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Report for 11/20/2014
Mark Vallone
COMMUNICATION
Enrollment Total Pre-41; K- 71; First Grade-69 Second Grade -85 Third Grade 80; Fourth
Grade; 79; Fifth Grade-79 Total – 504
Veterans’ Luncheons and Veterans Day Program Last week 43 veterans enjoyed lunch with
students during our week-long program. Thanks to an anonymous donor, all the meals were free to
these veterans as a way of saying “Thank you for your service.” On Friday, the school held a
Veterans Day program in the cafeteria that featured a Navy color guard and speech by Portsmouth
Shipyard Historian Joseph Gluckert. Music teacher Virginia Avery led the school in singing the
national anthem and patriotic songs. Thanks to administrative assistant Cheryl MacLeay for arranging
the program.
National Honor Society Donates Stocking Stuffers to Pease Greeters. For the second year in a row, the
EES National Honor Society collected and donated boxes of stocking stuffers that will be given to
American soldiers serving overseas in Afghanistan this Christmas season. The organization Pease Greeters
collected the boxes and will take care of shipping them so that they arrive in time for the Christmas
holidays.
Dental Screenings Lamprey Health Care is once again providing free dental health education and
screenings to Epping Elementary School. Students have the option for a free screening. Fluoride
varnish is also being offered free of charge. Students have to be signed up by their parents or
guardians to participate in screenings or the fluoride varnish. All classes have received their dental
hygiene presentations. Screenings begin Monday, November 24. See Calendar for details.
Red Ribbon Week. October 23-31 Epping Elementary conducted a number of activities in support of
Red Ribbon Week. High School students presented a skit to kindergarten students about Samantha
Skunk who spoke about the dangers of prescription drugs. Individual classes conducted their own Red
Ribbon activities. The school held a wear red day on October 30th
. The Epping Eagle student
volunteers planted tulips in the garden as well. Thanks to guidance counselors Marianne McDonough
and Kathy Stanley-Berting for organizing these events.
Coffee With Conversation Continues On Friday, November 14, I there was another morning
“Coffee and Conversation” sessions with parents and guardians regarding Epping Elementary
School’s new grading and reporting guidelines. See notes attached. The next session will be held
Friday, December 5 and run from 8:30 to 9:30. School board members are welcome to attend.
National Honor Society Induction Friday. This year’s NEHS induction takes place Friday,
November 21 at 1:30 at the EMS auditorium. EMS Spanish teacher and form Epping School Board
member, Deborah Brooks will be the speaker.
Student Council Food Drive The EES Student Council has been conducting a food drive to
collective canned goods to donate the Soup Kitchen at the Epping Community Church. The Soup
Kitchen provides food to individuals and families in need. The food drive ends tomorrow and the
items will be picked up Monday afternoon.
Craft Fair December 4 The EES Arts Committee is sponsoring the annual Holiday Craft Fair on
Thursday, December 4 from 6:00 – 8:00 p.m. There will be craft making for students and their
families as well as craft vendors on hand. Kids of all ages will be able to come and make a variety of
crafts to take with them while their parents are free to visit the vendors and craft tables. The EES
Chorus will entertain the crowd with holiday songs.
Monthly Emergency Drill This month, the emergency drill the school will practice is DROP AND
COVER. Drop and Cover is a technique used to quickly protect students and staff during a weather
emergency such as a tornado. When the drill is going on, there will be no access to school building
until the conclusion of the drill. If an actual emergency does take place, parents will be notified. This
notice was sent out by Assistant Principal Erin Milbury in last week’s Cool News
“I ‘m Going to College” Activites EES is supporting this effort to increase student and family
awareness about college education. Next Tuesday, staff members will wear the attire of their alma
mater to show some of the many options students have after high school. Guidance counselors
Marianne McDonough and Kathy Stanley Bertin have arranged a set of presentations to grade 2
students called “ I Can Save” by the Center for College Planning. Those presentations will take place
December 4th
.
ACCOUNTABLE AND COLLABORATIVE CULTURE
Professional Development Activities on November 10
Grades 3-5 Quality Performance Assessments (NH PACE) All three grade levels met as a
group to review the major components of quality performance assessments. This was the first
time all classroom teachers worked together on a single performance assessment ( Grade 3- Math,
Grade 4- Science, Grade 5- English Language Arts.) The curriculum specialists for each
curriculum area were on hand to work with the individual grade level.
Planning session regarding performance assessments. This meeting brought together all the
consultants and administrators involved in Epping Elementary School’s development of the
performance assessments. This was the first time everyone met together. We were able to
update the status of each grade level’s work on the assessments and work out a timeline and plan
for developing performance assessments in all three subject areas. See attached notes.
Grades K-2 Data Analysis The K-2 teams met with NHDOE consultant Donna Beauregard who
demonstrated how to use the Performance Plus system to analyze student data and to track
interventions with students over time.
Olweus refresher District psychologist Deena Jensen and members of the EES Olweus
committee reviewed the main elements of bullying and interventions for bullying. They also
reviewed strategies for incorporating Olweus training into morning meetings classroom teachers
hold with their students.
Individual Professional Development planning Paraprofessionals and teachers also were given
time to work on their own individual professional development plans.
STUDENT LEARNING
NH PACE Quality Performance Assessments Attached please find an example of a performance
assessment. This one was developed for Grade 4.science. This is a model for the kind of testing NH
is proposing to use as part of its accountability plan. The first section is the student portion of the
assessment. The second section is the planning component that follows the guidelines written byu
the Center for Collaborative Education that are being used by Epping and other school districts
participating in the NH PACE program.
TECHNOLOGY/FACILITIES
Health/ Guidance Office Renovation Update. I spoke with Martha Williamson and George
Kimball who said they had received all necessary estimates to put together a proposal to convert what
is now an art room into health and guidance offices. The three of us would like to share this proposal
with the EES facilities committee
Traffic Update Two and half months into the new system and things are going well. Compared to
the previous system, both drop off and pick up procedures take less time. The new system does
require more staffing as we now have to supervise the front and back of the building and supervise
traffic near the security gate at the side of the building.
Calendar November 21 Food drive ends and items are picked up
QPA math work in Rochester. ( Dea, Anne, Susie) MAV in a.m. only
National Honor Society induction 1:30
Last day to complete parent conference
November 24 Food items being picked up 2:00 p.m.
Dental screenings in library conf
Report card Task Force meeting
November 25 Dental screenings in library conf
November 26-28 No school for Thanksgiving Recess
December 1 Literacy Committee Meeting
PTO meeting
December 2 Erin and Mark Admin PD day 12-3 @ EHS with Lew
December 3 Dental fluoride day in library conference
Advisory Council
December 4 AIR Craft Fair with Chorus 6-8:00
Grade 2 College savings assemblies See Marianne M
UNH Collaborative mtg at Elliot Alumni Center 12:40 to 2:00
December 5 QPA ELA mtg @ Sanborn.9-2 pm Gr 3-4-5 representative attend
District Holiday Party at Telly’s 3:00 – 6:00
December 10 Faculty Meeting
Winter Concert Gr. 1-3 7:00 p.m. Mark
December 11 Winter concert for 4/5 gen music, band and chorus Mark covers
December 16 Make up date for concert
Math Committee Meeting
December 17 Data Team meeting
Make up date for concert
December 19 PTO Fundraiser special prize day Pig race, money machine & ice cream party
Secret Santa (optional event for staff who participate)
December 23-January 5 Holiday Vacation
January 22 UNH Intern Breakfast 7:30 to 9:30
January 29 Snow date for UNH breakfast
Grading and Report Cards
A conversation with parents, guardians and the principal
November 14, 2014
Attending: Chris Souza, Chet Clark, Michelle Mylott, Shana McTague, Johanna Comeau, Mark Vallone
Documents Shared: Grade 3 grading guideline for 2014
Sample from Dover, NH elementary report card
Discussion points
Formative/ Summative assessments and the 90/10 formula. How to determine reading grades has been an
issue for years. Grade 3 incorporates Fountas and Pinnell, weekly quizzes, Accelerated Reading, word lists,
reading responses, book reports and Scholastic News quizzes to determine whether a student receives A or B
etc. Questions were raised about whether Fountas and Pinnell reading assessment is appropriate for
averaging into a reading grade. The group appreciated that the team had developed a system of common
assessments that helps ensure all grade 3 students learn the same thing.
Model report based on Dover elementary schools. This report card is different in several ways that
appealed to the group. The Fountas and Pinnell Reading scores were reported separately. Subject areas were
broken down into distinct parts such as reading fluency that each received a grade. The grading system of
year end grade level expectations was both appealing and problematic. The group liked a standard but
thought that it would be confusing to know what the expectations were for each marking period. It would be
better to set expectations for each marking period.
Other points made during the session
Grading on report cards should use the same system and language used for daily work and grades.
The elementary school should help prepare students to make the transition to middle school.
Having two report cards is OK. E.g. One for Gr K-1-2 and One for Gr 3- 4-5
A letter grade system or number system??? Not that important if parents/guardians understand it.
Parent education is an important part of this process. Mark will continue with monthly “Coffee” sessions
in the library. (Next one will be December 12 at 8:30). An evening info session combing pizza or a
potluck and some daycare/movie in the middle school cafeteria and gym should be something to try this
winter. PTO could possibly sponsor the event.
QPA Meeting November 10, 2014
. Agenda/Notes
Attending: Barbara Munsey, Cathy Zylinski, Dea Mayne, Kara Reynolds, Stephanie Maze Hsu, Rob Lukasiak, Rose Colby, Mark Vallone Draft calendar for November 13 to March 13 Date Location/ Sponsor Curriculum Grade levels/ topics 11/13 Rochester ? Tri District Science Gr 4 / Nature of & Energy/ Develop tasks 11/17 Epping only ELA Gr 5/ Kristen/ SMH and Gary meet 11/21 Rochester (??) Math Gr 3/ Validation & Callibration ?? 12/2 Epping only (??) Science Gr 4/ Kara/ Rose/ Krista/ Sam 12/5 Sanborn ELA Multigrade ( send whole Grade 5 team) 12/8 Epping only ELA Gr team meets with SMH . 5 day 12/???? Epping K-12 Math Gr 3, Rob, Dea 2 hours + EMS/ EHS 4 hrs 1/16 Epping District PD Day Sci/ ELA/ Ma TBA 1/????? Epping only ???? TBA with consultant 2/5 NH PACE cohort Sci/ELA/Ma Location and agenda TBD 3/13 Sanborn ??? Math Grades 6-12 only ? Note that a lot of the dates and times and arrangements are still TBD. See action items for more details. Embedding QPA work beyond PACE Barbara Munsey offered to support QPA development across Grades 3-5 beyond the 1 QPA per grade level that the PACE cohort agreed to develop. To avoid stressing the grade level teams with the specter of more PD work this year, the bulk of developing draft QPAs will be done by the content consultants s and building specialists. Since there is no ELA specialist Gary will work with Stephanie.
Grade 3 Grade 4 Grade 5
ELA Stephanie Gary
Stephanie Gary
PACE Stephanie, Kristen T
SCIENCE Kara Rose
PACE Kara, Rose, Krista, Sam
Kara Rose
MATH PACE Rob, Dea, Anne, Susie
Dea Rob
Dea Rob
Action Items
Kara will research the District, State, and Next Gen standards for alignment
Kara will set up a meeting on 12/2 with Rose, Sam and Krista
Dea will set up a Math QPA session with Rob ( December 8-11 open on Rob’s schedule)
Mark will send whole Grade 5 team to Sanborn ELA meeting on 12/5
Steph will meet with Grade 5 for half day work on QPA on 12/8
Mark to coordinate January PD schedule so that content consultants meet at all 3 schools
Barbara will provide Lucy Caulkins Writing Pathways for all EES classroom teachers
AUGUST 5, 2014 DRAFT THAT HAS BEEN CHANGED
Feature Creature Project Overview
Task: Design an animal with specific internal/external structures and behaviors whose function is to support
survival and growth!
Step 1: Pick a habitat. The habitat that your Feature Creature lives in will have a direct effect on
the structures and adaptations it has that help it survive!
Freshwater (Rivers) Marine (Ocean) Desert Forest
Rainforest Savanna/Grassland Tundra (Arctic)
Step 2: Research other animals in that habitat. What structures and adaptations do those
animals have that allow it survive in their environment? You can find information about animals at the
following resources:
http://www.enchantedlearning.com/biomes/
Select your habitat (also known as biome), then scroll down to view animals that live there.
http://kids.nationalgeographic.com/animals/
Check off your habitat (along the left side of the page) and uncheck all the others. Then, look at
the animal cards that come up!
Biome or animal books in the classroom – Ask before you take home to research!
Step 3: Decide specific information about your Feature Creature. These should be both structures AND
behaviors that help your animal survive, modeled after real life examples.
*Size: How big is your animal?
*Food: Is your Feature Creature primarily a predator or prey? What does it eat? How does it get its
food?
*Movement: How does your animal move about its habitat?
*Shelter: Where does your animal live within its habitat (Up in a tree, burrows, underground, etc.)?
Does it live alone or with other members of the same species?
*Communication: How does it send signals to other members of the same species (Dances, songs, scent
marks, etc.)?
*Weatherproofing: How does your animal keep warm or cool?
*Protection: How does your animal stay safe from predators (Claws, antlers, camouflage, etc.)?
Step 4: Design your animal and write up your descriptions! Be sure to carefully consider each structure and
behavior and write about how it helps your animal survive in its habitat.
Step 5: Decide on a unique name to call your Feature Creature!
Step 2: Feature Creature Research Page
My biome/habitat: _____________________________________
Animal/Plant Structures/Behaviors/Adaptations
(Features They Have or Things They Do) Function
(How it Helps Them Survive)
Resources I used (where I got my information): _______________________________________
______________________________________________________________________________
Step 3: Feature Creature Planning Page Refer back to the Project Overview page for help planning your Feature Creature. By the end of this planning
sheet you must have at least one structure or behavior in each category. In total, you must have evidence of
both structures and behaviors of your Feature Creature.
Area Related to Survival
My Thoughts about My Feature Creature (Answers to questions on Overview page)
Structures/Behaviors to Help it Survive
(Modeled after real life animals) Size
Food
Movement
Shelter
Communication
Weatherproofing
Protection
Introducing the….
(Name of your Feature Creature)
My Feature Creature lives in the ______________
(biome/habitat).
Three important things to know about this biome are:
*__________________________________________________
__________________________________________________
*__________________________________________________
Important Structures of My
Feature Creature’s Body:
Important Behaviors of My
Feature Creature:
How These Structures and Behaviors Support My Feature Creature’s Survival:
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
_____________
_____________________________________________________________________
Picture of My Feature Creature’s
Habitat
QUALITY PERFORMANCE ASSESSMENT PLAN
Task Title: Feature Creatures: Exploring Structures and Functions Subject Area/Course: Science Grade Level: 4th Grade Abstract/Summary: Students will design a Feature Creature that highlights the importance of Structures/Behaviors and Function for animal survival. Time Needed to Complete Task: Original Author: Samantha Gesel
ALIGN: Instructional Goals
Please select competencies, work study practices, skills, and content that you will assess with this Performance Assessment Task.
New Hampshire Competencies
Please write out the entire competency. We recommend no more than 2-3 competencies. We are looking to assess every aspect of the competency chosen.
Math competencies
Science competencies
ELA competencies
Structure and Function. Students will demonstrate the ability to use evidence to support claims about the relationship among structure and function of natural and human designed objects. Nature of Science. Students will demonstrate the ability to work collaboratively and individually to generate testable questions or define problems, plan and conduct investigations, using a variety of research methods in various settings, analyze and interpret data, reason with evidence to construct explanations in light of existing theory and previous research, and effectively communicate the research processes and conclusions.
New Hampshire Work Study Practices
Please write out the entire work study practice. We recommend no more than 1-2 work study practices.
Work study practices
Communication. I can use various media to interpret, question, and express knowledge, information, ideas, feelings, and reasoning to create mutual understanding.
Creativity. I can use original and flexible thinking to communicate my ideas or construct a unique product or solution.
Self-Direction. I can initiate and manage my learning, and demonstrate a “growth” mindset, through self-awareness, self-motivation, self-control, self-advocacy, and adaptability as a reflective learner.
Other Goals
Standards, 21st century skills, and school-specific goals
NGSS: 4-LS1-1. To construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
School-Specific Goals. Students will understand that the structure or shape of a living thin, material, or system is related to its function.
21st Century Skills. Students show creativity and innovation, critical thinking and problem solving, communication skills.
Depth of Knowledge Alignment
What is the DOK of this task? Provide evidence.
DOK 3. This performance task demonstrates DOK 3 in the areas of Understanding and Applying. Students are explaining, generalizing, and connecting ideas (using supporting evidence) about the relationship between biomes and animal structures/function. Students are applying their understanding by creating a Feature Creature, synthesizing information from research and showing knowledge of this relationship.
Essential Questions to Guide Learning and Inquiry
What is the big idea and/or enduring understanding? Example: How are angles used in building a house?
How does the essential question connect with the enduring understanding of the curriculum unit?
How do plants’ and animals’ structures function to support survival, growth, behavior, and reproduction?
Students will know (content) . . .
Bullet points
Specify discreet content and key
Students will be able to (skills). . .
Bullet points
Specify process and skills that align
concepts that align to the competencies and standards (e.g., types of angles)
to the competencies and standards
Start with a verb (e.g., justify why an angle is classified the way it is)
What a biome is.
What animal structures exist to support survival.
What animal behaviors are adaptations to support survival.
The function of animal structures and behaviors.
How animal structures and behaviors are related the animal habitat/biome.
Construct an argument that animals have structures that function to support survival, growth, behavior, and reproduction.
Demonstrate an understanding that these structures are influenced by habitat.
Apply their understanding to a novel situation (creating a Feature Creature).
DESIGN: Performance Task and Evidence
Please design a performance task that will provide evidence of the competencies, work study practices, skills, and content that are listed above.
Common performance task summary
This is a high level summary about what the students will be doing. It should be no more than 3-5 sentences or bullet points.
Students will use understanding of animal structures and behaviors to create a Feature Creature that would have a high chance of survival in a chosen biome. Tasks will include researching the common structures and behaviors of real animals in the biome, synthesizing this information through planning a Feature Creature, drawing and labelling a diagram of their Feature Creature, and presenting their final products. Students will construct an argument that plants and animals have structures and behaviors that function to support survival.
Key criteria for performance assessment
Please list the criteria used in the rubric. We recommend no more than 4-5 criteria. These criteria should come from the competencies, standards, work study practices, skills and/or content.
Biomes, Structures and Function
Nature of Science – Research
Nature of Science – Communication
21st Century Skills/Work Study Practices – Creativity
21st Century Skills/Work Study Practices – Self-Direction
Possible Accommodations
What will teachers do in terms of instruction, curriculum and assessment to support the learning of SPED/ELL/other students in class?
Presentation accommodations
Response accommodations
Setting accommodations
Timing and scheduling accommodations
Resources/Texts/Scaffolding Materials
What’s included here depends on the task assignment. It is recommended that a variety of resources are provided that allow students to make choices to access the information needed to complete the assignment.
Text to Speech Software for research
Speech to Text Software for writing
Extended Time
Word Wall Words
Science Anchor Charts
Websites/Books about biomes and animals that live in them
Teacher Guide
Pre-requisites and Placement in the Curriculum
When in the year will this take place? What skills and concepts should be covered before the students perform this task?
This Performance Assessment takes place at the end of the Structure and Function science unit (one quarter long). Before the introduction to this performance task, students learn about adaptations (what are they, what are specific structures and behaviors animals have) and function of those adaptations (why they are important and how they support survival). Students
have also completed investigations that examine structures and function, including investigations that explore the texture of pollinators’ bodies and the shape of birds’ beaks.
Possible Formative Assessments
How do I assess my students’ understanding about the performance requirements of the task (e.g., milestones, benchmarks, observations, dialogues, student reflection, quizzes)? How do I adjust my instruction accordingly?
Before the task is given, students should be secure in the skills of identifying animal structures and functions. Students will have taken an Adaptation quiz to provide evidence of this understanding. The task is broken down into steps, to support 4th graders’ developing executive functioning skills. Through observations and formative assessments of student work through each step, I will be able to adjust instruction to match student need.
Teacher Instructions
To ensure the fidelity in implementation, this section includes:
Step-by-step procedures to implement task as designed
Information on the time allotted for each step of the task
Materials needed
Materials
Student Task Sheet: Feature Creature Project
Student Research and Planning Packet
Student Report Pages (3 pages)
Feature Creature Rubric
Computers or Devices (for research)
Biome books (for research)
Pencil
Time
This task should take about 6 sessions of 45 minutes to complete. Procedure
Ensure that previous instruction on structures and functions has been covered and students are familiar with science concepts.
Distribute materials to students and provide accommodations as outlined in student IEPs.
Teaching/Learning Plan
To be completed by individual teacher, as learning plan may vary by teacher
The lesson plan is written as an outline that other teachers could understand and/or apply in their respective classroom (s). This generally outlines the scope and sequence of the lesson plans within the unit.
It is recommended that the following are included:
The lesson plan includes how the goals will be addressed (what students know and can do
The different steps and the specific instructions that correspond with each step of the process
A timeline for each task
Time or space for student reflection and feedback
Day 1-2: Research. Introduce the performance task. Review the packets and steps to completing the performance task. Answer any questions. Students will select their biome of choice at this time. They will begin their research of animals in that habitat, using the research page to supporting their understanding of common structures and the function of those structures, including how they support the animal’s survival in their habitat.
Day 3: Planning. Students will use their information from their research to make choices about structures and behaviors that their Feature Creature will have that will help it survive in its habitat. Students will use the Planning Page and the questions from the Task directions to help support them as they plan their Feature Creature.
Day 4-5: Drafting And Final Draft Work. Students use the information from their research and planning days to create their Feature Creature. Students will select a name for their Feature Creature and complete the final draft project page write ups. These final draft pages include: a labeled, colored diagram of their animal, synthesized information about its habitat (with illustration), descriptors of important structures and behaviors of their Feature Creature, and a constructed response about how those structures and behaviors support survival in a given biome. Day 6: Presentations. Students will present their final project to the class, effectively communicating the main ideas and overarching concept of the relationship between an animal’s biome, its structures/behaviors, and the chance of survival.