1. Specials Meet and Greet

2. Katie Wiseman  Bachelor of Arts Health and Physical Education, Rice University  Full Scholarship Women’s Basketball  Recipient Joyce Pounds Hardy Award (Outstanding Female Athlete)  Recipient “R” Association Postgraduate Scholarship  Graduate Assistant Coach Women’s Basketball  Master’s of Arts in Teaching, Rice University  Master’s in Educational Psychology, Texas A & M University  Emphasis on Autism Spectrum Disorders  Principalship Certification, University of St. Thomas  Awarded (3) U.S. Utility Patents for Sports Training Devices  18 years teaching experience

3. Health Fitness State Guidelines The student demonstrates competency in fundamental movement patterns, applies movement concepts to the learning and development of motor skills. Movement The student exhibits a physically active lifestyle, knows the benefits of daily physical activity and understands and applies safety practices associated with physical activities. Physical Activity and Health The student understands basic components of games, sports, dance and gymnastics and develops positive self- management and social skills needed to work independently and with others in physical activity settings. Social Development

4. Health Fitness – State Requirements  All elementary students will engage in at least 30 minutes per school day or 135 minutes per school week of TEKS-based physical activity.  In Grades K-2  Students learn fundamental movement skills and begin to understand how the muscles, bones, heart, and lungs function in relation to physical activity.  Students begin to develop a vocabulary for movement and apply concepts dealing with space and body awareness. Students are engaged in activities that develop basic levels of strength, endurance, and flexibility.  Students learn to work safely in group and individual movement settings. A major objective is to present activities that complement their natural inclination to view physical activity as challenging and enjoyable.  In Grades 3-5  Students continue to develop strength, endurance, and flexibility.  Students can demonstrate mature form in fundamental locomotor and manipulative skills and can often maintain that form while participating in dynamic game situations.  Students identify personal fitness goals for themselves and begin to understand how exercise affects different parts of the body and is an important part of the instructional process.

5. Grading Expectations Health Fitness- SBISD Each student receives a grade in each of the three strands outlined in the TEKS. Participation, Skills/Motor Development, Cognition  E = Excellent (90-100) indicates outstanding and exceptional achievement  S = Satisfactory (75-89) indicates normal and average achievement; applies to vast majority of students  N = Needs improvement (70-74) indicates passing but needs improvement  U = Unsatisfactory (69 and below) indicates unacceptable and below average achievement

6. Grading Formula Health Fitness - SBISD (A) Participation is 55% of the total grade: a minimum of 4 grades on TEKS being taught. Students will be assessed by demonstrating active participation in health fitness activities. (B) Skills/Motor Development is 35% of the total grade: a minimum of 3 grades on TEKS being taught. Students will be given assessment to evaluate skill achievement based on observable skill performance. (C) Cognitive development is 10% of the total grade: a minimum of 1 grade on TEKS being taught. Student will be given cognitive assessment to evaluate skill achievement based on observable skill performance.

7. Grading Expectations- SBISD Conduct grades will be given in Health Fitness of E, S, N, U.  E – Always follows class rules, never disruptive in class, always tries their best and has a positive attitude in class, always on task  S – Usually follows class rules, rarely disruptive in class, usually tries their best and usually  has a positive attitude in class, usually on task  N – Frequently does not follow class rules, is often disruptive in class, frequently does not do their best and often lacks a positive attitude in class, frequently not on task  U – Rarely follows class rules, is disruptive in class, rarely tries their best and rarely has a positive attitude in class, rarely on task

8. Classroom Expectations/Routines  Performance Challenge – A warm-up strength/flexibility activity  Aerobic Challenge  Outside - Vigorous walk/jog/run – 6 to 8 minutes  Inside - Sprinting  Transition – Record for Go Toes; Water/Restroom Break  Lesson – 20 or 25 minutes focusing on a movement skill objective from the TEKS  Activity/Game – Small or large group activity to practice movement skill  Expectations include:  Class Participation – focused intent on improving level of fitness  Proper Attire - sneakers  Skill Development – progression of movement/skills  Following Directions/Instructions  Respecting the personal space and feelings of others – Good sportsmanship

9. Fitnessgram  STATE MANDATE: In 2007, Texas chose the Fitnessgram program and software for their data collection of fitness test results for their state-wide implementation programs.  Pacer Text (Progressive Aerobic Cardiovascular Endurance Run)  Curl Ups – Muscular Endurance  Push Ups – Muscular Strength  Sit and Reach –Hamstring/Hip Flexibility  Stretch – Shoulder Flexibility  Trunk Lift – Spine Flexibility

10. Special Programs/Events  Intramural Friday’s (5 th grade students only)  Fun Fitness Friday’s (PTA sponsored)  Go Texan’s Day  Field Day

11. Kristi Blair  Music Degree from Bradley University, Peoria, IL  Performer for 8 years after college (singer, actor, dancer)  Elementary Music teacher for 7 years  Kodaly Certification for teaching music to children  A belief that students require the “best quality” music to develop musicianship in a child. This includes folk songs, classical music, and art songs.  A method of teaching that helps students aurally recognize notes on the staff and then teaches them to see it, hear it and write it.  Orff Schulwerk Certification for teaching music to children  A belief that students should learn music through musical experiences. This includes playing pitched and non-pitched percussion instruments, moving to music and dramatic play with music.

12. Music Curriculum – State Requirements The student describes and analyzes musical sound The student reads, writes, and reproduces music notation. Music Literacy The student performs a varied repertoire of developmentally appropriate music in formal and informal settings. creates and explores new musical ideas. Creative Expression The student examines music in relation to history and cultures. Historical/ Cultural Heritage The student listens to, responds to, and evaluates music and musical performance. Response/ Evaluation

13. Music Curriculum – State Requirements  sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;  sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;  move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;  perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs, of Texas and Hispanic and American Indian cultures in Texas.  read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;  read, write, and reproduce extended pentatonic melodic patterns using standard staff notation;  identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.

14. Grading Expectations - SBISD Each student receives a grade in each of the four strands outlined in the TEKS. Music Literacy Creative Expression/Performance Historical/Cultural Heritage Response/Evaluation  E = Excellent (90-100) indicates outstanding and exceptional achievement  S = Satisfactory (75-89) indicates normal and average achievement; applies to vast majority of students  N = Needs improvement (70-74) indicates passing but needs improvement  U = Unsatisfactory (69 and below) indicates unacceptable and below average achievement

15. Grading Expectations- SBISD Conduct grades will be given in Music of E, S, N, U.  E – Always follows class rules, never disruptive in class, always tries their best and has a  positive attitude in class, always on task  S – Usually follows class rules, rarely disruptive in class, usually tries their best and usually  has a positive attitude in class, usually on task  N – Frequently does not follow class rules, is often disruptive in class, frequently does not  do their best and often lacks a positive attitude in class, frequently not on task  U – Rarely follows class rules, is disruptive in class, rarely tries their best and rarely has a  positive attitude in class, rarely on task

16. Classroom Expectations/Routines  Welcome Song – A warm-up activity and welcome to class  Vocal Warm-up – Solfege ladder and hand signs  Movement – Copying and creating movement to classical music  Lesson – 20 or 25 minutes focusing on a music objective from the TEKS  Game – A music game, dance or play party that reinforces the lesson or introduces a new concept for next time.  Expectations include:  Class Participation  Following Instructions  Respecting the personal space and feelings of others  Treating the equipment and instruments with care

17. Special Programs  Kinder Thanksgiving Performance – MWE Stage  4 th Grade Play – MWE Stage  Holiday Sing a-long – MWE Cafeteria  Go Texan Day - GYM  1 st Grade Play – MWE Stage  2 nd Grade Play – MWE Stage  5 th Graduation Song  Talent Show – MWE Stage

18. Natalie Waggenspack  Education Degree from Texas A&M University  My personal art medium is watercolor portraiture and I am also a photographer  I have an art blog “ SmART Class” where I feature current projects and the steps to create them. Students can visit the blog to find hundreds of projects with directions to do at home. Also featured Art Apps and reviews  This is my 13 th year teaching Elementary Art  I believe Art education provides students with new avenues for communication and making connections with their world  Art is a place where all students can feel safe and learn new ways to express themselves and build confidence, which results in increased academic success  My lessons are designed for every student to be successful and build confidence by taking risks  I feel that it is very important to build relationships with my students and connect with each one of them. I love that I get to watch them grow and be a part of their learning experience from Pre-K to 5 th grade

19. Art Curriculum – State Requirements The student Identifies differences in the environment using the senses. Observation and perception The student Expresses ideas through original artworks Uses a variety of media with appropriate skill Creative Expression The student demonstrates an understanding of art history and culture as records of human achievement Historical/ Cultural Heritage The student makes informed judgements about personal artworks and the works of others Response/ Evaluation

20. Art Curriculum – State Requirements 1 st grade  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills.  The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.  The student is expected to:  (A) invent images that combine a variety of lines, shapes, colors, textures, and forms;  (B) place components in orderly arrangements to create designs; and  (C) increase manipulative skills necessary for using a variety of materials to produce drawings, paintings, prints, constructions, and sculptures, including modeled forms

21. Grading Expectations - SBISD Each student receives a grade in each of the four strands outlined in the TEKS. Perception Creative Expression/Performance Historical/Cultural Heritage Response/Evaluation  E = Excellent (90-100) indicates outstanding and exceptional achievement  S = Satisfactory (75-89) indicates normal and average achievement; applies to vast majority of students  N = Needs improvement (70-74) indicates passing but needs improvement  U = Unsatisfactory (69 and below) indicates unacceptable and below average achievement

22. Grading Expectations- SBISD Conduct grades will be given in Art of E, S, N, U.  E – Always follows class rules, never disruptive in class, always tries their best and has a  positive attitude in class, always on task  S – Usually follows class rules, rarely disruptive in class, usually tries their best and usually  has a positive attitude in class, usually on task  N – Frequently does not follow class rules, is often disruptive in class, frequently does not  do their best and often lacks a positive attitude in class, frequently not on task  U – Rarely follows class rules, is disruptive in class, rarely tries their best and rarely has a  positive attitude in class, rarely on task

23. Classroom Expectations/Routines  Instruction – A lesson will be introduced with a video clip of an artist or process, or a book  Small group discussion over the content, brainstorming ideas  I will model the steps for our project emphasizing new vocabulary and techniques  Lesson – 25 minutes creating artwork based on the Objective TEKS  Clean up and review  Expectations include:  Participation  Following Instructions  Respecting the personal space and feelings of others  Treating the art materials with care

24. Special Programs  Art to Remember Fundraiser  Rodeo Art  Spring Show