Specials Meet and Greet

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

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

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.

Grading Expectations Health Fitness- SBISDEach 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

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.

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

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

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

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

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.

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

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.

Grading Expectations - SBISDEach 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

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

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

Special Programs

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

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 13th 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 5th grade

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

Art Curriculum – State Requirements 1st

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

Grading Expectations - SBISDEach 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

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

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

Special Programs

Art to Remember Fundraiser Rodeo Art Spring Show