Gifted In-field Endorsement Internship Log

Name: Bree Bosse School___Lake Forest Elementary School ________________________Base Certification(s)_________________________ School: Lake Forest Elementary School Base Certification: Early Childhood Education (PK-5)
Aligned to Grade # Gifted Diversity/Special Mentor/Instructor
Date Hours Activity GEPO Course Level(s) Students Populations Initials
August
2013-
May 2014 ongoing
Serve on a Local School Eligibility
Team for One Round of
Identification (TAG Eligibility Team
Chair)
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D2, GEPO-D3,
GEPO-D4, GEPO-D6,
GEPO-D7 Assessment K-5 all students
Special needs, Hispanic, African
American, Caucasian, ESOL (linguistic
diversity), male and female, low
socioeconomic status (Title I), students
with special needs
January
2014
-May 2014
ongoing
(7+ hours)
Teach Seven Original Differentiated
Lessons
GEPO-K3, GEPO-K4,
GEPO-K6, GEPO-S3,
GEPO-S4, GEPO-S5,
GEPO-S6, GEPO-S7,
GEPO-D1, GEPO-D4,
GEPO-D5, GEPO-D6,
GEPO-D7, GEPO-D8 Curriculum 2
varying
(up to 22)
9 boys and 14 girls, lower
socioeconomic status, varied
ethnicities/cultures: African American,
Hispanic, Bosnian, mostly ESOL
students, linguistically diverse
9-13-14 1 hour
Prepared for the Curriculum Night
Presentation
GEPO-K5, GEPO-D3,
GEPO-4
Program
Development K-2 30-40 N/A
9-16-14 30 minutes
Present at an Informational
Meeting for Parents
Presented at Curriculum Night for TAG
and High Potential parents about gifted
program --grades K-2
GEPO-K5, GEPO-D3,
GEPO-4
Program
Development K-2 around 15
Parents of: ESOL and native speakers,
Hispanic, Title I (low socioeconomic
status), special needs, male and female
9-17-14 30 minutes
Attend Informational Meeting for
Parents
Attended the curriculum night for TAG
and High Potential parents-- grades 3-5
GEPO-K5, GEPO-D3,
GEPO-4
Program
Development 3-5 around 15
Parents of: ESOL and native speakers,
Hispanic, Title I (low socioeconomic
status), special needs, male and female
10-29-14 1 hour
Preparation for informational meeting for
parents- powerpoint, handouts
GEPO-K5, GEPO-D3,
GEPO-4
Program
Development K-5 N/A N/A
Gifted In-field Endorsement Internship Log
10-30-14 2 hours
Presented/attended informational
meeting for parents of TAG
students-- how the process works, the
difference between High Potential and
TAG- also gave parents resources to use
with students at home
GEPO-K5, GEPO-D3,
GEPO-4
Program
Development K-5 30-40
ESOL, Hispanic, African American,
Caucasian, Bosnian, Title I (low
socioeconomic status), female and
male, students with special needs
1-6-14 1+ hours
Prepared for the CISS Presentation: made
informational powerpoint, created CISS
folders, copied papers for staff, etc. GEPO-S1, GEPO-S2 Assessment K-5 all students N/A
1-7-14 45 minutes
Assist with Teacher Training on
Characteristics of Gifted Students
CISS presentation to faculty GEPO-S1, GEPO-S2 Assessment K-5 all students
Special needs, Hispanic, African
American, Caucasian, ESOL (linguistic
diversity), male and female, low
socioeconomic status (Title I), students
with special needs
1-22-14 30 minutes
TAG Elibility Team Meeting (Eligibility
Chair)
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D2, GEPO-D3,
GEPO-D4, GEPO-D6,
GEPO-D7
Assessment &
Characteristics K-5 all students
Special needs, Hispanic, African
American, Caucasian, ESOL (linguistic
diversity), male and female, low
socioeconomic status (Title I), students
with special needs
1-23-14 & 1-
24-14 2.5 hours
Review ALL CISS Folders from faculty to
check for completed/accurate
information
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D2, GEPO-D3,
GEPO-D4, GEPO-D6,
GEPO-D7
Assessment &
Characteristics K-5 all students
Hispanic, African American,
Caucasian, ESOL (linguistic diversity),
male and female, low socioeconomic
status (Title I), students with special
needs
1-26-14 1.5 hours
Enter all CISS form
information/supporting into multiple
criteria referral log
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D2, GEPO-D3,
GEPO-D4, GEPO-D6,
GEPO-D7
Assessment &
Characteristics K-5 all students
Hispanic, African American,
Caucasian, ESOL (linguistic diversity),
male and female, low socioeconomic
status (Title I), students with special
needs
3-5-14 1 hour
Observe Testing (Kindergarten
TTCT & Second Grade CoGAT)
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment K, 2
25
throughout
the day
Kindergaren- 4 boys and 4 girls &
then 6 boys & 3 girls, Hispanic,
Caucasian, Bosnian, African American,
ESOL students, low socioeconomic
status
Second- 5 girls and 3 boys, Hispanic
& Caucasian, ESOL students, low
socioeconomic status, gifted students
with exceptionalities (special needs)
3-5-14 3 hours
Test Students for Gifted Services
and Score Test (Kindergarten TTCT
& Second Grade CoGAT)
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment K, 2
25
throughout
the day
Kindergaren- 4 boys and 4 girls &
then 6 boys & 3 girls, Hispanic,
Caucasian, Bosnian, African American,
ESOL students, low socioeconomic
status
Gifted In-field Endorsement Internship Log
3-11-14 30 min.
Lead TAG Eligibility team meeting and
discussed eligibility criteria for students
and the TAG Eligibility meeting in May
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D2, GEPO-D3,
GEPO-D4, GEPO-D6,
GEPO-D7 Assessment K-5 all students
Hispanic, African American,
Caucasian, ESOL (linguistic diversity),
male and female, low socioeconomic
status (Title I), students with special
needs
3-27-14 3 hours
Observe Veteran Gifted Endorsed
Teacher Instructing Gifted
Students: Woodland Elementary-
varied background of students
GEPO-K3, GEPO-K4,
GEPO-K6, GEPO-S3,
GEPO-S$, GEPO-S5,
GEPO-S6, GEPO-S7,
GEPO-D1, GEPO-D4,
GEPO-D5, GEPO-D6,
GEPO-D7, GEPO-D8
Characteristics &
Curriculum 4 27
16 girls, 11 boys, varied ethnicities:
Hispanic, Caucasian, African
American, Indian, Asian
varied linguistic backgrouns and
varied socioeconomic statuses
3-27-14 4 hours
Test Students for Gifted Services
and Score Test (CoGAT)
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment 2
30 potenially
identified
gifted
students
varied gender, varied ethnicities
(African American,Caucasian,
Hispanic), varied linguistic
backgrounds (English and Spanish),
ESOL students, low socioeconomic
status (Title I), students with
exceptionalities (scored tests of
students with special needs)
4-14-14
through
4-18-14 2 hours
Test Students for Gifted Services
and Score Tests (CoGAT)--Scored tests
after school throughout the week
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment 2
30 potenially
identified
gifted
students
varied gender, varied ethnicities
(African American,Caucasian,
Hispanic), varied linguistic
backgrounds (English and Spanish),
ESOL students, low socioeconomic
status (Title I), students with
exceptionalities (scored tests of
students with special needs)
4-22-14 1.5 hours
Serve on a Product Scoring Team
Met with Product Scoring Team and
scored Creativity Products
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment K-5 varied
varied gender, varied ethnicities
(African American,Caucasian,
Hispanic), varied linguistic
backgrounds (English and Spanish),
ESOL students, low socioeconomic
status (Title I), students with
exceptionalities (scored tests of
students with special needs)
Gifted In-field Endorsement Internship Log
4/22-5/7 2+ hours
Serve on a Product Scoring Team
Scored Creativity Products throughout
two week period
GEPO-S1, GEPO-S2,
GEPO-S6, GEPO-D1.
GEPO-D6, GEPO-D7 Assessment K-5 varied
varied gender, varied ethnicities
(African American,Caucasian,
Hispanic), varied linguistic
backgrounds (English and Spanish),
ESOL students, low socioeconomic
status (Title I), students with
exceptionalities (scored tests of
students with special needs)
4-24-14 2 hours
Attend a Program Advocacy Panel
Discussion GEPO-D2
Program
Development
a variety of gifted students were
discussed
5-1-14 30 minutes
Teach Seven Original Differentiated
Lessons-- observation in gifted
classroom with Sherry Wiedman
GEPO-K3, GEPO-K4,
GEPO-K6, GEPO-S3,
GEPO-S$, GEPO-S5,
GEPO-S6, GEPO-S7,
GEPO-D1, GEPO-D4,
GEPO-D5, GEPO-D6,
GEPO-D7, GEPO-D8 Curriculum 2
22 (varied
depending
on lesson
and group
size)
9 boys and 14 girls, lower
socioeconomic status, varied
ethnicities/cultures: African American,
Hispanic, Bosnian, mostly ESOL
students, linguistically diverse