and problem-solving to feel good about ourselves.

• •

Unit 3—Managing Yourself Using S Date

Lesson # 41 55 56

P • To introduce Unit 3, Managing Ourselves eight gifts or resources everyone has: time, ener • To introduce the positive action of manag about ourselves.

• To learn to wisely manage the resource o • •

Date

Lesson # 71 72 81

Unit 4—Getting Along with Others Usi

P • To introduce the positive action of gettin so that we feel good about ourselves.

• To reinforce the positive actions for gettin based on the ways we like to be treated • To learn that we like to be treated with co action that makes us feel good about ourselves.

• •

Date

Lesson # 91 99 100

Unit 5—Telling Yourself the Truth Usin

P • To introduce Unit 5 and telling yourself the tr makes you feel good about yourself.

• To learn the positive action of telling ours responsibility for our own actions so that we fee • To learn the positive action of telling ours

Social/Emotional Positive Actions

Purpose Statement s Using Social and Emotional Positive Actions and to introduce the rgy, possessions, money, talents, thoughts, actions, and feelings. ging our selves by managing our actions, so that we feel good

of feelings so that we feel good about ourselves.

ing Social/Emotional Positive Actions

Purpose Statement ng along with others by treating them the way we like to be treated

ng along with others by creating a Classroom Code of Conduct

ooperation, so we cooperate with others, which is a positive

ng Social/Emotional Positive Actions

Purpose Statement ruth, or self-honesty, as a social/emotional positive action that

selves the truth by refusing to blame others and by accepting el good about ourselves. selves the truth by taking responsibility and not making excuses,

so that we feel good about ourselves.

• •

Date

Unit 6—Improving Yourself Continually U

Lesson # 111

•

To introduce Unit 6—Improving Yourself

123

•

To set goals for physical self-improvemen

125

•

To set goals for intellectual self-improvem

127

•

To set goals for social/emotional self-imp

• •

Using Social/Emotional Positive Actions Purpose Statement

f Continually Using Social and Emotional Positive Actions.

nt so we feel good about ourselves.

ment so we feel good about ourselves.

provement so we feel good about ourselves.

CNG ES & PS STUDENT DISCIPLINARY REPORT & FOLLOW UP

Student

Grade

Date of Report

Reporting Adult

Date of Incident

Description of Incident:

Follow up by Teacher/Adult Thus Far:

Administration Follow Up by:

Date:

CNG Code of Honor Type of Offense: Serious Offense

Grave Offense

Spoke to Student

PS/ES Student Behavior Reflection Form

Counselor Referral

Parents Notified

Restorative Practices

Minor Offense CNG Code of Honor Consequence:

Other Further CNG Code of Honor Disciplinary Consequences/Additional Administrator Observations:

Copy to Student File

Copy to Reporting Teacher

Copy for Admin.

CNG

ELEMENTARY SCHOOL STUDENT BEHAVIOR REFLECTION FORM Student:

Grade:

Date:

Please reflect carefully on the following questions. Answer in complete sentences.

What happened?

What was your mistake and why is it wrong to do what you did?

What could you have done?

What have you learned from this and what will you do to improve your behavior?

Is there anyone you need to apologize to? What will you say or do to apologize?

Student Signature:

Teacher Signature:

Parent Signature:

Administrator Signature:

Parents: In the PS and ES we are working to clarify, teach and reinforce the core values found in our CNG Code of Honor, integrity, respect, high expectations and community welfare. Whenever there is an incident of misbehavior, our goal is to promote student reflection and learning from the mistake, so as to improve future behavior. Please discuss this behavior/incident with your child and reinforce our school values. If you have any questions do not hesitate to contact your child’s teacher or the PS/ES Office.

Thank you for being our partners in educating your child.

Further CNG Code of Honor Disciplinary Consequences/Additional Administrator Observations:

Copy to Student File

Copy to Reporting Teacher

Copy for Admin.

CNG

STUDENT PRE-ARRANGED ABSENCE REQUEST FORM Grade:

Student’s Name:

R-DD-17

November 11 - 2015 Versión 2

Date Submitted :

*Parents are encouraged to review section 4.2.2.2 on Pre-Arranged Absences in the CNG Handbook.

Voluntary absence is defined as any absence chosen by parents or the student (home leave, early departure for or late return from vacation, most trips). These absences are generally NOT encouraged by the Primary School or the Elementary School as they are typically disruptive to student’s learning. Approval for such absences will be determined by the principal or associate principal in coordination with the student’s teachers. Requests for Pre-Approved Absences should be submitted at least seven (7) school days prior to the dates of the absence.

Dates of Absence: REASON:

School Sponsored Activity

Medical/Legal

Voluntary

*Please attach a detailed explanation to this form I agree to the following conditions in making up the missed work.

Making up missed work is MY responsibility. I understand that I must complete this Pre-Arranged Absence Form and turn it into the office at least seven (7) school days in advance. I understand that any exceptions to this contract must be approved by the principal or the associate principal.

STUDENT SIGNATURE

Date

We, as parents/guardians, understand the conditions under which our son/daughter will be absent from school and the procedures with which he/she must comply. Furthermore, we are aware of the CNG Attendance Policy. An absence is defined as being physically not present in class, regardless of whether the student is excused or unexcused. In order to earn credit for a year-long course, a student may not be absent for more than 10% of the classes. Absences are counted together, i.e. sickness, family trips, religious holidays, legal matters, etc. A student may fail a subject for the year when he/she has excused or unexcused absences of 10% or more of the time assigned to that subject.

We, as parents/guardians, understand the Pre-Arranged Absence Request Form must be submitted at least seven (7) school days prior to the absence(s). We agree to respect the decision of the school administration in this matter.

PARENT/GUARDIAN SIGNATURE

Date

TEACHER’S RECOMMENDATION This request must be signed by each of your teachers indicating they know that you will be absent. Teachers should not sign before the student and the parent/guardian have signed the form. If the teacher has a serious concern that this absence will negatively affect the student’s academic performance, please comment below. By signing this form the teachers acknowledge that he/she will provide the student with the necessary information to complete missed work.

Teacher Name

Comments

Homeroom

Spanish

Learning Center (if applicable)

PRINCIPAL SIGNATURE EXCUSED ABSENCE APPROVED:

Date Yes

No

CNG

R-CWW-03

Office of Athletics & Co-Curricular Activities REQUEST FOR EDUCATIONAL FIELD TRIP

October 22, 2012 Versión 4

Pag 1

To: Co-Curricular Activities Office - María Paula Soto (please fill out form and turn in ONE MONTH prior to trip) Date:

Grade level: P.S.

E.S.

M.S.

H.S.

Trip Leader: ISO 9001

Trip Leader’s contact information:

Certificado No FC-5898-1

Date and time of visit: Place(s) to be visited: Name of contact: Telephone: Address:

(if applicable please attach map)

Activities performed by students during field trip:

Number of students attending: (Please attach list) Purpose of trip and relationship to curriculum: (please explain) Transportation needs:

(Date & time leaving CNG): (Date & time returning to CNG):

Will students in the Lunch Program need packed lunches: Initial Approval: Budget:

YES

NO

(Principal)

Final Budget Approval:

(Principal)

CNG

Activities Office Office ofCo-Curricular Athletics & Co-Curricular Activities REQUEST REQUEST FOR FOR EDUCATIONAL EDUCATIONAL FIELD FIELD TRIP TRIP

Student List: 1.

3.

5.

7.

9.

11.

13.

15.

17.

19.

21.

23.

25.

27.

29.

31.

33.

35.

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61.

63.

2.

4.

6.

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64.

R-CWW-03 August 22, 2012 2011 Versiรณn 4 3

Pag 21

CNG

Activities Office Office ofCo-Curricular Athletics & Co-Curricular Activities REQUEST REQUEST FOR FOR EDUCATIONAL EDUCATIONAL FIELD FIELD TRIP TRIP

R-CWW-03 October August 22, 22, 2011 2012 Versión 4 3

Pag 312

Staff members serving as chaperones: (please include contact information-cell phone number) 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Policies regarding CNG Field Trips: ~ The Co-Curricular Activities Office will make the transportation and cafeteria arrangements. These arrangements will be done once this Form has been approved by the School Principal. ~ All trips must have a specific objective and purpose. ~ Every trip must include one adult for every 10 students. ~ For security reasons, all CNG students who participate in field trip must leave from CNG and return back to CNG. Parents must pick students up from CNG campus. Parents may not pick up students at a location different from CNG. ~ All trips that take place outside of Bogotá must have a security clearance. The Co-Curricular Activities Office will seek this approval. ~ Please make sure the homeroom teacher is informed in advance and a Pre-Absence Request Form is filled out by the students and turned in to the MS/HS Office seven days before the trip. ~ Once the trip is approved, the trip leader must write a communication to parents signed by trip leader, the School Principal and the Director of CWW & EFT’s. Please include the following information: purpose or benefits of the trip, date and place, activities during trip, accompanying staff, way of transportation, cost and specifications about dress code as well as the Field Trip Permission Form. ~ Every student attending the trip must have a Field Trip Permission Form signed by parents/guardians. This form must be signed by the parent or guardian and collected by the teacher at least two days prior to the trip. The day before the trip the Trip Leaders must provide the School Office and the Co-Curricular Activities Office the final list of students attending, as well as the list of those not attending. ~ The Trip Leader is responsible for informing the School Office and the grade level teaching staff about the trip. ~ Please return this form to the Co-Curricular Activities Office to begin the process of confirmation.

Trip Leader: _________________________________________________ Final Approval:

(Principal)

Director of CWW & EFT’s: ______________________________________ Date of Approval: _____________________________________________

CNG

Co-Curricular Activities Office DAY FIELD TRIP AUTHORIZATION FORM

R-CWW-04 March 04, 2013 Version 4

TO BE COMPLETED BY SCHOOL Date(s) of Trip:

Destination: ISO 9001

Trip Leader(s): Trip Purpose:

Certificado No FC-5898-1

Transportation provided by: Student need transportation back home: Yes

No

N/A

PARENTAL AUTHORIZATION AND ACKNOWLEDGEMENT OF RISKS Although I understand that CNG attempts to take all necessary precautions regarding safety and security, • I understand that participation in this field trip is voluntary, and all risks related to this trip are freely and voluntarily assumed by my son/daughter and me.

• I also understand that the trip may include various outdoor and adventure activities and that the participation in any of these activities will expose my child to some risk of injury.

• I have ensured that my son/daughter understands that it is important for his/her safety, and for the safety of the group, that any roles and any instructions by CNG’s and/or accompanying company’s staff are obeyed.

• I understand that for safety and security reasons, my child must leave to the Field Trip from CNG and must return to CNG with the rest of the group.

• If there is a particular medical problem with my child of which CNG should be made aware of, I have so indicated below or on a separate page.

• I understand and agree that my child may, during part or all of the trip, travel by private vehicle, and I hereby agree to waive any and all claims of any sort of nature I may have against the owner and/or driver of any such private transportation for any personal injury.

• I agree not to hold CNG and its employees, liable for any loss or damage caused to my son/daughter derived from my child’s participation in this trip.

I hereby grant permission for my child/ward to go on this Field Trip organized by Colegio Nueva Granada.

STUDENT’S NAME: _______________________________GRADE: __________________________________ PARENT’S NAME: ________________________________PARENT’S SIGNATURE: ______________________ Emergency Contact Name/Number: ___________________Date: ____________________________________

RESERVATION OF CNG FACILITIES

R - SG - 04

September 18, 2014 Version 10

Pag 1

SS

PD

Gen Admin

TYPE OF ACTIVITY/ Tipo De Actividad: Administrative

Nº

Other

Academic

Name of Activity Date

PERSON REQUESTING/Solicitante EVENT/Evento DATE(S) OF EVENT/Fecha(s) Evento

TIME(S) OF EVENT/Hora (s) Evento

OBSERVATIONS/ Observaciones: Nº OF PEOPLE ATTENDING/Nº Personas que asisten

GENERAL SERVICES PROCESS FACILITY REQUESTED Board Room/Sala Juntas (60 pers)

ES Gym

EVL

Theater´s Kitchen/ Cocina Teatro

Dir. Conf. Room/ Salón Director (08 pers)

HS Gym

IMC

Theater´s Cafeteria/ Cafetería Teatro

Salon Conf. Room 2nd floor/ Salón de Conferencias (10 pers)

Band Room/ Salón de Bandas

Student´s Cafeteria/ Cafetería Alumnos (600 pers)

Multipurpose Room/ Salón Multipropósito (100 pers) Mod 1 (50 pers)

Teacher´s Cafeteria/ Cafetería Profesores (200 pers)

PS Library ES Library

Mod 2 (50 pers)

Theater/ Teatro

Flag Patio/ Patio de Bandera HS Amphitheater/ Anfiteatro

Theater´s Foyer/ Vestíbulo Teatro

Others Nurse Security

REQUESTS WITHOUT COST SOLICITUDES/Sin Costo Coffee - Tea - Herb Tea/Café - Té - Agua Aromática Nº Chairs/Sillas Nº

Flipchart/ Papelógrafo Nº

Linens/ Manteles Nº

Tables Rectangular/ Mesas Rectangulares

White Board/ Tableros Nº

Tents/ Carpas Nº

Set – up – description / Descripción del Montaje:

R - SG - 04

RESERVATION OF CNG FACILITIES

September 18, 2014 Version 10

Pag 2

REQUESTS WITH COST/Solicitudes con Costo GENERAL SERVICES/Servicios Generales Item

Quantity/ Cantidad

Supplier/ Proveedor

Invoice Nยบ/ Factura

Value/ Valor

Tables Round/Mesas Redondas Flowers/Flores Others/Otros Subtotal GENERAL SERVICES/Servicios Generales Quantity/Cantidad

Description/Descripciรณn

Value/Valor

Breakfast/Desayuno Break/Medias Nueves Lunch/Almuerzo Break/Onces Subtotal โ ขSee attached/ Ver anexos. * if you need a computer, please dial Ext. 142 / Si usted necesita un computador, por favor marque la Ext. 142

TECHNOLOGY SERVICES/Servicios Tecnolรณgicos Screen/Pantalla

Videobeam

Tape Recorder/Grabadora

T.V.

Podium & Microphone/ Podio y Micrรณfono

OTHERS/Otros

PERSON REQUESTING/Solicitante Format Received By COPY FOR General Services Technology Cafeteria Theater Nurse Security

PERSON IN CHARGE OF EVENT/Centro de Costo Persona a Cargo del Evento

R-RH-02

PROFESSIONAL DEVELOPMENT FORMAT

February 19 -2016 Version 11

Dear Applicant: Once This Form Has Been Filled Out,Please Submit It To The Human Resources Department.

SS

NAME

DATE

POSITION AT CNG

AREA

I.D. NUMBER

EMPLOYEE TYPE:

Local

Int.

Actividad:

Centro de Costo:

1. TITLE OF THE PROGRAM YOU WANT TO ATTEND: 2. LINK TO SCHOOL IMPROVEMENT PLAN, PURPOUSE AND PHILOSOPHY (Educating the mind, strengthening the body, and developing character for leadership and service in the world of today and tomorrow)

Please mark with an x what skill-ability you expect to develop during this PD event, then assess the current level and the desired level. (*Actual level after PD: assessed during observations and evaluations) Performance Standard/skill-ability

Current Level

Desired Level

Actual Level after PD*

1. Instructional Planning

Highly Effective

Highly Effective

Highly Effective

2. Instructional Delivery

Effective

Effective

Effective

3. Assessment of/for Learning

Partially Effective

Partially Effective

Partially Effective

4. Learning Environment

Ineffective

Ineffective

Ineffective

5. Professionalism 6. Student Progress 7. Other (Please specify):

3. LINK TO CURRENT POSITION AT CNG: explain how your area of study will be enhanced by this professional development opportunity:

LOCATION (PLACE):

DATES

COURSE OR WORKSHOP:

(attach information on course)

COSTS:

REGISTRATION FEE: HOTEL:

indicate number of nights and attach information on hotel accommodations

AIRLINE QUOTE: OTHER COSTS:

Explain:

TOTAL: HAVE YOU RECEIVED FINANCIAL AID FOR ANY KIND OF TRAINING?

No (Please explain)

Yes

Recommended for Admin Council

Reviewed by Direct Supervisor Signature

FOR APPROVAL % approved:

Director’s signature

Date

Not recommended for Admin Council

Date:

Human Resources

Formal Teacher Evaluation (TPES) 2016-2017

Congratulations! You will be evaluated this year! This process is a terrific opportunity to reflect on your craft and to identify areas of strength as well as areas to improve as an educator. Again this year we will be utilizing the AASSA Teacher Performance Evaluation System (TPES).

Purpose: To foster teachers’ reflection on practice and student learning, and in so doing, promote teachers’ professional growth, as well as effective implementation of curriculum and best practice at CNG. Purposes and Characteristics of TPES The primary purposes of TPES are to: • optimize student learning and growth • improve the quality of instruction by ensuring accountability for classroom performance and teacher effectiveness • contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of international schools • provide a basis for instructional improvement through productive teacher performance appraisal and professional growth • implement a performance evaluation system that promotes collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job performance TPES includes the following distinguishing characteristics: • a focus on the relationship between professional performance and improved learner academic achievement • sample performance indicators for each of the teacher performance standards • a system for documenting teacher performance based on multiple data sources • a procedure for conducting performance reviews that stresses accountability, promotes professional improvement, and increases the involvement of teachers in the evaluation process • a support system for providing assistance when needed Please note: Attached is a Self Evaluation Form that includes a rubric with the Teacher Performance Evaluation System (TPES) performance standards. The next page is a sample of the teacher observation form that I will be using when conducting observations. The

observations will be based on the 6 TPES Standards. I have also included a sample lesson-planning page and lesson reflection page. Here’s a brief overview of the process:

Process: 1. Review the TPES Performance Standards rubric and do a self-appraisal for yourself of strengths and weaknesses.

2. Write one Student Learning Goal that is linked to a professional standard or school improvement initiative. Goal should be SMART (specific, measurable, attainable, results-oriented and time-bound). Use the SLG form. Document your work and progress toward reaching your goals throughout the year.

3. In addition to pop in classroom visits throughout the year, I will two formal observations, one each semester. Each formal observation will include: • a pre-lesson observation meeting (approx.. 30 minutes) • a 40-60 minute lesson observation • a post-observation meeting (approx.. 30 minutes) 4. For each formal observation, you will complete a lesson planning page (for preobservation meeting) and a reflection page (for post-observation meeting)(see attached).

5. You will use the Student Feedback Instrument twice during the year (once by December and once by April). You will submit a summary of students’ feedback.

5. In May, you will complete a self-evaluation form;, and you and I will meet to discuss your self- evaluation and the progress made on your SLG. 6. By June, I will complete a Summative Evaluation and I will provide you with two copies: one for you and one is submitted to HR for your personnel file.

I look forward to working with you, observing your teaching and your students’ learning, celebrating your successes, and sharing feedback to help you reflect on and refine your practice.

J Julie

CLASSROOM OBS Room

Teacher

Date

Subject Observed Student-focused Observation

Very Evident / Exemplary

Evident / Effective

Somewhat Evident / Marginal

Ineffective

Not Ob

Very Evident / Exemplary

Evident / Effective

Somewhat Evident / Marginal

Ineffective

Not O

Learning Environment *Has differentiated learning opportunities/activities *Has equal access to support, resources, discussions High Expectations Environment *Has activities and learning that are challenging but attainable *Is actively engaged in rigorous coursework, discussions, tasks or learning activities *Is asked and responds to higher order thinking questions (applying, evaluating, synthesizing) Supportive Learning Environment *Demonstrates positive attitude about the classroom and learning experiences *Is provided support and assistance to understand content and accomplish tasks *Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs Feedback/Progress Monitoring Environment *Demonstrates understanding of the lesson/content *Has opportunities to revise/improve work based on feedback Well-Managed Learning Environment *Transitions smoothly and efficiently to activities *Knows and follows classroom routines, behavioral Student-focused Observation expectations and consequences Digital Learning Environment *Uses digital tools/technology to gather, evaluate and/or use information for learning *Uses digital tools/technology to conduct research, solve problems and/or create original works for learning *Uses digital tools/technology to communicate and work collaboratively for learning

SERVATION SHEET

December 13 - 2012 Versión 1

Observer’s Name Time In

Time Out

Lesson:

bserved

Notes

Observed

Notes

Beginning

Middle

End

Dates & Times:

ES Open House ‘16

• 3rd grade on August 23 & 4th & 5th on August 24 • 4 - 6pm (4-4:55 in Theater & 5:10’ish-6PM in classrooms) • Start in Theater at 4PM & move to HR classrooms after theater portion.

Goals: • Parents experience ES Faculty as enthusiastic and professional educators who are committed to the CNG mission and vision of inspiring and maximizing each student’s engagement, learning and well - being.

• Parents leave feeling informed and encouraged about our curriculum, routines, teachers, and the year ahead.

In a nutshell: I.

Sessions start out in the Theater at 4PM with ES parents and ES faculty who teach/support the grade(s) of focus in attendance.

J

II.

Faculty wear name tags and look dapper professional for the event.

III.

Faculty is seated together at front of theater (on right hand side of theater facing stage) by 3:55, clustered by teams.

IV.

For first 10-15 minutes or so, we are all together in the Theater for intros, key info and then homeroom teachers are dismissed to go back to classes for a quick snack and final set up (while the rest of us continue in Theater: I review some other info about ES, Astrid will give a brief address about Spanish curriculum, Jonathan shares info about Athletics & Condor, Dr. Habegger says a few words along with video about campus updates and goals for year ahead, and Parent Council Elections are held). Specialists stay in theater to help corral parents from theater to classrooms.

V.

By 5:10, parents should arrive in homerooms.

VI.

In advance, grade level TL or Grade Level Team creates a PPT and shares with all. Individual teachers personalize PPT as desired, but key info/template is standardized. Content should include intro about you, info

on daily schedule, key routines, major thematic units, CWW and what you are really excited about/looking forward to doing with students.

VII.

Classrooms are attractive, inviting and neat. Teacher desks, open shelving and student desks and cubbies are tidy. Some evidence of learning is on display if possible (or at least titles/themes to come are posted, along with routines). If you are able to post student work, make sure ALL students are represented.

VIII.

HR classroom portion - what parents really come for! J ü Teachers greet parents at classroom doors and instruct them to sign attendance form (office will give you form which you submit to the office after OH-for office to calculate % of parent participation at OH and Parent Teacher Conference sessions). Teacher arranges seating plan for parents in advance with ease of traffic flow taken into consideration. ü This is a good time for parents to indicate on a form you create about if they are okay with their email and/or their phone numbers being shared with other parents in the classroom (as parents will ask for this information but unless they expressly give consent, we cannot share). ü Be sure trashcans and recycling bins are well out of the way. ü Teachers start out with a welcome intro of themselves and then a brief warm up/introduction activity for parents (as our parents really like to introduce themselves and to feel a sense of community/connection with fellow parents). Or do activity then intros. As you wish but do keep initial chunk to 15 minutes max. (A strategy some utilize is parents sit in student chairs arranged in a circle, and one at a time parents introduce themselves, their child’s name and say one thing they are excited about for their child this year/or something they really like about CNG. Or, some show photos of students one-at-a-time (in PPT) and have parents intro themselves when their child’s photo appears. Feel free to come up with your own strategy/activity as there are multiple ways to achieve warm up/parent intros.

ü After intros/warm up, teacher goes through Power Point (or Prezi) presentation (outlining schedule, routines info, key themes/content, highlights of year, brief info about teacher). Keep text on each slide to a minimum. ü Spanish, SNL, Specialists and Counselors circulate through homeroom classrooms. ü Julie circulates and distributes Curriculum Brochures. ü Sessions finish off with teachers opening up the floor/fielding a few parent questions (5 minutes or so) if/as needed. ü At 5:55 pm, Julie comes on the PA thanking parents for joining us and prompting teachers to wrap things up. If you finish earlier and questions are over, you are welcome to wrap things up earlier.

We will have a snack for teachers in my office starting at 4:15PM, and for parents in the hallway as of 4:50PM. I am sure that you will shine and that parents will leave sessions excited about the year ahead with you at the helm!

J Julie

ES 2016-­‐17 SCHEDULE Final Draft -­‐ May 26, 2016

8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade Morn. Routine 8:00-­‐8:10

Writer's Workshop 8:10-­‐9:00

4th Grade

Morn. Routine & Word Study 8:00-­‐8:25 Writer's Workshop 8:25-­‐9:15

ES 2016-­‐17 SCHEDULE Final Draft -­‐ May 26, 2016 5th Grade

Morn. Routine & Word Study 8:00-­‐8:25

3rd -­‐ E1

3rd -­‐ E2

3rd -­‐ E3

3rd -­‐ E4

3rd -­‐ E5

3rd -­‐ E6

4th -­‐ E7

4th -­‐ E8

4th -­‐ E9

4th -­‐ E10

4th -­‐ E13

4th -­‐ E14

1 -­‐ PE1 2 -­‐ Tech 3 -­‐ Art 4 -­‐ PE1 5 -­‐ Libr 6 -­‐ Music

1 -­‐ Tech 2 -­‐ Art 3 -­‐ PE1 4 -­‐ Libr 5 -­‐ Music 6 -­‐ PE1

1 -­‐ Art 2 -­‐ PE1 3 -­‐ Libr 4 -­‐ Music 5 -­‐ PE1 6 -­‐ Tech

1 -­‐ PE2 2 -­‐ Libr 3 -­‐ Music 4 -­‐ PE2 5 -­‐ Tech 6 -­‐ Art

1 -­‐ Libr 2 -­‐ Music 3 -­‐ PE2 4 -­‐ Tech 5 -­‐ Art 6 -­‐ PE2

1 -­‐ Music 2 -­‐ PE2 3 -­‐ Tech 4 -­‐ Art 5 -­‐ PE2 6 -­‐ Libr

All Days Span1

All Days Span2

All Days Span3

All Days Span4

All Days Span5

All Days Span6

Math 8:25-­‐9:25

OTHER 9:00-­‐9:45 Recess 9:45-­‐10:05 Read Aloud 10:05-­‐10:25

Reader's Workshop 9:15-­‐10:05

Recess 10:05-­‐10:25

Spanish/ Specials Rotation 9:25-­‐10:25

Recess 10:25-­‐10:45 Math 10:25-­‐11:25

Spanish/ Specials Rotation 11:25-­‐12:25

Specials (123,456) 10:25-­‐11:25

Read Aloud 11:25-­‐11:50

OTHER 10:45-­‐11:25

Spanish/ Specials Rotation 11:25-­‐12:25

Math 11:50-­‐12:50 Recess 12:25-­‐12:50 Lunch 12:50-­‐1:15 Spanish (60)/ Specials (45) Rotation 1:15-­‐2:15

Recess 12:50-­‐1:15 Lunch 1:15-­‐1:40 OTHER 1:40-­‐2:20

Word Study (+15 Spec. Days) 2:15-­‐2:30 Reader's Workshop 2:30-­‐3:20

Spanish (ABC,DEF) 2:20-­‐3:20

1 -­‐ Tech 2 -­‐ Span2 3 -­‐ Libr 4 -­‐ Span2 5 -­‐ Art 6 -­‐ Span2

1 -­‐ Art 2 -­‐ Span3 3 -­‐ Music 4 -­‐ Span3 5 -­‐ PE2 6 -­‐ Span3

60-­‐minute Spanish classes -­‐ 45 minute Specials classes.

1 -­‐ Span1 1 -­‐ Span2 1 -­‐ Libr 1 -­‐ Music 1 -­‐ PE1 2 -­‐ Music 2 -­‐ Span1 2 -­‐ Span2 2 -­‐ Span3 2 -­‐ Libr 3 -­‐ Span1 3 -­‐ Span2 3 -­‐ Art 3 -­‐ PE1 3 -­‐ Tech 4 -­‐ PE2 4 -­‐ Span1 4 -­‐ Span2 4 -­‐ Span3 4 -­‐ Art 5 -­‐ Span1 5 -­‐ Span2 5 -­‐ Music 5 -­‐ PE1 5 -­‐ Libr 6 -­‐ Span1 6 -­‐ Span2 6 -­‐ Span3 6 -­‐ Music 6 -­‐ PE2

1 -­‐ Span3 2 -­‐ PE2 3 -­‐ Span3 4 -­‐ Tech 5 -­‐ Span3 6 -­‐ Libr

1 -­‐ Span1 2 -­‐ PE1 3 -­‐ Span1 4 -­‐ PE1 5 -­‐ Span1 6 -­‐ Tech

1 -­‐ Span2 2 -­‐ Tech 3 -­‐ Span2 4 -­‐ Libr 5 -­‐ Span2 6 -­‐ Art

1 -­‐ Span3 2 -­‐ Art 3 -­‐ Span3 4 -­‐ Music 5 -­‐ Span3 6 -­‐ PE1

1 -­‐ PE2 2 -­‐ Span1 3 -­‐ PE2 4 -­‐ Span1 5 -­‐ Tech 6 -­‐ Span1

Writer's Workshop 12:25-­‐1:15

Recess 1:15-­‐1:40 Lunch 1:40-­‐2:05 Read Aloud 2:05-­‐2:25

Reader's Workshop 2:25-­‐3:20

4

ES 2016-­‐17 SCHEDULE Final Draft -­‐ May 26, 2016

ES 2016-­‐17 SCHEDULE ES 2016-­‐17 SCHEDULE Final Draft -­‐ May 26, 2016Final Draft -­‐ May 26, 2016

5th -­‐ E11

1 -­‐ Span4 2 -­‐ PE1 3 -­‐ Span4 4 -­‐ PE1 5 -­‐ Span4 6 -­‐ Tech

1 -­‐ Libr 2 -­‐ Span4 3 -­‐ Art 4 -­‐ Span4 5 -­‐ Music 6 -­‐ Span4

5th -­‐ E12

1 -­‐ Span5 2 -­‐ Tech 3 -­‐ Span5 4 -­‐ Libr 5 -­‐ Span5 6 -­‐ Art

1 -­‐ Music 2 -­‐ Span5 3 -­‐ PE1 4 -­‐ Span5 5 -­‐ PE1 6 -­‐ Span5

5th -­‐ E17

1 -­‐ Span6 2 -­‐ Art 3 -­‐ Span6 4 -­‐ Music 5 -­‐ Span6 6 -­‐ PE1

1 -­‐ PE1 2 -­‐ Span6 3 -­‐ Tech 4 -­‐ Span6 5 -­‐ Libr 6 -­‐ Span6

5th -­‐ E18

1 -­‐ PE2 2 -­‐ Span4 3 -­‐ PE2 4 -­‐ Span4 5 -­‐ Tech 6 -­‐ Span4

1 -­‐ Span4 2 -­‐ Libr 3 -­‐ Span1 4 -­‐ Art 5 -­‐ Span4 6 -­‐ Music

5th -­‐ E19

1 -­‐ Tech 2 -­‐ Span5 3 -­‐ Libr 4 -­‐ Span5 5 -­‐ Art 6 -­‐ Span5

1 -­‐ Span5 2 -­‐ Music 3 -­‐ Span2 4 -­‐ PE2 5 -­‐ Span5 6 -­‐ PE2

5th -­‐ E20

1 -­‐ Art 2 -­‐ Span6 3 -­‐ Music 4 -­‐ Span6 5 -­‐ PE2 6 -­‐ Span6

1 -­‐ Span6 2 -­‐ PE2 3 -­‐ Span3 4 -­‐ Tech 5 -­‐ Span6 6 -­‐ Libr

SNL

Span1

Span2

Span3

5th Grade Only 1 -­‐ E11, E12, E17 2 -­‐ E18, E19, E20 3 -­‐ E11, E12, E17 4 -­‐ E18, E19, E20 5 -­‐ E11, E12, E17 6 -­‐ E18, E19, E20

3rd & 5th Grade Mix 1 -­‐ E1, E2, E3 & E18, E19, E20 2 -­‐ E4, E5, E6 & E11, E12, E17 3 -­‐ E1, E2, E3 & E18, E19, E20 4 -­‐ E4, E5, E6 & E11, E12, E17 5 -­‐ E1, E2, E3 & E18, E19, E20 6 -­‐ E4, E5, E6 & E11, E12, E17

3rd Grade Only 1 -­‐ E4, E5, E6 2 -­‐ E1, E2, E3 3 -­‐ E4, E5, E6 4 -­‐ E1, E2, E3 5 -­‐ E4, E5, E6 6 -­‐ E1, E2, E3

All Days 4th Grade Only

Span4

Span5

Span6

PE1

PE2

Tech

Libr

Art

Music

5th Span E11 & E18 9:25-­‐10:25

5th Span E12 & E19 9:25-­‐10:25

5th Span E17 & E20 9:25-­‐10:25

5th PE E11 & E17 9:25-­‐10:25

5th PE E18 & E20 9:25-­‐10:25

5th Tech E11, E12, E18 & E19 9:25-­‐10:25

5th Libr E12 & E19 9:25-­‐10:25

5th Art E12, E17, E19 & E20 9:25-­‐10:25

5th Music E17 & E20 9:25-­‐10:25

4th PE E7, E8 & E9 10:25-­‐11:25

4th PE 4th Tech 4th Libr E10, E13 & 10:25-­‐11:25 10:25-­‐11:25 E14 10:25-­‐11:25

3rd Span 3rd Span 3rd Span 5th Span 5th Span 5th Span E3 & E6 E2 & E5 E1 & E4 E17 & E20 E12 & E19 E11 & E18 11:25-­‐12:25 11:25-­‐12:25 11:25-­‐12:25 11:25-­‐12:25 11:25-­‐12:25 11:25-­‐12:25

3rd Span E1 & E4 1:15-­‐2:15

3rd Span E2 & E5 1:15-­‐2:15

3rd Span E3 & E6 1:15-­‐2:15

4th Span E7 2:20-­‐3:20

4th Span E8 2:20-­‐3:20

4th Span E9 2:20-­‐3:20

3rd PE E1 & E3

5th PE 5th PE E19 & E20 E12 & E17 11:25-­‐12:25 11:25-­‐12:25

3rd PE E2 & E3 1:15-­‐2:00

4th Span E10 2:20-­‐3:20

4th Span E13 2:20-­‐3:20

4th Span E14 2:20-­‐3:20

3rd PE E4 & E6

3rd PE E5 & E6 1:15-­‐2:00

3rd Tech E1, E2, E4 & E5

3rd Libr E2 & E5

5th Libr E11, E17, 5th Tech E18 & E20 E17 & E20 11:25-­‐12:25 11:25-­‐12:25

3rd Tech E3 & E6 1:15-­‐2:00

3rd Libr E1, E3, E4 & E6 1:15-­‐2:00

4th Art 4th Music 10:25-­‐11:25 10:25-­‐11:25

3rd Art E2, E3, E5 & E6

3rd Music E3 & E6

5th Music E11, E12, 5th Art E18 & E19 E11 & E18 11:25-­‐12:25 11:25-­‐12:25

3rd Art E1 & E4 1:15-­‐2:00

3rd Music E1, E2, E4 & E5 1:15-­‐2:00

Duty Schedule 2016-17 Before School (7:00-8:00) Area 7 Walkway/Court Area 1 Hallway Area 9 Hallway/Detention

Cafeteria Duty (12:50-2:05) Area 13 Cafeteria Area 15 Cafeteria

Grade 3 Recess (12:25-12:50) Area 7 Walkway/Court Area 14 Top of Steps Area 10 Bottom of Steps

Grade 4 Recess (12:50-1:15) Area 7 Walkway/Court Area 14 Top of Steps Area 10 Bottom of Steps

Grade 5 Recess (1:15-1:40) Area 7 Walkway/Court Area 14 Top of Steps Area 10 Bottom of Steps

Mon TA1 TA2 TA3

Tues TA1 TA2 TA3

Wed TA1 TA2 TA3

Thurs TA1 TA2 TA3

Fri TA1 TA2 TA3

Day 1 PE 2 Art

Day 2 PE1 Tech

Day 3 Libr Music

Day 4 Libr Music

Day 5 PE2 Art

Day 6 PE1 Tech

Day 1 Span1 Span2 Span3

Day 2 Angie L. Span2 Span3

Day 3 Span1 Span2 Span3

Day 4 Span1 Angie L. Span3

Day 5 Span1 Span2 Span3

Day 6 Span1 Span2 Angie L.

Day 1 Span4 Span5 Aaron

Day 2 Span5 Span6 Mark B.

Day 3 Span4 Span6 Majo

Day 4 Span4 Span5 Aaron

Day 5 Span5 Span6 Mark B.

Day 6 Span4 Span6 Majo

Day 1 Span4 Span5 Aaron

Day 2 Span5 Span6 Lina B.

Day 3 Span4 Span6 Camila

Day 4 Span4 Span5 Aaron

Day 2 Span5 Span6 Lina B.

Day 3 Span4 Span6 Camila

8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade Morning Routine 8:00-­‐8:10

Writer's Workshop 8:10-­‐9:05

ES 2016-­‐17 PROPOSAL Draft 9 -­‐ May 12, 2016 (1 hour Specials not past 2pm) 4th Grade Morn. Routine & Word Study 8:00-­‐8:25 Writer's Workshop 8:25-­‐9:15

5th Grade Morn. Routine & Word Study 8:00-­‐8:25

Math 8:25-­‐9:25

Recess 9:05-­‐10:25

A -­‐ Specials (123) B -­‐ Spanish (ABC) 9:25-­‐10:25

Reader's Workshop 9:15-­‐10:05

Recess 10:05-­‐10:25

A -­‐ Spanish (DEF) B -­‐ Specials (456) 9:25-­‐10:25

Recess 10:25-­‐10:45 Math 10:25-­‐11:25

A -­‐ Spanish (ABC) B -­‐ Specials (456) 11:25-­‐12:25

Specials (123,456) 10:25-­‐11:25

Read Aloud 11:25-­‐11:50

OTHER 10:45-­‐11:25

A -­‐ Specials (123) B -­‐ Spanish (DEF) 11:25-­‐12:25

Math 11:50-­‐12:50 Recess 12:25-­‐12:50 Lunch 12:50-­‐1:15

Recess 12:50-­‐1:15

Read Aloud 1:15-­‐1:35

Lunch 1:15-­‐1:40

Reader's Workshop 1:35-­‐2:25

OTHER 1:40-­‐2:20

Word Study 2:25-­‐2:40 OTHER 2:40-­‐3:20

Spanish (ABC,DEF) 2:20-­‐3:20

Writer's Workshop 12:25-­‐1:15

Recess 1:15-­‐1:40 Lunch 1:40-­‐2:05 Read Aloud 2:05-­‐2:25

Reader's Workshop 2:25-­‐3:20

8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade

4th Grade

5th Grade

Morn. Routine 8:00-­‐8:10

Morn. Routine & Word Study 8:00-­‐8:25

Morn. Routine & Word Study 8:00-­‐8:25

Writer's Workshop 8:10-­‐9:00

Writer's Workshop 8:25-­‐9:15

3rd -­‐ E1

3rd -­‐ E2

3rd -­‐ E3

3rd -­‐ E4

3rd -­‐ E5

3rd -­‐ E6

Math 8:25-­‐9:25

OTHER 9:00-­‐9:45 Recess 9:45-­‐10:05 Read Aloud 10:05-­‐10:25

Reader's Workshop 9:15-­‐10:05

Recess 10:05-­‐10:25

Spanish/ Specials Rotation 9:25-­‐10:25

Recess 10:25-­‐10:45 Math 10:25-­‐11:25

Spanish/ Specials Rotation 11:25-­‐12:25

Specials (123,456) 10:25-­‐11:25

Read Aloud 11:25-­‐11:50

OTHER 10:45-­‐11:25

Spanish/ Specials Rotation 11:25-­‐12:25

Math 11:50-­‐12:50 Recess 12:25-­‐12:50 Lunch 12:50-­‐1:15 Spanish (60)/ Specials (45) Rotation 1:15-­‐2:15

Recess 12:50-­‐1:15 Lunch 1:15-­‐1:40 OTHER 1:40-­‐2:20

Word Study (+15 Spec. Days) 2:15-­‐2:30 Reader's Workshop 2:30-­‐3:20

Spanish (ABC,DEF) 2:20-­‐3:20

1 2 3 4 5 6 1 -­‐ Span1 2 -­‐ Spec1 3 -­‐ Span1 4 -­‐ Spec4 5 -­‐ Span1 6 -­‐ Spec2

1 -­‐ Span2 2 -­‐ Spec2 3 -­‐ Span2 4 -­‐ Spec5 5 -­‐ Span2 6 -­‐ Spec3

1 -­‐ Span3 2 -­‐ Spec3 3 -­‐ Span3 4 -­‐ Spec6 5 -­‐ Span3 6 -­‐ Spec1

1 -­‐ Spec1 2 -­‐ Span1 3 -­‐ Spec4 4 -­‐ Span1 5 -­‐ Spec2 6 -­‐ Span1

1 -­‐ Spec2 2 -­‐ Span2 3 -­‐ Spec5 4 -­‐ Span2 5 -­‐ Spec3 6 -­‐ Span2

1 -­‐ Spec3 2 -­‐ Span3 3 -­‐ Spec6 4 -­‐ Span3 5 -­‐ Spec1 6 -­‐ Span3

1 -­‐ Spec5 2 -­‐ Span1 3 -­‐ Spec3 4 -­‐ Span1 5 -­‐ Spec6 6 -­‐ Span1

1 -­‐ Spec6 2 -­‐ Span2 3 -­‐ Spec1 4 -­‐ Span2 5 -­‐ Spec4 6 -­‐ Span2

1 -­‐ Spec4 2 -­‐ Span3 3 -­‐ Spec2 4 -­‐ Span3 5 -­‐ Spec5 6 -­‐ Span3

1 -­‐ Span1 2 -­‐ Spec5 3 -­‐ Span1 4 -­‐ Spec3 5 -­‐ Span1 6 -­‐ Spec6

1 -­‐ Span2 2 -­‐ Spec6 3 -­‐ Span2 4 -­‐ Spec1 5 -­‐ Span2 6 -­‐ Spec4

1 -­‐ Span3 2 -­‐ Spec4 3 -­‐ Span3 4 -­‐ Spec2 5 -­‐ Span3 6 -­‐ Spec5

Writer's Workshop 12:25-­‐1:15

Recess 1:15-­‐1:40 Lunch 1:40-­‐2:05 Read Aloud 2:05-­‐2:25

Reader's Workshop 2:25-­‐3:20

4th -­‐ E7

1 -­‐ Spec1 2 -­‐ Spec2 3 -­‐ Spec3 4 -­‐ Spec4 5 -­‐ Spec5 6 -­‐ Spec6

4th -­‐ E8

1 -­‐ Spec2 2 -­‐ Spec3 3 -­‐ Spec4 4 -­‐ Spec5 5 -­‐ Spec6 6 -­‐ Spec1

4th -­‐ E9

1 -­‐ Spec3 2 -­‐ Spec4 3 -­‐ Spec5 4 -­‐ Spec6 5 -­‐ Spec1 6 -­‐ Spec2

4th -­‐ E10

1 -­‐ Spec4 2 -­‐ Spec5 3 -­‐ Spec6 4 -­‐ Spec1 5 -­‐ Spec2 6 -­‐ Spec3

4th -­‐ E13

1 -­‐ Spec5 2 -­‐ Spec6 3 -­‐ Spec1 4 -­‐ Spec2 5 -­‐ Spec3 6 -­‐ Spec4

4th -­‐ E14

5th -­‐ E11

5th -­‐ E12

5th -­‐ E17

5th -­‐ E18

5th -­‐ E19

5th -­‐ E20

1 -­‐ Span4 2 -­‐ Spec1 3 -­‐ Span4 4 -­‐ Spec4 5 -­‐ Span4 6 -­‐ Spec2

1 -­‐ Span5 2 -­‐ Spec2 3 -­‐ Span5 4 -­‐ Spec5 5 -­‐ Span5 6 -­‐ Spec3

1 -­‐ Span6 2 -­‐ Spec3 3 -­‐ Span6 4 -­‐ Spec6 5 -­‐ Span6 6 -­‐ Spec1

1 -­‐ Spec1 2 -­‐ Span4 3 -­‐ Spec4 4 -­‐ Span4 5 -­‐ Spec2 6 -­‐ Span4

1 -­‐ Spec2 2 -­‐ Span5 3 -­‐ Spec5 4 -­‐ Span5 5 -­‐ Spec3 6 -­‐ Span5

1 -­‐ Spec3 2 -­‐ Span6 3 -­‐ Spec6 4 -­‐ Span6 5 -­‐ Spec1 6 -­‐ Span6

5th Grade Only 1 -­‐ E11, E12, E17 2 -­‐ E18, E19, E20 3 -­‐ E11, E12, E17 4 -­‐ E18, E19, E20 5 -­‐ E11, E12, E17 6 -­‐ E18, E19, E20

1 -­‐ Spec5 2 -­‐ Span4 3 -­‐ Spec3 4 -­‐ Span4 5 -­‐ Spec6 6 -­‐ Span4

1 -­‐ Spec6 2 -­‐ Span5 3 -­‐ Spec1 4 -­‐ Span5 5 -­‐ Spec4 6 -­‐ Span5

1 -­‐ Spec4 2 -­‐ Span6 3 -­‐ Spec2 4 -­‐ Span6 5 -­‐ Spec5 6 -­‐ Span6

1 -­‐ Span4 2 -­‐ Spec5 3 -­‐ Span1 4 -­‐ Spec3 5 -­‐ Span4 6 -­‐ Spec6

1 -­‐ Span5 2 -­‐ Spec6 3 -­‐ Span2 4 -­‐ Spec1 5 -­‐ Span5 6 -­‐ Spec4

1 -­‐ Span6 2 -­‐ Spec4 3 -­‐ Span3 4 -­‐ Spec2 5 -­‐ Span6 6 -­‐ Spec5

3rd & 5th Grade Mix 1 -­‐ E1, E2, E3 & E18, E19, E20 2 -­‐ E4, E5, E6 & E11, E12, E17 3 -­‐ E1, E2, E3 & E18, E19, E20 4 -­‐ E4, E5, E6 & E11, E12, E17 5 -­‐ E1, E2, E3 & E18, E19, E20 6 -­‐ E4, E5, E6 & E11, E12, E17

1 -­‐ Spec6 2 -­‐ Spec1 3 -­‐ Spec2 4 -­‐ Spec3 5 -­‐ Spec4 6 -­‐ Spec5

SNL

3rd Grade Only 1 -­‐ E4, E5, E6 2 -­‐ E1, E2, E3 3 -­‐ E4, E5, E6 4 -­‐ E1, E2, E3 5 -­‐ E4, E5, E6 6 -­‐ E1, E2, E3

All Days Span1

All Days Span2

All Days Span3

All Days Span4

All Days Span5

All Days Span6

All Days 4th Grade Only

ES 2016-­‐17 PROPOSAL Draft 7.0 -­‐ Mar 16, 2016 8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A

3rd Grade B

Recess 9:15-­‐9:35

Recess 9:15-­‐9:35

4th Grade A

Recess 9:35-­‐9:55

Spanish 10:20-­‐11:20 (ABC)

4th Grade B

Recess 9:35-­‐9:55

Specials 11:05-­‐11:50 (123)

Specials 11:05-­‐11:50 (456)

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

5th Grade A

Spanish 8:55-­‐9:55 (DEF)

Recess 9:55-­‐10:15

Recess 9:55-­‐10:15

Specials 10:15-­‐11:00 (123)

Specials 10:15-­‐11:00 (456)

Spanish 11:00-­‐12:00 (DEF)

Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Specials 1:15-­‐2:00 (123)

Specials 1:15-­‐2:00 (456)

Spanish 2:20-­‐3:20 (ABC)

Spanish 2:20-­‐3:20 (DEF)

5th Grade B

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

ES 2016-­‐17 PROPOSAL Draft 6.0 -­‐ Mar 16, 2016 8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A

3rd Grade B

4th Grade A

Recess 9:30-­‐9:50 Recess 10:00-­‐10:20

4th Grade B

5th Grade A

Recess 9:30-­‐9:50

Spanish 9:10-­‐10:10 (DEF)

5th Grade B

Specials 9:10-­‐9:55 (456) Transition

Recess 10:00-­‐10:20

Transition Specials 10:15-­‐11:00 (123)

Spanish 10:20-­‐11:20 (ABC) Specials 11:05-­‐11:50 (123)

Specials 11:05-­‐11:50 (456)

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

Spanish 10:00-­‐11:00 (DEF)

Recess 11:00-­‐11:20

Recess 11:00-­‐11:20

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Specials 1:15-­‐2:00 (123)

Specials 1:15-­‐2:00 (456)

Spanish 2:20-­‐3:20 (ABC)

Spanish 2:20-­‐3:20 (DEF)

ES 2016-­‐17 PROPOSAL Draft 5.0 -­‐ Mar 15, 2016 8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A

3rd Grade B

Recess 9:00-­‐9:20

Recess 9:00-­‐9:20

4th Grade A

4th Grade B

Spanish 9:15-­‐10:15 (DEF)

Specials 9:30-­‐10:15 (123) Recess Negotiable

Spanish 10:20-­‐11:20 (ABC)

Transition Specials 11:25-­‐12:10 (123)

Recess Negotiable Specials 11:25-­‐12:10 (456)

Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Transition Specials 10:20-­‐11:05 (123)

Specials 10:35-­‐11:20 (456) Transition

5th Grade A

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

Spanish 2:20-­‐3:20 (ABC)

Spanish 2:20-­‐3:20 (DEF)

5th Grade B

Specials 9:30-­‐10:15 (456) Transition Spanish 10:20-­‐11:20 (DEF)

Recess 11:20-­‐11:40

Recess 11:20-­‐11:40

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

ES 2016-­‐17 PROPOSAL Draft 4.0 -­‐ Mar. 15, 2016 8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A

3rd Grade B

4th Grade A

Spanish 8:00-­‐9:05 (DEF)

4th Grade B

5th Grade A

5th Grade B

Specials 8:00-­‐8:50 (456) Transition

Recess 9:00-­‐9:20

Recess 9:00-­‐9:20

Transition Specials 9:10-­‐9:55 (123)

Spanish 8:55-­‐9:55 (ABC)

Spanish 9:15-­‐10:15 (DEF)

Transition Spanish 10:20-­‐11:20 (ABC)

Transition Specials 11:25-­‐12:10 (123)

Specials 10:35-­‐11:20 (456)

Specials 10:20-­‐11:05 (123) Recess Negotiable

Recess Negotiable

Transition

Specials 9:30-­‐10:15 (456) Transition Spanish 10:20-­‐11:20 (DEF)

Recess 11:20-­‐11:40

Recess 11:20-­‐11:40

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

ES 2016-­‐17 PROPOSAL Draft 1.0 -­‐ Feb. 24, 2016 8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A

3rd Grade B

4th Grade A

Spanish 8:10-­‐9:10 (DEF) Recess 9:00-­‐9:20

Recess 9:00-­‐9:20

4th Grade B

5th Grade A

Specials 8:10-­‐8:55 (456) Transition

Transition Specials 9:15-­‐10:00 (123)

Spanish 9:00-­‐10:00 (ABC)

Spanish 9:15-­‐10:15 (DEF)

Transition Spanish 10:20-­‐11:20 (ABC)

Transition Specials 11:25-­‐12:10 (123)

Specials 10:35-­‐11:20 (456)

5th Grade B

Specials 10:20-­‐11:05 (123) Recess 11:00-­‐11:20

Recess 11:00-­‐11:20

Transition

Specials 9:30-­‐10:15 (456) Transition Spanish 10:20-­‐11:20 (DEF)

Recess 11:20-­‐11:40

Recess 11:20-­‐11:40

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40

3rd Grade A

Recess 9:40-­‐10:00

3rd Grade B

Recess 9:40-­‐10:00

4th Grade A

Spanish 9:00-­‐10:00 (ABC)

Recess 10:00-­‐10:20

Spanish 10:20-­‐11:20 (ABC)

Transition Specials 11:25-­‐12:10 (123)

4th Grade B

Specials 9:15-­‐10:00 (123) Recess 10:00-­‐10:20

Specials 10:35-­‐11:20 (456) Transition Spanish 11:25-­‐12:25 (ABC)

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Specials 11:25-­‐12:10 (456)

5th Grade A

Spanish 9:00-­‐10:00 (DEF)

Transition Specials 10:05-­‐10:50 (123)

5th Grade B

Specials 9:15-­‐10:00 (456) Transition Spanish 10:05-­‐11:05 (DEF)

Recess 11:05-­‐11:25

Recess 11:05-­‐11:25

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

Spanish 11:25-­‐12:25 (DEF)

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

8:00 8:05 8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40 9:45 9:50 9:55 10:00 10:05 10:10 10:15 10:20 10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25 12:30 12:35 12:40 12:45 12:50 12:55 13:00 13:05 13:10 13:15 13:20 13:25 13:30 13:35 13:40 13:45 13:50 13:55 14:00 14:05 14:10 14:15 14:20 14:25 14:30 14:35 14:40 14:45 14:50 14:55 15:00 15:05 15:10 15:15 15:20

3rd Grade A Morning HR 8:00-­‐8:10

Math 8:10-­‐9:20

3rd Grade B Morning HR 8:00-­‐8:10

Math 8:10-­‐9:20

Word Study 9:20-­‐9:55

Word Study 9:20-­‐9:55

Recess 9:55-­‐10:15

Recess 9:55-­‐10:15

4th Grade A

Reading 8:00-­‐9:15

Spanish (ABC) 9:15-­‐10:15

Recess 10:15-­‐10:35 Writing 10:15-­‐11:25

Writing 10:15-­‐11:25

Specials (456) 10:35-­‐11:25

4th Grade B

5th Grade A

5th Grade B

Writing 8:00-­‐9:00

Writing 8:00-­‐9:00

Writing 8:00-­‐9:00

Science & Soc. Stu. 9:00-­‐9:30

Science & Soc. Stu. 9:00-­‐9:35

Science & Soc. Stu. 9:00-­‐9:35

Specials (123) 9:30-­‐10:15

Positive Action 9:35-­‐9:50 Spanish (DEF) 9:35-­‐10:35

Recess 10:15-­‐10:35

Spanish (DEF) 10:35-­‐11:40

Specials (456) 9:50-­‐10:35

Recess 10:35-­‐10:55

Recess 10:35-­‐10:55

Math 10:55-­‐12:05

Math 10:55-­‐12:05

Reading 12:05-­‐1:15

Reading 12:05-­‐1:15

Recess 1:15-­‐1:40

Recess 1:15-­‐1:40

Lunch 1:40-­‐2:05

Lunch 1:40-­‐2:05

(extra 5 mins for transition) (extra 5 mins for transition)

Positive Action 11:25-­‐11:40 Spanish (ABC) 11:25-­‐12:25

Science & Soc. Stu. 11:25-­‐11:50

Specials (123) 11:40-­‐12:25 Writing 11:50-­‐12:50

Recess 12:25-­‐12:50

Recess 12:25-­‐12:50

Lunch 12:50-­‐1:15

Lunch 12:50-­‐1:15

Reading 1:15-­‐2:05

Reading 1:15-­‐2:05

Specials (456) 2:25-­‐3:05 2:25-­‐3:05

Recess 12:50-­‐1:15

Recess 12:50-­‐1:15

Lunch 1:15-­‐1:40

Lunch 1:15-­‐1:40

Math 1:40-­‐2:50

Positive Action 2:05-­‐2:25

Reading 11:40-­‐12:50

Math 1:40-­‐2:50

Spanish (ABC) 2:05-­‐3:05 2:05-­‐3:05

Positive Action 2:50-­‐3:05

Positive Action 2:50-­‐3:05

Specials (123) 2:05-­‐2:50 Positive Action 2:50-­‐3:05

Spanish (DEF) 2:05-­‐3:05

OLD

8:00 8:05

Morning HR 8:00-­‐8:10

3rd Grade A

3rd Grade B

Writing 8:00-­‐9:00

Writing 8:00-­‐9:00

4th Grade A

4th Grade B

Recess 9:40-­‐10:00

Recess 9:40-­‐10:00

5th Grade A

5th Grade B

8:10 8:15 8:20 8:25 8:30 8:35 8:40 8:45

Math 8:10-­‐9:20

8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35 9:40

Word Study & Read Aloud 9:20-­‐9:55

Spanish 9:00-­‐10:00

9:45

Positive Action 9:45-­‐10:00

9:50 9:55 10:00 10:05

Specials 9:00-­‐9:45

Recess 9:55-­‐10:15

10:10

Recess 10:00-­‐10:20

Recess 10:00-­‐10:20

10:15 10:20

Spanish 10:00-­‐11:00

10:25 10:30 10:35 10:40 10:45 10:50 10:55 11:00 11:05 11:10 11:15 11:20 11:25 11:30 11:35 11:40 11:45 11:50 11:55 12:00

Writing 10:15-­‐11:15

Specials 10:00-­‐10:45

Positive Action 10:45-­‐11:00

Spanish 9:30-­‐10:30

Specials 9:45-­‐10:30

H

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ELEMENTARY SCHOOL MAP 15

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7 9

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12 10

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11

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CNG 1 2 3 4 5

ES Hallway Ath Fields (near no es sign) Ath Fields (near flag poles) Ath Fields (near ... of steps) Ath Fields (in front of stands)

L

6 7 8 9

Ath Fields (bathrooms) IMC Walkway (under lib.)

Walkway ... MS + Cafeteria Top Of Step (leading from casitas to cafeteria)

10 11 12

E

G H

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G STAFF PARKING LOT

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C

F

M L

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A

E

P

F

EG

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ATHLETIC FIELDS MAIN ENTRANCE

K

KING LOT

PARENT PAR

CUNVALAR AVENIDA CIR

A E

GATE 4

EG

T

4

1

5 3 2

ATHLETIC FIELDS

MAIN

10 Bottom Of Steps 11 Play Gound Near Picnic Table 12 ...court (far side facing ES Playground)

E Elementary School Building

6

KI PARENT PAR

CAFETERIA 13 Mean Entrance 14 Mean Exit 15 Circulatins

CNG

DRESS CODE FORMAL UNIFORM Navy CNG sweater (school jacket may be worn, but does not replace the sweater)

White polo

DAILY UNIFORM Any of the Formal Uniform items may be worn, plus the following ones:

(with collar)

CNG sweatshirt/jacket

Blue Gabardine pants or skirt

(in excellent condition and appropriate length and size)

CNG sweatpants Blue Gabardine pants or skirt

(in excellent condition and appropriate length and size)

Plain dark blue, grey, brown or black shoes

(in excellent condition with navy blue socks/tights)

OPTIONAL Special CNG sweatshirt

NOT PERMITTED

Solid navy or white scarves

Colored t-shirts under the polo shirt

Jeans

Colored scarves

PERMITTED OUTDOORS ONLY Any color shoes Navy blue or white caps/hats

Sunglasses

or additional white clothing under uniform (for warmth)

Visible underwear

Non-CNG sweatshirt or jacket

A. Equitable Learning Environment Environment Item

ELEOT Refe

Look for learn

1. Has differentiated learning opportunities and activities that meet her/his needs

Demonstrating knowledge through visuals, hands-on activities, auditor

2. Has equal access to classroom discussions, activities, resources, technology and support 3. Knows that rules and consequences are fair, clear, and consistently applied 4. Has ongoing opportunities to learn about their own and other’s backgrounds/cultures/differences

Acting as group leader, note taker, presenter; moving freely from lear using classroom resources; talking Self-correcting, apologizing; showin and consequences Sharing how content relates from t working with students from other with students performing at differe

B. High Expectations Environment Environment Item

1. Knows and strives to meet the high expectations established by the teacher 2. Is tasked with activities and learning that are challenging but attainable

Look for learn

Engaging in assignment or activity asking questions or probing teache content/concepts; revising work Organizing information to make m locating and using classroom resou sample work or teacher presented

3. Is provided exemplars of high quality work

Using and talking about sample wo making reference to sample work

4. Is engaged in rigorous coursework, discussions and/or tasks 5. Is asked and responds to questions that require higher order thinking (e.g., applying, evaluating, synthesizing)

Using content specific vocabulary; other disciplines Using multiple steps for conclusion materials to arrive at an answer; cr from content learned

Page 1

ELEOT Reference Guide Š2013 AdvancED

erence Guide

ners…

h multiple modalities: ry cues

, timekeeper or rning centers or groups; with teacher and peers ng acceptance of rules

their perspectives; backgrounds; engaging ent academic levels

ners…

following direction; er about

meaning of content; urces; referencing d examples

ork to complete tasks; using concepts from

n; using hands-on reating something new

D®

Listen for learners…

The concepts are easier to understand when I (write an outline, draw a picture, concept map, etc.). I need to meet proficiency at this level before I can work with the other group.

I will be the line leader. We need to access Google maps and get the elevation map from the resource file.

I’m moving my behavior clip to yellow. I won’t get full credit because my book report was late.

In my home country, it is unlawful to protest against the government. You have three sisters and I have one!

Listen for learners…

I will turn this work back in to you by tomorrow morning for extra credit. Are my notes in the right format?

If there wasn’t a model posted in our sample corner, this lab report would be tougher to finish. My group is working on a project to solve the school’s traffic congestion before and after school.

I can use the mock writing prompt for ideas on plot development. The assignments check sheet lists many examples of the resources to use.

Let’s use the formula we learned in math to predict the size of our landing area for our rocket test!

I’m constructing a new pattern using the different colored blocks. My solution to the problem is based on an evaluation of students’ attendance at schoolsponsored activities.

C. Supportive Learning Environment Environment Item

1. Demonstrates or expresses that learning experiences are positive 2. Demonstrates positive attitude about the classroom and learning 3. Takes risks in learning (without fear of negative feedback) 4. Is provided support and assistance to understand content and accomplish tasks 5. Is provided additional/alternative instruction and feedback at the appropriate level of challenge for her/his needs

Look for learn

Volunteering to demonstrate/com reading aloud, board work, particip connecting to their peers Presenting individual or group wor complimenting others; showing ex in class Proposing non-traditional question presenting contrasting opinions; tr Seeking help/clarification; asking fo instruction Receiving small group or individual supplementary materials or resour

D. Active Learning Environment Environment Item

Look for learn

1. Has several opportunities to engage in discussions with teacher and other students 2. Makes connections from content to reallife experiences 3. Is actively engaged in the learning activities

Page 2

Participating in small group activiti facilitated lessons; showing listenin learners; responding to questions Solving problems, applying informa learning with real-life Asking questions; talking to others towards completion of activity

ELEOT Reference Guide Š2013 AdvancED

ners….

mplete a task (e.g., pating in experiment);

Listen for learners…

I can work through the first problem on the board.

I’m ready to exchange papers with my partner.

rk to teacher or class; xcitement about being

This is my favorite class. I love learning about ancient Greece. Ms. Greene, John’s painting is really good.

ns or answers; rying new tasks or additional

Why should we strive to have a democratic society? I don’t think we conserve energy by recycling.

If you are available during lunch, may I come back to your room to review the assignment?

I‘m struggling to capture the main idea of the chapter. Can I use the guided reader to complete the assignment?

l instruction; accessing rces

ners….

Listen for learners…

ies and teacher ng skills towards other

I’ve worked in two groups for this project. Ms. Simpson asks questions that I want to talk about.

ation; comparing new

That is what I learned in Language Arts! I know how to use this information to design my own website.

As soon as I finish with this activity, I’d like to work on the group project with Tanya and Marisa.

s about activity; working

D®

E. Progress Monitoring and Feedback Environment Environment Item

Look for learn

1. Is asked and/or quizzed about individual progress/learning 2. Responds to teacher feedback to improve understanding

Using checklists or rubrics; answer teacher about progress Correcting written work; respondin questions; retaking assessments

3. Demonstrates or verbalizes understanding of the lesson/content 4. Understands how her/his work is assessed 5. Has opportunities to revise/improve work based on feedback

Taking notes; participating in activi discussions; using content specific Using rubrics; referring to course s information; reviewing exemplars Using additional time to revise wor due date for work

F. Well-Managed Learning Environment Environment Item

Look for learn

1. Speaks and interacts respectfully with teacher(s) and peers 2. Follows classroom rules and works well with others

Raising hand, making eye contact; negative words Staying in learning space; listening respectfully to others

3. Transitions smoothly and efficiently to activities

Moving quickly and quietly withou additional directions; helping peer quietly Asking questions; sharing resource students about work; listening to o Staying in learning space; listening on task

4. Collaborates with other students during student-centered activities 5. Knows classroom routines, behavioral expectations and consequences

Page 3

ELEOT Reference Guide Š2013 AdvancED

ners….

ring questions from

ng correctly to

ities; contributing to vocabulary syllabus for grading

rk; making note of new

ners….

not laughing or using

g for directions; speaking

ut disruptions or rs to move quickly and

es, talking to other others g for directions; focusing

D®

Listen for learners…

I’m almost finished. I need help with #2. Yes, I was able to find the different regions of South America.

Thank you. How is my work now? I followed your example for adding exponents, and then I was able to correct all the errors on my test.

This is like yesterday’s lesson. You need to measure the outside of a shape to find its perimeter.

I need to finish all four problems to make a good grade. How will the work be graded?

This is my work that has to be done over. I have my revised classwork to turn in.

Listen for learners…

I like you. That is good work. Good morning, Ms. Wright. Thank you for your help.

I know what Mr. Naylor wants me to do for this assignment. You review the directions and I’ll get the graph paper.

I am ready to begin my work in this center. Ms. Lee said to go in order.

What about this? How did you do that? Let’s try this together.

I know where to go for my group work. Those books/programs are for use at another time.

G. Digital Learning Environment Environment Item

1. Uses digital tools/technology to gather, evaluate and/or use information for learning 2. Uses digital tools/technology to conduct research, solve problems and/or create original works for learning 3. Uses digital tools/technology to communicate and work collaboratively for learning

Page 4

Look for learn

Showing confidence, self-assuranc screen/using keyboard with ease; u assistance; accessing search engine Showing confidence, self-assuranc screen/using keyboard with ease; u assistance; using multi-media tools Showing confidence, self-assuranc screen/using keyboard with ease; u assistance; using Wiki, blogs, socia

ELEOT Reference Guide Š2013 AdvancED

ners….

ce; touching using tools without es; solving problems ce; touching using tools without s (video, camera) ce; touching using tools without al media

D®

Listen for learners…

This is my favorite site for learning how to write an essay. Should we use the persuasive writing rubric on this site as our guide?

Creating charts and graphs using is so easy. I will use this program to make edits to my research paper.

Have you checked my blog? Ms. Mac’s posting helped me to understand the assignment.

THIRD GRADE SUPPLY LIST 2016-2017 Please ensure that all materials are marked with the child’s complete name (except pencils) and brought in during the first week of school to homeroom classes.

▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

3 CNG style notebooks with LINES for Homeroom subjects 50 pages (Only on-line Bookstore) 4 CNG style notebooks with LINES for Spanish and literacy classes 100 pages (Only on-line Bookstore) 1 CNG Elementary Student Agenda 1 big plastic folder with elastics (legal size - for Spanish) 48 pencils 2 pens of different colors (not black) 2 soft pencil cases 2 pencil sharpeners 1 box of thin-tip colored markers 1 box of colored pencils 4 dry erase markers 2 thin-tip dry erase markers 1 portfolio folder with 30-40 plastic sleeves (see picture) 2 2-pocket folders 5 packs of post-it notes (light colors, 3 inch x 3 inch size) 1 block Iris colored paper or construction paper 1 package of wide-lined looseleaf paper 1 scissors 2 glue sticks 4 erasers 1 ruler with centimeters and inches Diccionario Español (the one used in Primary) 1 sturdy reusable water bottle 3 boxes of Kleenex 1 Clorox toallitas desinfectantes-Citrica or Aroma Fresco Apple EarPods with Remote and Mic (or another brand) “NOT AVAILABLE in on-line Bookstore” (http://store.apple.com/us/product/MD827LL/A/apple-earpods-with-remote-and-mic?fnode=75)

AS WELL, please ensure your child has at least (You can buy it in Caracolito’s) (http://www.caracolitosuniformes.com) ▪ 3 CNG white golf shirts ▪ 3 pairs dark blue twill pants ▪ 1 pair CNG sweat pants for PE days (and/or new CNG PE clothing items) ▪ 1 CNG sweater AND 2 CNG hoodies + Students may also wear a solid white or solid dark blue scarf and sturdy shoes of their choice

FOURTH GRADE STUDENT SUPPLY LIST 2016-2017 Please DO NOT LABEL SUPPLIES (except for pencil pouch, water bottle, notebooks and clothes).

Please bring all supplies by first two days of school.

▪

1 ELEMENTARY SCHOOL AGENDA

▪

1 sturdy extra large ​pencil pouch

▪

5 ​notebooks​, 100 pages, lined, sewn, ​not spiraled​, (4 lines and 1 squared)

▪

2 ​notebooks​, 100 pages, lined, sewn ​not spiraled f​ or Spanish

▪

1 package​ lined paper

▪

4 packs of light-colored l​ arge​ ​post-its

▪

1 ​plastic folder​ with elastic band (letter size) for homeroom subjects

▪

1 ​plastic folder​ with elastic band legal size for Spanish

▪

36 #2 ​pencils

▪

2 ​erasers

▪

1 ​pencil sharpener ​with receptacle

▪

4 ​glue sticks

▪

1 ​highlighter

▪

1 pair of ​scissors

▪

1 ​package​ of four Expo ​dry erase markers

▪

1 set of ​markers

▪ 1 set ​colored pencils ▪

1 ​ruler (12 inches/31 centimeters)

▪

1 600 ml reusable ​water bottle

▪

3 boxes of tissues/Kleenex

▪

1 package of Clorox wipes (​Toallitas desinfectantes-Cítrica or Aroma Fresco​)

PLUS, FOR OTHER SUBJECTS ▪

Students in Spanish as a New Language​: 1 3-ring binder AND 1 lined notebook

▪

Students in regular Spanish​; 1 Diccionario de la Lengua Española

▪

AS WELL, from the CNG Bookstore please ensure your child has at least the following, all labelled: ● 3 CNG white golf shirts ● 3 pairs dark blue twill pants and girls also have dark navy pleated skirt option ● 1 pair CNG sweat pants OR CNG shorts for PE days ● 1 CNG sweater AND 2 CNG hooded sweatshirts

Students may wear white/blue accessories and white/blue scarves, and sturdy shoes of their choice. On Formal Uniform days, students must wear the CNG v-neck sweater, dark blue pants or pleated skirt, along with CNG white polo, and plain, dark, like-new dress shoes.

FIFTH GRADE STUDENT SUPPLY LIST 2016-2017 Please label all items except for pencils, lined paper and ziplock bags and bring the first two days of school to homeroom classes.

▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

1 CNG Elementary Student Agenda 1 sturdy sport water bottle for personal daily use 1 ​Extra-Large Pencil Pouch 48 ​#2 pencils (they will need them, honest!)

4 ​erasers 2 ​small pencil sharpeners 1 ​box of colored pencils (24) 1 ​box of thin colored markers 1 ​box of thick colored markers 1​ pack of 6 white board erase markers and an eraser 2 ​highlighters (one must be yellow) 1 ​pair of scissors (adult scissors) 3 ​glue sticks (large) 1 ​ruler (hard plastic with centimeters and inches) 1 ​three‐ring binder 11/2 inch 1 ​pack of 5‐ dividers for binder 1 ​plastic folder envelope style w/ elastic band 1 ​plastic folder legal size with elastic band for Spanish 2 ​plastic folders with 2‐pockets ‐ l​ etter size 5 ​composition style CNG notebooks –​stitched ​(100 pages) only on-line Bookstore 2 ​composition style CNG notebooks for Spanish​-​ stitched ​(100 pages) only on-line Bookstore 1 ​(100 page) grid style notebook, stitched only on-line Bookstore 2 ​(80 sheet)​ ​packs lined paper for binders 4 ​Packs of “Post‐it” 80 sheets ( 3 in x 3 in) 2 Boxes of small Ziplocs 3 Boxes of Tissue/Kleenex 1 Clorox Toallitas Desinfectante-Cítrica OR Aroma Fresco

AS WELL, please ensure your child has ​LABELLED​, at least the following ​uniform items (which you buy at Caracolito’s: ​http://www.caracolitosuniformes.com​)

▪ 3 CNG white golf shirts ▪ 3 pairs dark blue twill pants and 1 pleated skirt as an option for girls ▪ 1 pair dark blue sweatpants for PE days (and/or new CNG PE clothing items) ▪ 1 CNG v-neck sweater AND 2 CNG hoodies + Students may also wear solid white or solid dark blue scarf/accessories, and sturdy shoes of their choice.

Elementary School JUNE 2016 FACULTY CHECKOUT FORM NAME______________________________________ GRADE/SUBJECT _____________ ROOM__________ £ RETURNING

£ NON-RETURNING

SUMMER (OR FORWARDING) EMAIL / ADDRESS / PHONE: Please provide us information about how to get in touch with you should it be necessary during the vacation period or in the coming year (non-returning).

FROM __________to ______________

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

CHECK OUT: 1.

ES Library – Outstanding materials returned & accounts paid

2.

E.V. Library –

______________________ Lina Barrera

Outstanding materials returned & accounts paid _____________________ Lisa Habegger

3.

Primary Library - Outstanding materials returned & accounts paid ______________________ Maria Del Rosario Uribe

4.

Computers/Tech – Computer equipment checked & returned

5A.

Human Resources– NON-RETURNING ONLY a. Furniture inventory, Apt. keys, last original UTILITY BILLS CANCELLED; Water, electricity, phone & ADMINISTRATION b. Internet/cable TV/copy of letter cancelling service – stamped “received” c. Letter of resignation (non-returning staff) d. CNG e-mail account cancelled

5B.

6.

7.

Human Resources – RETURNING ONLY a. Visa renewal status (Foreign staff only) b. Signature of your contract and/or salary agreement (returning staff) c. Signed Liquidation form/policies

______________________ Susie Faccini ______________________ Marcela Fernandez

_______________________ Nataly Epps

_______________________ Nataly Epps

Finance Department a. Cell phone (if applicable)

______________________ Margarita Torres

b. Pending Deductions

_______________________ Juan Carlos Pulido

Security Department Carnet CNG (non-returning staff) Parking Permit (non-returning staff) if applicable ______________________ Juan David Vasquez

8.

Spanish Department a. All books turned in, counted, and boxed. Finished Units in Atlas ______________________ Loraine Volmer

9.

Homeroom Teachers £ Resource books, supplemental textbooks and teacher’s editions all accounted for and in storage (in locked closets or locked cupboards) £ Room check: desks and cubbies emptied and tops cleared off, bulletin boards and walls bare, books and materials stored; closets and cupboards in order, broken furniture in hall, all furniture marked with name and classroom. Trash in Trash Cans/Bags. Tennis balls on chair legs. £ Desks, chairs, tables and other furniture clustered in center of room/away from walls (which will be cleaned and painted). Rug rolled up and placed on top of desks for cleaning. £ Items in Foss Kits and other classroom materials complete/accounted for. £ Positive Action Kits complete/accounted for and stored. £ TC boxes/ Units of Study accounted for and stored in closet £ Class Running Record (class list with data) completed & input into Skyward £ Hard copy of last Running Records (collected by TL and submitted to JMH)

________________________ TEAM LEADER £ Math Materials _____________________________ Aaron Gahringer 10.

Specialist Teachers: £ All classroom supplies organized/stored £ Atlas Rubicon Units Updated and document submitted

________________________ TEAM LEADER

11.

TO ES Office: £ If any student(s) does not take home/pick up their report cards, give to ES office, in ES RC envelope £ Elementary Faculty binder returned for updating over vacation £ Portfolios, labeled, complete, in alphabetical order and handed in £ School keys returned and labeled

________________________ Fanny/Veronica 12.

Coordinators/Team Leaders £ Brief written report on key team work done, any major issues that arose and how dealt with, curriculum revision pieces, and suggestions for next steps £ Atlas Rubicon Units Updated & document submitted for team/subject coordination _______________________________ JULIE HUNT, ES PRINCIPAL

13.

Principal £ Report Cards (All revisions/complete) £ Atlas Rubicon Curriculum Curriculum Calendar & Maps/Units Updated £ Self-Appraisal & £ SLG Submitted £ End of the Year Teacher-Principal Conference completed (those being formally evaluated) £ Summative Evaluation Ssgned and copy returned (for those being formally evaluated)

(JULIE CAN ONLY SIGN ONCE YOU HAVE ALL SIGNATURES ABOVE)

__________________________________ JULIE HUNT, ES PRINCIPAL

NB: Once your form is complete (with all signatures needed above), on June 15/16th, you will need to take this form to the Staff Cafeteria to sign out officially (with HR) and to trigger final paycheck deposit.

Lesson Plan Guidelines

R-DD-10 November 13, 2009 Version 1 (Page 2)

This checklist follows the Teaching Schema for Master Learners developed by Jane E. Pollock. The step abbreviations form the acronym (GANAG). The Schema provides a way to introduce all elements of the Big Four – a just-right curriculum, well-structured, research-based instruction, varied assessment, and targeted feedback – into every lesson. It acts as a scaffold for connecting the curriculum directly to instruction and assessment by illuminating the importance of giving feedback to help ensure student progress on the grade-level curriculum standards. * (G) Learning goal: What will you be teaching? What is it that you want students to know, be like, or be able to do? How will you communicate the learning goal to students?

(A) Accessing prior knowledge: What will you do to access students’ prior knowledge about this topic? How will they be able to connect this new learning to what they already know?

(N) New information: What is the new, important declarative (gathering facts and organizing) or procedural (following instructions and practicing) knowledge that students must learn to achieve the goal of this lesson?

(A) Apply knowledge: How will students transition from receiving information to using a thinking skill or using the skill in a new situation? How will you present the new information multiple times, using a variety of input modes? For content chunks, how will you divide and teach the content to engage students’ brains?

(G) Generalization/summary: How will students summarize the learning in relation to the lesson goal? How will they develop their own generalizations? How will you know that they know?

Plan for differentiation: What do you know about the different learning styles and needs of your individual students? How will you provide instruction and material appropriate to their learning levels and needs?

Varied assessment: How will you know students have learned the content, via a variety of assessment modalities? How will you document this over time?

Feedback: How will I provide students with feedback about their learning? (Ongoing, explicit, and focused feedback improves learning for both students and teachers!)

A well-developed lesson plan is one tool that a skilled teacher uses to prepare for and deliver quality instruction. Please review your lesson plan and check to see that these elements are addressed, either explicitly in your teaching, or as part of your planning process. Place a checkmark in the “Exists” column for each included element, and add any relevant comments. Sign and date the form, attach a copy of your lesson plan, and return it to your supervisor. *Pollock, Jane E. Improving Student Learning One Principal at a Time. Alexandria, VA: ASCD, 2009.