1. Takoma Park Primary Magnet School
Clarification: Magnet school – removing the expression magnet program
As you will see as we continue the presentation, enrichment opportunities are available to all students with appropriate skill level – math or reading
As a magnet school, academically advanced students benefit by having a suitable number of peers.

2. Takoma Park Primary Magnet School

3. Parent Information Session Agenda
Welcome
Introductions
All About Takoma Park ES (TPES)
TPES Magnet Framework
How does the Magnet fit into our school?
Q&A Session z

4. What is Our Vision?
Parents, staff, students, and the community will work to achieve a safe and positive learning environment through high expectations and diverse learning experiences. z

5. Be Positive, Work Hard, & Do Your BEST!
What is our mission?
Be Positive,
Work Hard,
& Do Your BEST! z

6. Welcome to Takoma Park ES
K–2 Elementary School
Primary Magnet School Grades 1, 2
Students can continue in Grades 3rd–5th by attending Piney Branch ES or return to their home school. z

7. All About TPES Grade Level Classes 12 Kindergarten 13 First Grade
12 Second Grade
Facilities
Main building with gymnasium
Addition (2011)

8. Our School Total School 646 Total Students School Demographics
4% Asian
34% Black/African American
15% Hispanic/Latino
7% Multiple
40% White z

9. Takoma Park Primary Magnet School Framework:
The rationale and goals that direct the course of studies and instruction.
A framework is simply the rationale and goals that direct instruction for our students Z

10. Rationale
All students need instructional programs that are based on their needs as assessed by teacher observations and academic assessments.
Classroom instruction should challenge each student to maximize their potential and build their academic strengths by:
Providing access to intellectual peers/groups within the classroom;
Providing access to additional enrichment and/or acceleration as appropriate; and
Promoting the thinking skills and instructional strategies that encourage risk taking and creative expression to help realize their full potential. Z
This slide summarizes The Takoma Park Elementary School Magnet School rationale.
provides students with opportunities that cannot be easily provided through the MCPS Program of Studies.
The program content is based on the goals and objectives of the MCPS curriculum, and is accelerated, compacted and enriched to meet the needs of highly able students.
Accelerated –simply refers to the pacing of instruction – moving through content at a quicker pace – a note of caution: because a child may grasp a concept (get it with guidance from the teacher) does not mean they “own” it (can explain and or demonstrate that concept independently – so time to practice and apply concepts and skills is essential)
Compacted means that students are taught concepts from two grade-levels together; for example in math some of our students are ready for above–grade level instruction. But there may be concepts or vocabulary needed from the on-grade level instruction that they have not yet been exposed to. Those underpinning concepts will be taught to support the higher-level concept.
‘Enriched” relates to gaining a deeper understanding of ideas, topics, concepts. For example: rather than simply gathering lots of facts on a topic, time is taken and skills are developed to analyze, critique or perhaps apply information in practical ways
The program establishes an instructional atmosphere that promotes the thinking skills and instructional strategies that encourage risk taking and creative expression to help students realize their full potential.

11. Integrated Curriculum 2017–2018
Reading/Language Arts
Math
Writing
Science/Social Studies Z
Curriculum 2.0 integrates instruction throughout content areas

12. Instructional Goals
Flexible Groupings for Instruction of Reading and Language Arts.
Junior Great Books: Shared Inquiry Reading Program (Grades 1 & 2).
Successful Completion of William and Mary Language Arts Program (Grade 2) as appropriate.
Consistent small group access to the enrichment and acceleration within the grade level mathematics curriculum. z
By the end of Grade 2 academic needs of highly able students (not only magnet identified) will be met by means of the following:
(Read from slide)

13. 2017–2018 Primary Magnet Reading & Writing
Students will be heterogeneously grouped for homeroom based on reading levels.
All students have a peer group of similarly able readers.
All students participate in Junior Great Books.
Second graders participate in the William & Mary Language Arts Program (as appropriate). Z
JGBs: is an inquiry-based language arts program. It is a program of higher literacy and it gives children opportunities to interact with thought-provoking stories as they develop their reading, writing, oral communication, and critical-thinking skills. The emphasis of this curriculum is on discussion and its focus is interpretation.
The Junior Great Books Curriculum develops children’s reading comprehension in the context of thinking about genuine problems of meaning. The Curriculum’s interpretative activities enable children to become more aware of their reactions as they read, develop a sensitivity to language, and value their own curiosity about a text. Students practice many reading and thinking skills: recalling and organizing details from the story; drawing inferences, analyzing characters’ motives; and finding the main idea of a passage or the text as a whole. Writing activities are included to enhance students’ ongoing personal engagement with the text.
WILLIAM & MARY
The second grade curriculum focuses on the conceptual understanding of change. Children are engaged in a series of reading, writing, discussion, and non-verbal hands-on activities.
Vocabulary
Harbor Haunches
Word Pictures (comparison)
Topic-Fog Image-Cat
Point of Similarity
The Fog The fog comes in
On little cat feet.
It sits looking
Over harbor and city
On silent haunches
And then moves on.
Carl Sandburg
LUCY CALKINS
Philosophy
Children are doing things that “real” writers do – they write from experience, draft, revise, publish, and share
Children are given what they need to write
Time to write (at least 20 minutes)
Instruction in authors’ craft and conventions
Choice, which provides ownership, the feeling of being a writer, and motivation
Published literature that children are familiar with is used to analyze the writer’s craft. These favorite authors become additional teachers.

14. What is William and Mary? The goals of this unit include…
Literary Analysis
and
Interpretation
Figurative
Language
Persuasive
Writing
Analogical
Reasoning Z

15. Understanding of Change
William and Mary
Theme: The Conceptual
Understanding of Change
Unit design is based upon advanced
Content
Process
Product
Literature
Writing Z
Children are engaged in a series of reading… (from slide)
Discussion of change is threaded throughout second grade unit as students explore how language changes as well as the changes language can cause.
For example: The vocabulary term ‘global warming’ emerged to describe an environmental change that has been occurring in our modern day. (the introduction of new words reflects one type change in language) But, then, this expression, global warming” been used to cause change – change in the way people think – perhaps and products they purchase (hybrid cars, lightbulbs)– perhaps ways in which they live (recycling, walking, carpooling?) – which actually reminds us of another expression – “going green”.

16. Fog The fog comes on little cat feet. It sits looking
over harbor and city
on silent haunches
and then moves on.
Carl Sandburg
The poem Fog by Carl Sandburg is an excellent example of figurative language using comparisons. (Read poem aloud)
After clarifying unfamiliar words in the poem – harbor and haunches– questions are used to stimulate thinking and guide the discussion of the poem.
Some questions might be:
What is this poem really about? How do you know?
The poet is describing two things that are alike in some ways. What are the two things? How are they alike? How are they different?
Do you think the poet was trying to get you to think about fog in a different way or about cats in a different way or both? Did the poem change the way you think about fog or about cats in any way? How?
Assessing children’s thinking with questions such as:
What do you think the poet means when he says, “The fog comes in on little cat feet?”
What does the poem tell us about change? What changes happen in the poem? How does the poem change the way you think about things?
What might be another title for this poem? Why? Z

17. 2017–2018 Primary Magnet Mathematics
Mathematics instruction follows the MCPS Curriculum 2.0 and Math Pathways.
At TPES, students are regrouped for daily instruction.
Needs of highly abled mathematics students
are met through accelerated and enriched
teaching models and resources.
Regrouping for math allows for a narrow range of students in a classroom and maximizing student potential. Allows our teachers to provide respectful instruction for children that are very advanced in this content area. Z

18. 2017–2018 Primary Magnet Science & Social Studies
Curriculum 2.0 integrates Social Studies and Science into weekly instruction.
Social Studies instruction encourages students to…
Examine
Research
Analyze
Actively Explore
Science instruction emphasizes…
Hands-On Explorations
and Investigations
Inquiry
Research
Discussion
PLUS
The societal implications through discussion and research projects Z

19. 2017–2018 Primary Magnet STEM Class
In STEM, students work collaboratively to build, create, design, and problem solve.
Students use their knowledge of science, math, and technology to solve real life engineering problems.
Students have STEM for 45 minutes a week.
Science
Technology
Engineering
Math D
This program was designed using state and national standards. In first and second grade, students study agricultural engineering and pollination, simple machines in our unit on motion, and environmental engineering with a unit on water. Generally, students are introduced to a problem or an investigation through literature. Students come up with ideas, test them, find solutions, and share those solutions. Students also have opportunities to work in centers with great materials that encourage building, creativity, and problem solving. Students are asked to share ideas and ask good questions on a daily basis. First and second graders also get to work on problem solving while programming computers or robots.

20. What does this mean for students selected as “MAGNET”?
Deandre

21. 2017–2018 Primary Magnet Additional enrichment and/or acceleration
Curriculum 2.0 designed to meet the instructional needs of all students.
Teachers plan instruction for all learners to provide challenging assignments, and instructional grouping within the classroom on a weekly basis.
Teacher planning incorporates the identification of enriched and accelerated instructional resources to support the highly able students.
Students are provided with time to work with their intellectual peers. Z

22. Takoma Park Primary Magnet
Application and Screening Procedures
Deandre

23. What should I consider before making the decision to have my child screened for the TPES Primary Magnet Program?
Consider the following questions:
What instructional opportunities for enrichment and acceleration does my home school provide?
Is there an intellectual peer group within my child’s class?
How well does my child adjust to change?
How will being separated from friends in the neighborhood school impact my child?
How much time will be spent on the bus each morning and afternoon?
How will the change impact family time?
If your child is invited to the TPES magnet program, the expectation is that he/she attend unless unexpected circumstances arise.
Deandre

24. Application Form Print or type all information on the application.
Submit application directly to TPES.
No late application forms, under any circumstances, will be accepted.
Faxes will not be accepted.
Deandre Parent Survey forms can be found online and submitted with the applications. Semester 1 report cards should also be submitted with the application.
Due: February 22, 2017 by 4 p.m.

25. Selection Procedures Spring 2017
Parent
Complete and submit application by February 22, 2017
Communicate your interest in the TPES Primary Magnet Program to your current school/principal
Bring your child to testing on March 2, 2017
Carver Educational Services Center 50 Hungerford Drive, Rockville Room: Auditorium
Student specific time will be confirmed by Ms. Boggan
Anticipate 30 minutes for testing.
Deandre Parent Survey forms can be found online and submitted with the applications.

26. Selection Procedures Spring 2017
School
The Teacher Survey will be completed by your child’s current teacher.
If your child attends a private school, please be sure to provide the teacher’s address on the application form.
Provide updated report card information from semester 1.
Deandre

27. Selection Procedures Spring 2017
Selection Committee
Review all “profile”information of your child at the end of April.
Current Teacher’s Survey Form
Parent Survey Form
Reading Levels (February MIRL)
Report Card
Norm-Referenced Student Assessment
Deandre

28. Selection Procedures Spring 2017
Selection Committee
Make a decision for program acceptance
Out of Boundary
Decision: Yes, Wait Pool, No
Special Notes:
Students that have met the screening criteria will be entered into a lottery.
The first 15 “pulled” from the lottery will be invited to participate in our magnet school.
Wait pool students will be added up to the end of December based on space availability.
Deandre

29. Selection Procedures Spring 2017
Selection Committee
Acceptance letters
Letters will be mailed to all parents the week of May 12th informing them of their child’s status
Appeals
Parents have the right to appeal the decision by presenting new information not previously submitted in the their application.
Appeals must be submitted in writing to: Mrs. Meredith Casper, Director Division of Accelerated and Enriched Instruction 850 Hungerford Drive, Room 177 Rockville, Maryland, 20850
All appeals must be received within two weeks of receipt of admissions status.
Deandre

30. Thank you for helping us keep student learning our first priority!
TOUR GUIDELINES
We are pleased to have the opportunity to show visitors the beautiful facilities, as well as the amazing staff and students here at Takoma Park ES.
We are proud of our school and hope we can point out the many strengths of our
instructional program.
To maintain continuity of instruction for our students and teachers, we ask that you
adhere to the following guidelines:
1. Our students and teachers are busy at work! Please direct any questions to your tour guide(s).
2. Limit your time in any one classroom.
3. Have only 4–5 parents in a classroom at a time.
4. Keep conversations in the hallways at low levels.
5. Conclude your visit promptly at your scheduled time.
Our parent volunteers are here to guide you through the school and will be able to answer your many questions.
Thank you for helping us keep student learning our first priority!
Deandre

31. Q&A and Tour Groups Red and Blue Groups
1st-(10:15 a.m.–10:30 a.m.) School Tour
2nd-(10:30 a.m.–10:45 a.m.) Q&A Session
Yellow and Green Groups
1st-(10:15 a.m.– 10:30 a.m.) Q&A Session
2nd-(10:30 a.m. – 10:45 a.m.) School Tour
Deandre If you were given a red or blue folder you will join our parent volunteers on a school tour.
Red – Shannon
Blue – Kate and Gregor
Please return from your tour of the school by 10:30.
If you were given a Yellow or green folder please remain with us for a question and answer session.
At 10:30 you will be given a tour of the school.

32. We hope you enjoyed your visit!
Deandre In a few minutes we will divide into two groups. Before we do that, I’d like to introduce three of our parents who currently have children attending our school. Tioni’s family lives outside of the TPES boundary and her child is attending our school having been invited through the magnet program.
Joy Levin
Shruti Bhatnagar
I asked them in advance if they would say just a few words about their experiences going through this process and then having their children attend our school rather than their home school.
Thank you so much. Now, if you have a packet with a YELLOW cover, please join Ms. Levin and Ms. Bhatnagar for a tour of the school. Please remember that classes are in session as you tour through the school. Feel free to ask additional questions of our parents.
The group holding packets with BLUE covers will remain here for a Q & A session.
At 10:35, we ask the Yellow group to return for Q&A and the blue group will tour the school.