Morley Elementary

Gifted Building Plan

2016-2017

Program Design Team Members:

Mary Daily, Gifted Facilitator
Molly Bates, Principal
Mandy Bolton, Kindergarten teacher
Carol Butler, First grade teacher
Cortney Townsley, Second grade teacher
Deidre Walton, Third grade teacher
Kathy Ayars, Fourth grade teacher
Brenda Irwin, Fifth grade teacher
Stephanie Kimmenman, Media Specialist

Data Gathering Team Members:

Mary Daily, Gifted Facilitator
Molly Bates, Principal
Mandy Bolton, Kindergarten teacher
Carol Butler, First grade teacher
Cortney Townsley, Second grade teacher
Deidre Walton, Third grade teacher
Kathy Ayars, Fourth grade teacher
Brenda Irwin, Fifth grade teacher
Stephanie Kimmenman, Media Specialist

Meetings are at 8:15 a.m. on the second Tuesday of the month as indicated on the building
master calendar.

Number of Gifted Students by Grade Level

Number of Identified Gifted Total Number Percent Mentored
Grade Level
Students (G + HG) of Students Identified Students
K 3 88 3% 0

1 3+1 83 5% 1

2 8+5 109 10% 5

3 15+1 96 17% 1

4 25+4 94 31% 4

5 26+6 93 33% 5
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Total 94 563 17% 16

Differentiated Math
Number of
Whole class
high
Grade Number of or class Teacher
achievers Meeting Times Teacher
Level identified within a Training
participatin
class
g
K 1 6 CWC 9:30-10:00 M & W Mandy Bolton HAL, DM
K 0 4 CWC 9:30-10:00 T &TH Carol Jozsa HAL, DM
K 0 2 CWC 9:30-10:00 T &TH Lisa Neilson HAL, DM
K 1 3 CWC 9:30-10:00 M & W Lexi Morrison HAL, DM
1 4 19 WC 9:30-10:35 Mindy HAL, DM
Pinkelman
2 8 13 WC 1:30-2:35 Renee Kovar DM
2 2 3 CWC 1:30-2:35 Risa Udell DM
3 16 11 WC 12:35-1:40 Kasey Briones DM
4 14 9 WC 12:15-1:20 Jill Carey HAL, DM
4 15 10 WC 12:15-1:20 Kathy Ayars HAL, DM
5 13 11 WC 9:20-10:25 Brenda Irwin HAL, DM
5 18 9 WC 9:20-10:25 Connie HAL, DM
Peterson

All kindergarteners were screened for advanced math ability using the districts kindergarten
math screening instrument. Children in kindergarten are exposed to differentiated activities
within the classroom and, based on interest and ability may be grouped for instruction
according to teacher observation. The Investigation series and LPS differentiated math
manual is used to provide instruction. The gifted facilitator works with small groups of
kindergartners periodically throughout the year. This is not only to challenge the students but
also to get another perspective during the Option One gifted identification process.

Identified & HAL students in first grade are grouped in one classroom for differentiated math
instruction. Mrs. Mindy Pinkelman is responsible for the differentiated math instruction. Both
the LPS differentiated math guide and Investigation series are used to teach diff math. The
gifted facilitator periodically works with small groups of students and to provide additional
challenges from the LPS differentiated math curriculum. This provides another perspective
when students are being considered for gifted identification.

In grade 2, the high ability learners and identified gifted children are grouped together for
differentiated math instruction. Mrs. Renee Kovar delivers the differentiated math
curriculum. Compacting and accelerating occur by using pre-testing and post-testing, focusing

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on higher-level thinking skills, limited practice, and enrichment opportunities. Both the
differentiated LPS math curriculum and Investigation series are used to provide instruction.

The high ability learners & identified gifted students in 3rd grade are grouped together in 1
classroom. Mrs. Kasey Briones teaches the differentiated 3rd grade math curriculum. 60% of
the instruction time is used to compact the regular curriculum. The remaining instruction
time is devoted to the LPS differentiated math curriculum. The Investigation series and the
LPS Diff Math manual are used to deliver instruction.

In fourth grade the high ability and identified gifted students are grouped together during
math instruction. Mrs. Kathy Ayers & Mrs. Jill Carey teach two classes of identified and HAL
math students. Compacting the regular curriculum occurs to allow time for meaningful
problem solving and higher-level math lessons found in the LPS differentiated math
curriculum and the CMP series. The gifted facilitator co-teaches lessons from the diff math
curriculum once a week.

The identified and high ability learners in 5th grade are grouped together in two different
classrooms. Mrs. Connie Peterson and Mrs. Brenda Irwin are responsible for delivering the
differentiated math curriculum. 60% of the time is spent on teaching the regular math
curriculum and 40% of the instruction time is devoted to the higher-level math. The LPS
differentiated curriculum and Investigations series are used in 5th grade differentiated math
classrooms.

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Differentiated English / Language Arts
Grade Number of Number of Whole Class Meeting Teacher Teacher
Level Identified High or Class Times Training
Achievers within a
Participating Class

HAL,
K 2 0 CWC 10:30-11:30 A Morrison
DELA
HAL,
K 0 1 CWC 10:30-11:30 L Nielsen
DELA
HAL,
K 0 0 CWC 10:30-11:30 C Jozsa
DELA
HAL,
K 1 3 CWC 10:30-11:30 M Bolton
DELA
HAL,
1 3 5 CWC 12:55-1:15 C Butler
DELA
HAL,
1 0 1 CWC 12:55-1:15 K Sprague
DELA
HAL,
1 1 5 CWC 12:55-1:15 J Zitek
DELA
HAL,
1 0 1 CWC 10:25-11:40 M Pinkelman
DELA
HAL
2 5 2 CWC 10:30-11:30 R Udell
DELA
HAL,
2 5 3 CWC 10:30-11:30 C. Townsley
DELA
HAL,
2 0 8 CWC 10:30-11:30 A. Everrett
DELA
HAL,
3 16 6 WC 9:00-10:00 D. Walton
DELA
HAL,
4 25 1 WC 10:30-11:35 R. Lackey
DELA
HAL,
4 7 15 WC 10:30-11:35 L. Erickson
DELA,
HAL,
13 15 7 WC 10:30-11:30 H. Bohling
DELA
HAL,
15 16 6 WC 10:30-11:30 T. Reinhard
DELA
Training codes HAL=Instructional Practices for High Ability Learners | DELA=Differentiated
English/Language Arts | DM=Differentiated Math |

In Kindergarten the homeroom teachers read differentiated literature book periodically to the
entire class. This allows for observation of potential gifted kindergarten students as well as
modeling higher level thinking for the entire class.

In first grade, during the time the teachers normally spend on re-teaching curriculum
objectives, the identified and high ability students are grouped together from the four

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different classrooms. At this time they read & discuss an additional differentiated literature
book and complete activities found in the lesson plans.

The second-grade differentiated curriculum is taught by Courtney Townsley, Abbie Everett,

and Risa Udell. 2nd grade differentiated titles are used for open-ended discussions, higher-
level thinking skills, enrichment, research and leadership opportunities. A small group
format is used for deeper and meaningful conversations. 40% of the Language Arts block is
devoted to the differentiated curriculum.

Third grade differentiated literature is taught by Diedre Walton. This class is a combination of
HAL and identified students. Differentiated titles & lessons are used 40% of the time. The
teachers use both chapter books and picture books from the LPS Gifted collection.

In Fourth and Fifth grade picture books as well as chapter books are used to provide
differentiated literature curriculum. All of the lessons and titles are used from the extensive
gifted literature collection. At least one novel is read per quarter. Teachers spend adequate
time in order to delve into discussions and allow the time for students to complete a learning
project. Picture books are used to supplement the differentiated literature discussions.

MENTORSHIPS

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PLP
Content
Student Grade Mentor Written Time
Area
and Signed?
B 5 Richard Cotter Yes Math 9:15-10:15
S 5 Richard Cotter Yes Math 9:15-10:15
M 4 Richard Cotter Yes Math 12:15-1:15
J 4 Richard Cotter Yes Math 12:15-1:15
G 1 Richard Cotter Yes Math 1:30-2:30
B 4 Elisabeth Woods Yes Language Arts 10:20-11:20
L 3 Faith Burd Yes Language Arts 1:40-2:40
C 1 Lance English Yes Science 12:30-1:30
S 5 Lance English N/A Language Arts 1:40-2:40
A 5 Ben Henig Yes Language Arts 10:30-11:30
N 2 Ben Henig Yes Language Arts 11:30-12:30
I 2 Linda Bettis Yes Math 1:30-2:30
I 2 Linda Bettis Yes Science 2:30-3:30
K 2 Linda Bettis Yes Science 2:30-3:30
A 5 Sarbani Charkrabor Yes Math 9:15-10:15
S 4 Laura Consolazione Yes Spanish 2:30-3:30
O 1 Carol DeVall N/A Art 2:20-3:30

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FACILITATORS DUTIES
Mary Daily
o Teacher Resource
o Advocacy
o Communication
o Mentors
o PLP Manager
o Program Design Team
o Data Gathering Team
o District Meetings
o Calendar Events
o Materials Manager

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Referral and Identification
This process will vary from student to student and the time line for this collection of
information needs to be flexible. Listed below are the components of this step.

1. ChecklistsThe Specific Academic Aptitude Behavioral checklists (verbal and

quantitative) will be distributed to the childs teachers and parents by the gifted
facilitator.

2. Test ScoresThe gifted facilitator will gather all testing information. This may include
ITBS or CogAt test scores.

3. ProductsThe gifted facilitator will gather student products from teacher(s) and/or
parent(s).

4. Past Performance-Gifted facilitator and teachers will gather evidence of past

performance. This may include report cards, pre and post-tests, unit tests, and writing
samples.

If the data-gathering team does not reach consensus, the decision may be referred to the
district steering committee.

Guidance and Counseling

Kara Evans, school social worker, is available on a part-time basis to work with students
individually to deal with a variety of topics, issues, and/or concerns. Some of these topics
might be anger management, peer relationships, changing families, and study skills. She is at
Morley on Wednesdays.

Mary Daily the Gifted Facilitator is available to work with students or meet with parents and
staff members. Mrs. Daily is endorsed in Gifted Education and has access to materials that are
appropriate for parents, students, and teachers. Topics include but are not limited to such
areas as perfectionism, study skills, and learning styles, e.g. the visual-spatial learner.

Classroom teachers at all grade levels are familiar with the counseling books and lessons
provided by the district and use those to enhance social and emotional development of
students in differentiated classes.

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Staff Development

1. Current Level of Training The charts for Diff Math and Diff ELA indicate the level of
training of the differentiated teachers. There is one full time gifted facilitator; she
holds her Master of Arts degree plus an Endorsement in Gifted Education.

2. Staff Development Needs An effort was made to train teachers on gifted

identification using Option One rather than relying on IQ testing. This has proven to be
a successful endeavor.

Current staff development continues to focus on support for teachers as they

implement differentiated curriculum, which is challenging yet engages students in a
thought provoking manner.

Gifted facilitator will:

Provide referral and identification forms and assist teachers with the process
as needed.
Gather information and prepare for monthly Data Gathering team meetings.
Co-teach differentiated lessons with teachers on an as-needed basis. This
allows the gifted facilitator to not only be a resource for the classroom
teacher, but to have direct contact with students.
Meet with small groups of Kindergarten and First grade students in order to
help with identification as well as support in programming for differentiated
curriculum.
Check potential schedule conflicts between mentors and students.
Familiarize teachers with available differentiated literature titles and the
process for accessing those from the district collection.
Assist teachers with accessing literature from the district collection.

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Evaluation Plan

On November 18, 2016, the number of students identified were as follows:

total # gifted total # highly total # mentored anomalies (e.g.,

students in the gifted students in students in the 1 student with 2
school the school school mentors each
day)
94 18 16

Students first identified during the 2014-2015 school year were identified using the following
processes:

# # # # # # # students
students students students students students students provided a
identified identified identified identified identified identified mentor
gifted gifted highly through gifted highly without HG
through through gifted Option 3 through gifted designation
Option 1 Option 2 through transfer Option 4 through through
data testing Option 2 from steering Option 4 steering
gathering testing another steering
district
30 8 3 0 0 1

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Communication

1. The Morley gifted facilitator will be available for individual parent conferences upon
request throughout the year and will be available all evenings when parentteacher
conferences are scheduled.

2. The Morley Gifted Plan will be available to all parents upon request.

3. All parents/guardians will receive information about gifted program referrals,

identification and procedures in the LPS Important Information booklet sent district-
wide at the beginning of the school year. Information explaining the Morley program is
on the Morley School website, and parents will be directed to the LPS website for more
information on gifted education in LPS. A brochure is sent along with the identification
letter to parents of newly identified students. This refers them to resources available
online and to a bibliography of recommended reading.

4. Personal Learning Plans will be written for all mentored students as well as other
identified students with unique learning needs. This plan is a collaborative effort by
the mentor, facilitators, teachers, students and parents.

5. Teachers will be informed by e-mail of any relevant topics discussed at facilitator

meetings. Information regarding current topics in gifted education will be distributed
via e-mailed links or printed handouts as appropriate. A current list of identified
students and high ability learners will be available to teachers on the student
information system. In addition, information will be presented as part of regular staff
and team meetings and as needed by individual teachers.

6. Parents are contacted on a monthy bases via group email regarding events and
information regarding gifted education at the district and building level.

7. A parent game night will be held during the first semseter of the school year. This
provides the opportunity for parents to learn new and educational games for their
family.

Additional Information

Morley School has a significant gifted/highly gifted population. Mobility rates have increased
with students coming from all parts of the city. The principal, teachers and facilitator have
frequent inquiries by parents about the program criteria, curriculum, student progress, and
other related topics and considerable time is spent responding to these inquiries. In addition,
the facilitator sees students from a variety of classrooms throughout the school year in an
effort to target high ability students and problem-solve with teachers about these students.

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APPENDIX I : DATA GATHERING PACKET

Referral Form narrative Specific Academic Aptitude Behavioral Checklist :

Quantitative Grade _______
Students Name__ ______________________ School ______________________
Student ID Number _______________________ Date__________________
Teachers Name________________________
_ ___ Identified gifted
_ ___ Participating high achiever
_ ___ Participated/Temporary placement
Grades spent in differentiated math: K 1 2 3 4 5
Based on your observation of this child in relation to students in the regular curriculum,
please rate him/her in the following categories using a 1-5 point scale.
5=Typically 4=Frequently 3=Occasionally 2=Seldom 1=Never
______ Advanced math reasoning
Can do mental math tasks accurately
Solves word problems
______ Advanced math skills
Performs arithmetical operations above grade level
Learns quickly
Finishes work quickly
______ Shows interest in math activities
Enjoys playing with numbers
Likes puzzles, visual and/or word
______ Advanced spatial awareness
Uses math manipulatives in unusual ways
Sees patterns and/or relationships between figures or numbers of objects and then orders
accordingly
______ Inventive
Tries more than one approach
Plays with ideas to see what will work
______ Uses self-generated methods
Prefers to do work in his/her head
Understands what you say but choose to improvise his or her own way to accomplish a task

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______ Transfers learning

Articulates math concepts
Sees relationships between concepts
Needs a few examples
______ Conceptualizes math processes
Intuitively understands a process, without explicit instruction
Prefers more abstract activities rather than practice and rote activities
Explains how problems are solved
______ Applies math knowledge
Recognizes when a mistake is made, what the error is, and corrects
the error
Order information, sequences steps to solve problems
______ Independence
Able to work independently
Becomes absorbed in a task
Self-critical and/or perfectionistic
Is not easily discouraged by mistakes

______ Total

Please note your personal recommendation about the placement of this student
in the differentiated program:
_ _____ Placement is appropriate; high probability of student success
_ _____ Placement may be appropriate; success dependent upon student motivation
_ _____ Placement may be appropriate; success dependent on accommodations made by
the teacher
_ _____ Nonplacement may be appropriate at this time; review of progress for placement at
a later time is suggested
_ _____ Nonplacement is appropriate

Comments

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Specific Academic Aptitude Behavioral Checklist: Verbal Grade _______

Students Name________________________ School ______________________
Student ID Number ________________________ Date__________________
Teachers Name________________________
_ ___ Identified gifted
_ ___ Participating high achiever
_ ___ Participated/Temporary placement
Grades spent in differentiated literature: K 1 2 3 4 5
Based on your observation of this child in relation to students in the regular
curriculum, please rate him/her in the following categories using a 1-5 point scale.
5=Typically 4=Frequently 3=Occasionally 2=Seldom 1=Never
______ Likes to read
Self-select material for personal reading
______ Questions, is curious/inquisitive
Likes to argue and/or discuss
Generates exceptions to examples
_____ Is creative
Sees humor where others do not
Willing to take risks
Elaborates ideas
______ Shows interest in language (oral or written)
Interest in word play and word games
Enjoys telling or sharing stories
Shows interest in written language
______ Advanced vocabulary
Uses vocabulary typical of an older student
Experiments with new vocabulary in writing and speaking
______ Critical reasoning
Able to draw conclusions; understand cause/effect relationships and similarities/differences
______ Intensity and focus
Can become absorbed in a task with a prolonged attention span
Self-selects projects and activities
Initiates projects
Is not easily discouraged by mistakes

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______ Independence
Works in a self-directed way
May be self-assertive or stubborn
Works well on tasks of interest
Shows persistence in completing projects
Self-critical and/or perfectionistic
______ Shows empathy for others
Enters into activities with contagious enthusiasm
Gives directions to others and clarifies tasks
______ Transfers learning to new situations
Sees relationships easily
Needs few examples to grasp ideas

______ Total

Please note your personal recommendation about the placement of this student
in the differentiated program:

_ ____ Placement is appropriate; high probability of student success

_ ____ Placement may be appropriate; success dependent upon student motivation
_ ____ Placement may be appropriate; success dependent on accommodations made by the
teacher
_ ____ Nonplacement may be appropriate at this time; review of progress for placement at
a later time is suggested
_ ____ Nonplacement is appropriate

Comments:

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Lincoln Public Schools Gifted Program Lincoln, NE Curriculum Services

Dear Parents:

In an attempt to provide an optimum learning experience, we would like your

permission to have _____________________participate in the differentiated
curriculum in (math and/or reading ) this year. This decision was based on
recommendations from classroom teachers and on classroom performance. The
differentiated curriculum requires a faster pace and higher level of thinking.
Students participating in differentiated curriculum as a High Ability Learner
(HAL) will join identified students, and will be evaluated each quarter to
determine if their continued participation is appropriate. In this manner, groups
will be somewhat fluid to ensure that each child receives an appropriate level of
instruction. If placement in this curriculum is not appropriate for your child at
this time, we will adjust and contact you. Your child will receive a
differentiated report card at the end of any semester in which they have
participated. Please sign and return this letter as soon as possible so your child
can begin their HAL placement. Let us know of any questions or concerns.
Thank you!
Sincerely,

Morley gifted data-gathering team

Molly Bates, Principal
Mary Daily, Gifted Facilitator

____Yes, my child may participate

___ Not at this time

Parent Signature

APPENDIX II

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Titles of Differentiated literature books taught by quarter during

the 2015-2016 school year.

Kindergarten Lisa Neilson, Mandy Bolton, Carol Josza, Lexi Morrison

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Quarter 1 Quarter 2 Quarter 3 Quarter 4

Beegu Click Clack Moo The Chicken Thief Foxy On Wheels

Foxy and Egg 600 Black Spots Diary of A Spider Just A Minute

Seven Blind Mice Beach Is to Fun A Day With No Crayons Suddenly

Henry & Mudge In Puddle

They Call Me Woolly Cat Dreams The Eyes of Grey Wolf
Trouble

Giraffes Cant Dance Princess Hyacinth

Simpsons Sheep Wont Go to
Sleep
Tops & Bottoms

Twisters

Grade 1 Julie Zitek

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Alexander & the
Terrible Horrible No Ok Book Owen & Mzee Great Fuzz Frenzy
Good Day
Martina the Beautiful
Creepy Carrots Stellaluna Coral Reefs
Cockroach
Ish A Visitor for Bear
Just One Bite

Grade 1 Kris Sprague

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Recess Queen Out of the Egg Owen & Mzee Great Fuzz Frenzy
Naked Mole Rat Gets
Owen & Mzee Bedtime for Bear Albertines Got Talent
Dressed
The Best Kid in the
When Rain Falls A Visitor for Bear Waking Beauty
World

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The Great Fuzz
Inch By Inch Corduroy Millions of Cats
Frenzy
Where the Wild The Princess and the
Wallaces List
Things Are Packet of Frozen Peas
Spooky Tail of Prewitt
Sick Day for Amos
Peacock
Birthday for Bear
Callie Cat, Ice Skater

Grade 1 Mindy Pinkelman

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Alexander & the
Terrible Horrible No Today I Feel Silly Owen & Mzee Great Fuzz Frenzy
Good Day

Creepy Carrots Stellaluna Just One Bite A Birthday for Bear

Chrysanthemum The Lion & The Mouse Ruby the Copy Cat Albertines Got Talent
The Best Kid In the
Coral Reefs The OK Book A Visitor For Bear
World
Princess & the Packet
Dogku
of Frozen Peas
If Not For the Cat
Stellaluna
Ish

Grade 1 Mary Daily

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Dorie & The Blue
Owen & Mzee Coral Reefs Tracks of A Panda
Witch
Martina the Beautiful
The OK Book Duck & Goose Story of Ruby Bridges
Cockroach
A Pair of Red Clogs Numero Uno Not A Stick
The Lion & The Mouse Do You Have A Cat? Dogku
If Not For the Cat

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Grade 2 Risa Udell

Quarter 1 Quarter 2 Quarter 3 Quarter 4

The Fabulous Fued of Yellowstone National
The Sleeping Beauty Mirror, Mirror
Gilbert & Sullivan Park
The Library Dragon A Drop of Water Gator Gumbo Chester
Dear Primo Shark Lady

Grade 2 Cortney Townsley

Quarter 1 Quarter 2 Quarter 3 Quarter 4

The Fabulous Feud of Yellowstone National
Titanicat Dear Primo
Gilbert & Sullivan Park
My Great Aunt
The Library Dragon The Sleeping Beauty Gator Gumbo
Arizona
Velma Gratch A Drop of Water Mirro, Mirror
Owl Moon Chester

Grade 2 Abby Everett/Mary Daily

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Yellowstone National
Dear Primo Amelia Bedelia Me, Jane
Park
Hoboken Chicken
The Graves Family Shark Lady Mirror Mirror
Emergency

Grade 3 Kelly Muthersbaugh

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Quarter 1 Quarter 2 Quarter 3 Quarter 4
Ruby Lu Star of the Mrs. Frisby & Rats of
Trouble with Tuck Ali Babba
Show Nimh
Roxie and the Balto & the Great
Luck
Hooligans Race
Animal House Disappearing Bike Shop Riding Freedom

Grade 3 Dee Albers

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Ruby Lu Star of the Esio Trot Balto Dad, Jackie & Me
Show
Roxie and the Charlottes Web Clever Jack Takes The Shiloh
Hooligans Cake
3 Little Javelinas Cornrows The Girl Who Loved
Catepillars

Grade 4 Renee Kovar

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Racso & The Rats of Regarding the Escaping the Giant
Across the Alley
Nimh Fountain Wave
Amelia & Eleanor
Prairie Builders In Her Hands The Composer Is Dead
Take A Ride
Snowflake Bentley CDB! Previously
A Long Way From
Chicago

Grade 4-Ruth Lackey

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Racso & The Rats of
The Daring Nellie Bly Because of Winn Dixie My Daniel
Nimh
A Long Way From
Prairie Builders Look To The Stars
Chicago
Night of the Twisters Snowflake Bentley Celebritrees

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The Composer Is Dead

Grade 5 Heather Bohling

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Dave The Potter Queen of the Falls Polar Bear Scientist Zen Shorts
Growing Patterns Fever 1793 The Crow Music of the Dolphins
Cat You Better Come
Meadowlands Just Like Martin Bearstone
Home
The Extraordinary
Midnight Forest Chiru of High Tibet
Mark Twain
For The Love of Music Squishiness of Things
Storm Warriors

Grade 5 Theresa Reinhard

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Dave The Potter Queen of the Falls Polar Bear Scientist Zen Shorts
Growing Patterns Fever 1793 The Crow Music of the Dolphins
Cat You Better Come
Meadowlands Just Like Martin Bearstone
Home
The Extraordinary
Midnight Forest Chiru of High Tibet Shakespeare Secret
Mark Twain
For The Love of Music Squishiness of Things
Storm Warriors

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