Sundale Usd - Pra 1

Page 1
From: Joy Samuels

To: Sundale Teachers
Date: 9/15/2016 10:09:27 AM
Subject: Tutoring Openings
First come, first serve. Below is some tutoring groups that I have openings in. If
your student would benefit from that area or has a need in that area send me
their name and which group. I will take names until noon and then I will send out
permission slips for those students. If you need to, call parents tonight, so I can
have all permission slips tomorrow. SOME OF THESE GROUPS ONLY HAVE ONE
OR TWO SPOTS OPEN.
Thanks,
Joy
Primary:
V-Center, Comparing #’s
On Campus, Counting Objects
Upper Grade:
V-Center, comprehension 4th/5th grade
V-Center, decomposing numbers to 10
V-Center, phonics
V-Center, comparing numbers
V-Center, identifying and combining parts
On Campus, decomposing #’s to 10
3/9/2018
Page 1
From: Cindy Gist
Date: 8/26/2016 4:03:56 PM
Subject: FW: Math Professional Learning Opportunities
Attachments: ELD + Math = Supporting the Success of All Learners.pdf
CCSS-Mathematics PD Training Schedule.pdf
Number Talks K-8.pdf
WMPWMV 1-6.pdf
Word Problems 2-8.pdf
From: Saul Altamirano [mailto:SaulA@ers.tcoe.org]

Sent: Friday, August 26, 2016 10:16 AM
To: Cindy Gist
Subject: Math Professional Learning Opportunities
Grades K-2 http://tulare.k12oms.org/147-114853
Grades 3-8 http://tulare.k12oms.org/147-114854
3/9/2018
Page 2
Gra
http://tulare.k12oms.org/147-114862
Gra
3/9/2018
Page 3
Saul Altamirano
Instructional Consultant Support Technician | 559.651.1281
Tulare County Office of Education | Educational Resource Services | 7000 Doe Avenue, Suite A, Visalia, CA 93291
TCOE Home | Common Core Connect | ERS Library Portal
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3/9/2018
Page 4
ELD + Math =
FLYER UDPATED 5/19/16
Supporting the Success of All Learners
Summer:
August 2, 2016
Participants will discuss California’s expectations in regards to integrated ELD while
Fall:
utilizing the new ELD standards. This session will explore engaging and
September 8, 2016
interactive ways to dig into supporting language learning in the mathematics
8:30 am to 3:30 pm classroom. Explore integrated ELD using the CA ELA/ELD Framework snapshots and
additional examples created by TCOE. Walk away with an integrated ELD and
Grades: K-12 mathematics lesson for your grade-level.
LOCATION: Explore in this session:

Doe Ave-Complex
• What powerful math strategies help students to access the content in deep
7000 Doe Ave
Visalia, CA 93291 and meaningful ways and also support students in developing language?
• What does integrated ELD instruction look like in the mathematics classroom?
AUDIENCE: • How can you support students in using language to learn mathematics?
Math Teachers, Coaches,
Administrators
COST:
$125
INCLUDES:
Materials, Lunch
OMS REGISTRATION:
http://tulare.k12oms.org
BYOD: Bring Your Own Device

(laptop or tablet to
access resources)
FRESNO PACIFIC UNIVERSITY COURSE #:

MAT 1378
REGISTRATION CONTACT:
Saul Altamirano
(559) 651-1281 or saula@ers.tcoe.org
CONTENT CONTACT:
Julie Joseph
(559) 651-3641 or jjoseph@ers.tcoe.org
CANCELLATIONS - Participants must cancel ten (10) working days prior to the event in writing via fax or email; those who do not will
be billed for the registration fee. Workshops are subject to rescheduling or cancellation if a minimum of fifteen (15) participants
have not registered ten (10) working3/9/2018
days prior to the event.
Page 5
K-2
California Standards
Professional Development - Mathematics
Kindergarten - Grade 2 K 1 2
Putting It All Together

(See OMS for more details)
Session 1: September 21, 2016 Session 1: September 13, 2016 Session 1: September 28, 2016
Putting It All Together – A Series for Session 2: November 17, 2016 Session 2: December 7, 2016
Session 2: October 13, 2016
Creating a Powerful Mathematics Session 3: February 7, 2017 Session 3: January 19, 2017 Session 3: January 26, 2017
Classroom Session 4: March 14, 2017 Session 4: March 7, 2017 Session 4: March 15, 2017
Content & Strategy Sessions
Number Talks K-2 Fall: September 6 & 20, 2016 (E)
ELD + Math = Supporting the

Fall: September 8, 2016 (D)
Success of All Learners
What’s My Place? What’s My Value
Fall: November 8 & 29, 2016 (E)
Grades 1-3
Dr. Karen Karp – October 18, 2016 (D)
Tulare County Office of Education
Robert Kaplinsky – January 23, 2017 (D)
Welcomes Robert Kaplinsky: Implementing Problem Based Lessons – January 24, 2017 (D)
Grade 3 - Grade 5 3 4 5

Putting It All Together – A Series for Session 1: August 29, 2016 Session 1: September 27, 2016 Session 1: September 29, 2016
Session 2: October 26, 2016 Session 2: November 2, 2016 Session 2: October 27, 2016
Creating a Powerful Mathematics Session 3: January 31, 2017 Session 3: February 2, 2017 Session 3: February 1, 2017
Classroom Session 4: March 8, 2017 Session 4: March 23, 2017 Session 4: March 1, 2017
Fraction Bait 3-6 Fall: November 7 & December 5, 2016 (E)
Multiplication and Division Fact Bait

Fall: September 19 & October 24, 2016 (E)
3-6
Number Talks 3-8 Fall: September 6 & 20, 2016 (E)
Solving Word Problems with Tape

Fall: November 15, 2016 (D)
Diagrams 3-8
What’s My Place? What’s My Value
Fall: October 6 & 20, 2016 (E)
Grades 4-6
What’s My Place? What’s My
Spring: March 21, 2016 (D)
Value? With Decimals 4-6
Word Problems 2-8 Fall: October 5, 2016 (D)
Dr. Karen Karp – October 18, 2016 (D)

Register at: http://tulare.k12oms.org

For additional information, contact Julie Joseph at: jjoseph@ers.tcoe.org
For registration assistance, contact Saul Altamirano at: saula@ers.tcoe.org
(D) Day Session: 8:30 am - 3: 30 pm
(E) Evening Session: 4:00 pm - 7:00 pm 3/9/2018 Rev. 8/26/16
Page 6
6-8
California Standards
Professional Development - Mathematics
Grade 6 - Grade 8 6 7 8

Session 1: August 25, 2016 Session 1: August 24, 2016 Session 1: September 7, 2016
Putting It All Together – A Series for Session 2: November 2, 2016 Session 2: October 13, 2016 Session 2: November 9, 2016
Creating a Powerful Mathematics Session 3: December 6, 2016 Session 3: November 30, 2016 Session 3: January 18, 2017
Classroom Session 4: March 2, 2017 Session 4: February 28, 2017 Session 4: March 14, 2017
Fraction Bait 3-6 Fall: November 7 & December 5, 2016 (E)
Multiplication and Division Fact Bait

Fall: September 19 & October 24, 2016 (E)
3-6

Number Talks 3-8 Fall: September 6 & 20, 2016 (E)
Solving Word Problems with Tape

Fall: November 15, 2016 (D)
Diagrams 3-8
Word Problems 2-8 Fall: October 5, 2016 (D)
Dr. Karen Karp – October 18, 2016

Register at: http://tulare.k12oms.org

For additional information, contact Julie Joseph at: jjoseph@ers.tcoe.org
For registration assistance, contact Saul Altamirano at: saula@ers.tcoe.org
(D) Day Session: 8:30 am - 3: 30 pm
(E) Evening Session: 4:00 pm - 7:00 pm 3/9/2018 Rev. 8/26/16
Page 7
FLYER UPDATED 7/27/16

Number Talks:
Helping Children Build Mental Math
Day Class (D)
8:30 am to 3:30 pm and Computation Strategies
Evening Class (E) Join us for a mathematics book study to increase your
4:00 pm to 7:00 pm knowledge and teaching strategies. Learn how to implement
number talks in your classroom. Number Talks strengthen
student ideas about numbers and provide opportunities for
LOCATION:
7000 Doe Avenue
Visalia, CA 93291 students to communicate their mathematical thinking. The
book includes more than 850 purposefully-designed number
AUDIENCE:
talks and includes a DVD featuring 19 number talks filmed in
Math Teachers, Coaches, classrooms.
Administrators
Grades Summer 2016
COST:
$175
K-2 Fall: September 6 & 20, 2016 (E)
INCLUDES:
Materials, Lunch or Snack
OMS REGISTRATION:
http://tulare.k12oms.org 3-8
Fall: September 6 & 20, 2016 (E)

access resources)

MAT 1397
Saul Altamirano
CONTENT CONTACT:
Julie Joseph
Page 8
What’s My Place?
What’s My Value?
Fall:
Grades 1-3
November 8 & 29, • Learn strategies to create a powerful routine that will deepen
2016 student understanding of the base-ten number system.
Grades 4-6 • Routines will be modeled and connections will be made to the
California Mathematics Standards.
October 6 & 20, 2016
• “What’s My Place? What’s My Value ?” book and demonstration
Time:
4:00 pm - 7:00 pm pieces by Debby Head and Libby Pollet will be provided.
LOCATION:
Doe Ave, Complex
7000 Doe Ave
Visalia, CA 93291
AUDIENCE:
Math teachers, Coaches,
Administrators
COST:
$150 Two-evening classes
INCLUDES:
Materials, Lunch or Snack
OMS REGISTRATION:

MAT 1397
Saul Altamirano
CONTENT CONTACT:
Julie Joseph
Page 9
Word Problems
Grades 2-8
Fall:
October 5, 2016
Do your students have an aversion to word problems?
8:30 am to 3:30 pm Join us as we discuss strategies to develop perseverance in problem
solving with word problems.
LOCATION:
7000 Doe Ave
Visalia, CA 93291 Participants will learn to apply comprehension strategies to the
reading demands of mathematical story problems and discover how
AUDIENCE:
Math teachers, Coaches, to utilize the context of word problems to unlock the problem solving
Administrators process. Participants will learn about the expectations of California
Mathematics Standards with regards to reading in math applications,
COST:
$125 while discussing implications for students who struggle with reading,
may be second language learners, or struggle to persevere with
INCLUDES:
Materials, Lunch word problems.
OMS REGISTRATION: “Reading strategies are actually thinking strategies.” –Annie Fetter,
The Math Forum

access resources)

MAT 1397
Saul Altamirano
CONTENT CONTACT:
Julie Joseph
Page 1
From: Eric Garcia
To: Elizabeth Nunes
Date: 10/26/2016 12:29:11 PM
Subject: RE: nevermind
Yes, please. let me know when you’d like to send him
From: Elizabeth Nunes

Sent: Wednesday, October 26, 2016 11:29 AM
To: Eric Garcia
Subject: RE: nevermind
We just got back. Did you want to see him this afternoon?
From: Eric Garcia

To: Elizabeth Nunes
Subject: nevermind
I keep forgetting 3rd grade is gone.
3/9/2018
Page 1
From: Shannon Beck
Date: 11/28/2017 9:13:52 AM
Subject: glitter
Just need a bit of red, silver, or gold glitter really quick! Anyone have any?!
3/9/2018
Page 1
From: Clint Wolsey
Date: 8/26/2016 3:51:26 PM
Subject: Support
Thank you for your support today!!! Sports pocketed a sweet $150
Also, if you ever have cases of water/vitamin water in your way or you want to get a nice dead checked off for the
week; sports will gladly accept donations J
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/26/2016 11:45:10 AM
Subject: SH/Choice Time
Ok, here is the final verdict…..
SH: Carrie
Movies: Daniel
Games: Brent
Free: Elizabeth
12:30 to 1 pm
Lunch: Trading Post, bring your own
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 11/28/2017 8:43:29 AM
Subject: Go ahead and Procrastibake
Attachments: image002.emz
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 11/29/2017 8:55:28 AM
Subject: Brace Yourselves
3/9/2018
Page 1
From: Sundale School <katie.biangone=sundale.org@mail195.atl21.rsgsv.net>
To: Elizabeth Nunes
Date: 11/21/2017 12:40:15 PM
Subject: Sundale School Newsletter
Thanksgiving Break
November 22nd - November 24th
A Special Thank You

Sundale School and PTO would like to thank everyone that participated in the food
drive! Each and every donation is helping a family this Thanksgiving.
Upcoming Events
3/9/2018
Page 2
Mustang Marketplace
Saturday, December 2nd
10:00AM - 2:00PM
Multipurpose Room at Sundale School
Come out and support Sundale Athletics!!! There will

be shopping, food, raffle prizes, and a bake sale!
At-A-Glance
Watch for newest updates to At-A-Glance for all
upcoming events and announcements.
Read More >>
Find us online
Follow us on Facebook, Twitter, and Instagram to stay up to date on the latest news!
3/9/2018
Page 3
This email was sent to elizabeth.nunes@sundale.org

why did I get this? unsubscribe from this list update subscription preferences
Sundale Union Elementary School District · 13990 Ave 240 · Tulare, CA 93274 · USA
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Daniel Gordon
Carrie Martinez
Date: 10/26/2016 11:33:21 AM
Subject: RE: thank you notes
Awesome idea! Thanks Elizabeth.

To: Brent Bagley; Daniel Gordon; Carrie Martinez
Subject: thank you notes
I am sending a kiddo over with a thank you note. Each class has there own. Please write a brief thank you and have your
class sign their names. Please get it to me by the end of the day and I will put it in PTO’s box.
Thanks
3/9/2018
Page 1
From: Penny Allen
To: Mary Carvalho
Angie Beason
Lisa Lopez
Susan Leal
Kristen Boles
Felicia Robles
Amanda Medeiros
Arzella Barnes
Grace Larsen
Linda Allen
Victoria Mello
Rita Faria
Maricela Aguayo
Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Marcy Miller
Cheryl Benson
Brandon Dodson
Tami Warner
Clint Wolsey
Monica Avila
Date: 11/28/2017 8:11:22 AM
Subject: santa pictures
Ag Science will be taking Santa Pictures this coming Monday and Tuesday from 8:30 to 11:00 each morning. Notes will
be going home in the next day or so. On Monday we have scheduled pre school through 2nd and on Tuesday 3rd through
5 th. So if you have any students that bring back money and there permission slip I will give you a call to send them
down at their time when we are ready for them. Please send notes home soon as possible when you receive them.
Thank you so much!
3/9/2018
Page 1
From: Cindy Gist
Date: 8/26/2016 3:09:59 PM
Subject: backpacks
Sorry for the interruption today with the backpacks being handed out but it was priceless to see the joy and excitement
on their faces.
I do have about 10 left you have another student that may benefit.
3/9/2018
Page 1
From: Joy Samuels
Date: 11/21/2017 9:41:56 AM
Subject: tutoring slips
Thanks to all of you that have turned in your

permission slips for tutoring. I’m still missing some, if
you still have yours please send them down to me
today-or if you need I can send someone to pick them
up.
Thanks,
Joy
3/9/2018
Page 1
From: Eric Garcia
To: Elizabeth Nunes
Date: 10/26/2016 11:00:13 AM
Subject: nevermind
I keep forgetting 3rd grade is gone.
3/9/2018
Page 1
From: Shawn Verkaik
To: Sundale Staff
Date: 11/21/2017 9:03:01 AM
Subject: Pumpkin Rolls
Thank you so much for those of you who ordered pumpkin rolls from me this year. The Pumpkin Rolls are in the
frig on the two bottom shelves in the staff lounge the one by the office door. Please check your order on break
to make sure it is correct and if not call me . Again THANK YOU!!!!!!!!!!!!!!!!!!
3/9/2018
Page 1
From: Marty Robertson
To: Sundale Staff
Date: 11/27/2017 8:32:55 PM
Subject: Web Filter 2.x End of Support announcement
Hello,
I had to migrate us to a new version which was a major upgrade to our Web Filter. I have completed the server migrationbut we
need to make some changes on our Windows Computers, not the Chrome or Apple products.
The old user agent will need to be uninstalled and then the new LMA agent will need to be installed. I have created some remote
installers to get this done, but will need all of the Windows Computers powered on this week daily so I can work on this. This will
also include the student computers in-between the class rooms and library.
Until this gets done, you may not be getting the correct policy for your login credentials or may cause other issues with the filtering.
Thanks,
"Absorb what is useful. Discard what is not. Add what is uniquely your own."
"Freedom is never more than one generation away from extinction."
"A smart man only believes half of what he hears; a wise man knows which half."
PLEASE remove ALL names and email addresses before forwarding; and send only as BLIND CARBON COPY (Bcc).
Erasing the addresses helps prevent SPAMMERS from mining the addresses and propagating VIRUSES and reduces the
possibility of identity theft.
Marty Robertson
Network Administrator
From: Rob Chambers <robc@lightspeedsystems.com>

Sent: Wednesday, September 13, 2017 8:01 AM
To: Marty Robertson
Subject: Web Filter 2.x End of Support announcement
Lightspeed Systems Web Filter 2.x will reach end of support on Dec 31, 2017.
Web Filter 3 Longhorn is available to you as a no-cost upgrade. With Web Filter 3, you'll enjoy ongoing support and all the latest
enhancements.
Web Filter 3 has been re-engineered from the ground up to improve your web filtering, with a new UI and hundreds of new
features and fixes. Our reporting engine has been redesigned to give you a custom dashboard, live reports, drill-downs and
more. It provides enhanced security and improved SSL handling, including transparent proxy and proxy by domain.
Thank you,
Rob
Rob Chambers
VP Product Management
This email was sent by: Lightspeed Systems Inc.

106 East Sixth Street Austin, TX, 78701, United States
Update Profile
3/9/2018
Page 1
From: Joy Samuels
Date: 8/26/2016 3:03:00 PM
Subject: Tutoring ELA
I’m sorry I made a mistake, When I sent out the form I

thought I had checked the box to get user names with
your responses, but it didn’t happen. So I would greatly
appreciate it if you could email me the list of names that
you submitted on the form, so I know who to give their
permission slips to. Again I’m sorry for the extra work.
Thanks,
Joy
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 11/21/2017 8:24:38 AM
Subject: Thanksgiving
Have a great Thanksgiving! I wanted each of you to know how blessed I am to call you my family. You truly are quality
people who make a difference in this world. Thank you!
Sincerely,
Terri Rufert
Superintendent
Sundale Union Elementary School District
559-688-7451
Notice of Confidentiality - This transmission contains information that may be confidential and that may also be privileged. Unless you are the
intended recipient of the message (or authorized to receive it for the intended recipient), you may not copy, forward, or otherwise use it, or disclose its
contents to anyone else. If you have received this transmission in error, please notify the sender.
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Date: 10/26/2016 9:04:33 AM
Subject: RE: SH / Choice Time
I will take games. No problem.
Carrie Martinez <Carrie.Martinez@sundale.org> wrote:
I would like to have study hall. I had games last week.
From: Brent Bagley

To: Elizabeth Nunes; Carrie Martinez; Daniel Gordon
SH: Brent
Movies: Daniel
Games: Carrie
Free: Elizabeth
Re-arranged….I hope everyone is ok with this. Carrie: you will go back to “Free” next week. However, I am willing to
take games if you would rather have SH.

To: Brent Bagley; Carrie Martinez; Daniel Gordon
My class is meeting with our buddies after lunch. My class can’t participate in choice time this week. Sorry for the hassle
of rearranging.
From: Brent Bagley

To: Carrie Martinez; Daniel Gordon; Elizabeth Nunes
Subject: SH / Choice Time
SH: Brent
Movies: Daniel
Games: Elizabeth
Free: Carrie
12:30 to 1 pm. (Early release day)
Lunch: bring your own; Trading Post
“In a parent conference, begin with a compliment, end with a compliment, and sandwich the difficult news in between.”
(good reminder for myself)
3/9/2018
Page 1
From: Donna Fagundes
Date: 8/26/2016 2:30:38 PM
Subject: ceramics
Hello Everyone,
I am requesting extra time to be added onto the spreadsheet. I will inform you when I know more. Thanks. J
3/9/2018
Page 1
From: Shawn Verkaik
To: Clint Wolsey
Sundale Staff
Date: 11/29/2017 8:27:45 AM
Subject: Re: Go ahead and Procrastibake
Do you want us to bring them to your room?
From: Clint Wolsey

Sent: Tuesday, November 28, 2017 8:43:29 AM
To: Sundale Staff
Subject: Go ahead and Procrastibake
3/9/2018
Page 1
From: Terri Navarrette
To: Sundale Staff
Date: 10/26/2016 8:40:33 AM
Subject: yearbook camera
The camera has

been found…… It
was exactly
where I hid it……
LOL :/
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/29/2017 7:33:06 AM
Subject: RE: 2 things
If it is ok, I would like to share the success, but would also like to mention how great the practice was for my kids. We
were able to trouble shoot bugs prior to the real test and now my kids will be a lot more prepared for signing in,
knowing how to navigate, etc. The hands-on with the computer test was vital in my opinion.
From: Carrie Martinez

Sent: Wednesday, November 29, 2017 7:25 AM
To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon
<Daniel.Gordon@sundale.org>
Subject: 2 things
Gina just sent me an email and the hats were approved from PTO. She will have them so that we can
wear them. They are cute and will go with our friend song as well.
I need your support on Thursday at the staff meeting. Cindy will be presenting our dashboard and some
things will be brought up. I can’t share what she will be saying. In response to what she will present,
myself and Kristen will talk about IABs. I think we are the only grade level that has given them. Please
share what has worked for you. Please share successes with students and as a teacher. Not all
teachers are on board for IABs and Cindy would like IABs to be given in the area of math. She would
like it in ELA as well but we haven’t received support in that area like we have in math. Thank you in
advance for sharing successes tomorrow at the staff meeting. If you need more clarification, please let
me know.
Thanks,
Carrie
3/9/2018
Page 1
From: AnnMarie Azevedo
To: Jennifer Sowers
Louisa Pedro
Angie Beason
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Purves
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Fink
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Ashley Wininger
Brittany Grieb
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
Chris Ortega
David Elizarraraz
Diana Hess
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Darin Bawks
Fred Brown
Greg Fernandes (gwffarms@aol.com)
Johanna Weerheim
Judy Jameson (judy@vas.com)
Ralph Walton (rwalton538@aol.com)
Shirley Wasnick
Date: 8/26/2016 2:23:10 PM
Subject: POW
Attachments: Plan of the Week1.doc
Have a great weekend! J
Ann Marie Azevedo

Sundale Elementary School
Administrative Secretary
13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
CONFIDENTIALITY NOTICE: This transmission, including any attachments, is confidential and may
be legally privileged. If you are not the intended recipient, or their agent, you are hereby
notified that reading, disclosing, copying, distributing or using any information contained in
this transmission is strictly prohibited. If you have received this transmission in error,
please immediately notify the sender by email or by telephone at (559) 688-7451 and destroy the
transmission. Thank you for your assistance.
3/9/2018
Page 3
3/9/2018
POW August 29th – September 2nd , 2016 Page 4
Monday Fall Monday Schedule

TK-3 1:10/4th-8th 2:15
Data Director Deadline
Middle School Meeting during lunchtime
Rose 7th Period MP 1:45-2:15
Tuesday Rose 7th period MP 2:30-3:15
FB/VB Practice MP/Fields 3:15-5:00
Oakedale 4-H meeting 6:00 p.m. MP
8th grade Parent Meeting-Library 7:00-8:00 p.m.
Wednesday Rose 7th Period 2:30-3:15
Thursday Check your fire extinguisher
Parent Conferences Begin thru September 9th

TK-3 @1:10/4th-8th @ 2:15
Staff Meeting 7:50 Library
Rose 7th Period MP 1:45-2:15
Friday Parent Volunteer Day
7th Period Rose 1:45-2:15 MP
FB/VB Game Home vs. Tipton
Monday 9/5 Holiday-No School
3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 10/26/2016 8:29:51 AM
I would like to have study hall. I had games last week.
From: Brent Bagley

To: Elizabeth Nunes; Carrie Martinez; Daniel Gordon
SH: Brent
Movies: Daniel
Games: Carrie
Free: Elizabeth
Re-arranged….I hope everyone is ok with this. Carrie: you will go back to “Free” next week. However, I am willing to
take games if you would rather have SH.

My class is meeting with our buddies after lunch. My class can’t participate in choice time this week. Sorry for the hassle
of rearranging.
From: Brent Bagley

SH: Brent
Movies: Daniel
Games: Elizabeth
Free: Carrie
12:30 to 1 pm. (Early release day)
“In a parent conference, begin with a compliment, end with a compliment, and sandwich the difficult news in between.”
(good reminder for myself)
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/29/2017 7:29:33 AM
Subject: writing
Elizabeth,
I am just wondering if you know what writing we will cover in the Wonder’s pilot. I would like to do
another writing project with my class before we leave on Christmas break. If you haven’t, don’t’ worry
about it. Are you planning to do any writing? I plan to take the teacher’s manual home tonight but
thought I’d save myself if you knew. Thanks for the help.
Carrie
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 11/20/2017 2:17:03 PM
Subject: Tomorrow
Happy Thanksgiving you can dress in your Friday dress attire tomorrow! ;)
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
Date: 8/26/2016 1:53:52 PM
Subject: Christmas ceramics
Hello Everyone,
Please sign up for the time slot that works for you at the attached link. https://docs.google.com/spreadsheets/d
/1mHVwGgoXCVZjMeiDRbAUn-jCBeki2aSvdbRBn9lx8zw/edit#gid=0
Thanks,
Donna F.
Ceramics
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/29/2017 7:25:23 AM
Subject: 2 things
Gina just sent me an email and the hats were approved from PTO. She will have them so that we can
wear them. They are cute and will go with our friend song as well.
I need your support on Thursday at the staff meeting. Cindy will be presenting our dashboard and some
things will be brought up. I can’t share what she will be saying. In response to what she will present,
myself and Kristen will talk about IABs. I think we are the only grade level that has given them. Please
share what has worked for you. Please share successes with students and as a teacher. Not all
teachers are on board for IABs and Cindy would like IABs to be given in the area of math. She would
like it in ELA as well but we haven’t received support in that area like we have in math. Thank you in
advance for sharing successes tomorrow at the staff meeting. If you need more clarification, please let
me know.
Thanks,
Carrie
3/9/2018
Page 1
From: system@schoolloop.com <system@schoolloop.com>
To: Elizabeth Nunes
Date: 11/20/2017 1:16:07 PM
Subject: Meet today
From: (Tara
Subject: Meet today
Hi Elizabeth, would you like to meet in the parent room or your room?
Tar
3/9/2018
Page 1
From: Lisa Lopez
To: Elizabeth Nunes
Date: 8/26/2016 12:56:00 PM
Subject: RE: calendar change
Thank you! Have a great weekend!

Sent: Friday, August 26, 2016 12:56 PM
To: Lisa Lopez
Cc: Cindy Gist
Subject: RE: calendar change
Yes
From: Lisa Lopez

Sent: Friday, August 26, 2016 10:33 AM
To: Elizabeth Nunes
Cc: Cindy Gist
Subject: calendar change
Hey Elizabeth,
Can I do a quick calendar change on an Aides meeting in March. I have it planned for March 7 th but we have retention
mtgs so can I move it to March 14th instead?
Thanks
Lopez
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/29/2017 7:21:15 AM
Subject: RE: Pbl practice
Great idea. Maybe we could start with your class, Brent, Daniel and Mine.
Carrie

To: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon
Subject: Pbl practice
Would it be possible for the students to see each part of the trail? Maybe after we have practiced in our own
classrooms we could go through the other classrooms either on Monday or Tuesday afternoon. It might be a good
practice run to see how long each presentation will take. Even if the kids didn’t go through their presentations I
think it would be good for them to at least walk through the rooms and see the projects that their peers have made.
Sent from my iPhone
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 11/20/2017 1:01:41 PM
Subject: Staff vs students football
Just a reminder…
Tomorrow @ 10:30
We will have a traveling snack bar if dehydration or hunger sets in tomorrow…please let students know J
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 11/29/2017 7:15:14 AM
Subject: RE: Pbl practice
I think it is a good idea and we should do it, but I will not have all my projects done and complete until Tuesday.I will
try to do my best to get my room set up. Tuesday would be better for me.

Subject: Pbl practice
Would it be possible for the students to see each part of the trail? Maybe after we have practiced in our own
classrooms we could go through the other classrooms either on Monday or Tuesday afternoon. It might be a good
practice run to see how long each presentation will take. Even if the kids didn’t go through their presentations I
think it would be good for them to at least walk through the rooms and see the projects that their peers have made.
Sent from my iPhone
3/9/2018
Page 1
From: Lisa Lopez
To: Elizabeth Nunes
Date: 8/26/2016 10:33:16 AM
Subject: calendar change
Hey Elizabeth,
Can I do a quick calendar change on an Aides meeting in March. I have it planned for March 7 th but we have retention
mtgs so can I move it to March 14th instead?
Thanks
Lopez
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/20/2017 12:28:27 PM
Subject: Re: printer
Elizabeth,
Then new color printer is namedDell s5840cdn Color Laser Printer Lab 1. For B/W printing in Lab 1 the printer is namedHP LaserJet M601 Mono Laser Printer.
PLEASE remove ALL names and email addresses before forwarding; and send only as BLIND CARBON COPY (Bcc). Erasing the addresses helps prevent SPAMMERS from mining
the addresses and propagating VIRUSES and reduces the possibility of identity theft.
Marty Robertson

Sent: Monday, November 20, 2017 12:22 PM
To: Marty Robertson
Subject: RE: printer
What is the name of the new printer in the lab.I tried printing student reports and they would not print.

Sent: Friday, November 17, 2017 6:15 PM
To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>
PLEASE remove ALL names and email addresses before forwarding; and send only as BLIND CARBON COPY (Bcc). Erasing the addresses helps prevent SPAMMERS from mining
the addresses and propagating VIRUSES and reduces the possibility of identity theft.
Marty Robertson

To: Marty Robertson
Thanks
Sent from my iPhone
On Nov 17, 2017, at 5:09 PM, Marty Robertson <Marty.Robertson@sundale.org> wrote:

Elizabeth,
I fixed it and gave you access to the new color printer in lab 1 for any bulk printing needs.

To: Marty Robertson < Marty.Robertson@sundale.org>
He wasn’t able to come in today.
Sent from my iPhone

Hi Elizabeth,
Was Michael able to get it working for you?

Sent: Friday, November 17, 2017 10:08 AM
To: Marty Robertson < Marty.Robertson@sundale.org>
Subject: printer
My printer will no longer print. It says that there is an error. It ran out of paper the other day , I replaced the paper but it continues not to work.I have
unplugged it and turned it off and on still not working.
3/9/2018
Page 1
From: Daniel Gordon
To: Brent Bagley
Carrie Martinez
Elizabeth Nunes
Date: 8/26/2016 8:46:15 AM
Subject: RE: Bathroom policy
I have to get caught up on homework club so I will meet you all in Brent's room for lunch.
My restroom policy is as follows,

The first time they may go as long as it is during independent work time and they do not ask in English. If they ask within
30 minutes of coming back from break, during instructional time or abusing the privilege it is 5 minutes of recess the following
day. Around March I make it a little more strict to get them ready for 4th grade.
Hope this helps,
From: Brent Bagley

Sent: Thursday, August 25, 2016 2:52 PM
Subject: Bathroom policy
May I ask you all what your policy is on kids abusing the restroom breaks?
I have always asked for a child to pay me a ticket if they use the restroom beyond our 3 recess breaks. I am getting
parent complaints for the first time.
*The reason I have this policy is because so many kids abuse it and want to go one right after the other (like a
contagious yawn) and that interrupts my teaching. I get so sick of it.
What do you guys do?
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/29/2017 5:09:00 AM
Subject: Pioneer Day
Pioneer Day is Wednesday, December 6 from 8:30a-9:00a. Please meet in room 16. You will travel from one third
grade class to the next in a specific order. Students will be dressed up as pioneers. Boys may wish to wear a
button up shirt. I have all other supplies... bonnets and pinafores for the girls .... hats and bandannas for the
boys.
If there happens to be fog times will change. Please look for updated time on remind 101 and email.
Elizabeth Nunes
Sundale School
3/9/2018
Page 1
From: Katrina Beamer
To: AnnMarie Azevedo
Sundale Staff
Date: 11/20/2017 8:18:15 AM
Subject: RE: Thanksgiving Food Drive
We’ll be around this AM! J

To: Katrina Beamer <Katrina.Beamer@sundale.org>; Sundale Staff <Staff@sundale.org>
Thanks Kat for all you do to help PTO. I talked to Kristen and she asked that all the teachers put any money
collected in a sealed envelope when they come around to collect.
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax

To: Sundale Staff <Staff@sundale.org>
8 th grade will come around after 8:30 on Monday morning to collect all canned goods and money. Any frozen turkeys,
please give to Lezlee to be put in the freezer with the teacher name on it.

Sent: Monday, November 13, 2017 8:40 AM
Subject: Thanksgiving Food Drive
Reminder that the Thanksgiving Food Drive is this week! They are looking to help 30 families!!!! This is so
wonderful and we need everyone’s help to make it happen.
Bring in canned goods, frozen turkeys, or money. The PTO committee will take the money collected on Monday, 11/20
and go shopping for remaining items for the families.
Incentives: Prize for top class TK-3rd and 4th-8th - pizza or donuts, their choice. $25 Target gift card for the teacher.
Collections: Please keep in your classrooms until Monday, 11/20 when the 8th graders will be coming around to collect
in the morning. They will collect canned goods and money, count everything, and report the numbers to the PTO
committee that morning.
Thanks in advance for all your generous support!

J
3/9/2018
Page 1
From: Lupe Jamaica
To: Elizabeth Nunes
Date: 11/17/2017 2:36:47 PM
Subject: RE: rice pudding
Thank you

To: Lupe Jamaica <Lupe.Jamaica@sundale.org>
Subject: rice pudding
Attached is the rice pudding recipe
3/9/2018
Page 1
From: Rebekah Christiansen <info@signupgenius.com>
To: Elizabeth Nunes
Date: 11/20/2017 8:05:00 AM
Subject: SignUpGenius.com Reminder for Thanksgiving Party
Group Organizing Made Easy
Hello, Elizabeth Nunes!
This message is to remind you that you are signed up for the
following slot(s) on "Thanksgiving Party":
Tue, 11/21/2017 12:00PM - 1:10PM EST at Ms. Allen's Classroom

-- Water Bottles, Enough for 26
View the Sign Up
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3/9/2018
Page 1
To: Katrina Beamer
Sundale Teachers
Date: 12/1/2016 3:45:02 PM
Subject: RE: chart hanger
Got one..thanks!

Sent: Thursday, December 01, 2016 3:33 PM
Subject: chart hanger
Does anyone have an chart hanger I may borrow for Saturday’s Marketplace? I’ll return Monday.
Thanks!!!!
3/9/2018
Page 1
From: Susan Leal
To: Elizabeth Nunes
Date: 11/17/2017 2:36:28 PM
Subject: RE: rice pudding
I think that would be a great Portuguese food to serve.
+ your recipe was very delicious.
Thank you,
Susan

To: Susan Leal <Susan.Leal@sundale.org>
Subject: rice pudding
Earlier today at break you mentioned rice pudding for your food for Portugal. I have the recipe and can email it to you
if you would like. It is not hard , but it does take an hour to make. The pan you saw today was one batch.
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/27/2017 12:34:42 PM
Subject: RE: meeting
No, I am doing a Dreambox training for teachers. I can’t meet.

Subject: meeting
Do we still need to meet today even though we are meeting tomorrow?
3/9/2018
Page 1
From: Brent Bagley
To: Amanda Medeiros
Angie Beason
Brandon Dodson
Carrie Martinez
Cheryl Benson
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Joy Samuels
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Susan Leal
Tami Warner
Victoria Mello
Date: 11/20/2017 7:32:23 AM
Subject: PE supplies
I just wanted to remind you that we have a large set of scooters in the bus barn. It isn’t something you need to check
out with me, but I ask that you take care of them, put them back on the cart properly, and move the cart yourself (or
with the help of students). It can get tricky getting the cart out of the barn because of a few bumps and dips.
If any of you need a few balls blown up, let me know because I have a few boys who are willing to come to you.
Have a wonderful day. We are coming up on a 5 day weekend! Woot woot! J
--Brent
3/9/2018
Page 1
Date: 12/1/2016 3:33:12 PM
Subject: chart hanger
Does anyone have an chart hanger I may borrow for Saturday’s Marketplace? I’ll return Monday.
Thanks!!!!
3/9/2018
Page 1
From: info@lexialearning.com <info@lexialearning.com>
To: Elizabeth Nunes
Date: 11/20/2017 1:02:04 AM
Subject: Lexia Student Progress
Login to myLexia.com and monitor your students' progress
You have students who are ready to celebrate success because they have
completed a level and/or students who need instruction because they are struggling
on a skill.
Please go to www.mylexia.com and login to your account using your email address.
In as little as 5 minutes, you can easily access achievement certificates (to celebrate
success) and Lexia Lessons (to deliver instruction) from the Class Table at the
bottom of your Home Page. You can also click a student’s name in the Class Table
to view a student’s individual action plan.
Celebrate Success Plan Instruction
Nunes Class 4 students 2 students
The information in this table is current as of the date and time of this email.
Check out Lexia's Training On Demand modules for more information on supporting
your students: Lexia Reading Core5 | Lexia Strategies
myLexia App for iPhone and iPad brings student and classroom performance data
to your fingertips and now with the Apple Watch to your wrist. This app allows you to
leverage the power of Lexia Reading Core5 anytime, anywhere, with mobile access
to key information and data-driven action plans to help all of your students on the
path to reading success.
This email was sent to you to support the use of data in planning your instruction.
Click here to login to myLexia.com and modify your email settings in your profile.
Please do not reply to this email.
For assistance, please contact:
Lexia Customer Support
Mon. - Fri. from 8am – 6pm ET
800-507-2772
support@lexialearning.com
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 12/1/2016 3:00:23 PM
Subject: Re: personal deep dish pizzas
I sent you all a text as well, but I think it might give us a lot more time for lunch if we ordered these instead of Panda
Express. They are always really good too.
We could do Panda next week if you all are OK with that.
--Brent
From: Lezlee Medeiros

Sent: Thursday, December 01, 2016 2:37 PM
To: Sundale Staff
Subject: personal deep dish Pizza
Tomorrow, Friday Dec. 2nd
Build a personal deep dish Pizza
Ham Red & Green Bell Peppers

Salami Onions
Pepperoni Pineapple
Sliced Jalapeno
Mushrooms
Sliced Olives
Make a salad from our fabulous salad bar.
Please E-mail us by 10:30am so we can make & bake Pizza for

your lunch hour. Also let us know what time you take lunch so
it can be nice and hot for you.
Thanks,
Lezlee Medeiros
Cafeteria Director
13990 Avenue 240
Tulare, CA 93274
559-688-7451
3/9/2018
Page 1
From: Raquel Castano
To: Sundale Staff
Date: 11/17/2017 1:08:24 PM
Subject: Christmas Trees
Hello Everyone,
Just to let you know we will have our fresh Christmas trees in the Tuesday after Thanksgiving. 11/28/17
Thank you
Sent from my iPad
3/9/2018
Page 1
From: Clint Wolsey
To: Elizabeth Nunes
Monica Avila
Marcy Miller
Date: 11/28/2017 5:33:25 PM
Subject: RE: Pioneer Day Invite
Sweet! We will be there at 9:30…Thanks for the invite J

Sent: Tuesday, November 28, 2017 3:35 PM
To: Clint Wolsey <Clint.Wolsey@sundale.org>; Monica Avila <Monica.Avila@sundale.org>; Marcy Miller
<Marcy.Miller@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon
Subject: Pioneer Day Invite
Third grade has been working hard on our pbl pioneer unit and we would like to invite your classes to come and view
our projects and presentations on
Wednesday, December 6. Presentations are quick the entire experience will take no more than 30 minutes! Below is the
schedule.
Please let us know if you will be able to attend and at what time. Only one class per time slot please.
Wednesday, December 6
9:00a- 9:30a
9:30a- 10a
10:30a-11a
Thanks,
Third Grade Team
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Brandon Dodson
Cheryl Benson
Cindy Gist
Clint Wolsey
Marcy Miller
Monica Avila
Tami Warner
Date: 12/1/2016 2:47:50 PM
Subject: lunch today
VERY proud of the 3-5th graders today at lunch. They were very well behaved during the luncheon!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Terri Rufert
To: Elizabeth Nunes
Date: 11/28/2017 5:21:58 PM
Subject: RE: Pioneer Day PBL Project
I would love to be there. I will have to miss one leg, 9-9:30.
Sincerely,
Terri Rufert
Superintendent
559-688-7451

To: Cindy Gist <Cindy.Gist@sundale.org>; Terri Rufert <Terri.Rufert@sundale.org>; Grace Larsen
<Grace.Larsen@sundale.org>
Subject: Pioneer Day PBL Project
We would like to invite you to our PBL presentations on Wednesday, December 6. All presentations will begin in room
16 at each of the start times below. Each leg of the journey will be presented in a 3rd grade room in a specific order.
Hope you can make it!
8:30a-9a
9a – 9:30a
9:30a-10a
10:30a-11a
Thanks,
Third Grade Team
3/9/2018
Page 1
To: Sundale Staff
Date: 11/17/2017 10:47:09 AM


J
3/9/2018
Page 1
From: Monica Avila
To: Marcy Miller
Elizabeth Nunes
Clint Wolsey
Date: 11/28/2017 3:56:56 PM
Sounds great! My class can come at 10:30am.
Monica
From: Marcy Miller

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Clint Wolsey <Clint.Wolsey@sundale.org>; Monica Avila
<Monica.Avila@sundale.org>
We would love to attend! 9:00 works great for my class.

Marcy

To: Clint Wolsey <Clint.Wolsey@sundale.org>; Monica Avila <Monica.Avila@sundale.org>; Marcy Miller <
Marcy.Miller@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon <
Daniel.Gordon@sundale.org>
schedule.
9:00a- 9:30a
9:30a- 10a
10:30a-11a
Thanks,
Third Grade Team
3/9/2018
Page 1
From: Joy Samuels
Date: 11/17/2017 10:31:31 AM
Subject: Tutoring Forms
Just a friendly reminder to please get your permission slips

turned in ASAP. I have to have those to make the official
attendance rosters for our tutors, and I would love not to have
to work on them over the holiday.
Thank you!
Joy
3/9/2018
Page 1
From: Marcy Miller
To: Elizabeth Nunes
Clint Wolsey
Monica Avila
Date: 11/28/2017 3:50:58 PM
We would love to attend! 9:00 works great for my class.

Marcy

schedule.
9:00a- 9:30a
9:30a- 10a
10:30a-11a
Thanks,
Third Grade Team
3/9/2018
Page 1
From: Marcia Wolsey <info@signupgenius.com>
To: Elizabeth Nunes
Date: 11/18/2017 8:06:28 AM
Subject: SignUpGenius.com Reminder for Thanksgiving
Hello, Elizabeth Nunes!
This message is to remind you that you are signed up for the
following slot(s) on "Thanksgiving ":
Mon, 11/20/2017 1:30PM - 2:15PM CST at Inside or outside

classroom
-- Graham cracker crumbs, 13.5 oz box (2)
View the Sign Up
New! Try our festive holiday sign up themes. View Themes

© 2017 SignUpGenius. All Rights Reserved. | Privacy Policy | Unsubscribe
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3/9/2018
Page 1
To: Michael Phan
Date: 11/17/2017 10:13:31 AM
Subject: Fw: printer
Hey Michael,
Can you take a look at this and let me know if you're able to fix it?
Thanks,
PLEASE remove ALL names and email addresses before forwarding; and send only as BLIND CARBON
COPY (Bcc). Erasing the addresses helps prevent SPAMMERS from mining the addresses and propagating
VIRUSES and reduces the possibility of identity theft.
Marty Robertson

To: Marty Robertson
Subject: printer
My printer will no longer print. It says that there is an error. It ran out of paper the other day , I replaced the
paper but it continues not to work. I have unplugged it and turned it off and on still not working.
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 11/28/2017 3:46:11 PM
This sounds great Elizabeth (both emails did). Thank you!

schedule.
9:00a- 9:30a
9:30a- 10a
10:30a-11a
Thanks,
Third Grade Team
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 8/26/2016 7:24:33 AM
Subject: Engage NY
Attachments: math-g3-m1-module-overview.docx
I attached the Engage NY. I highlighted the area I was talking about in yellow. Notes on Pacing for
Differentiation is where I found it. It is on page 2 or 3. Let me know if you can’t find it.
Carrie
3/9/2018
Page 2
New York State Common Core
3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 1
Table of Contents
GRADE 3 • MODULE 1
Properties of Multiplication and Division and Solving
Problems with Units of 2–5 and 10
Module Overview ........................................................................................................ 2
Topic A: Multiplication and the Meaning of the Factors ............................................ 17
Topic B: Division as an Unknown Factor Problem ...................................................... 57
Topic C: Multiplication Using Units of 2 and 3 ........................................................... 91
Mid-Module Assessment and Rubric ....................................................................... 138
Topic D: Division Using Units of 2 and 3 ................................................................... 145
Topic E: Multiplication and Division Using Units of 4 ............................................... 182
Topic F: Distributive Property and Problem Solving Using Units of 2–5 and 10 ....... 228
End-of-Module Assessment and Rubric ................................................................... 273
Answer Key .............................................................................................................. 287
Module 1: Properties of Multiplication and Division and Solving Problems with

Units of 2–5 and 10 1
3/9/2018
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This work is licensed under a
This file derived from G3-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Page 3
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson

3•1
Grade 3 • Module 1
Properties of Multiplication and
Division and Solving Problems with
Units of 2–5 and 10
OVERVIEW
This 25-day module begins the year by building on students’ fluency with addition and their knowledge of
arrays. In Topic A, students initially use repeated addition to find the total from a number of equal groups
(2.OA.4). As students notice patterns, they let go of longer addition sentences in favor of more efficient
multiplication facts (3.OA.1). Lessons in Topic A move students’ Grade 2 work with arrays and repeated
addition a step further by developing skip-counting rows as a strategy for multiplication. Arrays become a
cornerstone of the module. Students use the language of multiplication as they understand what factors are
and differentiate between the size of groups and the number of groups within a given context. In this
module, the factors 2, 3, 4, 5, and 10 provide an entry point for moving into more difficult factors in later
modules.
The study of factors links Topics A and B; Topic B extends the study to division. Students understand division
as an unknown factor problem and relate the meaning of unknown factors to either the number or the size of
groups (3.OA.2, 3.OA.6). By the end of Topic B, students are aware of a fundamental connection between
multiplication and division that lays the foundation for the rest of the module.
In Topic C, students use the array model and familiar skip-counting
The Distributive Property
strategies to solidify their understanding of multiplication and practice
related facts of 2 and 3. They become fluent enough with arithmetic 6 × 4 = _____
patterns to add or subtract groups from known products to solve more
complex multiplication problems (3.OA.1). They apply their skills to word
problems using drawings and equations with a symbol to find the unknown
factor (3.OA.3). This culminates in students using arrays to model the (5 × 4) = 20
distributive property as they decompose units to multiply (3.OA.5).
In Topic D, students model, write, and solve partitive and measurement (1 × 4) = 4
division problems with 2 and 3 (3.OA.2). Consistent skip-counting
strategies and the continued use of array models are pathways for (6 × 4) = (5 × 4) + (1 × 4)
students to naturally relate multiplication and division. Modeling = 20 + 4
advances as students use tape diagrams to represent multiplication and
division. A final lesson in this topic solidifies a growing understanding of
the relationship between operations (3.OA.7).
(1 × 4) = _ _____
3/9/2018
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This work is licensed under a
Page 4
NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
Topic E shifts students from simple understanding to analyzing the

relationship between multiplication and division. Practice of both operations The Commutative Property
is combined—this time using units of 4—and a lesson is explicitly dedicated to
modeling the connection between them (3.OA.7). Skip-counting, the
distributive property, arrays, number bonds, and tape diagrams are tools for
both operations (3.OA.1, 3.OA.2). A final lesson invites students to explore
their work with arrays and related facts through the lens of the commutative
property as it relates to multiplication (3.OA.5).
Topic F introduces the factors 5 and 10, familiar from skip-counting in Grade 2. Students apply the
multiplication and division strategies they have used to mixed practice with all of the factors included in
Module 1 (3.OA.1, 3.OA.2, 3.OA.3). Students model relationships between factors, analyzing the arithmetic
patterns that emerge to compose and decompose numbers, as they further explore the relationship between
multiplication and division (3.OA.3, 3.OA.5, 3.OA.7).
In the final lesson of the module, students apply the tools, representations, and concepts they have learned
to problem solving with multi-step word problems using all four operations (3.OA.3, 3.OA.8). They
demonstrate the flexibility of their thinking as they assess the reasonableness of their answers for a variety of
problem types.
The Mid-Module Assessment follows Topic C. The End-of-Module Assessment follows Topic F.
Notes on Pacing for Differentiation

If pacing is a challenge, consider the following modifications and omissions.
Consolidate Lessons 12 and 13, both of which are division lessons sharing the same objective. Include units of
2 and units of 3 in the consolidated lesson.
Omit Lessons 15 and 19. Lesson 15 uses the tape diagram to provide a new perspective on the commutative
property, a concept students have studied since Lesson 7. Lesson 19 introduces the significant complexity of
the distributive property with division. The concepts from both lessons are reinforced within Module 3.

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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
Page 5
Focus Grade Level Standards

Represent and solve problems involving multiplication and division.1
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects
can be expressed as 5 × 7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can be expressed as
56 ÷ 8.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem. (See Glossary, Table 2.)
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three
whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Understand properties of multiplication and the relationship between multiplication and

division.2
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Students need not use
formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then
15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing
that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.)3
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the
number that makes 32 when multiplied by 8.
Multiply and divide within 100.4

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties
of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.
1
Limited to factors of 2–5 and 10 and the corresponding dividends in this module.
2
3
The associative property is addressed in Module 3.
4

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Solve problems involving the four operations, and identify and explain patterns in
arithmetic.5
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding. (This
standard is limited to problems posed with whole numbers and having whole-number
answers; students should know how to perform operations in the conventional order when
there are no parentheses to specify a particular order, i.e., Order of Operations.)
Foundational Standards
2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,
e.g., by pairing objects or counting them by 2s; write an equation to express an even number
as a sum of two equal addends.
2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5
rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students model multiplication and
division using the array model. They solve two-step mixed word problems and assess the
reasonableness of their solutions.
MP.2 Reason abstractly and quantitatively. Students make sense of quantities and their
relationships as they explore the properties of multiplication and division and the relationship
between them. Students decontextualize when representing equal group situations as
multiplication and when they represent division as partitioning objects into equal shares or as
unknown factor problems. Students contextualize when they consider the value of units and
understand the meaning of the quantities as they compute.
MP.3 Construct viable arguments and critique the reasoning of others. Students represent and
solve multiplication and division problems using arrays and equations. As they compare
methods, they construct arguments and critique the reasoning of others. This practice is
particularly exemplified in daily Application Problems and in specific lessons dedicated to
problem solving in which students solve and reason with others about their work.
MP.4 Model with mathematics. Students represent equal groups using arrays and equations to
multiply, divide, add, and subtract.
MP.7 Look for and make use of structure. Students notice structure when they represent
quantities by using drawings and equations to represent the commutative and distributive
properties. The relationship between multiplication and division also highlights structure for
students as they determine the unknown whole number in a multiplication or division
equation.
5
In this module, problem solving is limited to factors of 2–5 and 10 and the corresponding dividends. 3.OA.9 is addressed in
Module 3.

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Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
3.OA.1 A Multiplication and the Meaning of the Factors 3
3.OA.3 Lesson 1: Understand equal groups of as multiplication.
Lesson 2: Relate multiplication to the array model.
Lesson 3: Interpret the meaning of factors—the size of the group or the
number of groups.
3.OA.2 B Division as an Unknown Factor Problem 3

3.OA.6 Lesson 4: Understand the meaning of the unknown as the size of the
3.OA.3 group in division.
3.OA.4
Lesson 5: Understand the meaning of the unknown as the number of
groups in division.
Lesson 6: Interpret the unknown in division using the array model.
3.OA.1 C Multiplication Using Units of 2 and 3 4

3.OA.5 Lessons 7–8: Demonstrate the commutativity of multiplication, and practice
3.OA.3 related facts by skip-counting objects in array models.
3.OA.4
Lesson 9: Find related multiplication facts by adding and subtracting
equal groups in array models.
Lesson 10: Model the distributive property with arrays to decompose units
as a strategy to multiply.
Mid-Module Assessment: Topics A–C (assessment ½ day, return ½ day, 2

remediation or further applications 1 day)
3.OA.2 D Division Using Units of 2 and 3 3

3.OA.4 Lesson 11: Model division as the unknown factor in multiplication using
3.OA.6 arrays and tape diagrams.
3.OA.7
Lesson 12: Interpret the quotient as the number of groups or the number
3.OA.3
of objects in each group using units of 2.
3.OA.8
Lesson 13: Interpret the quotient as the number of groups or the number
of objects in each group using units of 3.

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Standards Topics and Objectives Days

3.OA.5 E Multiplication and Division Using Units of 4 4
3.OA.7 Lesson 14: Skip-count objects in models to build fluency with multiplication
3.OA.1 facts using units of 4.
3.OA.2
3.OA.3 Lesson 15: Relate arrays to tape diagrams to model the commutative
property of multiplication.
3.OA.4
3.OA.6 Lesson 16: Use the distributive property as a strategy to find related
multiplication facts.
Lesson 17: Model the relationship between multiplication and division.
3.OA.3 F Distributive Property and Problem Solving Using Units of 2–5 and 10 4
3.OA.5 Lessons 18–19: Apply the distributive property to decompose units.
3.OA.7
3.OA.8 Lesson 20: Solve two-step word problems involving multiplication and
division, and assess the reasonableness of answers.
3.OA.1
3.OA.2 Lesson 21: Solve two-step word problems involving all four operations, and
3.OA.4 assess the reasonableness of answers.
3.OA.6
End-of-Module Assessment: Topics A–F (assessment ½ day, return ½ day, 2
remediation or further application 1 day)
Total Number of Instructional Days 25
Terminology
New or Recently Introduced Terms
 Array6 (arrangement of objects in rows and columns)
 Commutative property/commutative (e.g., rotate a rectangular array 90 degrees to demonstrate
that factors in a multiplication sentence can switch places)
 Equal groups (with reference to multiplication and division; one factor is the number of objects in a
group and the other is a multiplier that indicates the number of groups)
 Distribute (with reference to the distributive property, e.g., in 12 × 3 = (10 × 3) + (2 × 3) the 3 is the
multiplier for each part of the decomposition)
 Divide/division (partitioning a total into equal groups to show how many equal groups add up to a
specific number, e.g., 15 ÷ 5 = 3)
6Originally introduced in Grade 2, Module 6 but treated as new vocabulary in this module.

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 Factors (numbers that are multiplied to obtain a

product) NOTES ON
 Multiplication/multiply (an operation showing how EXPRESSION, EQUATION,
many times a number is added to itself, e.g., 5 × 3 =15) AND NUMBER SENTENCE:
 Number of groups (factor in a multiplication problem Please note the descriptions for the
that refers to the total equal groups) following terms, which are
frequently misused.
 Parentheses (symbols ( ) used around an expression or
numbers within an equation)  Expression: A number, or any
combination of sums,
 Product (the answer when one number is multiplied by differences, products, or
another) divisions of numbers that
evaluates to a number (e.g.,
 Quotient (the answer when one number is divided by 3 + 4, 8 × 3, 15 ÷ 3 as distinct
another) from an equation or number
 Rotate (turn, used with reference to turning arrays 90 sentence).
degrees)  Equation: A statement that two
expressions are equal (e.g., 3 ×
 Row/column7 (in reference to rectangular arrays) ___ = 12, 5 × b = 20, 3 + 2 = 5).
 Size of groups (factor in a multiplication problem that  Number sentence (also addition,
refers to how many in a group) subtraction, multiplication, or
 Unit (one segment of a partitioned tape diagram) division sentence): An equation
or inequality for which both
 Unknown (the missing factor or quantity in expressions are numerical and
multiplication or division) can be evaluated to a single
number (e.g., 4 + 3 = 6 + 1, 2 = 2,
Familiar Terms and Symbols8 21 > 7 × 2, 5 ÷ 5 = 1). Number
sentences are either true or false
(e.g., 4 + 4 < 6 × 2 and 21 ÷ 7 = 4)
 Add 1 unit, subtract 1 unit (add or subtract a single unit
and contain no unknowns.
of two, ten, etc.)
 Expression (see expanded description in box above)
 Number bond (illustrates part–part–whole relationship, shown at right)
 Ones, twos, threes, etc. (units of one, two, or three)
 Repeated addition (adding equal groups together, e.g., 2 + 2 + 2 + 2)
 Tape diagram (a method for modeling problems)
 Value (how much) 9 × 10
Suggested Tools and Representations

 18 counters per student 5 × 10 4 × 10
 Tape diagram (a method for modeling problems)
 Number bond (shown at right)
 Array (arrangement of objects in rows and columns)
7Originally
introduced in Grade 2, Module 6 but treated as new vocabulary in this module.
8
These are terms and symbols students have used or seen previously.

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Page 10
Suggested Methods of Instructional Delivery

Directions for Administration of Sprints
Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build
energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of
athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition
of increasing success is critical, and so every improvement is celebrated.
One Sprint has two parts with closely related problems on each. Students complete the two parts of the
Sprint in quick succession with the goal of improving on the second part, even if only by one more.
With practice, the following routine takes about 9 minutes.
Sprint A
Pass Sprint A out quickly, face down on student desks with instructions to not look at the problems until the
signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the
words so that reading difficulty does not slow students down.)
T: You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of
them. Just do as many as you can, your personal best. (If some students are likely to finish before
time is up, assign a number to count by on the back.)
T: Take your mark! Get set! THINK!
Students immediately turn papers over and work furiously to finish as many problems as they can in 60
seconds. Time precisely.
T: Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!”
If you made a mistake, circle it. Ready?
T: (Energetically, rapid-fire call the first answer.)
S: Yes!
T: (Energetically, rapid-fire call the second answer.)
S: Yes!
Repeat to the end of Sprint A or until no student has a correct answer. If needed, read the count-by answers
in the same way the Sprint answers were read. Each number counted-by on the back is considered a correct
answer.
T: Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal
for Sprint B.
T: How many of you got one right? (All hands should go up.)
T: Keep your hand up until I say the number that is one more than the number you got correct. So, if
you got 14 correct, when I say 15, your hand goes down. Ready?
T: (Continue quickly.) How many got two correct? Three? Four? Five? (Continue until all hands are
down.)

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If the class needs more practice with Sprint A, continue with the optional routine presented below.
T: I’ll give you one minute to do more problems on this half of the Sprint. If you finish, stand behind
your chair.
As students work, the student who scored highest on Sprint A might pass out Sprint B.
T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it.
Ready? (Read the answers to the first half again as students stand.)
Movement
To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For
example, the class might do jumping jacks while skip-counting by 5 for about 1 minute. Feeling invigorated,
students take their seats for Sprint B, ready to make every effort to complete more problems this time.
Sprint B
Pass Sprint B out quickly, face down on student desks with instructions not to look at the problems until the
signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many right.)
T: Stand up if you got more correct on the second Sprint than on the first.
S: (Stand.)
T: Keep standing until I say the number that tells how many more you got right on Sprint B. If you got
three more right on Sprint B than you did on Sprint A, when I say three, you sit down. Ready? (Call
out numbers starting with one. Students sit as the number by which they improved is called.
Celebrate the students who improved most with a cheer.)
T: Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns
you noticed in today’s Sprint.
T: How did the patterns help you get better at solving the problems?
T: Rally Robin your thinking with your partner for 1 minute. Go!
Rally Robin is a style of sharing in which partners trade information back and forth, one statement at a time
per person, for about 1 minute. This is an especially valuable part of the routine for students who benefit
from their friends’ support to identify patterns and try new strategies.
Students may take Sprints home.

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RDW or Read, Draw, Write (an Equation and a Statement)

Mathematicians and teachers suggest a simple process applicable to all grades:
1. Read.
2. Draw and label.
3. Write an equation.
4. Write a word sentence (statement).
The more students participate in reasoning through problems with a systematic approach, the more they
internalize those behaviors and thought processes.
 What do I see?
 Can I draw something?
 What conclusions can I make from my drawing?
Modeling with
Interactive Guided Practice Independent Practice
Questioning
The teacher models the Each student has a copy Students are given a problem to solve and possibly a
whole process with of the question. Though designated amount of time to solve it. The teacher
interactive questioning, guided by the teacher, circulates, supports, and thinks about which student
some choral response, they work work to show to support the mathematical
and talk such as “What independently at times objectives of the lesson. When sharing student
did Monique say, and then come together work, students are encouraged to think about the
everyone?” After again. Timing is work with questions such as, “What do you see that
completing the problem, important. Students Jeremy did?” “What is the same about Jeremy’s
students might reflect might hear, “You have 2 3
work and Sara’s work?” “How did Jeremy show 7 of
with a partner on the minutes to do your 3
the students?” “How did Sara show of the
steps they used to solve drawing.” Or, “Put your 7
the problem. “Students, pencils down. Time to students?”
think back on what we work together again.”
did to solve this The Debrief might
problem. What did we include selecting
do first?” Students different student work
might then be given the to share.
same or a similar
problem to solve for
homework.

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Personal White Boards

Materials Needed for Personal White Boards
1 heavy duty clear sheet protector
1 piece of stiff red tag board 11" × 8 ¼"
1 piece of stiff white tag board 11" × 8 ¼"
1 3" × 3" piece of dark synthetic cloth for an eraser (e.g., felt)
1 low odor blue dry erase marker, fine point
Directions for Creating Personal White Boards

Cut the white and red tag to specifications. Slide into the sheet protector. Store the eraser on the red side.
Store markers in a separate container to avoid stretching the sheet protector.
Frequently Asked Questions About Personal White Boards

Why is one side red and one white?
 The white side of the board is the “paper.” Students generally write on it, and if working
individually, turn the board over to signal to the teacher they have completed their work. The
teacher then says, “Show me your boards,” when most of the class is ready.
What are some of the benefits of a personal white board?
 The teacher can respond quickly to gaps in student understandings and skills. “Let’s do some of
these on our personal white boards until we have more mastery.”
 Students can erase quickly so that they do not have to suffer the evidence of their mistake.
 They are motivating. Students love both the drill and thrill capability and the chance to do story
problems with an engaging medium.
 Checking work gives the teacher instant feedback about student understanding.
What is the benefit of this personal white board over a commercially purchased dry erase board?
 It is much less expensive.
 Templates such as place value charts, number bond mats, hundreds boards, and number lines can be
stored between the two pieces of tag board for easy access and reuse.
 Worksheets, story problems, and other Problem Sets can be done without marking the paper so that
students can work on the problems independently at another time.
 Strips with story problems, number lines, and arrays can be inserted and still have a full piece of
paper on which to write.
 The red versus white side distinction clarifies expectations. When working collaboratively, there is
no need to use the red side. When working independently, students know how to keep their work
private.
 The tag board can be removed if necessary to project the work.

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Scaffolds9
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
Preparing to Teach a Module

Preparation of lessons will be more effective and efficient if there has been an adequate analysis of the
module first. Each module in A Story of Units can be compared to a chapter in a book. How is the module
moving the plot, the mathematics, forward? What new learning is taking place? How are the topics and
objectives building on one another? The following is a suggested process for preparing to teach a module.
Step 1: Get a preview of the plot.
A: Read the Table of Contents. At a high level, what is the plot of the module? How does the story
develop across the topics?
B: Preview the module’s Exit Tickets10 to see the trajectory of the module’s mathematics and the nature
of the work students are expected to be able to do.
Note: When studying a PDF file, enter “Exit Ticket” into the search feature to navigate from one Exit
Ticket to the next.
9
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
10
A more in-depth preview can be done by searching the Problem Sets rather than the Exit Tickets. Furthermore, this same process
can be used to preview the coherence or flow of any component of the curriculum, such as Fluency Practice or Application Problems.

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Step 2: Dig into the details.

A: Dig into a careful reading of the Module Overview. While reading the narrative, liberally reference
the lessons and Topic Overviews to clarify the meaning of the text—the lessons demonstrate the
strategies, show how to use the models, clarify vocabulary, and build understanding of concepts.
Consider searching the video gallery on Eureka Math’s website to watch demonstrations of the use of
models and other teaching techniques.
B: Having thoroughly investigated the Module Overview, read through the chart entitled Overview of
Module Topics and Lesson Objectives to further discern the plot of the module. How do the topics
flow and tell a coherent story? How do the objectives move from simple to complex?
Step 3: Summarize the story.
Complete the Mid- and End-of-Module Assessments. Use the strategies and models presented in the
module to explain the thinking involved. Again, liberally reference the work done in the lessons to see
how students who are learning with the curriculum might respond.
Preparing to Teach a Lesson

A three-step process is suggested to prepare a lesson. It is understood that at times teachers may need to
make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students.
The recommended planning process is outlined below. Note: The ladder of Step 2 is a metaphor for the
teaching sequence. The sequence can be seen not only at the macro level in the role that this lesson plays in
the overall story, but also at the lesson level, where each rung in the ladder represents the next step in
understanding or the next skill needed to reach the objective. To reach the objective, or the top of the
ladder, all students must be able to access the first rung and each successive rung.
Step 1: Discern the plot.
A: Briefly review the module’s Table of Contents, recalling the overall story of the module and analyzing
the role of this lesson in the module.
B: Read the Topic Overview related to the lesson, and then review the Problem Set and Exit Ticket of
each lesson in the topic.
C: Review the assessment following the topic, keeping in mind that assessments can be found midway
through the module and at the end of the module.
Step 2: Find the ladder.
A: Complete the lesson’s Problem Set.
B: Analyze and write notes on the new complexities of
each problem as well as the sequences and progressions
throughout problems (e.g., pictorial to abstract, smaller
to larger numbers, single- to multi-step problems). The
new complexities are the rungs of the ladder.
C: Anticipate where students might struggle, and write a
note about the potential cause of the struggle.
D: Answer the Student Debrief questions, always
anticipating how students will respond.

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Step 3: Hone the lesson.

At times, the lesson and Problem Set are appropriate for all students and the day’s schedule. At others,
they may need customizing. If the decision is to customize based on either the needs of students or
scheduling constraints, a suggestion is to decide upon and designate “Must Do” and “Could Do”
problems.
A: Select “Must Do” problems from the Problem Set that meet the objective and provide a coherent
experience for students; reference the ladder. The expectation is that the majority of the class will
complete the “Must Do” problems within the allocated time. While choosing the “Must Do”
problems, keep in mind the need for a balance of calculations, various word problem types11, and
work at both the pictorial and abstract levels.
B: “Must Do” problems might also include remedial work as necessary for the whole class, a small
group, or individual students. Depending on anticipated difficulties, those problems might take
different forms as shown in the chart below.
Anticipated Difficulty “Must Do” Remedial Problem Suggestion
The first problem of the Problem Set is Write a short sequence of problems on the board that
too challenging. provides a ladder to Problem 1. Direct the class or small group
to complete those first problems to empower them to begin
the Problem Set. Consider labeling these problems “Zero
Problems” since they are done prior to Problem 1.
There is too big of a jump in complexity Provide a problem or set of problems that creates a bridge
between two problems. between the two problems. Label them with the number of
the problem they follow. For example, if the challenging jump
is between Problems 2 and 3, consider labeling the bridging
problems “Extra 2s.”
Students lack fluency or foundational Before beginning the Problem Set, do a quick, engaging
skills necessary for the lesson. fluency exercise, such as a Rapid White Board Exchange,
“Thrilling Drill,” or Sprint. Before beginning any fluency
activity for the first time, assess that students are poised for
success with the easiest problem in the set.
More work is needed at the concrete Provide manipulatives or the opportunity to draw solution
or pictorial level. strategies. Especially in Kindergarten, at times the Problem
Set or pencil and paper aspect might be completely excluded,
allowing students to simply work with materials.
More work is needed at the abstract Hone the Problem Set to reduce the amount of drawing as
level. appropriate for certain students or the whole class.
11See the Progression Documents “K, Counting and Cardinality” and “K−5, Operations and Algebraic Thinking” pp. 9 and 23,
respectively.

3/9/2018
Page 17
C: “Could Do” problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame. Adjust the Exit Ticket and Homework to
reflect the “Must Do” problems or to address scheduling constraints.
D: At times, a particularly tricky problem might be designated as a “Challenge!” problem. This can be
motivating, especially for advanced students. Consider creating the opportunity for students to share
their “Challenge!” solutions with the class at a weekly session or on video.
E: Consider how to best use the vignettes of the Concept Development section of the lesson. Read
through the vignettes, and highlight selected parts to be included in the delivery of instruction so that
students can be independently successful on the assigned task.
F: Pay close attention to the questions chosen for the Student Debrief. Regularly ask students, “What
was the lesson’s learning goal today?” Help them articulate the goal.
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic C Constructed response with rubric 3.OA.1
Assessment Task 3.OA.2
3.OA.5
3.OA.6
End-of-Module After Topic F Constructed response with rubric 3.OA.1
Assessment Task 3.OA.2
3.OA.3
3.OA.4
3.OA.5
3.OA.6
3.OA.7
3.OA.8

3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/17/2017 6:14:43 PM
PLEASE remove ALL names and email addresses before forwarding; and send only as BLIND CARBON COPY (Bcc).
Erasing the addresses helps prevent SPAMMERS from mining the addresses and propagating VIRUSES and reduces the
possibility of identity theft.
Marty Robertson

To: Marty Robertson
Thanks
Sent from my iPhone
Elizabeth,

To: Marty Robertson <Marty.Robertson@sundale.org>
Sent from my iPhone

Hi Elizabeth,

Subject: printer
My printer will no longer print. It says that there is an error. It ran out of paper the other day , I replaced the
paper but it continues not to work. I have unplugged it and turned it off and on still not working.
3/9/2018
Page 1
To: Sundale Staff
Date: 11/17/2017 8:44:13 AM
Subject: soccer team pictures are cancelled
3/9/2018
Page 1
To: Joy Samuels
Felicia Robles
Grace Purves
Jennifer Sowers
Rita Fink
Victoria Mello
Kelli Ruby
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Cheryl Benson
Tami Warner
Brandon Dodson
Clint Wolsey
Marcy Miller
Monica Avila
Date: 8/26/2016 7:18:19 AM
Subject: Math Academy Permissio Slips
Teachers,
Permission Slips for Math Academy will be in your boxes today. Please pass them out at conferences and
get them signed by parents. Once they are signed, please drop them in my box. If you have any
questions or concerns please let me know.
Thanks,
Carrie
3/9/2018
Page 1
From: Eric Garcia
To: Elizabeth Nunes
Date: 11/17/2017 8:19:30 AM
Subject: Re: Cup
You’re awesome. Thanks, Elizabeth.
On Nov 17, 2017, at 8:18 AM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Yes. I washed it and gave it to Drew this morning. It is in his bag.
From: Eric Garcia

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Rachel Medrano <Rachel.Medrano@sundale.org>
Subject: Cup
Did either of you happen to pick up my Yeti cup last night?
3/9/2018
Page 1
From: Terri Rufert
To: Elizabeth Nunes
Date: 8/25/2016 4:26:05 PM
Subject: RE: Perfect Attendance Incentive
Great!
Sincerely,
Terri Rufert
Supernintendent
559-688-7451

To: Terri Rufert
Subject: RE: Perfect Attendance Incentive
Ipad
thanks
From: Terri Rufert

Sent: Tuesday, August 23, 2016 5:55 PM
To: Emilio Aguilera; Karen Huber; Elizabeth Nunes; Tami Warner; Clint Wolsey
Cc: Shirley Wasnick
Subject: Perfect Attendance Incentive
All,
Thank you for your dedication. I appreciate you making every effort to be at Sundale daily. You have earned either a
notebook, iPad, ChromeBook, Tablet or the money equivalence. If you desire to have a laptop, it will depend on if I can
find one equal to the price of the others. Cash value last year was $500.
Let me know what you would like by the end of the week.
Thanks, again!
Sincerely,
Terri Rufert
Supernintendent
559-688-7451
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/17/2017 5:09:23 PM
Elizabeth,

Sent from my iPhone

Hi Elizabeth,

Subject: printer
My printer will no longer print. It says that there is an error. It ran out of paper the other day , I replaced
the paper but it continues not to work. I have unplugged it and turned it off and on still not working.
3/9/2018
Page 1
From: Susan Leal
To: Sundale Staff
Date: 11/28/2017 2:52:29 PM
Subject: Mission Oak Partnership
Okay……………….Mission Oak is on their winter schedule and they will not be arriving at Sundale School until 11:00 a.m.
this Friday (December 1st ).
Sooooooooo, their availability has changed.
Part of the group will visit 8th grade at 11:10.
I can send students out to other classrooms around 11:10 and work on a rotation schedule that will conclude at 12:30.
Schedule opportunities can be 11:10 to 11:30/11:40, 11:30 to 12:00, 12:00-12:30.
Please let me know if you are interested. I would like to work on a schedule tomorrow after school and send the
schedule to their advisor tomorrow evening.
Thanks,
Susan
3/9/2018
Page 1
From: Linda Allen
Date: 8/25/2016 4:14:45 PM
Subject: Snack and Party List for 2016/17
Attachments: Binder PTO Snack list.docx
Hello,
The Room mothers will be receiving, in their Room parent tea folders this year, a list of snacks
chosen by student leadership as well liked and healthy. In addition I added a few items from
the USDA Smart Snacks in Schools USDA recommended list. I wanted to make sure each
teacher had a list of their own. This does not mean parents can not bring cookies for parties,
but the emphasis on health and wellness and what is best for kids. This was also discussed in
our beginning of the year Health and Wellness committee meeting which included parents and
a community member. I think you will be surprised at the great choices the students made.
We would sincerely appreciate your support in encouraging more healthy choices this new
school year!
Thanks so much,
Linda
Please see attached
3/9/2018
Page 2
School Parties and Snack Ideas
Student generated choices:

Frozen Go-gurts - Yoplait strawberry, French vanilla and Annie’s Frozen
chocolate chill
Pizza with meat
Cuties
String cheese
Lowfat Caramel apples
Pumpkin pie
Apple, pomegranate, cranberry juice
Soft pretzels and cheese (whole Wheat)
Popcorn
Salami
Fruit bowls
Thanksgiving: Mashed potatoes, stuffing turkey, sweet potatoes rolls
3/9/2018
Page 3
Suggestions
USDA smart snacks list of healthy choices:
Applesauce- Motts brand Cinnamon, Strawberry, Pear, Peach

Granola bars- Quaker brand Chocolate Chunk chew, Kashi Honey Almond Flx 7
grain, Quaker Peanut butter 90 Cal, Quaker Smores
Cereal Bar- Keebler brand Rice Krisp berry, Kellogg brand Rice Krispy Apple
cinnamon
Chips- Kellogg brand Cracker cheedar speck, Cracker sour cream and onion,
Special K Honey Barbque
Cookies- Keebler brand animal cracker, cinnamon elf graham, chocolate elf, teddy
chocolate, Oatmeal raisin 100gr., Teddy graham chocolate chip
Crackers- Cheezit brand Cheddar whole grain, Pepfarm brand cracker goldfish-
hot n Spicy, Kickin Ranch, Strawberry
Nabisco Graham cracker Sugar Honey, Graham Teddy
Cupcake- Superbakery brand- chocolate, white, yellow
Ice cream- Blue Bunny brand chocolate sundae crunch, fudge bar, strawberry
sundae crunch
Juice Bar- Shape up brand Cherry, Grape Orange
Juice Cup- Shape Up brand Frozen Happy Birthday 100% juice
Pudding- Hunts brand Butterscotch Snack Pack, Chocolate Fat Free, Vanilla Snack
Pack
Cheetos- Snack Hot Fantastix
3/9/2018
Page 4
3/9/2018
Page 1
From: Eric Garcia
To: Elizabeth Nunes
Rachel Medrano
Date: 11/17/2017 8:08:00 AM
Subject: Cup
Did either of you happen to pick up my Yeti cup last night?
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 8/25/2016 3:46:51 PM
Sounds a lot like my policy and Carrie has something very similar. This parent made it sound like I was a mean teacher
and probably the only teacher at Sundale that does this. J
Thanks for proving that I am not the only one J
I will stick (for the most part) with my policy in place.

If a student uses the bathroom or gets water outside of the classroom (they are allowed to have water at desk) they
owe a ticket. If they have to go within 20mins of coming in from a break. They owe 2 for not taking care of business
when they had the time.
If a student has a note from the doctor I gave the student a set number of tickets with x’s on them that they could use
for the week. If they ran out because they abused it the student had to pay with their own tickets. I put x’s on them so
they would count as no value. They were just there so it looked like they were turning in their own ticket so that other
kids weren’t aware of the situation and wouldn’t ask questions.
From: Brent Bagley

3/9/2018
Page 1
To: Katrina Beamer
Sundale Staff
Date: 11/17/2017 3:59:50 PM
Thanks Kat for all you do to help PTO. I talked to Kristen and she asked that all the teachers put any money
collected in a sealed envelope when they come around to collect.
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax



J
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 8/25/2016 2:52:37 PM
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/17/2017 3:46:06 PM
Hi Elizabeth,

Subject: printer
My printer will no longer print. It says that there is an error. It ran out of paper the other day , I replaced the paper
but it continues not to work. I have unplugged it and turned it off and on still not working.
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/17/2017 7:32:18 AM
Subject: Re: 3rd grade math module
I asked Christine for a few ideas for some good tasks, so I will be adding these to our December unit. I will pick a few good
ones. She said we are welcome to look at the rest and use as many as we like in class.
HAPPY FRIDAY!!! Good luck with the rest of your conferences today and next week (if you have any).
From: Christine Roberts [mailto:Christine.Roberts@tcoe.org]

Sent: Thursday, November 16, 2017 7:29 PM
To: Brent Bagley <Brent.Bagley@sundale.org>
Subject: Re: 3rd grade math module
Hi Brent,
I hope that you and the rest of the 3rd grade team are doing well.
I have added links to tasks where you identified and I included some additional links for other tasks/resources if your team decides to look
for other tasks focused on these concepts.
· Task: Three Hidden Rectangles (Decomposing Complex Figures)
· Note: Need to include practice with missing side lengths (I could not find a task for 3rd grade that included this.
· End Of Module Assessment

December 18 - December 21
· Task: Complex Figures North Carolina Task - Series of 3 lessons feel free to use 1 or all 3.
· SBAC IAB - OA or NBT, http://www.caaspp.org/, Student Scratch Paper, https://goo.gl/G1A4nX
Other Task Options:
· Illustrative Mathematics - Area Tasks
· North Carolina Area and Perimeter Unit - Use as needed throughout the unit, for tasks, for reteaching, or as
spiral practice in future units.
· Garden Design
· Boxing the Pots
I hope that helps. Have a wonderful Thanksgiving!

Best,
Christine
From: Brent Bagley <Brent.Bagley@sundale.org>

Date: Thursday, November 16, 2017 at 4:47 PM
To: Christine Roberts <christine.roberts@tcoe.org>
Subject: 3rd grade math module
Christine:
Would you be able to link a task (in our shared folder/file) that you would recommend for the following:
Task: on missing side lengths and distributing
Task: complex figures
These are two tasks for Module 4, for the dates of Dec 11th – 15 th & the 18 th – 21 st. They are both highlighted in blue.
We would really appreciate it. I understand if you don’t have the time, so please let me know.
Thanks for all you do. It has been a pleasure working with you.
--Brent Bagley
Sundale 3rd grade team
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/27/2017 10:56:22 AM
Subject: Winter Schedule
Today begins Winter Monday schedule……no Monday early release. Regular lunch schedule and dismissal times
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
CONFIDENTIALITY NOTICE: This transmission, including any attachments, is confidential and may be legally privileged. If you
are not the intended recipient, or their agent, you are hereby notified that reading, disclosing, copying, distributing or
using any information contained in this transmission is strictly prohibited. If you have received this transmission in
error, please immediately notify the sender by email or by telephone at (559) 688-7451 and destroy the transmission. Thank
you for your assistance.
3/9/2018
Page 1
From: Shannon Beck
To: Kristen Boles
Date: 8/25/2016 12:03:11 PM
Subject: RE: chalk
Got it, thanks!

From: Kristen Boles
To: Shannon Beck
Subject: RE: chalk
I do if you still need it.
From: Shannon Beck

Sent: Thursday, August 25, 2016 11:56 AM
Subject: chalk
Anyone have a few pieces!?
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 11/16/2017 9:04:39 PM
Subject: Sundale Market Place Bake Sale
Sundale Market Place is quickly approaching (Saturday, December 2)and Brandon and I are hoping we can snag
some more of your baked goodness. If you can help some fellas out, we sure would appreciate it.
Thanks,
Clint and Brandon
3/9/2018
Page 1
From: Shannon Beck
Date: 8/25/2016 11:55:37 AM
Subject: chalk
Anyone have a few pieces!?
3/9/2018
Page 1
From: Cindy Gist
To:
Date: 11/16/2017 4:57:18 PM
Subject: Sundale
Hello Hayley,
This is what I have for you: Let me know if it works. I wasn’t sure how much time you needed with each group.
Monday
10:15 3RD GRADE MARTINEZ
10:45 3RD GRADE NUNEZ
TUESDAY
8:20 ag science with 5th grade
9:00 ag science with 4th grade
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Date: 8/25/2016 11:53:42 AM
Subject: THANK YOU!
I appreciate your thoughtfulness. You both know what I like…..thanks for the gifts.
but I am young at heart and am thankful for being so healthy. God is good.
--Brent
3/9/2018
Page 1
From: Lupe Jamaica
Date: 11/27/2017 10:28:01 AM
Subject: Parent Volunteer Day
Friday is Parent Volunteer Day. If you have anything that our EL parents can help you with please let me know.
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 11/16/2017 3:21:14 PM
Subject: RE: Food tomorrow
I knew we could count on you…..my reply was more for the 2nd grade teachers. I hope they step up and bring something
or else it will be gone by 1st recess. Lol
I always look fwd to your pudding.

Subject: RE: Food tomorrow
I am making rice pudding. I have a cpr training at 4p if I have time I might swing by the store and pick up a vegetable
tray.
From: Brent Bagley

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>
Subject: Food tomorrow
……it’s unfortunate, but only a few replied about tomorrow. We will see what kind of food we have I guess.
I reminded Daniel and he is bringing a salad. I decided on pumpkin pie and whipped cream.
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 8/25/2016 10:41:05 AM
Subject: RE: resources
You guys rock! Thank you.

Sent: Thursday, August 25, 2016 10:29 AM
To: Carrie Martinez; Brent Bagley; Daniel Gordon
Subject: resources
I am sending a student over with some resources I found over the summer for science ngss. I haven’t figured out how
to work it into the classroom yet. Maybe as we have time we can discuss it and see if it will work for our grade level.
Elizabeth
3/9/2018
Page 1
From: Brent Bagley
To: Kimberlie Tyler
Date: 11/27/2017 10:22:33 AM
Subject: Max
Kim:
On the morning of December 6th, could Max make a visit to our Pioneer Day? I will give you all the details soon (we are
meeting this week to fine tune all the details). We will be having one group of 3rd graders talking and teaching about
horse shoes. We will want the group to put a horse shoe on Max. We will be making a horse shoe out of cardboard and
the kids will put it on Max during Pioneer Day.
Let me know if that is OK.
Thanks,
Brent
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Date: 11/16/2017 3:13:47 PM
Subject: Food tomorrow
……it’s unfortunate, but only a few replied about tomorrow. We will see what kind of food we have I guess.
I reminded Daniel and he is bringing a salad. I decided on pumpkin pie and whipped cream.
3/9/2018
Page 1
From: Brenda Allender
Date: 11/16/2017 1:25:16 PM
Subject: Inflatable Sensory Seat
Special Services had an inflatable sensory seat we are hunting for, and think it may have been loaned out.It was blue (I
think) with bumps on it.
If you have it, please let us know. J
Brenda Allender
Director, RSP
Sundale School
559-688-7451
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 11/27/2017 8:22:58 AM
Subject: todays schedule
We don’t have early release but please take time to meet as a grade level to discuss:
Tk-2nd Christmas Program –it is on December 12
3 rd—Founder’s Day program
Welcome Back!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Daniel Gordon
To: Elizabeth Nunes
Brent Bagley
Carrie Martinez
Date: 11/27/2017 8:13:52 AM
Subject: Re: Pioneer Day
Hey, Tuesday at 2:30 should work for me!!

Sent: Monday, November 27, 2017 8:08:12 AM
Subject: RE: Pioneer Day
Tuesday works for me.
I talked to Judy we don’t need to worry about dances.
From: Brent Bagley

To: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon
I am ok with Tuesday instead of Thursday, but I am not sure that words for Daniel……
Daniel, let us know. If not Tuesday, we would need to meet Friday. Pioneer Day is literally in 10 days. We haven’t
invited any other classes, we haven’t decided on if we are doing dances, are we playing music in the background?, what
is the Trail going to look like?, where are we setting up our teams? (96 kids standing along that trail
somehow)…………. Sorry, I just have so many questions. I just think it is important to meet soon.

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Brent Bagley <
Brent.Bagley@sundale.org>
Yes, that would work. I have a meeting with Brenda and a parent on Thursday after school. I won’t be able to meet.
Could we meet quick on Tuesday to make a decision about Pioneer Day? Basically can we meet on Tuesday instead of
Thursday.
Carrie

To: Daniel Gordon <Daniel.Gordon@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <
Carrie.Martinez@sundale.org>
Have we decided on an exact time for parents to walk through on Pioneer Day? I have not said anything to them
yet, I want to give them all info at once. Would we be able to have a time set by Wednesday to allow parents one
weeks notice?
Sent from my iPhone
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
3/9/2018
Page 2
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
AnnMarie Azevedo
Chase Quinn
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Art Gonzales
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 11/27/2017 7:48:07 AM
Subject: POW
Have a great week!!!!!
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW November 27 - December 1 , 2017 Shawn onPage 3 for November/December 972-7324 &
alarms
Monday Winter Schedule Begins NO MONDAY EARLY RELEASE
ESL @ V-Center 8:00-9:00 a.m.
Honor Roll Due to Gail Sante
Middle School Meeting during lunch
Tutoring 2:15-4:30
Winterguard Practice 1:00-5:00
Tuesday ESL V-Center 8:00-9:00 a.m.
Sports Rally MP 1:50-2:30
Tutoring 2:15-4:30 w/ Late Bus @ 5:00
Soccer Game HOME vs. St. Als 3:30
Foundation Board Meeting 6:00 p.m. Board Room
School Board Meeting Board Rm. 7:30 p.m.
Wednesday ESL V-Center 8:00-9:00 a.m.
Tutoring 2:15-4:30 w/Late Bus @ 5:00
Parent Resource Mtg-Parent Room 2:30-3:30
Cyberquest Practice Computer Lab 1 3;15-5:00
Soccer Practice 3:30-5:00
Thursday Staff Meeting 7:50 Library
Character Counts Luncheon-during lunchtimes
Tutoring 2:15-4:30 w/Late Bus @ 5:00
Soccer Game HOME vs. Green Acres JV only 3:30
Friday Parent volunteer day
Check & Initial Fire Extinguisher
Assessment Binders Due
Evacuation Drill 9:45
Mission Oak Partnership 10:10-12:30 MP and Classrooms
Soccer Tourney @ Palo Verde 11:30
Mustang Marketplace Set Up MP 5:00 p.m.
Saturday Mustang Market Place 10:00-2:00 MP
Cyberquest Presentation @ TCOE on Mooney

3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/16/2017 11:17:22 AM
Subject: RE: lunch helpers
Sounds great. 4 th grade gets next year. Lol

Sent: Thursday, November 16, 2017 11:16 AM
Subject: lunch helpers
It appears that we are continuing with lunch helpers. It will be my turn for December. I will start on
December 4 and continue until we go on Winter Break. Elizabeth, can you start in January when we
return from Winter Break. Please let me know if this works!
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/27/2017 7:47:30 AM
I am ok with Tuesday instead of Thursday, but I am not sure that words for Daniel……
Daniel, let us know. If not Tuesday, we would need to meet Friday. Pioneer Day is literally in 10 days. We haven’t
invited any other classes, we haven’t decided on if we are doing dances, are we playing music in the background?, what
is the Trail going to look like?, where are we setting up our teams? (96 kids standing along that trail
somehow)…………. Sorry, I just have so many questions. I just think it is important to meet soon.

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Brent Bagley
<Brent.Bagley@sundale.org>
Yes, that would work. I have a meeting with Brenda and a parent on Thursday after school. I won’t be able to meet.
Could we meet quick on Tuesday to make a decision about Pioneer Day? Basically can we meet on Tuesday instead of
Thursday.
Carrie

To: Daniel Gordon <Daniel.Gordon@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <
Carrie.Martinez@sundale.org>
Have we decided on an exact time for parents to walk through on Pioneer Day? I have not said anything to them
yet, I want to give them all info at once. Would we be able to have a time set by Wednesday to allow parents one
weeks notice?
Sent from my iPhone
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/16/2017 11:15:45 AM
It appears that we are continuing with lunch helpers. It will be my turn for December. I will start on
December 4 and continue until we go on Winter Break. Elizabeth, can you start in January when we
return from Winter Break. Please let me know if this works!
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 9/15/2016 9:22:03 AM
Subject: RE: AR goals
That is my confusion. Sept 18th is a Sunday ??

Sent: Thursday, September 15, 2016 9:15 AM
To: Brent Bagley
Subject: FW: AR goals
This years ar goals.

Sent: Monday, May 18, 2015 7:37 AM
To: Brent Bagley; Elizabeth Nunes
Subject: AR goals
Here is AR goals for next year. Check them over and let me know if any changes need to be made.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 9/15/2016 8:35:06 AM
Subject: AR due dates
Elizabeth:
I have dates that are off. For example, I am showing a due date in Sept of the 18th (a Sunday). Can you send me the
proper dates so that I can update them?
**Thanks so much.
3/9/2018
Page 1
From: Daniel Gordon
To: Cindy Gist
Carrie Martinez
Brent Bagley
Elizabeth Nunes
Date: 11/15/2017 2:10:22 PM
Subject: Re: 3rd grade helper
Hi, helpers was my responsibility this time. I spoke to Mrs. Navarette earlier today and we have three designated
responsible students that are efficient at keeping track of time. they will be there tomorrow
I will write a note on my calendar, just in case we all forget again tomorrow.
Sorry for any inconvenience,
Daniel Gordon
From: Cindy Gist

Sent: Wednesday, November 15, 2017 1:58 PM
To: Carrie Martinez; Brent Bagley; Elizabeth Nunes; Daniel Gordon
Cc: Terri Navarrette
Subject: FW: 3rd grade helper
Are you ok still sending students ? I know you have been helping for a long time. I can tap into another grade level.
Just let me know.

To: Cindy Gist <Cindy.Gist@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley
<Brent.Bagley@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Subject: 3rd grade helper
HELP
We haven’t had table washers for the past week and a half. I’m not sure who’s class is up! We really appreciate
the extra hands✋ ✋ ✋ ✋ ✋ ✋ 6 to be exact... haha
Thank you
Terri
Sent from my iPhone
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Date: 11/15/2017 2:03:42 PM
Subject: RE: 3rd grade helper
I sent a student to remind Daniel today. I don’t know how to reply to this email.
I think I will just text Daniel and ask him to reply to it. Terri emailed us earlier today and said they haven’t had helpers
for over a week and a half.
From: Cindy Gist

To: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Cc: Terri Navarrette <Terri.Navarrette@sundale.org>
Just let me know.

Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley <
Brent.Bagley@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
HELP
Thank you
Terri
Sent from my iPhone
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 11/15/2017 1:59:45 PM
Subject: FW: ERS Library – Thanksgiving Break
From: Sara Torabi [mailto:Sara.Torabi@tcoe.org]

Subject: ERS Library – Thanksgiving Break
As a reminder, there will be no ERS Library Delivery/Pickup Service during the week of Thanksgiving Break (11
/20 thru 11/24).
The ERS Library and Teacher Resource Center will be open Monday – Wednesday, 8:00am – 5:00pm, if you
would like to stop by. The library will be closed Thursday– Sunday in observance of the Thanksgiving weekend.
Delivery & pickup service will resume on Tuesday, November 28 th.
The ERS Portal (www.erslibrary.org) is available 24/7/365 for your convenience; log in and use Follett Destiny to
reserve library materials for delivery to your site after the break, or visit our multiple databases for streaming
content, ebooks and other educational resources.
Thank you,
The ERS Library & Multimedia Center Staff
3/9/2018
Page 1
From: SignUpGenius <info@signupgenius.com>
To: Elizabeth Nunes
Date: 11/16/2017 3:51:31 AM
Subject: Sign Up Confirmation
Attachments: AEB234ECC0BD6A3ACA6220D40850AFA3.ics
Thank you, Elizabeth!

You're all signed up for Thanksgiving Party.
Water Bottles
Enough for 26
Tue., 11/21/2017 12:00pm - 1:10pm EST
Location: Ms. Allen's Classroom
View Sign Up
Edit My Sign Up Contact Rebekah Christiansen
25 tips to organize a successful school book fair. See Tips

© 2017 SignUpGenius. All Rights Reserved. | Privacy Policy
--------------------------------
3/9/2018
Page 2
From:
Subject: Thanksgiving Party
When: 11/21/2017 5:00:00 PM - 6:10:00 PM
Thanksgiving Party
Name: Elizabeth Nunes\nSigned Up For: \nWater Bottles - 1\n\nView Sign Up Form: https:/
/www.signupgenius.com/go/30E084FAEAB2AAAFE3-thanksgiving/47295341\nSign Up Contact:
Rebekah Christiansen berekah@comcast.net
3/9/2018
Page 1
From: Brent Bagley
To: Cindy Gist
Sundale Teachers
Date: 11/15/2017 1:59:27 PM
Subject: RE: Staff meeting
Please still come for prayer (7:40 tomorrow morning; computer lab 1) if you can make it. ;-)
From: Cindy Gist

To: Sundale Teachers <Teachers@sundale.org>
Cc: Mary-Ann Jordan <Mary-Ann.Jordan@sundale.org>; Shirley Wasnick <Shirley.Wasnick@sundale.org>; AnnMarie
Azevedo <AnnMarie.Azevedo@sundale.org>; Terri Rufert <Terri.Rufert@sundale.org>
Subject: Staff meeting
We will NOT have a staff meeting tomorrow but please read below J:
1. High school students are out next week. If you have OK’ed students to work in your classroom please email me the
name and day they will be coming. We only allow 2 at a time.
2. Please remind your students for the Professional Dress on Mondays and the high School/College Spirit days on
Wednesdays. I’m not seeing a lot of participation with this. This gives you an opportunity to talk up careers in your
classrooms.
3. Turn in your parent conference reports as you finish.
4. Evacuation Drill on Friday
Have a great rest of the week! ;)
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 11/15/2017 1:58:46 PM
Just let me know.

Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley
<Brent.Bagley@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
HELP
Thank you
Terri
Sent from my iPhone
3/9/2018
Page 1
From: Cindy Gist
Date: 11/15/2017 1:55:28 PM
Subject: Staff meeting
We will NOT have a staff meeting tomorrow but please read below J:
1. High school students are out next week. If you have OK’ed students to work in your classroom please email me the
name and day they will be coming. We only allow 2 at a time.
2. Please remind your students for the Professional Dress on Mondays and the high School/College Spirit days on
Wednesdays. I’m not seeing a lot of participation with this. This gives you an opportunity to talk up careers in your
classrooms.
3. Turn in your parent conference reports as you finish.
4. Evacuation Drill on Friday
Have a great rest of the week! ;)
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Terri Rufert
To: Susan Leal
Clint Wolsey
Date: 11/15/2017 12:57:51 PM
Subject: RE: Scouting Report
All workman comp football issue will go to Coach Wolsey!
Sincerely,
Terri Rufert
Superintendent
559-688-7451
Notice of Confidentiality - This transmission contains information that may be confidential and that may also be privileged. Unless you are the intended recipient of the message (or
authorized to receive it for the intended recipient), you may not copy, forward, or otherwise use it, or disclose its contents to anyone else. If you have received this transmission in error,
please notify the sender.
From: Susan Leal

To: Clint Wolsey <Clint.Wolsey@sundale.org>
Cc: Sundale Staff <Staff@sundale.org>
Subject: Re: Scouting Report
Funny. Only “Wolsey” could come up with it.

But .......
You didn’t mention all of us Seniors and all of us on The D.L.
J.K.
I will make sure we have the oxygen tanks and wheel chairs on the sidelines;
waiting for the football stars.
Sent from my iPhone
On Nov 14, 2017, at 2:34 PM, Clint Wolsey <Clint.Wolsey@sundale.org> wrote:
Just got the scouting report from Middle School Athletic Digest – Not a glowing report for the Sundale Staff football team…If
you are able to play/bring out your raucous class next Tuesday, PLEASE DO!!! Reviewing the scouting report we need some help!
Middle School Athletic Digest:
The Sundale Staff is set to take on the Sundale 8 th graders on November 21st @ 10:45-11:35. Here is a breakdown of the team.
Brooks Gist – Does the old gun slinger have another game left? Hopefully his pregame mix of Geritol and Metamucil gets him
through his record 35th straight start at QB.
Eric Garcia – Sitting behind a desk playing counselor hasn’t helped the waistline, his only chance is if he can play “Mind” games
with the opposing team.
Clint Wolsey – He’s still suffering from PFS (Post Forty Syndrome) …he’ll be lucky to take the field.
Joey Pursell – The former speedster; all he’s catching these days are 2 x4’s and kitchen sinks.
Brandon Dodson – The ex Ninja Warrior has given up weightlifting for diaper changing. He couldn’t find the Gym with a GPS,
but he can tell you what isle diapers are on at Target.
Sundale crew does have some X factors that might give them a chance…
The always unpredictable Robin Dougherty cannot be overlooked. Her unorthodox type of play is hard to match up against.
Then there are the two administrators of Sundale. These Beautiful young ladies keep defying father time and have become
faster, leaner, smarter, more amazing each year. Mrs. Rufert and Mrs. Gist will definitely be unstoppable!!! Mrs. Gist attributes
her amazingness to bowls and bowls of sopas. Mrs. Rufert said she gets her inspiration from her staff, especially from a young
handsome fella that teaches 5th grade (have a reporter trying to find out who this young handsome fella is).
The biggest advantage they have, will be from the support from all the classrooms!!! If maintenance brings their crew to play
GAME OVER!!!
Should be an interesting game; never underestimate experience!!!
3/9/2018
Page 1
From: Susan Leal
Sundale Staff
Date: 11/15/2017 5:43:47 PM
I am excited to let you know that we are on for the Mission Oak Partnership this
year.
Their first scheduled visit is set for Friday, December 1st.

Time: 10:15 to 12:15
Last year they sent 34 students.
They will start off with the 4th – 8th grade morning recess.
I will be sending 14 students to visit 8th graders at 10:30 and the remainder of
students will be dispersed throughout the school at 10:40.
I normally disperse 6-8 students amongst classrooms. Their visitation is normally

20-30 minutes per classroom.
Please let me know by Friday, November 17th if you are interested in the Mission
Oak Students coming to your classroom and a 1st and a 2nd choice of times.
I will try to accommodate everyone’s request.
Thank you,
Susan
3/9/2018
Page 1
To: Cindy Gist
Date: 11/15/2017 11:01:09 AM
HELP
We haven’t had table washers for the past week and a half. I’m not sure who’s class is up! We really
appreciate the extra hands 6 to be exact... haha
Thank you
Terri
Sent from my iPhone
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 11/15/2017 10:28:24 AM
Subject: FW: ERS Library – Thanksgiving Break

To: Gail Sante <Gail.Sante@sundale.org>
Subject: ERS Library – Thanksgiving Break
As a reminder, there will be no ERS Library Delivery/Pickup Service during the week of Thanksgiving Break (11
/20 thru 11/24).
The ERS Library and Teacher Resource Center will be open Monday – Wednesday, 8:00am – 5:00pm, if you
would like to stop by. The library will be closed Thursday– Sunday in observance of the Thanksgiving weekend.
Delivery & pickup service will resume on Tuesday, November 28 th.
The ERS Portal (www.erslibrary.org) is available 24/7/365 for your convenience; log in and use Follett Destiny to
reserve library materials for delivery to your site after the break, or visit our multiple databases for streaming
content, ebooks and other educational resources.
Thank you,
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/15/2017 10:20:25 AM
Subject: RE: pioneer help
In the packet we got from Elizabeth, it mentions 5 years. Roughing it on the Oregon Trail also mentions (up to) 5 years.
Those are the two I know of and I will share more if I find more. It honestly depended on the family I think, but it
seemed like it took a long time because most of them lost their farm, their home, their land.I will keep looking.

Subject: pioneer help
One of the areas my kids are researching is how much pioneers saved, how much, how long. I have only found a little
bit of information. If you have any website or papers on this, could you please share.
Thanks,
Carrie
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/15/2017 10:15:41 AM
Subject: pioneer help
One of the areas my kids are researching is how much pioneers saved, how much, how long. I have only found a little
bit of information. If you have any website or papers on this, could you please share.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 11/15/2017 10:08:52 AM
Subject: RE: IAB performance task
Let’s talk about this Friday at lunch (Trading Post).

It will be good practice for students to take the performance task. Let’s decide on a date that will work for everyone,
for our next meeting.

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon <
Subject: IAB performance task
In the past we had talked about doing the IAB ELA performance task. 3 rd grade is an opinion piece. 4th
and 5th is a narrative piece. I had not looked at Wonders yet. We need to see which genres it is
hitting. We need an opinion piece and narrative piece for trimester 2. We could also use them for
trimester 3. Just thought I’d share what I found. Maybe we could discuss this on our next Wednesday
meeting. We don’t meet until after Thanksgiving break. On November 29th I am helping Cindy with a
parent meeting so if we plan to meet that week, Monday and Wednesday are our for me. I have math
coach commitment already.
Carrie
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/14/2017 9:27:41 AM
Subject: New 3rd Grader
Moved into the district and will be starting soon. Not sure if it will be before Thanksgiving or not. I will keep you posted
Josie is her name
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Brent Bagley
To: Maricela Aguayo
Elizabeth Nunes
Daniel Gordon
Rita Faria
Victoria Mello
Linda Allen
Carrie Martinez
Date: 11/14/2017 8:59:04 AM
Subject: RE: F and F Day
I changed mine to pumpkin pie and whipped cream ;-)
From: Maricela Aguayo

Sent: Tuesday, November 14, 2017 8:33 AM
To: Brent Bagley <Brent.Bagley@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon
<Daniel.Gordon@sundale.org>; Rita Faria <Rita.Faria@sundale.org>; Victoria Mello <Victoria.Mello@sundale.org>; Linda
Allen <Linda.Allen@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>
I will bring couple of dozen of donuts.
From: Brent Bagley

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Rita Faria <
Rita.Faria@sundale.org>; Victoria Mello <Victoria.Mello@sundale.org>; Linda Allen <Linda.Allen@sundale.org>; Maricela
Aguayo <Maricela.Aguayo@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>
Subject: Re: F and F Day
I'll bring chips and cheese dip.

Get Outlook for Android

Sent: Thursday, November 9, 2017 5:36:25 AM
To: Elizabeth Nunes; Brent Bagley; Daniel Gordon; Rita Faria; Victoria Mello; Linda Allen; Maricela Aguayo
Subject: F and F Day
I just looked at the POW, we are on for F and F day next Friday. Yikes! What do we want to do? Theme? One
grade level salty, the other sweet? Let's get a plan before the end of the day so that we can shop this weekend.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/15/2017 8:24:16 AM
I think a computerized ELA IAB sounds great. I love the idea of preparing them for the state test and we need our kids
to be able to write on command or they will freeze up on the test.
Let’s figure out when we can meet next. PBL is coming up fast! Too fast.

Carrie
3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Rita Faria
Victoria Mello
Linda Allen
Carrie Martinez
Date: 11/14/2017 8:32:43 AM
I will bring couple of dozen of donuts.
From: Brent Bagley

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Rita Faria
<Rita.Faria@sundale.org>; Victoria Mello <Victoria.Mello@sundale.org>; Linda Allen <Linda.Allen@sundale.org>;
Maricela Aguayo <Maricela.Aguayo@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>


Thanks,
Carrie
3/9/2018
Page 1
From: CA-Assessments-DoNotReply <CA-Assessments@ets.org>
To: Elizabeth Nunes
Date: 11/15/2017 8:13:19 AM
Subject: Your California Assessment Systems Account Password Has Been Reset
You are receiving this e-mail because you reset your California assessment systems password. To
begin, please verify your identity using the secure verification link to access the Reset Your Password
Web page. Follow the instructions on the screen to create a new password. This link is valid if you have
been assigned to access systems for either the California Assessment of Student Performance and
Progress (CAASPP), the English Language Proficiency Assessments for California (ELPAC), or both
CAASPP and ELPAC.
The link provided here expires after 30 minutes. If you do not activate your account within this period,
you must request a new secure link by selecting the link in the previous paragraph, entering your e-mail
address in the Reset Your Password Web form, and then selecting the [Submit] button. Note that the
new secure link you receive will expire 30 minutes after your request.
If you believe you are receiving this notice in error, you did not request a password change, or if you
need further information regarding your program, please contact your program's testing coordinator at
your test site or local educational agency (LEA). The LEA coordinator should contact the appropriate
help desk for assistance—either the California Technical Assistance Center for CAASPP or the
Customer Support Center for ELPAC.
If you do not already have access to the Smarter Balanced Digital Library and would like access, please
contact your LEA CAASPP coordinator for more information.
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/14/2017 8:14:32 AM
Subject: Rooms 1-8 & special services
We are aware that your speakers are not working. If you can open your door during announcements today. Chase is working on fixing it
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/15/2017 7:56:05 AM
Carrie
3/9/2018
Page 1
From: Brent Bagley
Date: 11/14/2017 7:42:35 AM
Subject: Prayer this Thursday
If you would like to join up for a prayer of Thanksgiving, please join us at7:40 this Thursday morning in computer lab #1. I
thought it would be a nice opportunity to get together and pray before going on vacation next week.
God bless.
--Brent
3/9/2018
Page 1
From: Susan Leal
To: Clint Wolsey
Date: 11/14/2017 9:02:56 PM
Subject: Re: Scouting Report
Funny. Only “Wolsey” could come up with it.

But .......
You didn’t mention all of us Seniors and all of us on The D.L.
J.K.
I will make sure we have the oxygen tanks and wheel chairs on the sidelines;
waiting for the football stars.
Sent from my iPhone
On Nov 14, 2017, at 2:34 PM, Clint Wolsey <Clint.Wolsey@sundale.org> wrote:
Just got the scouting report from Middle School Athletic Digest – Not a glowing report for the Sundale Staff
football team…If you are able to play/bring out your raucous class next Tuesday, PLEASE DO!!! Reviewing the
scouting report we need some help!
The Sundale Staff is set to take on the Sundale 8th graders on November 21st @ 10:45-11:35. Here is a breakdown of
the team.
Brooks Gist – Does the old gun slinger have another game left? Hopefully his pregame mix of Geritol and
Metamucil gets him through his record 35th straight start at QB.
Eric Garcia – Sitting behind a desk playing counselor hasn’t helped the waistline, his only chance is if he can play
“Mind” games with the opposing team.
Brandon Dodson – The ex Ninja Warrior has given up weightlifting for diaper changing. He couldn’t find the Gym
with a GPS, but he can tell you what isle diapers are on at Target.
The always unpredictable Robin Dougherty cannot be overlooked. Her unorthodox type of play is hard to match up
against.
Then there are the two administrators of Sundale. These Beautiful young ladies keep defying father time and have
become faster, leaner, smarter, more amazing each year. Mrs. Rufert and Mrs. Gist will definitely be
unstoppable!!! Mrs. Gist attributes her amazingness to bowls and bowls of sopas. Mrs. Rufert said she gets her
inspiration from her staff, especially from a young handsome fella that teaches 5th grade (have a reporter trying to
find out who this young handsome fella is).
The biggest advantage they have, will be from the support from all the classrooms!!! If maintenance brings their
crew to play GAME OVER!!!
3/9/2018
Page 1
From: Felicia Robles
To: Sundale Staff
Date: 11/14/2017 4:45:40 PM
Subject: RE: Staff Christmas Dinner
Hello Everyone,
Can you believe it is almost Christmas? Well our Staff Christmas dinner is
scheduled for Saturday, December 9th. We will be having appetizers at Eric
Garcia’s home at 5:00 pm. Then we will head over to Shirley’s home for dinner at
6:00 pm.
The main course is Prime Rib and Turkey. There will be no cost to participate in
the dinner!!! J
There is a sign-up sheet on the wall near the whiteboard in the Staff Lounge for
side dishes. We are asking everyone to bring either a vegetable, kinds/salads,
desserts, and appetizers. Please sign up to bring one of these items to the dinner.
We have 62 people who have signed up, which is exciting.
We will be having our usual $10.00 gift exchange. This is for anyone who wants to
participate.
This should be a lovely event! We look forward to seeing you all there!
Felicia and the Social Committee
3/9/2018
Page 1
From: Brent Bagley
Sundale Staff
Date: 11/13/2017 2:20:01 PM
Subject: Microwave oven?
I just thought I would put this out there – does anyone have an old microwave that they might be willing to share? Not
having 3 microwaves in the breakroom really does make things go a lot slower in there. Lol. I think we took for granted
how nice it was having 3. ;-)
I would certainly donate one if I had an extra one. I will also keep my eye out for one at a garage sale.
Terri/Cindy: I apologize if this wasn’t appropriate to ask.
--Brent
3/9/2018
Page 1
From: Shannon Beck
Date: 11/13/2017 2:09:31 PM
Subject: scorch trials?
Anyone have a spare copy? Cant find one anywhere!!!! In high demand!
3/9/2018
Page 1
From: Shawn Verkaik
To: Sundale Staff
Date: 11/13/2017 1:11:53 PM
Subject: Pumpkin rolls
Happy Thanksgiving! once again I will be making my Pumpkins Rolls, if anyone is interested in purchasing please
email me or text me at . This year they will be for $12.00 each and just let me know what day
you would like them delivered to the school, otherwise I will bring them next Tuesday, November 21st and have
them in the staff frig for u. You may put the $ in an envelope in my box would be ok. Thank you so much for
your support.
3/9/2018
Page 1
From: Kim Godinho
To: Elizabeth Nunes
Date: 11/13/2017 10:29:13 AM
Subject: RE: CPR
It’s the 16th.

To: Kim Godinho <Kim.Godinho@sundale.org>
Subject: RE: CPR
What time on Wednesday? I thought the email said Thursday so I cleared my conference schedule. I can make it work
on Wednesday but I need to know the time to see if I have to move any conferences around.
From: Kim Godinho

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Rachel Medrano <Rachel.Medrano@sundale.org>; Eric Garcia <
Eric.Garcia@sundale.org>
Cc: Kim Godinho <Kim.Godinho@sundale.org>
Subject: CPR
Importance: High
You will be receiving your confirmation this afternoon for your CPR class on Wednesday.
3/9/2018
Page 1
From: Kim Godinho
To: Elizabeth Nunes
Rachel Medrano
Eric Garcia
Date: 11/13/2017 10:28:50 AM
Subject: RE: CPR
The class is the 16th.
From: Kim Godinho

To: Elizabeth Nunes (Elizabeth.Nunes@sundale.org) <Elizabeth.Nunes@sundale.org>; Rachel Medrano
<Rachel.Medrano@sundale.org>; Eric Garcia (Eric.Garcia@sundale.org) <Eric.Garcia@sundale.org>
Cc: Kim Godinho (Kim.Godinho@sundale.org) <Kim.Godinho@sundale.org>
Subject: CPR
Importance: High
3/9/2018
Page 1
From: Kim Godinho
To: Elizabeth Nunes
Rachel Medrano
Eric Garcia
Date: 11/13/2017 10:20:58 AM
Subject: CPR
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/14/2017 3:37:39 PM
SH: Brent
Movies: Daniel
Games: Carrie
Free: Elizabeth
Time: 12:30 to 1 pm
“Let your students see that not everything is easy for you. Let them see that you, as well as they, have to put effort
into what you do.”
3/9/2018
Page 1
From: Kim Godinho
To: Elizabeth Nunes
Date: 11/13/2017 10:12:32 AM
Subject: RE: cpr training
Yes, you haven’t received a confirmation?

To: Kim Godinho <Kim.Godinho@sundale.org>
Subject: cpr training
Am I still on the schedule for the training on November 16? If yes what time and where will it be located?
3/9/2018
Page 1
From: Tara
To: Elizabeth Nunes
Date: 11/13/2017 9:59:44 AM
Subject: Re: Founder's Day
Sure!
Sent from my iPhone
On Nov 13, 2017, at 8:39 AM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Thank you for your help. You have already answered most of my questions. Do you know the beginning numbers of the parent group
when they started? Or projects they helped to fund prior to the last 20 years?
I have no conferences next week. Would next Monday, November 20 be a good time to meet? We are on early release due to
conferences so I available after 1:15p.
Elizabeth
From: Tara ]
Hi Mrs. Nunes,
A couple of questions before I can research the information. Do you want to know specifically about PTO or are you looking at the
history of PTA as well. PTO started in the last 5-6 years, but PTA has been going on for many more than that. If you are looking for
information on how and why we changed to PTO, Kathy Vanderteig (sorry about the spelling) would be a better source for that.
PTA started with Oakdale School before we were Sundale. The PTA's from Oakdale, Nickerson, and Bliss joined together in about 1945
and behaved as one PTA until the Sundale school could actually be built and physically combined. Every PTA meeting would contain an
entertainment portion performed by the students in a certain grade--plays, poetry reading, music. The Oakdale 4H would also
regularly report at PTA meetings.
I need to do some research and will try and get back to you before December with more information. If you want to meet after school
sometime in the parent room, I can show you where most of the information is stored and we can work together finding pictures and
other things you may specifically want. I'm free Mondays, Thursdays, and Fridays after 1:00. Third grade goes until 2:10 correct?
Except Mondays I believe. Let me know if you want to meet next week or week after Thanksgiving break. I leave December 9th for
Christmas break for some personal necessity time. So I'll need to get you all the research before then.
Tara
On 11/7/2017 1:37 PM, Elizabeth Nunes wrote:

Hello!
Third grade is highlighting PTO for our Founder’s Day presentation. Cindy shared with me that you are the historian and
I was wandering if you would be able to help out by providing us with information. Any help or suggestions would be
very much appreciated. Below is a list of questions.
What year did PTO begin at Sundale?
How many were in the group? If it began small when did it begin to grow? What did they do to recruit more people?
What activities were PTO involved with? Have the activities changed over the years?
Thank you for your help.
Elizabeth Nunes
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 11/14/2017 2:34:11 PM
Subject: Scouting Report
Just got the scouting report from Middle School Athletic Digest – Not a glowing report for the Sundale Staff football
team…If you are able to play/bring out your raucous class next Tuesday, PLEASE DO!!! Reviewing the scouting report we
need some help!
The Sundale Staff is set to take on the Sundale 8th graders on November 21st @ 10:45-11:35. Here is a breakdown of the
team.
Brooks Gist – Does the old gun slinger have another game left? Hopefully his pregame mix of Geritol and Metamucil
gets him through his record 35th straight start at QB.
Eric Garcia – Sitting behind a desk playing counselor hasn’t helped the waistline, his only chance is if he can play “Mind”
games with the opposing team.
Brandon Dodson – The ex Ninja Warrior has given up weightlifting for diaper changing. He couldn’t find the Gym with a
GPS, but he can tell you what isle diapers are on at Target.
The always unpredictable Robin Dougherty cannot be overlooked. Her unorthodox type of play is hard to match up
against.
Then there are the two administrators of Sundale. These Beautiful young ladies keep defying father time and have
become faster, leaner, smarter, more amazing each year. Mrs. Rufert and Mrs. Gist will definitely be unstoppable!!!
Mrs. Gist attributes her amazingness to bowls and bowls of sopas. Mrs. Rufert said she gets her inspiration from her
staff, especially from a young handsome fella that teaches 5th grade (have a reporter trying to find out who this young
handsome fella is).
The biggest advantage they have, will be from the support from all the classrooms!!! If maintenance brings their crew to
play GAME OVER!!!
3/9/2018
Page 1
To: Sundale Staff
Date: 11/13/2017 8:40:21 AM

J
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/13/2017 8:26:54 AM
Subject: Speaker in your room
Please email me if you did NOT hear the announcements from speaker that is in your classroom this morning
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/13/2017 1:02:00 AM
on a skill.
800-507-2772
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 11/14/2017 12:25:42 PM
Subject: Library
Please remember to follow the Early Release afternoon library schedule this week and next.
Thanks J
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/12/2017 12:55:57 PM
Subject: For F and F this Friday
I picked up pumpkin pie, cool whip
3/9/2018
Page 1
To: Brent Bagley
Daniel Gordon
Elizabeth Nunes
Date: 11/14/2017 12:13:46 PM
Subject: IAB
When the kids are on the Chromebooks, they click the apps which is in the left hand corner. Air Secure
pops up, they click this. If it isn’t there you have to shut down and restart the Chromebook.
When you sign in (teacher), click Standarized/benchmark not nonstandarized. We can get scores on the
platforms, no one has seen them, therefore no one knows what they look like. We are taking Number and
Base Ten. Don’t click the fractions one, we aren’t taking that one.
When the kids log on, the screen is different than last year, they need to scroll to the bottom and click
yes.
14 questions on the test, it took about an hour to complete
I went to the Interium Test on the cassp.org website and was able to view the test to make an answer
key. Let me know if you have any other questions.
I hope this helps,

Carrie
3/9/2018
Page 1
From: Tara
To: Elizabeth Nunes
Date: 11/9/2017 6:03:59 PM
Hi Mrs. Nunes,
A couple of questions before I can research the information. Do you want to know specifically about
PTO or are you looking at the history of PTA as well. PTO started in the last 5-6 years, but PTA has
been going on for many more than that. If you are looking for information on how and why we changed
to PTO, Kathy Vanderteig (sorry about the spelling) would be a better source for that.
PTA started with Oakdale School before we were Sundale. The PTA's from Oakdale, Nickerson, and
Bliss joined together in about 1945 and behaved as one PTA until the Sundale school could actually be
built and physically combined. Every PTA meeting would contain an entertainment portion performed
by the students in a certain grade--plays, poetry reading, music. The Oakdale 4H would also regularly
report at PTA meetings.
I need to do some research and will try and get back to you before December with more information. If
you want to meet after school sometime in the parent room, I can show you where most of the
information is stored and we can work together finding pictures and other things you may specifically
want. I'm free Mondays, Thursdays, and Fridays after 1:00. Third grade goes until 2:10 correct?
Except Mondays I believe. Let me know if you want to meet next week or week after Thanksgiving
break. I leave December 9th for Christmas break for some personal necessity time. So I'll need to get
you all the research before then.
Tara
On 11/7/2017 1:37 PM, Elizabeth Nunes wrote:
Hello!
Third grade is highlighting PTO for our Founder’s Day presentation. Cindy shared with me that you are the
historian and I was wandering if you would be able to help out by providing us with information. Any help or
suggestions would be very much appreciated. Below is a list of questions.
What year did PTO begin at Sundale?
How many were in the group? If it began small when did it begin to grow? What did they do to recruit more
people?
What activities were PTO involved with? Have the activities changed over the years?
Thank you for your help.
Elizabeth Nunes
3/9/2018
Page 1
From: Katie Biangone
Date: 11/9/2017 10:38:36 AM
Subject: RE: student supplies
Just a reminder that names are due to me by 3:20 today!!! If we do not get your names by 3:20 today, your
students will not have an opportunity to receive a backpack with school supplies and books!
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
From: Cindy Gist

Cc: Katie Biangone <Katie.Biangone@sundale.org>
Subject: student supplies
Some of you may recall at the end of last year I distributed backpacks/book bags to students in need as well as school
supplies. I would like to do this again next month.
Please send Katie names of any students from your class who you would want to receive school supplies .There is no
guarantee they will be chosen, although we may do this again in the Spring.
Send your names to Katie BY THURSDAY at 3:20.

She will be ordering materials on Monday. If names are NOT received by Thursday at 3:20, your students won’t have an
opportunity.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Daniel Gordon
Rita Faria
Victoria Mello
Linda Allen
Maricela Aguayo
Carrie Martinez
Date: 11/9/2017 6:13:37 AM

Thanks,
Carrie
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/9/2017 9:54:26 AM
Attachments: 532FA810023061304E22795C8F57E3B8.ics

You're all signed up for Thanksgiving.
Graham cracker crumbs (2)

13.5 oz box
Mon., 11/20/2017 1:30pm - 2:15pm CST
Location: Inside or outside classroom
View Sign Up
Edit My Sign Up Contact Marcia Wolsey
Plan a Thanksgiving party or dinner with a sign up. Learn More

--------------------------------
3/9/2018
Page 2
From:
Subject: Thanksgiving
Location: Inside or outside classroom
When: 11/20/2017 7:30:00 PM - 8:15:00 PM
Thanksgiving
Name: Elizabeth Nunes\nSigned Up For: \nGraham cracker crumbs - 2\n\nView Sign Up Form: http:/
/www.signupgenius.com/go/4090B49A4A723A5FD0-thanksgiving/47295341\nSign Up Contact: Marcia
Wolsey marcia.wolsey@yahoo.com
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Rita Faria
Victoria Mello
Linda Allen
Maricela Aguayo
Date: 11/9/2017 5:36:25 AM
Thanks,
Carrie
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
LeeAnn Cortez
3/9/2018
Page 2
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 11/9/2017 7:34:52 AM
Subject: Revisions To POW
Remove- Monday 13th Winterguard Tryouts/Practice 1:00-3:00

Add-Yearly Audit Begins on Monday, 13th thru 30 th ish in Katies office/Board Room
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Arzella Barnes
Felicia Robles
Linda Allen
Rita Faria
Daniel Gordon
Brent Bagley
Victoria Mello
Elizabeth Nunes
Tami Warner
Brandon Dodson
Marcy Miller
Cheryl Benson
Date: 11/9/2017 7:22:53 AM
Subject: Math Academy Permission Slips
Teachers,
I will be putting your Math Academy permission slips in your boxes today. Please pass out at
conferences and get them signed. Once they are signed, please drop them in my box. Math Academy
will run from January 16 to March 1. Just a friendly reminder that in Math Academy, the teacher is
working with the group on a specific math skill. We don’t do their homework during Math Academy. I
will send out classroom assignments and a reminder when we get closer to our start date. If you have
any questions, please let me know.
Thanks,
Carrie
3/9/2018
Page 1
Date: 11/8/2017 4:21:05 PM
Subject: Phones Rebooting
FYI…. The tech guys from Diamond will be rebooting the classroom phones in just a few minutes. They are
trying to find the root of a problem we are having with the backup lines.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
From: Judy Rose
To: Elizabeth Nunes
Date: 11/8/2017 4:00:26 PM
Subject: RE: founder's day
Should be able to J

To: Judy Rose
Subject: founder's day
We had our meeting today. We decided on You’ve got a Friend in Me (toy story) and Star Spangled Banner. I am typing
the lyrics and will send you the attachment. Would you be able to burn the songs onto a cd for each of us?
Thanks
Elizabeth
3/9/2018
Page 1
From: Margarita Quintana <mquintana@tcoe.org>
To: Eloise Martinez
aramos8180@yahoo.com
Elizabeth Nunes
Eric Garcia
Rachel Medrano
kavila@earlimart.org
shellwig@seuoiaunion.org
jline@sequoiaunion.org
scmachado@sequoiaunion.org
rojeda@earlimart.org
Date: 11/14/2017 11:07:49 AM
Subject: TCOE Basic HeartSaver CPR Class - Thursday, November 16, 2017
Attachments: Doe Avenue Map.pdf
Student Letter.pdf
Good afternoon,
This is a reminder you are registered to attend the Tulare County Office of Education Basic
HeartSaver CPR course this week on Thursday, November 16, 2017. Class will begin
promptly at 4:00 p.m. Please make arrangements to be here at 4:00. Unfortunately if you
are late, you will not be able to catch up and will have to attend a different date, as is
available.
Attached you will find a letter with information including pertinent information for you
about the training. I have also attached a map to our location where the training will be
held.
Please Note: If your school district/program is not paying for your class, please make
sure to bring payment with you in the form of cash or check. The cost is $50.00 per
person. If you will be paying wish cash, please bring correct change as we do not keep
cash on the premises.
New Cancellation Policy: Any cancellations will be accepted until two (2) days prior to
the training. Otherwise school district/participants will be responsible for the payment
of class registration fees regardless of attendance/participation.
Please feel free to contact our office at the number below if you have any questions.
We look forward to seeing you this Thursday, November 16, 2017!
Thank you.
Margarita G. Quintana
Secretary
School Health Programs
7000 Doe Ave., Bldg. 700
Visalia, CA 93291
Office: (559) 651-0130, ext. 3730
FAX: (559) 651-1995
3/9/2018
Page 2
NORTH BOUND:
5 North to 99 North
99 North to 198 East
198 East Exit on Shirk Road
Left on Shirk Road (heading North)
Left on Doe Avenue
(about ¼ mile North of Goshen Ave.)
SOUTH BOUND:
5 South or 99 South to 198 East
198 East exit on Shirk Road
Left on Shirk Road (heading North)
Turn Left on Doe Avenue
Doe Avenue is about ¼ of a mile
north of Goshen Avenue
X
PARKING: For your convenience,
Building 700 please use either the Doe Avenue
entrance or 2nd entrance off Shirk Rd.
to the TCOE, Doe Avenue Complex.
Questions:
Please call (559) 651-0130, #3730
Building 300
Updated 7/22/11
mquintana
3/9/2018
Page 3
Jim Vidak
County November 13, 2017
Superintendent
of Schools
Dear HeartSaver CPR AED Course Student:
7000 Doe Avenue
Visalia, CA 93291
Welcome to the Heartsaver CPR AED Course!
www.tcoe.org
The class you are registered to attend will be held this week:
Date: Thursday, November 16, 2017
Child Care Time: 4:00 - 6:00 p.m.
Suite C Location: School Health Programs, 7000 Doe Ave., Bldg. 700, Visalia
559 651-3022
fax 559 651-3802 Classes will begin promptly at 4:00 p.m.
How to Get Ready:

Choices
Building 300
The Heartsaver CPR AED Course covers a lot of material in a short period of time. If you
559 651-0155 would like to review the materials prior to the course, please contact our office. This will
fax 559 651-0172 help you learn more during the course and make you more comfortable with the material.
What to Wear:
Educational You will be practicing skills which require kneeling, bending, standing, and lifting so
Resource Services Please wear loose, comfortable clothing.
Suite A
559 651-3031 If you have any physical conditions which may prevent these activities, please notify one
fax 559 651-1012 of the instructors. The instructor may be able to adjust the equipment to accommodate
your needs. Please make sure to notify your instructor if you are allergic to latex.
Migrant Education
Suite B We look forward to welcoming you this week on Thursday, November 16th.
559 651-3035
fax 559 651-1701 If you have any questions about the course, please contact Margarita Quintana at
(559) 651-0130 ext. 3730.
School Health Sincerely,

Programs
Building 700
559 651-0130
fax 559 651-1995
Nan Arnold, RN, PHN
Program Manager, School Health Programs
Theatre Company
Building 300
559 651-1482
fax 559 651-0172
3/9/2018
Page 1
From: Gail Sante
Date: 11/14/2017 10:08:07 AM
Subject: AR rewards
In your boxes you will find coupons for your students to the student store. The names of the
students who reached 85% accuracy are highlighted. The names of the students who have
won the Big Kahuna gift certificate will be announced by Cindy tomorrow morning during the
morning announcements. Please let your students know this so they are listing and excited!
There will be one winner from each grade and they may come to the library to pick up their
prize as soon as the announcements are over.
Thanks J
Gail
3/9/2018
Page 1
From:
Brent Bagley
To:
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/8/2017 3:14:03 PM
Subject: Song lyrics (Founder's Day)
Attachments: Founder's Day song 2018.doc
I wanted to save you the time Elizabeth….. J
Here are the lyrics (straight from Walt Disney Records) put in a Word document.
--Brent
3/9/2018
Page 2
You’ve Got a Friend in Me (Toy Story) lyrics

You've got a friend in me
When the road looks, rough ahead
And you're miles and miles
From your nice warm bed
Just remember what your old pal said
Boy, you've got a friend in me

You've got troubles, well I've got 'em too
There isn't anything I wouldn't do for you
We stick together and we see it through
Some other folks might be

A little bit smarter than I am
Bigger and stronger too
Maybe
But none of them will ever love you the way I do
It’s me and you boy
And as the years go by
Our friendship will never die
You're gonna see
It's our destiny
https://genius.com/Walt-disney-records-youve-got-a-friend-in-me-lyrics
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Danni Coelho
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
3/9/2018
Page 2
Jodi Searcy
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 11/8/2017 3:00:32 PM
Subject: POW
Have a great 3 day weekend!!!! HAPPY VETERAN’S DAY
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 3
3/9/2018
Page
POW November 13th - 17th , 2017 Chase on alarms for4November 331-8442
Monday Thanksgiving Food Drive Continues
Parent Conference Early Release Begins thru 21st TK-3 @ 1:10/4th-8th @ 2:15
4th/5th Report Cards due to Cindy
Winterguard Tryouts/Practice 1:00-3:00
6th-8th grade Report Cards due to Cindy
School Board Meeting Board Rm. 7:30 p.m.

Evacuation Drill
Late Night Conferences 4th-8th 2:30 p.m. - ? MP
Friday F & F Day hosted by 2nd & 3rd grade
2nd grade Pilgrim Simulation in classrooms 9:00-11:00
Soccer game HOME vs. Tipton 1:00

Monday 11/20 Parent Conferences Continued
ESL V-Center 8:00-9:00 a.m.
Food Drive Sorting 8:00 MP
Tuesday 11/21 ESL V-Center 8:00-9:00

Wednesday 11/22 Office will be open from 7:30-4:00
Thursday 23 and Friday 24 Office will be closed
Happy Thanksgiving to all. Enjoy your 5 day weekend. Have a Happy Happy Day.
3/9/2018
Page 1
To: Sundale Staff
Date: 11/8/2017 1:51:54 PM
Subject: Pomegranates
Small amount of pomegranates for sale this week. 75 cents each.
Sent from my iPad
3/9/2018
Page 1
From: Cindy Gist
Date: 11/8/2017 1:38:31 PM
Subject: FW: Countywide Outdoor Ed Workshop Nov 14
Attachments: SEED Mountains.pdf
From: Rob Herman [mailto:robh@tcoe.org]

To:
Allensworth School
District (Esmeral
da Vigil) <evi
gil@allensworth.k12.ca.us>;
Alpaugh Unified S
chool District (
Lenny Bautista)
<lbautista@alpaugh.k12.ca.u
s>; Alta Vista
School District
(Teresa Orth) <to
rth@altavistaesd.org>; B
urton School Dis
trict (Shawn Dav
ila) <sdavila@b
urtonschools.org>; Cut
ler-Orosi Joint
Unified School Di
strict (Micaela
Macareno) <mmacare
no@cojusd.org>; Dinub
a Unified Scho
ol District (C
ynthia Kaljumagi
) <ckaljuma@di
nuba.k12.ca.us>; Duco
r Union School
District (Jeremia
h Sosa) <jsosa
@ducorschool.com>; Ear
limart School Di
strict (Maribel
Mercado) <mmercad
o@earlimart.org>; Elea
nor Roosevelt C
ommunity Learning
Center (Heather
Howard) <heather@
erclc.org>; Exeter
Unified School Di
strict (Bernadin
e Landeros) <b
landeros@exeter.k12.ca.us>;
Farmersville Unifie
d School Distr
ict (Rosemary D
eLeon) <rdeleon@
farmersville.k12.ca.us>;
Hope School Dis
trict (Adela Mac
iel) <hopeelems
chool@gmail.com>; Hot
Springs School Di
strict (Bonnie C
3/9/2018
Page 2
line) <bonniegra
ce27@gmail.com>; King
s River Union
School District
(Erika Lopez) <e
lopez@kings-river.k
12.ca.us>; Liberty
School District
(Debbie Rodriguez
) <drodriguez@
liberty.k12.ca.us>; Lin
dsay Unified Sc
hool District (
Bobbie Velasquez
) <bvelasquez@
lindsay.k12.ca.us>; Mon
son-Sultana Joi
nt Union Schoo
l District (Ro
semary Montemayo
r) <rosemary@m
sschool.org>; Oak Va
lley Union Scho
ol District (O
rlanda Meneses)
<orlanda.meneses@oakvalleys
chool.org>; Palo Ve
rde Union Schoo
l District (Ke
ri Rodriguez)
<krodriguez@palo-verd
e.k12.ca.us>; Pixley
Union School Dis
trict (Amy Beck)
<abeck@pixley.k12.ca.us>;
Pleasant View Sch
ool District (Y
esenia Reyes) <y
eseniac@pleasant-view
.k12.ca.us>; Porter
ville Unified Sc
hool District (
Irene Flores) <i
flores@portervilleschools.o
rg>; Richgrove
School District
(Aracelia "RC" Car
denas) <rc@richg
rove.org>; Rockfor
d School Distr
ict (Cheryl Hic
ks) <rockfordsc
hool2@yahoo.com>; Sauc
elito School Dis
trict (Stephanie
Serafin) <sserafi
n@saucelito.k12.ca.us>; S
equoia Union Sch
ool District (D
evon Navarro) <
dnavarro@sequoiaunion.org>;
Stone Corral Sch
ool District (D
olores Gonzalez)
<dgonzalez@stone-corr
al.k12.ca.us>; Strat
hmore Union Scho
3/9/2018
Page 3
ol Distict (Ki
m Dougherty) <
kdougherty@suesd.k12.ca.us>
; AnnMarie Aze
vedo <AnnMarie.
Azevedo@sundale.org>; Su
nnyside Union Sch
ool District (J
eannette Torres-M
arquez) <jmarquez
@sunnyside.k12.ca.us>; T
erra Bella Unio
n School Distr
ict (Mary Suare
z) <msuarez@tb
uesd.org>; The Aca
demies Charter M
anagement Organiza
tion (Shauna Do
lin) <sdolin@sy
camorevalleyacademy.org>;
Three Rivers Uni
on School Dist
rict (Lynda LeF
ave) <llefave@3
rusd.org>; Tipton
School District
(Annette Miller)
<amiller@tipton.k12.ca.us>;
Traver Joint Sch
ool District (L
inda Navarro) <
lnavarro@traversd.com>; T
ulare City Schoo
l District (Ch
eri Crook) <ccr
ook@tcsdk8.org>; Tula
re Joint Union
High School Dis
trict (Marietta
Martinez) <mariett
a.smith@tulare.k12.ca.us>;
Visalia Unified S
chool District (
Delia Smart) <ds
mart@vusd.org>; Wauke
na Joint Union
School District
(Gloria Solis) <g
lorias@waukena.k12.ca.us>;
Woodlake Unified
School District
(Monica Carter) <
mcarter@w-usd.org>
; Woodville Un
ion School Dist
rict (Monica Gu
ereca) <mguereca
@woodville.k12.ca.us>; A
llensworth School
District (Roel Ma
rroquin) <rmarroq
uin@allensworth.k12.ca.us>;
Alpaugh Unified S
chool District (
Gary Mekeel) <g
arymekeel@alpaugh.k12.ca.us
3/9/2018
Page 4
>; Alta Vista
School District
(Robert Hudson, E
d.D.) <rhudson@a
ltavistaesd.org>; Buen
a Vista School
District (Carole
Mederos) <cmedero
s@buenavistaeagles.org>;
Burton School Di
strict (Sharon K
amberg, Ed. D.) <
skamberg@burtonschools.org>
; Columbine Sc
hool District (
Timothy Jones) <t
colschool@aol.com>; Cut
ler-Orosi Joint
Unified School Di
strict (Yolanda
Valdez) <yvaldez@
cojusd.org>; Dinuba
Unified School Di
strict (Jose A.
Hernandez, Ed. D.)
<jhernandez@dinuba.k12.ca.u
s>; Ducor Union
School District
(Isidro Rodriguez
, Jr.) <irodri
guez@ducorschool.com>; E
arlimart School D
istrict (Philip N
ystrom) <pnystrom
@earlimart.org>; Elea
nor Roosevelt C
ommunity Learning
Center (Daniel H
uecker) <daniel@e
rclc.org>; Exeter
Unified School Di
strict (Tim Hire
) <thire@exete
r.k12.ca.us>; Farmer
sville Unified S
chool District (
Randy Degraw) <r
degraw@farmersville.k12.ca.
us>; Hope Schoo
l District (De
borah McCaskill)
<tigerprincipal@gmail.com>;
Hot Springs Sch
ool District (T
om Byars) <tom
.byars@hotspringsschool.org
>; Kings River
Union School Dis
trict (Sherry Ma
rtin) <smartin@k
rusd.org>; Liberty
School District
(Keri Montoya) <
kmontoya@liberty.k12.ca.us>
; Lindsay Unif
ied School Dist
rict (Thomas Ro
3/9/2018
Page 5
oney) <trooney@l
indsay.k12.ca.us>; Mon
son-Sultana Joi
nt Union Schoo
l District (Ch
ristopher Meyer) <
cmeyer@msschool.org>; Oa
k Valley Union
School District
(Fernie Marroquin
, Ed.D.) <f.ma
rroquin@oakvalleyschool.org
>; Outside Cre
ek School Dist
rict (Derrick B
ravo) <dbravo@ou
tsidecreek.org>; Palo
Verde Union Scho
ol District (E
rnie Flores) <e
flores@palo-verde.k
12.ca.us>; Pixley
Union School Dis
trict (Heather E
lick) <helick@pi
xley.k12.ca.us>; Plea
sant View Schoo
l District (Ma
rk Odsather) <
marko@pleasant-view.
k12.ca.us>; Porterv
ille Unified Sc
hool District (
Ken Gibbs, Ed.D
.) <kgibbs@por
tervilleschools.org>; Ri
chgrove School Di
strict (Mario Mi
llan) <mariom@ri
chgrove.org>; Rockfo
rd School Dist
rict (Caron Bor
ba) <caronborba
@rockfordschools.net>; S
aucelito School D
istrict (Cynthia
Lamb) <clamb@sau
celito.k12.ca.us>; Seq
uoia Union Scho
ol District (P
erry Jensen) <p
jensen@sequoiaunion.org>;
Springville Union S
chool District (
Connie Owens) <c
onnies@ocsnet.net>; Sto
ne Corral Scho
ol District (C
hristopher Kemper)
<ckemper@stone-corra
l.k12.ca.us>; Strath
more Union Scho
ol Distict (Sh
elly Long, Ed.
D.) <slong@sues
d.k12.ca.us>; Terri
Rufert <Terri.Ru
3/9/2018
Page 6
fert@sundale.org>; Sun
nyside Union Sch
ool District (S
teve Tsuboi) <s
tsuboi@sunnyside.k12.ca.us>
; Terra Bella
Union School Dis
trict (Guadalupe
Roman) <groman@t
buesd.org>; The Aca
demies Charter M
anagement Organiza
tion (Ruth Dutt
on) <rdutton@sy
camorevalleyacademy.org>;
Three Rivers Uni
on School Dist
rict (Susan P.
Sherwood) <spsherw
ood@3rusd.org>; Tipto
n School Distr
ict (Anthony He
rnandez) <ahernan
dez@tipton.k12.ca.us>; T
ipton School Dis
trict (Jacob Mun
oz) <jmunoz@tip
ton.k12.ca.us>; Tipto
n School Distr
ict (Stacey Bet
tencourt) <sbetten
court@tipton.k12.ca.us>;
Traver Joint Sch
ool District (S
teve Ramirez) <
sramirez@traversd.com>; T
ulare City Schoo
l District (Cl
are Gist, Ed.D.
) <cgist@tcsdk
8.org>; Tulare Jo
int Union High
School District
(Tony Rodriguez)
<tony.rodriguez@tulare.k12.
ca.us>; Visalia U
nified School Di
strict (Todd Oto
, Ed.D.) <toto
@vusd.org>; Waukena
Joint Union Scho
ol District (T
erri Lancaster)
<terril@waukena.k12.ca.us>;
Woodlake Unified
School District
(Drew Sorensen)
<dsorensen@w-usd.or
g>; Woodville U
nion School Dis
trict (Jesse Nav
arro) <jnavarro@
woodville.k12.ca.us>; Al
paugh Unified -
Alpaugh Elementar
y (Nancy Ruble
) <nruble@alpa
3/9/2018
Page 7
ugh.k12.ca.us>; Alta
Vista - Alta Vis
ta School (Cli
ff Cantrell) <
ccantrell@altavistaesd.org>
; Burton - Bur
ton Community D
ay (Anthony Ma
rtin, Ed.D.) <an
thony.martin@burtonschools.
org>; Burton - B
urton Elementary
(Brook Torres) <
btorres@burtonschools.org>;
Burton - Burton
Horizon Academy (
Matt McCracken)
<mmccracken@burtonschools.o
rg>; Burton - B
urton Middle (Ad
riana Franco) <a
franco@burtonschools.org>;
Burton - Jim Map
les Academy (Mi
tzie Styles) <m
styles@burtonschools.org>;
Burton - Oak Gro
ve Elementary
(Troy Hayes) <th
ayes@burtonschools.org>;
Burton - Summit
Charter Academy L
ombardi Campus (S
tacie Fleischman
) <sfleischman
@burtonschools.org>; Bu
rton - Summit C
harter Academy M
athew Campus (Li
ly Shimer) <ls
himer@burtonschools.org>;
Burton - Summit
Charter Collegiat
e Academy (Jor
ge Ramos) <jra
mos@burtonschools.org>; B
urton - William
R. Buckley Ele
mentary (Matt Bax
ter) <matt.baxt
er@burtonschools.org>; C
entral Californi
a Connections
Academy (Marcus W
hite) <mwhite@ca
lca.connectionsacademy.org>
; Crescent Val
ley Public Char
ter (Shellie Ha
nes) <shanes@cv
charter.org>; Cutler
-Orosi Joint
Unified - Communi
ty Day (Robert
Gonzales) <rgonzal
es@cojusd.org>; Cutle
r-Orosi Joint
3/9/2018
Page 8
Unified - Cutler
Elementary (Leanne
Cerda) <lcerda@c
ojusd.org>; Cutler-
Orosi Joint Unif
ied - El Monte
Middle (Michelle
Dungan) <mdungan@
cojusd.org>; Cutler
-Orosi Joint
Unified - Golden
Valley Elementar
y (Leticia Tre
vino) <ltrevino@
cojusd.org>; Cutler
-Orosi Joint
Unified - Orosi H
igh (Roberto Va
ca) <rvaca@coju
sd.org>; Cutler-O
rosi Joint Unif
ied - Palm Elem
entary (Jayboy C
amaquin) <jcamaqu
in@cojusd.org>; Dinub
a Unified - Di
nuba Adult (Suz
anne Rodriguez)
<suzanne.rodriguez@dinuba.k
12.ca.us>; Dinuba
Unified - Dinuba
High (Mike Robe
rts) <mroberts@
dinuba.k12.ca.us>; Din
uba Unified - G
rand View Eleme
ntary (Kevin Tho
mas) <kthomas@d
inuba.k12.ca.us>; Dinu
ba Unified - J
efferson Elementa
ry (Lisa Bensl
ay) <lbenslay@d
ba Unified - J
ohn F. Kennedy
Academy (Cindy Ja
mes) <cjames@di
nuba.k12.ca.us>; Dinu
ba Unified - L
incoln Elementar
y (Gina Ramsha
w) <gramshaw@d
ba Unified - R
oosevelt Elementa
ry (Liz Gonzal
ez) <lizg@dinub
a.k12.ca.us>; Dinuba
Unified - Washing
ton Intermediat
e (Jonathan To
rres) <jtorres@d
ba Unified - W
ilson Elementary
(Jesse Sanchez)
3/9/2018
Page 9
<jesse.sanchez@dinuba.k12.c
a.us>; Earlimart
- Alila (Meli
ssa Ruiz) <mrui
z@earlimart.org>; Earl
imart - Earlimar
t Community Da
y (Raylene Wel
ch) <rwelch@ear
limart.org>; Earlim
art - Earlimart
Elementary (Stepha
nie Mendes) <sm
endes@earlimart.org>; Ea
rlimart - Earlima
rt Middle (Sco
tt Staton) <ss
taton@earlimart.org>; Ex
eter Unified -
Exeter Union Hig
h (Robert Mayo
) <rmayo@exete
r.k12.ca.us>; Exeter
Unified - Kaweah
Continuation High (
Darin Pace) <dpa
ce@exeter.k12.ca.us>; Ex
eter Unified -
Lincoln Elementar
y (Veronica Ra
igoza) <vraigoza
@exeter.k12.ca.us>; Exe
ter Unified - R
ocky Hill Eleme
ntary (Linda Mon
temayor) <lmontem
ayor@exeter.k12.ca.us>; E
xeter Unified -
Wilson Middle (S
onia Wilson) <s
wilson@exeter.k12.ca.us>;
Farmersville Unifie
d - Deep Creek
Academy (Emily Ko
op) <ekoop@farm
ersville.k12.ca.us>; Fa
rmersville Unified
- Farmersvill
e High (Lisa W
hitworth) <lwhitwo
r@farmersville.k12.ca.us>;
Farmersville Unifie
d - Farmersvil
le Junior High
(Manuel Mendez) <
mmendez@farmersville.k12.ca
.us>; Farmersvil
le Unified - F
reedom Elementar
y (Emily Rodri
guez, Ed.D.) <er
odrigu@farmersville.k12.ca.
us>; Farmersvil
le Unified - G
eorge L Snowden
(Melinda Canning)
<murton@farmersville.k12.ca
3/9/2018
Page 10
.us>; Farmersvil
le Unified - J
E Hester (Lupe
Perez) <lperez@f
armersville.k12.ca.us>; J
ohn Muir Charte
r - Sequoia Co
mmunity Corps (Ma
ry Alice Escar
sega-Fechner) <
mary.escarsega-fechn
er@cset.org>; Lindsa
y Unified - Je
fferson Elementar
y (Gina Wise)
<gwise@lindsay.k12.ca.us>;
Lindsay Unified -
JJ Cairns Cont
inuation High (De
nnis Doane) <dd
oane@lindsay.k12.ca.us>;
Lindsay Unified -
Kennedy Elementar
y (Christine M
cJunkin) <cmcjunk
in@lindsay.k12.ca.us>; L
indsay Unified -
Lincoln Elementar
y (Tammy Milli
gan) <tmilligan
@lindsay.k12.ca.us>; Li
ndsay Unified -
Lindsay High (Hea
ther Rocha) <hr
ocha@lindsay.k12.ca.us>;
Lindsay Unified -
Reagen Elementar
y (Cindy Alonz
o) <calonzo@li
ndsay.k12.ca.us>; Lind
say Unified - R
oosevelt Elementa
ry (Debra Warn
er) <dwarner@li
ndsay.k12.ca.us>; Lind
say Unified - W
ashington Elementa
ry (Cinnamon S
cheufele) <cscheuf
ele@lindsay.k12.ca.us>; O
ak Valley Union School (Kourtnee Shawn) <kourtnee.shawn@oakvalleyschool.org>; Pixley Union - Pixley Elementary (Lisa
Hoover) <lhoover@pixley.k12.ca.us>; Pixley Union - Pixley Middle (Erika Cortez) <ecortez@pixley.k12.ca.us>; Porterville
Unified - Adult (S
taci Phipps) <sphipps@portervilleschools.org>; Porterville Unified - Bartlett Middle (Mike Tsuboi)
<mtsuboi@portervilleschools.org>; Porterville Unified - Belleview Elementary (Crystal Milinich)
<cmilinich@portervilleschools.org>; Porterville Unified - Citrus High (Scott Braden) <sbraden@portervilleschools.org>;
Porterville Unified - Granite Hills High (Apolinar Marroquin) <amarroqu@portervilleschools.org>; Porterville Unified -
Harmony Magnet Academy (Jeff Brown) <jeffbrown@portervilleschools.org>; Porterville Unified - John J. Doyle
Elementary (J.R. Or
tiz) <uortiz@portervilleschools.org>; Porterville Unified - Los Robles Elementary (Carla Crocker)
<ccrocker@portervilleschools.org>; Porterville Unified - Monache High (Eric Barba, Ed.D.)
<ebarba@portervilleschools.org>; Porterville Unified - Monte Vista Elementary (Andrew Woodley)
<awoodley@portervilleschools.org>; Porterville Unified - Olive Street Elementary (Isaac Nunez)
<inunez@portervilleschools.org>; Porterville Unified - Pioneer Middle (Angel Valdez) <avaldez@portervilleschools.org>;
Porterville Unified - Porterville High (Jose Valdez) <valdez@portervilleschools.org>; Porterville Unified - Prospect
Education Center (Dawn Crater) <dawncrater@portervilleschools.org>; Porterville Unified - Roche Avenue Elementary
(Patty Jorgensen) <pjorgensen@portervilleschools.org>; Porterville Unified - Sante Fe Elementary (Julissa Leyva Ed.D.)
3/9/2018
Page 11
<jleyva@portervilleschools.org>; Porterville Unified - Sequoia Middle (Joe Santos, Ed. D.)
<jsantos@portervilleschools.org>; Porterville Unified - Strathmore High (John Buckley)
<jbucks@portervilleschools.org>; Porterville Unified - Vandalia Elementary (Laura Vera) <lvera@portervilleschools.org>;
Porterville Unified - Vine Street Community Day (Monty Newkirk) <mnewkirk@portervilleschools.org>; Porterville
Unified - West Put
nam Elementary (Lissa Lambie) <lttllamb@portervilleschools.org>; Porterville Unified - Westfield Elementary (Cindy
Ervin) <cervin@portervilleschools.org>; Strathmore Union - Strathmore Community Day (Joanie Stone)
<jstone@suesd.k12.ca.us>; Strathmore Union - Strathmore Elementary (Jacquie Pennell-Meredith)
<jmeredith@suesd.k12.ca.us>; Cindy Gist <Cindy.Gist@sundale.org>; Anjelica Zermeno <azermeno@tcoe.org>; Eric
Thiessen <erict@tcoe.org>; Terra Bella Union - Terra Bella Elementary (Juan Flores) <jflores@tbuesd.org>; The
Academies Charter Management Organization - Blue Oak Academy (Dana Stinson) <dstinson@blueoakacademy.org>;
The Academies Charter Management Organization - Sycamore Valley Academy (Damien Phillips)
<dphillips@sycamorevalleyacademy.org>; Tulare City - Alice G Mulcahy Middle (Tracey Jenkins) <tjenkins@tcsdk8.org>;
Tulare City - Alpine Vista (Terri Martindale) <tmartindale@tcsdk8.org>; Tulare City - Cherry Avenue Middle (Greg
Anderson) <ganderson@tcsdk8.org>; Tulare City - Community Day, 6-8 (Don Dargo) <ddargo@tcsdk8.org>; Tulare City -
Cypress (Gary Bates) <gbates@tcsdk8.org>; Tulare City - Frank Kohn (Whitney Gallegos) <wavila@tcsdk8.org>; Tulare City
- Garden (Debb
ie Portillo) <dportillo@tcsdk8.org>; Tulare City - Heritage (Elaine Sewell) <esewell@tcsdk8.org>; Tulare City - Live Oak
Middle (Michelle
McPhetridge) <mmcphetridge@tcsdk8.org>; Tulare City - Los Tules Middle (Mark Thompson)
<mthompson@tcsdk8.org>; Tulare City - Maple (Valerie Brown) <vbrown@tcsdk8.org>; Tulare City - Mission Valley
Elementary (Gary Ye
ntes) <gyentes@tcsdk8.org>; Tulare City - Pleasant (Tara Houston) <thouston@tcsdk8.org>; Tulare City - Roosevelt
(Anthony Felix) <afelix@tcsdk8.org>; Tulare City - Wilson (John Pendleton) <jpendleton@tcsdk8.org>; Tulare Joint Union
High - Accelerat
ed Charter High School (Wendi Powell) <wendi.powell@tulare.k12.ca.us>; Tulare Joint Union High - Countryside High
(Steve Ramirez) <steve.ramirez@tulare.k12.ca.us>; Tulare Joint Union High - Mission Oak High (Michele Borges)
<michele.borges@tulare.k12.ca.us>; Tulare Joint Union High - Sierra Vista Charter High (Tammy Aldaco)
<tammy.aldaco@tulare.k12.ca.us>; Tulare Joint Union High - Tulare Adult (Larriann Torrez)
<larriann.torrez@tulare.k12.ca.us>; Tulare Joint Union High - Tulare Union High (Michelle Nunley, Ed. D.)
<michelle.nunley@tulare.k12.ca.us>; Tulare Joint Union High - Tulare Western High (Kevin Covert)
<kevin.covert@tulare.k12.ca.us>; Visalia Unified - Annie R. Mitchell Elementary (Loretta Bryant) <lbryant01@vusd.org>;
Visalia Unified -
Charter Alternativ
es Academy (Carlos Peralta) <cperalta@vusd.org>; Visalia Unified - Charter Home School Academy (Steve Rodriguez)
<srodriguez@vusd.org>; Visalia Unified - Conyer Elementary (Tara Sharp) <tsharp@vusd.org>; Visalia Unified -
Cottonwood Creek Elementary (Cristin Ochoa) <cochoa@vusd.org>; Visalia Unified - Crestwood Elementary (Debbie
Peterson) <dpeterson@vusd.org>; Visalia Unified - Crowley Elementary (Claudia Ardon-Diaz) <cardon-diaz@vusd.org>;
Visalia Unified -
Divisadero Middle (Robert Aguilar) <raguilar@vusd.org>; Visalia Unified - El Diamante High (Jeff Hohne)
<jhohne@vusd.org>; Visalia Unified - Elbow Creek Elementary (Alma Navarro) <anavarro@vusd.org>; Visalia Unified -
Four Creeks Elementary (Rosa Montoya) <rmontoya@vusd.org>; Visalia Unified - Global Learning Charter (Karin Aure)
<kaure@vusd.org>; Visalia Unified - Golden Oak Elementary (Kimberly Leon) <kleon@vusd.org>; Visalia Unified - Golden
West High (Jose Fregoso) <jfregoso@vusd.org>; Visalia Unified - Goshen Elementary (Rachel Mendez)
<rmendez01@vusd.org>; Visalia Unified - Green Acres Middle (Andy DiMeo) <adimeo@vusd.org>; Visalia Unified -
Highland Elementary (Cheryl LaVerne) <claverne@vusd.org>; Visalia Unified - Houston Elementary (Adrian Leal)
<aleal@vusd.org>; Visalia Unified - Hurley Elementary (Stephanie Gendron) <sgendron@vusd.org>; Visalia Unified -
Ivanhoe Elementary (George Rodriguez) <grodriguez03@vusd.org>; Visalia Unified - La Joya Middle (Travis Hambleton)
<thambleton@vusd.org>; Visalia Unified - Linwood Elementary (Natalie Taylor) <ntaylor@vusd.org>; Visalia Unified -
Manuel F. Hernandez Elementary (Andres Gomez) <agomez01@vusd.org>; Visalia Unified - Mineral King Elementary
(Silvia Duvall) <sduvall@vusd.org>; Visalia Unified - Mountain View Elementary (John Alvarez) <jalvarez@vusd.org>;
Visalia Unified -
Mt. Whitney High (Rick Hamilton) <rhamilton@vusd.org>; Visalia Unified - Oak Grove Elementary (John Davis)
<jdavis01@vusd.org>; Visalia Unified - Pinkham Elementary (Dori Bingaman) <dbingaman@vusd.org>; Visalia Unified -
Redwood High (Matt Shin) <mshin@vusd.org>; Visalia Unified - Ridgeview Middle School (Michal Yates)
<myates@vusd.org>; Visalia Unified - River Bend Elementary (Cynthia Yoshida) <cyoshida@vusd.org>; Visalia Unified -
Riverway Elementary (Monica Saenz) <msaenz@vusd.org>; Visalia Unified - Royal Oaks Elementary (Lisa Majarian)
<lmajarian@vusd.org>; Visalia Unified - Sequoia High (Adolfo Reyes) <areyes@vusd.org>; Visalia Unified - Shannon
Ranch Elementary (Susan Wallace-Sims) <ssims@vusd.org>; Visalia Unified - Valley Oak Middle (Michael Hernandez)
<mhernandez01@vusd.org>; Visalia Unified - Veva Blunt Elementary (Natali Matta) <nmatta@vusd.org>; Visalia Unified -
Visalia Adult Scho
ol (Gladys Naza
rio) <gnazario@vusd.org>; Visalia Unified - Visalia Charter Independent Study (Michele Reid) <mreid@vusd.org>; Visalia
Unified - Visalia
Technical Early College High School (Victoria Porter) <vporter@vusd.org>; Visalia Unified - Washington Elementary (Liz
Serrato) <lserrato@vusd.org>; Visalia Unified - Willow Glen Elementary (Blanca Martinez-Ramirez)
<bramirez@vusd.org>; Woodalke Unified - Woodlake Community Day School (Tony Casares) <tcasares@w-usd.org>;
3/9/2018
Page 12
Woodlake Unified -
Castle Rock Elementary (Jason Trevino) <jtrevino@w-usd.org>; Woodlake Unified - Francis J. White Learning Center
(Nancy Stidman) <nstidman@w-usd.org>; Woodlake Unified - Woodlake High (Rick Rodriguez) <rrodriguez@w-usd.org>;
Woodlake Unified - Woodlake Valley Middle (Antonio Rivera) <arivera@w-usd.org>
Cc: Evans, Kelly <kelly_a_evans@nps.gov>; Nancy Bruce <circlej@ocsnet.net>; katiew@sequoiaparks.org;
'bud@sequoiariverlands.org' <bud@sequoiariverlands.org>; Savannahb@sequoiaparks.org
Subject: Countywide Outdoor Ed Workshop Nov 14
Dear Superintendents and Principals,
Please share with your teachers this opportunity to learn more about the outdoor education opportunities
available through various agencies in Tulare County. To register for the November 14 workshop, visit https:/
/goo.gl/forms/eaoxvb5LswvnSsic2.
Thank you!
Robert Herman
Public Information Officer
559/733-6606
robh@tcoe.org
3/9/2018
Page 13
SEED
Sequoia Environmental Education Directive
GET OUT!
Learn about student outdoor education experiences throughout Tulare County!
Nov. 14, 2017 | 4:30 - 6:00 p.m. | Tulare County Office of Education | 6200 S. Mooney Blvd. | FREE!
“Provide guidance for and promote the teaching of multiple subjects outdoors, with the goal that all students spend a minimum
of 40 hours of school time outdoors per year.” - State Superintendent of Public Instruction Tom Torlakson’s Environmental Literacy Task Force
FIELD TRIPS
PROJECT-BASED LEARNING
COMMUNITY SCIENCE
INTERNSHIPS
RANGERS IN THE CLASSROOM
SERVICE LEARNING
WORK-BASED LEARNING
TO REGISTER ONLINE:
https://goo.gl/forms/eaoxvb5LswvnSsic2
QUESTIONS? CONTACT:
KELLY EVANS, 559-565-4211
3/9/2018
Page 1
From: Cindy Gist
Date: 11/8/2017 1:37:09 PM
Subject: staff meeting
Tomorrows staff meeting will be in comp lab #1.

We will be reviewing the Visual and Performing arts standards.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/8/2017 12:29:50 PM
Subject: SH / Choice time (Thursday)
SH: Daniel
Movies: Carrie
Games: Elizabeth
Free: Brent
Lunch: since it is Thursday and a short week, let’s keep lunch on our own and you can choose to get work done if
needed ;-)
Lord, help me to instill hope in my students’ hearts. Let me be an inspiration to them. Amen.
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 11/8/2017 11:36:22 AM
Subject: Tomorrow
Since tomorrow is like Friday this week, you may wear your Sundale Spirit gear.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Date: 11/8/2017 10:59:56 AM
Subject: Class
Your class had real great recall
Sent from my Verizon, Samsung Galaxy smartphone
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 11/8/2017 10:18:13 AM
Subject: RE: SH / Choice Time?
We will do choice time – I will send out the email after lunch……………

Subject: RE: SH / Choice Time?
I am good with doing choice time
From: Brent Bagley

To: Carrie Martinez <Carrie.Martinez@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes <
Elizabeth.Nunes@sundale.org>
Subject: SH / Choice Time?
*Are we skipping it this week? I am good with that if you guys are.
I just wasn’t sure if you wanted to do it on Thursday or not……………Let me know k.
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 11/8/2017 10:05:00 AM
Subject: Fairness
Just a reminder to send your nomination my way. Thanks to those who have. J
3/9/2018
Page 1
From: Daniel Gordon
To: Elizabeth Nunes
Date: 10/24/2017 8:35:18 AM
Subject:
8:32 mission accomplished and binder has been sent to Faria.
Thanks for all that you do!
Daniel
3/9/2018
Page 1
From: Joy Samuels
Date: 10/30/2017 7:59:20 AM
Subject: Tutoring Trimester 2
Here are the forms again for ELA and Math tutoring please have your
names submitted by Nov 3rd, this Friday.
https://goo.gl/forms/lVDcI1HBclOmR9xD2
https://goo.gl/forms/nMPoCnyXQGSBlogb2
Thanks in advance for getting your names in on time,

Joy
3/9/2018
Page 1
To: Sundale Staff
Date: 11/8/2017 10:01:19 AM
Subject: It's Here!!!!
Happy to announce, Penny's world famous Pomegranate Jelly is now for sale in the Trading Post!
Sent from my iPad
3/9/2018
Page 1
From: Cindy Gist
Date: 11/7/2017 12:48:12 PM
Subject: Accelerated REader
Gail is finalizing the students who earned a reward ($.50 ticket to student store) for making the 85% average with the
accuracy. She will be giving you that info soon.
In addition we will place all the students in a hat per grade level and draw a student’s name out for a $5.00 Big Kahuna
gift card.
Starting NOW (2nd trimester), students WILL need to meet the avg % accuracy of 85% PLUS meeting their AR Goal.
Please make sure to set goals with each of your students put those in the system.
It will remain from here on out being both areas that students need to meet (accuracy and goal).
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
Date: 11/1/2017 10:12:45 AM
Subject: Fwd: ERS Library -- How to return/renew ERS Library materials
Sent from my Verizon, Samsung Galaxy smartphonesunfa
-------- Original message --------

From: Sara Torabi <Sara.Torabi@tcoe.org>
Date: 11/1/17 9:56 AM (GMT-08:00)
Subject: ERS Library -- How to return/renew ERS Library materials
A quick reminder on returning/renewing materials checked out from the ERS Library…
Watch your inbox for an automated email with the subject “ERS Library – Items Due Soon”. These are sent out
on Friday mornings for items due the following week.
Reply with PICKUP when you are done with the items and they are back in the drop spot awaiting
pickup on your assigned day.
Important: Our drivers will bypass any sites that do not have a delivery scheduled or a pickup request
on file. Further, if they stop but don’t see your name on the list of people returning materials, your items
may get left behind causing an “ERS Library – Items Overdue” email to be sent out the next week.
Reply with RENEW if you would like to keep the materials another 1-3 weeks (pending availability).
If you don’t want to wait for the automated email, “ERS Library – Items Due Soon”, you can request a pickup
or renewal, by emailing your request to library@ersconnect.org. Be sure to include your name, site and
approximately how many items you have.
We appreciate everyone’s help in keeping the flow of materials to and from the ERS Library as quick and
seamless as possible.
Thank you,
3/9/2018
Page 1
From: Sundale School <katie.biangone=sundale.org@mail74.atl51.rsgsv.net>
To: Elizabeth Nunes
Date: 10/20/2017 3:59:32 AM
Subject: Sundale School Latest News
SUNDALE'S LATEST
NEWS
In an effort to go paperless, we will now send notices out by email as well as by posting on
social media (Facebook, Twitter, & Instagram) and the website (www.sundaleschool.com).
If you would like to be removed from the email list, please scroll to the bottom of this email and
click "unsubscribe".
Latest News
3/9/2018
Page 2
Red Ribbon Week At A Glance Mark Your Calendar
Red Ribbon Week will be Volume 5, Issue 6 Check out October's

October 30-November 3. Mark Your Calendar
read more >> for upcoming events!
Please remember that dress
code still applies and no blood

read more >>
/gore is allowed.
read more >>
Rock Wall Permission Slip Afterschool Offerings

Harvest Carnival
If your child(ren) would like to Sundale offers a late bus that
Harvest Carnival will
climb the rock wall, please runs Tuesday-Thursday at
be on Friday, October
complete this form and bring 5:00PM for students who
27th 5:30PM-8:30PM.
it with you to the carnival. need transportation after
These forms will NOT be extracurricular activities. The

read more >>
collected in the office or by computer lab is also open to
the teachers, they MUST be students and parents on
completed and brought with Thursday afternoons.
you to the carnival.

read more >>
read more >>
3/9/2018
Page 3
view this email in your browser
Want to change how you receive these emails?

You can update your preferences or unsubscribe from this list.
Latest News Update 10/20/17

3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/3/2017 3:34:35 PM
Subject: RE: End of module test
Ok, I will aim for Thursday as well. I will try to keep on pace with y’all.
Have a great weekend!

Subject: RE: End of module test
I will be giving it on Thursday.
From: Brent Bagley

Subject: End of module test
For Unit 3, if I am looking ahead, we will probably give the end of module test on Monday, the 13th correct? We have
the 10th off for Veteran’s Day.
Our modules says this (dates are incorrect):

November 5 - 9
· Lesson 18
· Lesson 20
· Lesson 21
3/9/2018
Page 1
From: Kristen Boles
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Date: 11/7/2017 12:06:40 PM
Subject: Log In Cards for IAB
You login in cards are in your box. Please remember these are secure documents and must be collected and returned to
when you are finished.
Good luck! Let me know if you have any difficulties.
Kristen
3/9/2018
Page 1
From: Kimberlie Tyler
To: Elizabeth Nunes
Date: 10/24/2017 8:29:40 AM
Subject: RE: rally
Gracias – will put in a blue form today
I can do 1:50 right??

Sent: Tuesday, October 24, 2017 7:59 AM
To: Kimberlie Tyler <Kimberlie.Tyler@sundale.org>
Subject: RE: rally
Yes J

Subject: rally
Can we move it to 11/28?? I looked at the master and looks clear! But wanted to check with you first
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/6/2018 10:30:17 AM
Subject: assessment window
I looked in our blue binder. It opened February 5 and goes to February 23.
Carrie
3/9/2018
Page 1
To: Angie Beason
Susan Leal
Mary Carvalho
Kristen Boles
Grace Larsen
Felicia Robles
Arzella Barnes
Amanda Medeiros
Victoria Mello
Rita Faria
Linda Allen
Maricela Aguayo
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Tami Warner
Cheryl Benson
Brandon Dodson
Clint Wolsey
Monica Avila
Marcy Miller
Date: 10/30/2017 7:18:49 AM
Subject: Dreambox
Teachers,
I was asked by a teacher to do a Dreambox overview. The teacher mentioned that other teachers were
interested. I piloted the program last year so, I have had more time to explore and learn. I am willing
to do this presentation after school. Unfortunately, there are not any Mondays left to present. This
meeting is not mandatory and you do not have to attend. If you would like to attend, please send me an
email by Wednesday so that I can get it set up. The meeting would only be about 30 minutes. Again,
please let me know by Wednesday if you would like to attend.
Thanks,
Carrie
3/9/2018
Page 1
Date: 2/8/2018 3:55:32 PM
Subject: change
As it gets full – let me know or send it over!!
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/3/2017 3:29:23 PM
Subject: End of module test
For Unit 3, if I am looking ahead, we will probably give the end of module test on Monday, the 13th correct? We have
the 10th off for Veteran’s Day.
Our modules says this (dates are incorrect):

November 5 - 9
· Lesson 18
· Lesson 20
· Lesson 21
3/9/2018
Page 1
From: Lupe Jamaica
Date: 11/7/2017 11:36:35 AM
Subject: Parent Conferences
Just a friendly reminder. If you have a conference change for any of your EL students please let me know.
3/9/2018
Page 1
Date: 10/24/2017 8:13:45 AM
Subject: Candy pick up
Students will be coming by this AM to pick up candy and will do this the remainder of the week.
Thanks!!!!
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 9/13/2016 4:43:38 PM
Subject: Clarification on PE minutes.....
Elizabeth: are we aiming for 400 minutes for the month of September (PE minutes)? I am counting 20 school days. I am
sure I am not alone when realizing how hard this is to fit it in. I am doing my best.
--Brent
3/9/2018
Page 1
From: Stephanie Love <stephanie@kerncountymuseum.org>
To:
Date: 10/19/2017 3:54:33 PM
Subject: Thank you
Hello,
Thank you so much for coming to the Kern Pioneer Village. I hope Frontier Life was informational and fun for the students and
adults. Please fill out the survey so we can know how we are doing and how we may improve. Any feedback is greatly
appreciated.
https://kcmuseum.wufoo.com/forms/tour-customer-satisfaction-survey/
Thank you again for touring with us. Please let me know if I can be of any further assistance. I hope you will consider another
tour with us in the future and recommend us to other teachers.
Stephanie Love Director of Education, Kern County Museum

661-437-3330 ext 210 | F: 661-633-9829 | 3801 Chester Avenue,
Bakersfield CA 93301 | stephanie@kerncountymuseum.org |
www.kerncountymuseum.org
Get your own email signature
3/9/2018
Page 1
From: Susan Leal
To: Sundale Staff
Date: 2/8/2018 3:21:22 PM
Attention Teachers:
Thursday, February 22nd Mission Oak Partnership
10:30 to 12:00
They may or may not make it for the 4th-8th grade recess.
Mission Oak will be on Campus for an hour and a half.
They are available to go into classrooms the following times:

10:30
10:55
11:20/11:30
I can send 8 to 15 students per time slot.
Let me know if you are interested in a time ASAP.
Thanks,
Susan
3/9/2018
Page 1
From: Michael Phan
To: Elizabeth Nunes
Date: 11/8/2017 8:40:14 AM
Subject: RE: computers
I’ve been in your room this morning, that was my 2nd attempt to use the correct download version to install. I’ll be
coming by again to check on it.

To: Michael Phan <Michael.Phan@sundale.org>
Subject: computers
We are unable to log on to the computers you were working on yesterday. I tried shutting it down it wouldn’t do it.
Took out the thumb drive still didn’t work, put it back in and still not able to get response for students to use the
computer. Is there a command I could enter to get it working?
3/9/2018
Page 1
From: Joy Samuels
Date: 11/3/2017 3:11:21 PM
Subject: tutoring
Thank you to the few of you that have gotten your names in for
tutoring, if you have not done so, you need to submit them ASAP.
Thanks,
Joy Samuels
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/30/2017 1:01:52 AM
on a skill.
800-507-2772
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/19/2017 3:09:11 PM
Subject: RE: SBAC IAB's, module 3
Correction: Next Wednesday?

IAB’s, Founder’s Day, PBL, discuss how the ELA unit is going, etc.
From: Brent Bagley

Sent: Thursday, October 19, 2017 2:42 PM
To: Carrie Martinez <Carrie.Martinez@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>
Subject: SBAC IAB's, module 3
SBAC IAB
IAB Operations and Algebraic Thinking

IAB Number and Operations in Base Ten
These are to be done for Module 3. Can we discuss them and talk about how exactly we get to them/access them
again? I know we are thinking about meeting tomorrow, so maybe we could look at it together in Carrie’s room. I seem
to always forget how to access them.
--Brent
3/9/2018
Page 1
To: Sundale Staff
Date: 11/3/2017 1:53:36 PM
Subject: Pumpkins
Don't forget you can still decorate for your Thanksgiving holiday with our beautiful pumpkins! Big sale on
all pumpkins ðž¾„
Sent from my iPad
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/24/2017 7:44:04 AM
Subject: rally
Can we move it to 11/28?? I looked at the master and looks clear! But wanted to check with you first
3/9/2018
Page 1
From: Kristen Boles
Date: 11/1/2017 8:29:28 AM
Subject: Star Math
Good Morning,
Can you please email me ASAP this morning if you have any students who have been unable to take Star Math due to
capacity issues? Please only email me if you have student who have NOT tested.
Thank you,
Kristen
3/9/2018
Page 1
Date: 2/6/2018 7:30:48 AM
Subject: change
Change containers will be delivered today!!! If you want a second container for Boys vs Girls or group challenges just
let me know. Newspaper sales sheets will be in your boxes on Thrus morning
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/19/2017 2:44:01 PM
Subject: SBAC IAB's, module 3
SBAC IAB
IAB Operations and Algebraic Thinking

IAB Number and Operations in Base Ten
These are to be done for Module 3. Can we discuss them and talk about how exactly we get to them/access them
again? I know we are thinking about meeting tomorrow, so maybe we could look at it together in Carrie’s room. I seem
to always forget how to access them.
--Brent
3/9/2018
Page 1
To: Sundale Staff
Date: 10/17/2017 4:07:47 PM
Subject: RE: Social Dues
Hello,
Just a friendly reminder to pay your Social Dues if you have not already. $20.00
goes a long way when it comes to recognizing our Bosses for Boss’s Day, gifts for
Board Members at Christmas, fellow workers who have a long illness or surgery, a
death in the family, baby showers, bridal showers, retirement etc…
Many of us have been recipients of a gift from the Social Committee when we have
found ourselves in one of the above categories. It is an awesome way to recognize
and support our fellow co-workers.
Thank you to the many of you who have already sent your donation to me. I really
appreciate it!
Please send me your donation soon so I can put this to rest.
Thank you!
Felicia
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/1/2017 7:53:31 AM
SH: Carrie
Movies: Elizabeth
Games: Brent
Free: Daniel
Lunch: Chipotle
“Be a channel of Christ’s love, joy, and peace by listening to Him as you listen to and communicate with others.”
3/9/2018
Page 1
From: Sundale School <katie.biangone=sundale.org@mail70.atl31.mcdlv.net>
To: Elizabeth Nunes
Date: 10/13/2017 2:46:45 PM
Subject: NEW Sundale Email List
SUNDALE'S LATEST
NEWS
In an effort to go paperless, we will now send notices out by email as well as by posting on
social media (Facebook, Twitter, & Instagram) and the website (www.sundaleschool.com).
If you would like to be removed from the email list, please scroll to the bottom of this email and
click "unsubscribe".
Latest News
3/9/2018
Page 2
Rummage Sale At A Glance Mark Your Calendar
Kid's Day Rummage Volume 5, Issue 6 Check out October's

Sale is this Saturday, Mark Your Calendar
October 14th. read more >> for upcoming events!
read more >> read more >>
view this email in your browser
Want to change how you receive these emails?

You can update your preferences or unsubscribe from this list.
Latest News Update 10/13/17
3/9/2018
Page 3

3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Daniel Gordon
Carrie Martinez
Date: 10/19/2017 2:07:22 PM
Subject: Re: thank you notes
Sounds great! I always love this idea.

Sent: Thursday, October 19, 2017 2:00:16 PM
To: Elizabeth Nunes; Brent Bagley; Daniel Gordon
I will bring some thank you notes tomorrow. Can you have your class sign and return it back to me by Tuesday? I will
put them in PTO’s box on Wednesday.
Thanks for a fun day!
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/17/2017 4:04:56 PM
Subject: Re: Engage NY Math
Carrie: I finished my section on Friday afternoon, but email was down. If you can, please look at my work and
see if it looks OK. We are all pretty new at this.
P.S.
I certainly don't mind constructive criticism, so if anything needs updated/changed, that is fine.

Sent: Friday, October 6, 2017 12:43 PM
To: Elizabeth Nunes; Brent Bagley; Daniel Gordon
Subject: Engage NY Math
Carrie: October 16-20

Elizabeth: October 23-27
Brent: October 30-Nov. 3
Daniel: Nov. 5-9
This is the schedule to complete for Module 3.

Carrie
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Angie Beason
Felicia Robles
Amanda Medeiros
Victoria Mello
Elizabeth Nunes
Marcy Miller
Brent Bagley
Clint Wolsey
Kimberlie Tyler
Eric Garcia
Date: 2/8/2018 2:44:51 PM
Subject: Early release mondays
There are primary teachers that can use help on Mondays when your “own” kids get out at 1:15. A lot of primary
teachers and may want your own child helping you, that is fine as well.
Let me know if your child needs a place to help and I will get them connected to a primary teacher
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 11/8/2017 8:37:04 AM
Subject: SH / Choice Time?
*Are we skipping it this week? I am good with that if you guys are.
I just wasn’t sure if you wanted to do it on Thursday or not……………Let me know k.
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 10/19/2017 2:00:16 PM
I will bring some thank you notes tomorrow. Can you have your class sign and return it back to me by Tuesday? I will
put them in PTO’s box on Wednesday.
Thanks for a fun day!
Carrie
3/9/2018
Page 1
From: Joy Samuels
Date: 11/8/2017 8:30:20 AM
Subject: tutoring
Morning,
This afternoon or tomorrow morning I will be placing tutoring permission slips in
your boxes for conferences.
Please go over with parents:
1. Tutoring goes through the trimester and will end March 8th
2. The students will be working on the area of need that you indicated
3. Attendance is imperative to making growth
4. If they do not attend they will be dropped, we have students on waiting lists
Tutoring on Mon/Wed are ELA and Tues/Thurs are Math, with the exception of
Mrs. Drummonds on Mon/Tues which is ELA for upper and Math for primary
Please let me know if you have an questions.
Thanks,
Joy
3/9/2018
Page 1
From: Michael Phan
To: Elizabeth Nunes
Date: 11/7/2017 8:49:31 AM
Subject: RE: computers
I’ll be right there.

Sent: Tuesday, November 07, 2017 8:49 AM
Subject: computers
I have two computers that are not allowing students to log onto dreambox because of adobe flash. I have gone into
settings just like you showed me. It is gray in the area where it says allow and won’t let me do anything. What step do
I take from here to get it up and running?
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Jessica Shannon
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katrina Beamer
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Teacher
Tricia Reynolds
Victoria Mello
Donna Fagundes
Gail Sante
Donna Leal
Michael Phan
Lupe Jamaica
Jodi Searcy
Penny Allen
Terri Navarrette
Date: 10/19/2017 12:36:34 PM
Subject: Classroom Safety Hazard Checklist
Please complete the Google Form below. These are due by Monday, October 23rd. If you need help with the form or there are any technical difficulties, let me know and I will help you out! J
https://docs.google.com/forms/d/e/1FAIpQLScguo2Efmb7DjtuRH8EpOnT3kt0UV24wxnYI6ry61uCu1q-eQ/viewform?usp=sf_link
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 2/5/2018 5:00:55 PM
Subject: MOHS Girls Basketball 8th Grade Night!
Attachments: 8th Grade Night MOHS Basketball.jpg
FYI…Our Varsity Girls basketball team will be playing Tipton Friday night at MO during the half time of the MO and TU
game.
Should be a lot of fun!
3/9/2018
Page 2
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 10/16/2017 8:19:48 AM
Subject: conference binder
The conference binder will be going around on Monday, October 16 to cross off times that you are unavailable. Late
night conferences for grades 4-8 is on
Thursday, November 16.
3/9/2018
Page 1
To: Victoria Mello
Linda Allen
Rita Faria
Maricela Aguayo
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Marcy Miller
Clint Wolsey
Date: 11/8/2017 7:19:25 AM
Subject: Math Academy
Teachers,
I have been given coverage today and tomorrow from 10:30-11:50 to test for Math Academy. I will be coming by to test
kids. Thank you for letting me work with your kids.
Carrie
3/9/2018
Page 1
From: Kim Godinho
To: Penny Allen
Donna Fagundes
Tiffany Frederick
Daniel Gordon
Mary-Ann Jordan
Karen Machado
Mallori Mendonca
Elizabeth Nunes
Joy Samuels
Kayron Stephens
Rae Ann Sweeney
Clint Wolsey
Date: 10/19/2017 11:50:49 AM
Subject: TB Skin Tests
Monday, October 23rd you will need to have your

TB Skin Test screening.
The times are 8:00am-9:00am only.
Please come to the board room for this. If this is not your
scheduled time to be here, you will need to make arrangements to
make it here, or get a TB skin test from your doctor. You WILL NOT
be paid for this if it is not in the time that you work.
TEACHERS……………………..
Katie will be going to your classrooms to relieve you to come get
yours done.
Any questions please let me know.
3/9/2018
Page 1
From: Kristen Boles
Date: 10/31/2017 3:46:39 PM
Subject: Star Reading
image004.emz
image002.png
Good Afternoon,
Cindy purchased the additional slots today for those who needed to test students in Star Reading. They should be
available to test tomorrow. Please email me any issues you run into as I am working with the rep from the company to
navigation the issues.
Also, if you could please watch which assessment your students are clicking on that will help us monitor slot usage.
Double check before you enter the monitor password. If you have any questions, please let me know.
Remember all students must be assessed by Friday!!
Happy Week!
Kristen
3/9/2018
Page 2
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 2/5/2018 4:51:22 PM
Subject: Few reminders
*Thank you for your patience with the new drop off/pick up and parking procedure. Continue to ensure parents are
following the procedures.
*There is plenty of space in the maintenance yard area. Preference goes to the Library building wing and middle school
staff. Please no longer park on the dirt on the South side of the “staff parking designated” area, this will be for visitors.
*Founder’s day Tuesday night at 6:30, mandatory for all certificated
*As we talked at the beginning of the year, please make sure to keep in mind that your school emails are public record
as well as any communication you do for work on your cell phones.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Karen Machado
Date: 2/8/2018 10:50:48 AM
Subject: just to clarify
Good morning!
Just to clarify about tomorrow’s Poetry & Prose on Stage. All students who tried out are asked to perform for
tomorrow’s event! J
Thank you,
Karen Machado
Sundale School
Education Specialist/RSP
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 10/17/2017 2:16:50 PM
Subject: FW: AXA Acheivement
Attachments: AXA_Achievement_School_Flyer.pdf
College_Planning_-_Parent_Flyer.pdf
FYI only. Other companies do the same. I just wanted to make sure that those of you that want to put money away for
your kids or grandkids college fund, now that there re tax deferred options other than a 425.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
From: Egorov, Gary [mailto:Gary.Egorov@axa-advisors.com]

To: Terri Rufert <Terri.Rufert@sundale.org>
Subject: AXA Acheivement
Terri -
As promised, here is an electronic copy of the scholarship and college planning info.
Let me know if you have any questions or would like to meet to look at college funding options.
Gary
Gary Egorov
AXA Advisors, LLC.
6061 N Fresno Street , Suite 104
Fresno, CA 93710
Phone (559) 447-2376

Fax (559) 447-2384
California Insurance license # OB12083
Gary Egorov is a registered representative who offers securities through AXA Advisors, LLC (NY, NY 212-314-
4600), member FINRA, SIPC, and an agent who offers annuity and insurance products through AXA Network, LLC.
AXA Network conducts business in CA as AXA Network Insurance Agency of California, LLC; in UT as AXA Network
Insurance Agency of Utah, LLC; and in PR as AXA Network of Puerto Rico, Inc. Investment advisory products and
services offered through AXA Advisors, LLC, an investment advisor registered with the SEC. AXA Advisors and
AXA Network are affiliated companies and do not provide tax or legal advice. Representatives may transact
business, which includes offering products and services and/or responding to inquiries, only in state(s) in which
they are properly registered and/or licensed. Your receipt of this e-mail does not necessarily indicate that the
sender is able to transact business in your state.
**********************************************************************
This message and any attachments may contain legally privileged and/or
sensitive information. Any unapproved disclosure, use or dissemination
of this e-mail message or its contents, either in whole or in part, is
not permitted. If you are not the intended recipient of this e-mail
message, kindly notify the sender and then securely dispose of it.
**********************************************************************
3/9/2018
Page 2
AXA Achievementsm Scholarship
Over
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to more than
6,000 Attention high school seniors:
students • Are you active in your community?
• Have you led a project that benefits others?
• Have you overcome personal challenges?
Learn how AXA Achievementsm can benefit you —

and your school!
AXA Achievementsm Scholarship
• $1.4 million awarded

• Scholarships in the amount of $2,500, $10,000 and $25,000
• A winner in every state, Washington D.C., Puerto Rico, and in every local community
where AXA has a presence
• Apply by: December 15, 2017
• Only the first 10,000 applications will be accepted. APPLY EARLY!
•E
very winner’s high school will also receive a grant of $1,000
Visit www.axa.com/achievers
to learn more and apply online.
AXA Achievementsm is funded by the AXA Foundation, the philanthropic arm of AXA in the US.
“AXA Achievementsm” is a service mark of the AXA Foundation. The “AXA Achievementsm Scholarship” program is not associated with
the National Merit Scholarship Corporation’s “Achievement Scholarship®” program.
“AXA” is the brand name of AXA Equitable Financial Services, LLC and its family of companies, including AXA Equitable Life Insurance
Company (NY, NY). AGE-118513 (8/17) (Exp.8/19)
G45403
3/9/2018
Page 3
Getting to College: Moving

from Frustration to Achievement
by Faith Frank, President of the AXA Foundation
In a recent survey,1 when parents were asked what word best described how they felt about saving for their children’s
college education, the number one response was “overwhelmed.” “Frustrated” wasn’t far behind. Half of families feel
that they’re behind on progress in saving for college or should have already started saving.2 Only a third of families have
a plan for paying for college and, on average, families will save only half of what they had expected to save.1 Add in the
fact that tuition is rising at about twice the rate of inflation,3 and the challenge for families who want to send their
children to college is clear.
AXA Achievementsm helps make college possible by providing

access, in the form of $1.4 million a year in scholarships, and
Only a third of families have a plan
advice, as a comprehensive resource for information to help for paying for college.
students and parents plan for college. Why the two-pronged
approach? Because, while parents named expenses as the biggest
obstacle to pursuing a college degree, navigating the financial aid
process came in at number two.4 AXA Achievementsm offers tools to Who wins an AXA Achievementsm scholarship?
help families plan, save and pay for college.
Our scholarship recipients, known as AXA Achievers, have all
AXA Achievementsm is funded by the AXA Foundation, the philanthropic accomplished something exceptional outside the classroom.
arm of AXA US. Increasing educational opportunities through AXA Here are just a few examples of what this year’s remarkable
Achievementsm is a natural fit for a company whose purpose is to help winners have done:
provide financial security. A college graduate can expect to earn 64%
more than someone with only a high school degree.5 Helping a young •C
reated the “Global Soap Project,” which repurposes soap from
person pursue a college education is a great way of starting them on hotels in the U.S. and Canada to send to vulnerable populations
the road to a more secure future. around the world, such as those in refugee camps and orphanages.
Nearly 60,000 new bars of soap have been created for donation.
Since AXA Achievementsm launched in 2003, we’ve awarded $25
million to more than 6,000 students across the country, making AXA •D
eveloped GreenShields, a device that helps boost gas mileage
one of the nation’s largest corporate providers of scholarships. of school buses. The invention, which was started in the student’s
own garage, is set to be installed by a major school bus company.
•D
esigned a software program that automates the diagnosis of
bladder cancer by quickly and inexpensively identifying
cancerous cells.
A college graduate can expect to
•B
ecame the first blind runner to compete in high school cross-
earn 64% more than someone with country racing with the help of a guide dog. Nationally recognized
only a high school degree. for raising awareness of Stargardt’s Disease, the form of macular
degeneration that caused the student’s blindness.
Visit us at www.axa.com/achievers, where you can read more about our AXA Achievers, watch their inspiring videos, and learn how
your family can plan and prepare for your children’s college education.
Adapted from an article that appeared in the September 2013 issue of Our Children magazine, published by the PTA.
3/9/2018
Page 4
College Planning
We Can Help
Because AXA understands how challenging the road to college can be, we created
AXA Achievementsm, which helps make college possible by providing:
Access: More than $1.4 million a year in scholarships.
Advice: A comprehensive resource for information to help students and parents plan for college.
Access
Through AXA Achievementsm, AXA is one of the nation’s largest corporate providers of scholarships.
Our scholarships include:
AXA Achievementsm Scholarship in association with U.S. News & World Report:
• $1.4 million awarded
• Scholarships in the amount of $2,500, $10,000 and $25,000
• A winner in every state, Washington D.C., Puerto Rico, and in every local community where AXA has a presence
Advice
Whether your child is about to enter college, or college is many years off, making the right decisions now is crucial.
Visit us online, where the Paying for Education section provides resources such as:
• Tools and calculators
• Comparisons of various funding strategies
• Analysis of 529 plans
• Federal financial aid options
You’ll also find a wide range of seminars — available free of charge — on planning for college and
other financial issues facing families. If you or a group are interested in a seminar, let us know at
axa.achievement@axa.us.com.
Learn more at www.axa.com/achievers

AXA Achievementsm is funded by the AXA Foundation, the philanthropic arm of AXA in the U.S.
1 How America Saves for College 2013, Sallie Mae/IPSOS

2 2012 Household Financial Planning Survey, Consumer Federation of America
3 Tuition Inflation, FinAid.org, accessed October 2013
4 Innovation in Higher Education Survey, Northeastern University/FTI Consulting, 2012
5 The Economic Case for Higher Education, U.S. Department of the Treasury/U.S. Department of Education, 2012
AXA Achievementsm is a service mark of the AXA Foundation. The “AXA Achievementsm Scholarship” program is not associated with the National Merit Scholarship Corporation’s “Achievement Scholarship®” program.
“AXA” is the brand name of AXA Equitable Financial Services, LLC and its family of companies, including AXA Equitable Life Insurance Company and AXA Advisors, LLC.
G38483
GE-114247 (4/16) (Exp. 4/18) Cat. #141986 (7/16)
3/9/2018
Page 1
Date: 10/23/2017 1:37:07 PM
Subject: Buddies - Halloween Parade
Just a reminder if you have younger buddies you may want to meet this week! You will be sitting/walking with them
for the parade
3/9/2018
Page 1
From: Brandon Dodson
Date: 10/31/2017 2:09:49 PM
Subject: Re: lost wallet
It has been found!

Sent: Tuesday, October 31, 2017 1:38:29 PM
Subject: lost wallet
If anyone finds a small brown credit card wallet could you please bring it to room 28. I lost my wallet sometime
today. than you.
3/9/2018
Page 1
From: Shannon Beck
Date: 2/5/2018 3:23:57 PM
Subject: RE: cardboard
Also, this is a really weird request, but pantyhose too! we will just be using the toe to knee parts, but if you have old
ones, please send my way! Any color is fine —they’ll be painted!
From: Shannon Beck

Sent: Monday, February 05, 2018 3:19 PM
Subject: cardboard
Send any cardboard boxes you have my way. Doing sculpture with my art class after farm show! Thx in advance!
3/9/2018
Page 1
From: Karen Machado
To: Robin Dougherty
Rita Faria
Linda Allen
Maricela Aguayo
Brandon Dodson
Carrie Martinez
Brittany Grieb
Amanda Medeiros
Angie Beason
Susan Leal
Brent Bagley
Marcy Miller
Felicia Robles
Elizabeth Nunes
Victoria Mello
Cheryl Benson
Tami Warner
Shannon Beck
Date: 2/8/2018 10:14:45 AM
Subject: P&P tomorrow
Please send the students who are participating in Poetry & Prose On Stage tomorrow (Friday) down to the multi-
purpose room between 8:15-8:20 so we can get them lined up. thanks
Thank you,
Karen Machado
Sundale School
Education Specialist/RSP
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/3/2017 8:28:02 AM
Subject: Please email me Speaker sound
Let me know if it was good bad or ugly…..actually how it sounded. The phone guys will be here today working on it
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Stacy Tiner
To: Sundale Staff
Date: 10/23/2017 11:46:12 AM
Subject: RE: Help Selling Tickets at Carnival
Thanks to Susan Leal, now we only need one more person
From: Stacy Tiner

Sent: Monday, October 23, 2017 8:46 AM
Subject: Help Selling Tickets at Carnival
Hey Sundale Staff,

The Fall Carnival is this Friday Night and we are short 3 people at our Ticket Booths which we prefer to be staff members.
So if you could, we need 3 staff members to work the 7-9 shift at our ticket booths.
One person will work alongside Michelle Drummond and the other 2 will work the other booth.
Please e-mail me if you are willing to volunteer from 7-9.
Thanks and Happy Monday!
Stacy Tiner
3/9/2018
Page 1
From: Shannon Beck
Date: 2/5/2018 3:19:25 PM
Subject: cardboard
Send any cardboard boxes you have my way. Doing sculpture with my art class after farm show! Thx in advance!
3/9/2018
Page 1
Date: 10/17/2017 11:50:21 AM
Subject: Santa Rosa Fires
Hey leadership decided to get all of the NICE clothes from YS, wash and organize them to take to Santa Rosa this
weekend. If you want to put it out to your class please do!! It’s great to give back
Nice clothes – NO STAINS, washed and folded

Shoes – Good condition
Pet food – dogs (and I guess cats should eat too)
Non Perishable food – ideas they gave peanut butter, jelly, granola bars – things easy to hand out. Also reg food bank
food.
My hubby and I will be heading down Saturday night to pass it on!!!!
3/9/2018
Page 1
To: Joy Samuels
Elizabeth Nunes
Tricia Reynolds
Monica Avila
Katrina Beamer
Brent Bagley
Daniel Gordon
Carrie Martinez
Date: 10/19/2017 8:45:38 AM
Subject: Interdistrict List
Your list of interdistrict students are in your boxes to be reviewed. Please indicate how they are doing in the
areas of academics, behavior, and attendance for each student. These are due back to me by Monday.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/23/2017 11:28:02 AM
Attachments: E8EA6DF5A503ECCDCF1BEA2D93724927.ics

You're all signed up for Pumpkin Day.
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3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/3/2017 8:21:48 AM
Subject: All Call speaker and bells
Bells may not be working and the speaker may be a little distorted today. They are still trying to figure out why. Just roll with it.
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
Date: 10/31/2017 1:38:29 PM
Subject: lost wallet
If anyone finds a small brown credit card wallet could you please bring it to room 28. I lost my wallet sometime
today. than you.
3/9/2018
Page 1
Date: 2/5/2018 2:59:47 PM
Subject: cookies
There will probably not be cookies this week – I will let you know if they are able to get us some
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Grace Larsen
Date: 10/28/2017 4:35:05 AM
Subject: RE: PBL time
I’m sure she would. It would just be that you would have to wait to meet with her for January

To: Grace Larsen <Grace.Larsen@sundale.org>
<Daniel.Gordon@sundale.org>; Cindy Gist <Cindy.Gist@sundale.org>
Subject: Re: PBL time
It would be nice to work with her however, our presentation for our pbl is the first week of December. We kicked
off our unit last week with our field trip to the Pioneer Village in Bakersfield and with a presentation the following
day from a grandparent who is a decedent of the Donner party. It was a great presentation!
We are currently trying to come up with ideas on how to best break the class into small groups and how to assign
jobs. Does Joy have any suggestions on how to best do this?
Elizabeth
Sent from my iPad
On Oct 26, 2017, at 4:42 PM, Grace Larsen <Grace.Larsen@sundale.org> wrote:

Hello, Third Grade,
Joy Soares has offered us her specialized services to two grade levels at Sundale. She has a day
available after January (or in January). She wants to work with a grade level that has done some
solid work on their PBL unit. Talking with Mrs. Gist, you are one of our strongest grades currently
working on PBL. (Way to go!) As you already know, she is a great resource and at the forefront of
PBL. It's not about perfection- just progress. :)
Would you be interested in meeting with her?
Grace
3/9/2018
Page 1
From: Terri Rufert
To: Kimberlie Tyler
Sundale Staff
Date: 10/19/2017 8:28:39 AM
Subject: Re: Items
Kim, if you already have a place to take all your items then take them there. I think my superintendent
friends must be overwhelmed because they're really not responding to anybody right at this moment.
They just started back to school and I know there are kids that lost everything and are living with
relatives or staying in with friends but I don't know what they're need is.

From: Kimberlie Tyler <Kimberlie.Tyler@sundale.org>
Date: 10/18/17 2:10 PM (GMT-08:00)
Subject: Items
Just talked the the individual I’m working with
Items needed
Toiletries – soap, shampoo, toothbrush, etc

Towels
Packaged underwear
socks
3/9/2018
Page 1
From: Lisa Lopez
Date: 11/3/2017 8:14:17 AM
Subject: Clothes Closet today
Just a quick reminder that I will be calling classrooms this morning for students to come down to the parent room for
Clothes Closet. If you happen to forget to email me yesterday…..Its been crazy! Please do so this morning. I will have
my phone and will look at emails.
Lopez
3/9/2018
Page 1
To: Susan Leal
Angie Beason
Mary Carvalho
Kristen Boles
Lisa Lopez
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Tricia Reynolds
Katrina Beamer
Date: 2/5/2018 2:39:23 PM
Subject: updated Christine schedule
Teachers,
There has been some changes to the schedule I emailed this morning. K and 3 rd grade teachers will meet
with Christine on February 20th. K teachers will meet with her until their lunch at 11:10 and take your
lunch during your normal time. The sub will take your kids to the cafeteria and then go to the 3 rd grade
teacher’s classroom. 3 rd grade teachers will eat lunch until 12:00 and start meeting with Christine at
12:00. The subs will take lunch with 3rd grade students.
7th and 8th grade will meet with Christine on February 26th. It will just be Tricia for 7th and Kat for 8 th
. Please see the times below.
7th Grade Teacher will meet with Christine from 8:10am-10:15am
8th Grade Teacher will meet with Christine from 10:30am-12:30
You will meet with Christine in the Parent Room. Please bring your red folder, Engage materials and a
computer. If you have any questions, please let me know.
Thanks,
Carrie
3/9/2018
Page 1
From: Shirley Wasnick
To: Amanda Medeiros
Angie Beason
AnnMarie Azevedo
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Chase Quinn
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Donna Leal
Elizabeth Nunes
Eric Garcia
Felicia Robles
Gail Sante
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Huber
Karen Machado
Katie Biangone
Katrina Beamer
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Louise Smith
Luis Najera
Lupe Jamaica
Marcy Miller
Maricela Aguayo
Marty Robertson
Mary Carvalho
Mary-Ann Jordan
Michael Phan
Monica Avila
Nicholas Bist
Penny Allen
Rita Faria
Robin Dougherty
Shannon Beck
Shawn Verkaik
Shirley Wasnick
Stacy Tiner
Tami Warner
Victoria Mello
Date: 10/27/2017 2:00:17 PM
3/9/2018
Page 2
FW: Advance Medical Expert Medical Opinion Program November 9, 2017 Webinar
Subject:
Invitation
FYI-
Shirley Wasnick
Sundale Union Elementary School
Bookkeeper
Email: Shirley.wasnick@sundale.org
Phone: 559-688-7451
Fax: 559-688-5905
From: SISCHealth [mailto:SISCHealth@kern.org]

Subject: Advance Medical Expert Medical Opinion Program November 9, 2017 Webinar Invitation
SISC is pleased to announce an informative webinar on the SISC Expert Medical Opinion Program. This event serves as a
great opportunity to learn more about this free benefit and the value it brings to your employees and their families.
Date: November 9, 2017
Time: 11:00 a.m. – 12:00 p.m. PST.
How to register: Click on “register here” below. During registration, please choose San Francisco (Pacific) time under
“change time zone” on the “Date and time” option. Once your registration is complete, you will receive a confirmation
email message containing detailed information about joining the event. The email confirmation may take several
minutes to arrive. Upon receiving the email confirmation click on the attachment to auto populate your Outlook
calendar.
Who can attend: This webinar is designed for district management, human resources/benefits staff and union reps.
Additional information: The presentation will last approximately 30 minutes followed by an open Q&A.
3/9/2018
Page 1
To: Sundale Staff
Date: 2/8/2018 9:21:43 AM
Subject: Adobe Flash Updates needed
Hello,
I will be pushing out the latest versions of Adobe Flash to all Windows 7 Desktops and Laptops starting today. For
the updates to happen, all of these Computers will need to be powered on.
Thanks for the help and have a great day!
Marty Robertson
3/9/2018
Page 1
From: Michael Phan
To: Sundale Staff
Date: 10/19/2017 8:21:30 AM
Subject: Staff Meeting Notes October 19, 2017
Attachments: 0410_001.pdf
See attachment.
3/9/2018
Page 2
3/9/2018
Page 1
To: Brent Bagley
Daniel Gordon
Elizabeth Nunes
Date: 11/7/2017 6:08:27 AM
Subject: cart
I would like to use the cart on Monday, November 13th.

Thanks,
Carrie
3/9/2018
Page 1
From: Lupe Jamaica
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 2/5/2018 1:47:56 PM
Subject: EL
I have an Aides meeting tomorrow. So no EL.
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/27/2017 1:52:54 PM
Subject: Chromebook cart
I would like to keep it for part of the day on Monday (we are typing narratives). If anyone wants to use it half the day,
please let me know. Otherwise, I will get it back to Carrie on Tuesday.
Have a wonderful weekend!!
--Brent
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 10/17/2017 10:41:19 AM
Subject: Boss' day
THANK YOU SO MUCH TO THIS WONDERFUL SUNDALE STAFF (FAMILY).

YOU DID A GREAT JOB IN MAKING THE DAY VERY SPECIAL.
I APPRECIATED ALL THE CARDS FROM STAFF AND STUDENTS!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Sundale Staff
Date: 10/26/2017 10:33:03 AM
Subject: Enchiladas
Good morning all!!

I have had a few requests for enchiladas….. This comes at perfect time! I am financially struggling…. Some of you know
my mom started dialysis and recently took a nasty fall. This has taken me away from work and extra doctors trips. I
appreciate and I am truly blessed to my work family <3
I will be making them on November 5th and deliver to school on Monday.

If you are interested let me know
Beef, cheese, and ½ & ½ $20
Thank you to all and those who have already ordered

Terri
3/9/2018
Page 1
From: Gail Sante
Date: 2/5/2018 1:28:42 PM
Subject: Bonner Character award
Hello…
Our Bonner Center for Character guests will be on campus this Thursday and will be touring our campus with a
group of students. We would like to take them through a couple or three classrooms that have a nice Character
Counts! display. If you would like to share you display with them, please let me know!
Thank you,
Gail J
3/9/2018
Page 1
From: Lupe Jamaica
To: Elizabeth Nunes
Daniel Gordon
Brent Bagley
Date: 10/23/2017 10:14:51 AM
Subject: EL/RTI
I will be covering for Mrs. Martinez today. No EL or RTI today.
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
LeeAnn Cortez
3/9/2018
Page 2
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 10/26/2017 10:12:47 AM
Subject: New Phone System
The guys from Diamond IT are here a bit earlier than we expected. They may be coming in your classrooms to switch
out your phones. They have uniforms and ID’s on and they will try to be as quiet and try not to interrupt too much.
Please be patient.
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Shawn Verkaik
To: Sundale Staff
Date: 10/27/2017 1:06:34 PM
Subject:
May I ask if you could put your the trash out by 2:30 today, we would greatly appreciate this
3/9/2018
Page 1
From: Hashimoto, Norma <norma.hashimoto@mheducation.com>
To: Brent Bagley
Date: 10/17/2017 10:12:30 AM
Subject: RE: Request from 3rd grade teachers (Sundale)
Hi Brent,
Just checking to see that you have what you need now for this pilot. Please let me know if you have any questions or need any support.
Thanks!
Norma Hashimoto| PreK-12 Senior Sales Representative | School Group

McGraw-Hill Education | C: 559-349-0841 | norma.hashimoto@mheducation.com
Fresno, Kings, Mariposa and Tulare Counties
CA Customer Service 800-780-0246

CA_CustomerService@mheducation.com
Digital Technical Support 800-437-3715
From: Brent Bagley [mailto:Brent.Bagley@sundale.org]

To: Hashimoto, Norma <norma.hashimoto@mheducation.com>
Cc: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>
Subject: Re: Request from 3rd grade teachers (Sundale)
We have 94 third graders at the moment, but we tend to get new students on occasion, so we need enough for 98.
Thank you so much.
"Hashimoto, Norma" <norma.hashimoto@mheducation.com> wrote:
A quick question. How many 3rd grade students? Right now, there are 2 teacher licenses and enough for 66 students and these are active. Joey should
be setting these up. Just need to know how many more student codes are needed. Thanks!
Norma Hashimoto, McGraw-Hill Education

Cell 559-349-0841
Sent from my iPhone
On Oct 2, 2017, at 3:49 PM, Brent Bagley <Brent.Bagley@sundale.org> wrote:

Hello Norma. It was a pleasure training with you the other day. As a team, we are very excited about the possibility of having Wonders
be our ELA curriculum. I wanted to ask you a few things:
Can we get 3 more teacher sign-ins? Elizabeth Nunes got one, but I would like one and so would Carrie Martinez and Daniel Gordon. We
are a team of 4 and we wanted to teach the unit together (at the same time), rather than how a few other grade levels are sharing and
teaching at different times.
Also, could we possibly get a few more hard-bound teaching manuals? We are doing Unit 3. If you can’t send those to us, we totally
understand and we will utilize the online teaching manual, but if we could, that would be great. I just wanted to ask.
Again, thank you for a wonderful presentation and for the support that you are giving us. If you need anything clarified, please don’t
hesitate to email me or one of my team members.
Sincerely,
Brent Bagley
Elizabeth Nunes
Carrie Martinez
Daniel Gordon
(Sundale 3rd grade team)
The information contained in this message may be confidential and/or constitute a privileged attorney-client document. If the reader of this
message is not the intended recipient, or an employee or agent responsible for delivering this message to the intended recipient, you are hereby
notified that any dissemination, distribution or copying of this communication is strictly prohibited. If you have received this communication in error,
please notify McGraw-Hill Education immediately by replying to the message and deleting it from your computer. Thank you.
The information contained in this message may be confidential and/or constitute a privileged attorney-client document. If the
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3/9/2018
Page 1
From: Lupe Jamaica
To: Brent Bagley
Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 2/8/2018 8:55:55 AM
Subject: EL
No EL today.
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/23/2017 10:00:06 AM
If you get the conference binder back, can you let me know. I would like to make a copy of my schedule. I was unable
because I had to send it on.
Thanks,
Carrie
3/9/2018
Page 1
To: Sundale Staff
Date: 11/2/2017 2:23:21 PM
Subject: November calendar
Calendar is up to date.
Initial fire extinguisher
Friendship and Fellowship Friday, November 17----- 2 nd & 3 rd grade
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/6/2017 1:20:17 PM
Subject: RE: Wed/Thur
Thank you

To: Carrie Martinez <Carrie.Martinez@sundale.org>
Subject: RE: Wed/Thur
yes

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Subject: Wed/Thur
Can I have Lupe on Wednesday and Thursday this week during your RTI time? I need to test for Math Academy.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Daniel Gordon
Carrie Martinez
Date: 2/5/2018 12:07:44 PM
Subject: RE: The hats
True, true.....I hope we have a good practice tomorrow. It'll all work out.
I'm proud of our kids.

Sent: Monday, February 5, 2018 12:02:30 PM
To: Brent Bagley; Elizabeth Nunes; Daniel Gordon
The PTO treasure came to us last year about the hats. She wanted us to pick out new hats. These are the hats that we
picked. PTO paid for them. We can’t get rid of them. That would like a slap in the face. It will work out. It’s a kid’s
performance. The parents will think their kids are wonderful no matter what.
From: Brent Bagley

Sent: Monday, February 05, 2018 10:16 AM
Subject: The hats
I am not a fan of the hats. I think they are way too noisy and they kept falling off their heads. What do you guys think?
Keep em or ditch em?
I am OK either way.
--Brent
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 10/17/2017 9:32:04 AM
Subject: FW: Dress Up Days
Attachments: Red Ribbon Week.jpg
Let’s get ready to DRESS UP!

Red Ribbon Week will start 10/30

Subject: RE: Dress Up Days
I have it scheduled to post 2 times next week. See attached.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
From: Cindy Gist

Sent: Thursday, October 12, 2017 9:35 AM
To: Katie Biangone <Katie.Biangone@sundale.org>
Subject: FW: Dress Up Days
You may want to post the upcoming dress up days on Facebook

Subject: Dress Up Days
Just a heads up
RED RIBBON WEEK DRESS UP DAYS

10/30 Monday Nerd Day
10/31 Tuesday Halloween
11/1 Wednesday Hawaiian
11/2 Thursday Disney
11/3 Friday PJ
3/9/2018
Page 2
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Date: 2/8/2018 8:33:14 AM
Subject: student observer
Thank you to all of you for offering your class.

I will let you know when she plans to start coming in
I know she said it would be MW F from 8;10-10:00.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
Date: 10/23/2017 8:59:25 AM
Subject: FW: Monday Training
Today at
1:30 TK-3rd grade teachers will be having data chats (see email below)
2:30 4-8th grade teachers will be having RTI meetings (4-5 th in Warners) (6-8th in Becks)
Eric—if you can please be in 6-8th meeting and Brenda in 4-5th
From: Kristen Boles

To: Lisa Lopez <Lisa.Lopez@sundale.org>; Angie Beason <Angie.Beason@sundale.org>; Mary Carvalho
<Mary.Carvalho@sundale.org>; Susan Leal <Susan.Leal@sundale.org>; Kristen Boles <Kristen.Boles@sundale.org>;
Felicia Robles <Felicia.Robles@sundale.org>; Arzella Barnes <Arzella.Barnes@sundale.org>; Linda Allen
<Linda.Allen@sundale.org>; Victoria Mello <Victoria.Mello@sundale.org>; Rita Faria <Rita.Faria@sundale.org>;
Maricela Aguayo <Maricela.Aguayo@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon
<Daniel.Gordon@sundale.org>; Amanda Medeiros <Amanda.Medeiros@sundale.org>; Grace Larsen
<Grace.Larsen@sundale.org>
Cc: Cindy Gist <Cindy.Gist@sundale.org>
Subject: Monday Training
Good Afternoon,
Monday after school we will be holding our first round of Data Chats for TK-3. Please plan to meet in computer lab 1 at
1:30. You will need your Star login in information.
***We would like to ask, if you are currently in the middle of administering your Star assessments, please have your
four targets students completed by Monday at 1:30. If you have not begun, please do not worry. You do not have too J
***
Thank you,
Kristen, Carrie, and Angie
3/9/2018
Page 1
From: Kristen Boles
Date: 11/6/2017 1:17:21 PM
Subject: EADMS Support Today
I will be in my classroom if you need additional support to input into EADMS. I can also help with report cards if you
need help (K-5 only J)
Happy Paperwork Release Day!

Kristen
3/9/2018
Page 1
From: Joy Samuels
Date: 10/26/2017 8:34:15 AM
Subject: FW: college presentations for grades 1st - 5th
Ok think I fixed so you can write your name in.
Thanks for the interest I made a google form that you can sign up on.
https://docs.google.com/a/sundaleschool.com/spreadsheets/d/1Q7sj965xaaCbwOD8LMkMWAn0_byiSjVH9ZeiQszuPBQ
/edit?usp=sharing
From: Joy Samuels

Sent: Wednesday, October 25, 2017 2:18 PM
Subject: college presentations for grades 1st - 5th
My students created college presentations and would love to come share them….they are available next week during 6TH
PERIOD 1:50-2:30 ( Monday 1:20-1:45). Let me know ASAP if you would like a presentation.
Thanks
Joy
3/9/2018
Page 1
From: Lisa Lopez
To: Elizabeth Nunes
Date: 10/17/2017 9:29:18 AM
Subject: RE: conference binder
Susan Leal has it.

To: Amanda Medeiros <Amanda.Medeiros@sundale.org>; Angie Beason <Angie.Beason@sundale.org>; Arzella Barnes
<Arzella.Barnes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez
<Carrie.Martinez@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>; Felicia Robles <Felicia.Robles@sundale.org>; Grace Larsen
<Grace.Larsen@sundale.org>; Kristen Boles <Kristen.Boles@sundale.org>; Linda Allen <Linda.Allen@sundale.org>; Lisa
Lopez <Lisa.Lopez@sundale.org>; Maricela Aguayo <Maricela.Aguayo@sundale.org>; Mary Carvalho
<Mary.Carvalho@sundale.org>; Rita Faria <Rita.Faria@sundale.org>; Susan Leal <Susan.Leal@sundale.org>; Victoria
Mello <Victoria.Mello@sundale.org>
Please return the binder to my box. I need it by to pass it Lupe today.
3/9/2018
Page 1
From: Cindy Gist
Date: 2/8/2018 8:30:39 AM
Subject: FW: CMC Central Symposium Flyer
Attachments: CMCSymposium2018Flyer[FINAL].pdf
If you are interested in attending one of these days let me know.

Grace is attending on Saturday and would love some company. ;)
3/9/2018
Page 2
The Central Section of the

CALIFORNIA MATHEMATICS COUNCIL
presents the
2018 MATHEMATICS SYMPOSIUM
Human Dimensions of Mathematics

MARCH Overcoming Obstacles to Make Mathematics Work FOR Students
Keynote: Matt Larson
9 11:30 am - 3:00 pm (including lunch)
In order to improve the mathematics learning of students and simultaneously

close learning differentials, we must overcome the obstacles that have

traditionally stood in the way of mathematics working for each and every
student. This presentation will engage participants in examining principles of
effective mathematics programs and look at action steps necessary to
overcome these obstacles.
MARCH Saturday’s Sessions, Mathematics Symposium

Keynote: Leslie Hamburger
10 9:00 am - 4:00 pm (including lunch)
Explore the “Human Dimensions of Mathematics” with us.

Leslie Hamburger, co-director of WestEd’s Quality Teaching for English
Learners (QTEL) project, guides us in exploring mathematical language
development and finding ways of engaging and empowering all learners.
Breakout sessions will explore an extensive array of topics applicable to a

wide range of grade levels.
Friday Only: Saturday Only: Both Days:
Register at: Online (Onsite) $110 (135) $165 (180) $250 (275)
http://bit.ly/CMCCentral2018
Students $75 (Saturday only)
CMC Life Members $50 discount
M A T H E M AT
IC
Staying Overnight? Visalia Marriott at
IA

LIFORN
the Convention Center ($119.00)

COUNCIL
Jim Vidak Education Center

6200 S Mooney Blvd Online: http://bit.ly/CMCCHotel
CA
Visalia, CA 9327 Phone: 1-800-798-6506

3/9/2018 Request “CMC Math Room Block"
Page 1
From: Stacy Tiner
To: Sundale Staff
Date: 10/23/2017 8:47:25 AM
Subject: Help Selling Tickets at Carnival
Hey Sundale Staff,

The Fall Carnival is this Friday Night and we are short 3 people at our Ticket Booths which we prefer to be staff members.
So if you could, we need 3 staff members to work the 7-9 shift at our ticket booths.
One person will work alongside Michelle Drummond and the other 2 will work the other booth.
Please e-mail me if you are willing to volunteer from 7-9.
Thanks and Happy Monday!
Stacy Tiner
3/9/2018
Page 1
From: Michael Phan
Date: 11/6/2017 12:49:07 PM
Subject: AR goal - setup trimester 2
AR goal is ready for set up. To get there, you will need to log in as a teacher in AR and then follow the instructions below.
1. Log in Teacher/Admin in AR
2. Click on Class Record Books under Accelerated Reader
3. Click on Reading Practice Goals
4. Click on Select Marking Periods then remove Trimester 1 and select Trimester 2 (save)
5. You may now set student goals.
If you need help with this, please let me know.
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/26/2017 7:51:14 AM
Subject: Report cards?
Can you tell me what subjects and what parts of math we should X out for first trimester? I just need a reminder.
Should it be Social Studies, Number and Operations, Measurement and Data, and Geometry?
Do you know the due dates for the report cards? We will be having parent/teacher conferences before we know it.
3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 2/5/2018 12:02:30 PM
The PTO treasure came to us last year about the hats. She wanted us to pick out new hats. These are the hats that we
picked. PTO paid for them. We can’t get rid of them. That would like a slap in the face. It will work out. It’s a kid’s
performance. The parents will think their kids are wonderful no matter what.
From: Brent Bagley

Subject: The hats
I am OK either way.
--Brent
3/9/2018
Page 1
From: Susan Leal
To: Elizabeth Nunes
Date: 10/17/2017 9:13:53 AM
Subject: RE: conference binder
I was the last person to have the binder. I can return it to your box or you can send a student to room 5 to pick it up.
Susan

To: Amanda Medeiros <Amanda.Medeiros@sundale.org>; Angie Beason <Angie.Beason@sundale.org>; Arzella Barnes
<Arzella.Barnes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez
<Carrie.Martinez@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>; Felicia Robles <Felicia.Robles@sundale.org>; Grace Larsen
<Grace.Larsen@sundale.org>; Kristen Boles <Kristen.Boles@sundale.org>; Linda Allen <Linda.Allen@sundale.org>; Lisa
Lopez <Lisa.Lopez@sundale.org>; Maricela Aguayo <Maricela.Aguayo@sundale.org>; Mary Carvalho
<Mary.Carvalho@sundale.org>; Rita Faria <Rita.Faria@sundale.org>; Susan Leal <Susan.Leal@sundale.org>; Victoria
Mello <Victoria.Mello@sundale.org>
3/9/2018
Page 1
From: Daniel Gordon
To: Brent Bagley
Carrie Martinez
Elizabeth Nunes
Cindy Gist
Date: 2/8/2018 8:28:34 AM
Subject: Re: student observer
Sure, my door is always open for learning!
From: Brent Bagley

Sent: Wednesday, February 7, 2018 5:19:09 PM
To: Carrie Martinez; Elizabeth Nunes; Daniel Gordon; Cindy Gist
I am open to that. Maybe we could share and he'd get a feel for more than one teacher.
From: Cindy Gist

To: Carrie Martinez; Elizabeth Nunes; Daniel Gordon; Brent Bagley
I have a COS student observer that would like to observe in 3rd grade.
Her availability is M, W and Fr from 8;10-10:00
Would you be open to that after Farm Show?
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
Date: 11/7/2017 1:53:00 PM
Subject: student supplies
Some of you may recall at the end of last year I distributed backpacks/book bags to students in need as well as school
supplies. I would like to do this again next month.
Please send Katie names of any students from your class who you would want to receive school supplies .There is no
guarantee they will be chosen, although we may do this again in the Spring.
Send your names to Katie BY THURSDAY at 3:20.

She will be ordering materials on Monday. If names are NOT received by Thursday at 3:20, your students won’t have an
opportunity.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Michele Noell
Date: 2/5/2018 10:16:57 AM
Subject: RE: Coffee maker?
It sounds like we may have a solution. Michelle, let us know tomorrow if he was able to fix it.
Yayyyy!
From: Michele Noell

Subject: Re: Coffee maker?
Hi Brent,
I took the broken part home for my dad to fix it. He should have it done tonight. We may be able to prolong getting a
new one if he can.
Thanks Brent.
Michele
Sent from my iPhone
On Feb 5, 2018, at 7:49 AM, Brent Bagley <Brent.Bagley@sundale.org> wrote:

We need a new coffee maker.
I will be the first to chip in $$ because we NEED coffee to function properly. Can I get an amen? J
Who do I give my $ to?
--Brent
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 10/17/2017 8:44:05 AM
3/9/2018
Page 1
Date: 10/23/2017 7:44:58 AM
Subject: Math Academy
Teachers,
Thank you for supporting Math Academy this trimester. Our last day was last week. There is no more
Math Academy for the remainder of the trimester. Your students should be aware that this session is
over. Thank you for your help, you have helped make Math Academy a success. Thank you to Mary, Rita,
Victoria, Monia, Brent, and Joy for teaching this session. Session 2 will start after conferences. If you
would be willing to teach or sub for Math Academy, please let me know. Just a friendly reminder that
you get paid for teaching for Math Academy. If you have any questions, please let me know.
Carrie
3/9/2018
Page 1
From: Lupe Jamaica
To: Brent Bagley
Daniel Gordon
Elizabeth Nunes
Carrie Martinez
Date: 11/2/2017 1:27:06 PM
Subject: EL
I have an aides meeting on Tuesday 11/7/17 @ 9:30-11:00. No EL
3/9/2018
Page 1
To: Elizabeth Nunes
Daniel Gordon
Date: 11/6/2017 12:15:11 PM
Subject: Wed/Thur
Can I have Lupe on Wednesday and Thursday this week during your RTI time? I need to test for Math Academy.
Thanks,
Carrie
3/9/2018
Page 1
From: Penny Allen
To: Sundale Staff
Date: 10/26/2017 7:31:34 AM
Subject: python
We have found the Python! Yeah Teaka will not be snake food!
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 2/5/2018 10:15:37 AM
Subject: The hats
I am OK either way.
--Brent
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/23/2017 1:01:49 AM
on a skill.
800-507-2772
3/9/2018
Page 1
From: Terri Rufert
To: Gail Sante
Sundale Staff
Date: 11/6/2017 12:10:26 PM
Subject: Re: Fairness
Just want to let you know that I will not be picking anyone, because I will not be in town.

From: Gail Sante <Gail.Sante@sundale.org>
Date: 11/6/17 11:34 AM (GMT-08:00)
Subject: Fairness
Our next CC! luncheon for Fairness is coming up on Thursday, Nov. 30.
Please send me your nomination and sentence by Monday, Nov. 13.
Thank you!
FAIRNESS
Play by the rules. Take turns and share. Be
open-minded: listen to others.
Don’t take advantage of others. Don’t blame
others carelessly.
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
3/9/2018
Page 2
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
AnnMarie Azevedo
Chase Quinn
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Art Gonzales
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 11/2/2017 12:59:55 PM
Subject: POW
Have a great weekend!!!!! J
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW November 6th - 10th , 2017 Chase on alarmsPage
for 3November 331-8442
Monday Fall Early Release Monday TK-3 @ 1:10/4th-8th @ 2:15
Data Director Deadline
Winterguard Tryouts/Practice 1:00-3:00
Tutoring 1:15-3:30
Tulare Band Showcase @ TUHS 5:00-9:00
Aides Meeting 9:30-11:00 Library
Tutoring 2:15-4:30
Soccer Practice 3:15-5:00 p.m.
PTO Meeting Parent Room 6:00 p.m.-7:00 p.m.
TK-3 Report Cards due
Instant Reward MP 9:00-10:00
4th/5th teacher meeting Boardroom 11:55-12:430
Tutoring 2:15-4:30
Soccer Game HOME 3:30-5:00 (late bus)
Freshman High School Showcase 8:30-11:00 Galaxy Theater
Tutoring 2:15-4:30
Computer Lab #1 Open 3:30-5:00 (late bus)
Friday No School-Veterans’ Day
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 2/5/2018 10:06:47 AM
Subject: Today
Today you have the time to prepare for Open House.

On 2/26, we have a STAR training so you won’t have the time to do that.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Sundale Staff
Date: 10/18/2017 2:10:37 PM
Subject: Items
Just talked the the individual I’m working with
Items needed
Toiletries – soap, shampoo, toothbrush, etc

Towels
Packaged underwear
socks
3/9/2018
Page 1
To: Sundale Staff
Date: 10/18/2017 2:02:03 PM
Subject: Fires
Another reminder that Mike and I are going to take things to the Santa Rosa Fires on Saturday.
Shoes – good condition

Clothes – washed folded (no tears/stains)
Pet Food and supplies
Non-perishable food
Putting out a remind to your parents could really bring some things in.
3/9/2018
Page 1
To: Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kimberlie Tyler
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
3/9/2018
Page 2
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
AnnMarie Azevedo
Chase Quinn
Cindy Gist
Fred Brown
Fred Brown
Johanna Weerheim
Judy Jameson
Shirley Wasnick
Terri Rufert
Art Gonzales
Chase Quinn
Emilio Aguilera
Gary Doyle
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Mark Stoebig
Nicholas Bist
Shawn Verkaik
Louisa Pedro
Christie Miller
Date: 2/5/2018 9:58:13 AM
Subject: POW
Have a great week!!!!
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page
POW February 5th thru 19th , 2018 Ann Marie on3alarms for February 972-7323
Monday ESL V-Center 8:00-9:00 a.m.
Kids Day Change Bowls Begin thru March 2nd
Founders Day Practice 9:00-10:00 MP
Middle School Meeting during Lunchtime 12:30
GATE 2:15 Rm. 20
Rose in MP 5th period & 7th period
Tutoring 2:15-4:30
Winterguard practice MP 2:00-5:00
Oakdale 4-H Meeting MP 7:00 p.m.
Founders Day Practice 9:00-10:00
CSEA Orientation MP 9:30-10:00
5th Grade Growth & Development in classrooms
Kids Day Cookie Sales
8th Grade to Tulare High School Farm 11:00-1:00
Tutoring 2:15-4:30/Late Bus
Basketball Practice Outside courts only
Founders Day Program 6:30 p.m. MP
Lockdown Drill from Recess approx. 10:17
EL Parent Meeting Rm. 26B 1:00-2:30
Sports Rally for Basketball 1:50-2:30 MP
Basketball HOME game vs. Pixley 3:30

3/9/2018
Page 4
Kids Day Cookie Sales
8th Grade Picture “Green Lambo” 12:45-1:10 North Basketball Courts
Kids Day Assembly TK-8 1:15 MP
Computer Lab #1 open 3:30-5:00 p.m.
Basketball Practice 3:15-5:00 MP/Outdoor Courts
Friday Valentine Balloon Deliveries (balloons may not go on buses)
Poetry & Pros Assembly MP 8:30-10:00
Basketball Game AWAY at Tipton 1:00
Saturday 2.10 Farm Show Prep MP
Sunday 2/11 Farm Show Meat cutting MP-see Ann Marie for sign ups
Monday 2/12 Farm Show Meat cutting MP-see Ann Marie for sign ups
Monday 2/12-2/15-Office Open
Tuesday 2/13, Wednesday 2/14, Thursday 2/15-----Farm Show-See Ann Marie for Sign ups
Friday 2/16 Office Closed
Monday 2/19 Office Closed
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 11/6/2017 11:34:01 AM
Subject: Fairness
Our next CC! luncheon for Fairness is coming up on Thursday, Nov. 30.
Please send me your nomination and sentence by Monday, Nov. 13.
Thank you!
FAIRNESS
Play by the rules. Take turns and share. Be
open-minded: listen to others.
Don’t take advantage of others. Don’t blame
others carelessly.
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 11/2/2017 12:05:44 PM
Subject: RE: SSID cards
Can we please go over this on our next Wed meeting? I want to know exactly how to get in to it and the proper one to
choose.
Our Wed meeting is the 8th at 2:30.

Subject: SSID cards
I requested our SSID cards from Kristen for the IAB assessments. We are scheduled to give our first one on November
13. She will get them to us.
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Daniel Gordon
Elizabeth Nunes
Carrie Martinez
Date: 10/31/2017 8:07:45 AM
Subject: Re: Lunchroom helpers?
FYI from Cindy…….
From: Cindy Gist

Sent: Monday, October 30, 2017 6:29 PM
Subject: Re: Lunchroom helpers?
Let's let Daniel take November and then we will see if it is needed after that

From: Brent Bagley <Brent.Bagley@sundale.org>
Date: 10/30/17 3:28 PM (GMT-08:00)
Subject: Lunchroom helpers?
Cindy:
Carrie sent 3 third grade helpers to help each day in August, Elizabeth took the month of September, my class just
finished October, and Daniel is taking the month of November. The time slot our 3 helpers took each day was 11:20 to
11:30.
Do you want 3rd grade to continue doing that or do you want 4th grade to take over from there? We weren’t quite sure
about that. Please let us know.
Thank you so much.
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 2/7/2018 6:54:05 PM
Subject: Fwd: Reminder: Farm Bureau Student Art Calendar artwork due Feb. 15
If you have students participating make sure to submit entrees by Friday.

From: Rob Herman <robh@tcoe.org>
Date: 2/7/18 8:38 AM (GMT-08:00)
To: Rob Herman <robh@tcoe.org>
Subject: Reminder: Farm Bureau Student Art Calendar artwork due Feb. 15

From: Rob Herman <robh@tcoe.org>
Date: 2/7/18 8:38 AM (GMT-08:00)
To: Rob Herman <robh@tcoe.org>
Subject: Reminder: Farm Bureau Student Art Calendar artwork due Feb. 15
3/9/2018
Page 2
Robert Herman
Public Information Officer
559/733-6606
robh@tcoe.org
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/17/2017 7:47:08 AM
Subject: FW: Circle J STEM field trips!
Attachments: Circle J STEM Flyer.pdf
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
From: Nancy Bruce [mailto:circlej@ocsnet.net]

To: Nancy Bruce <circlej@ocsnet.net>
Subject: Circle J STEM field trips!
3/9/2018
Page 2
Did you know Circle J offers

STEM Field Trips?
ONLY
$100 for up to
70 students!
Involve your students in a STEM field trip at Circle J Ranch!

Available dates:
November 1, 20, 21, 27, 28 & 29
December 1, 4, 5, 6, 8, 11, 12, 13, 14 & 15
January 10, 11, 12, 16, 17, 18, 19, 22, 23, 24, 25, 26, 31
February 1, 2, 5, 6, 7, 8, 9, 13, 14, 15, 20, 21, 22
March 12, 13, 14, 15, 19, 21, 28, 29
April 3, 4, 5, 6, 10, 16, 18, 26, 27
May 1, 2, 3, 4, 7, 8, 9, 10, 11, 14, 15, 16, 17, 18, 21, 22, 23, 24, 25, 29, 30
Contact: Nancy Bruce, Lead Teacher (559) 539-2263 circlej@ocsnet.net
3/9/2018
Page 3
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/6/2017 11:20:37 AM
Subject: 1st Trimester attendance
I have reports in your boxes for your report cards There were 64 days in the 1 st trimester
If you need help reviewing your report, please see me
AMAJ
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
CONFIDENTIALITY NOTICE: This transmission, including any attachments, is confidential and may be legally privileged. If you are not the
intended recipient, or their agent, you are hereby notified that reading, disclosing, copying, distributing or using any information
contained in this transmission is strictly prohibited. If you have received this transmission in error, please immediately notify the
sender by email or by telephone at (559) 688-7451 and destroy the transmission. Thank you for your assistance.
3/9/2018
Page 1
To: Louisa Pedro
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Date: 10/18/2017 11:32:23 AM
Subject: PTO IGLOO
If anyone borrowed one of the PTO IGLOO’S please bring it to the office ASAP. They need it for the walk a thon
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/17/2017 7:22:16 AM
Subject: RE: paper bags
I’d like 24.

Thanks,
Carrie

Sent: Monday, October 16, 2017 10:40 AM
Subject: paper bags
I have a lot (500) of small paper bags that can be used for the field trip snacks. If you need any please let me know.
3/9/2018
Page 1
From: Michael Phan
To: Sundale Staff
Date: 11/2/2017 11:04:43 AM
Subject: staff meeting notes Nov 2, 2017
See attachment
>
3/9/2018
Page 2
3/9/2018
Page 1
From: Victoria Mello
To: Elizabeth Nunes
Date: 10/25/2017 8:56:54 PM
Subject: parent conference sheet
Hi Elizabeth,
I just wanted you to know that I have my parent conference sheet.
I meant to make a copy of it but I had to leave right after school.
I’m out the next couple of days. I hope this doesn’t inconvenience
anyone. J
3/9/2018
Page 1
From: Michael Phan
To: Elizabeth Nunes
Date: 10/27/2017 9:33:40 AM
Subject: Re: log ins
I don't, not sure who is in charge of that program. Maybe Joey.
Sent from my iPhone
On Oct 27, 2017, at 9:32 AM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Do you have the student log ins for the national geographic pilot?
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/2/2017 10:45:15 AM
Subject: updated Scope and Sequence
Attachments: Sundale Elementary School 3rd Grade Scope and Sequence (1).docx
Attached is our updated Scope and Sequence.

Carrie
3/9/2018
Page 2
Sundale Elementary School 3rd Grade Scope and Sequence

August September October November December January February March April May/June
Trimester 1 Trimester 2 Trimester 3

Days 19 19 21 18 15 12 14 17 20 23
Theme Life in the Soil One of a Kind Fantasy
English The Boxcar Children 1/15-2/9: Wonder’s Pilot: Unit 3: One of a Kind Trickster Tales
Roughing it on the Oregon Trail The Day the Crayon Quit Night of the Pufflings
Language 9/4-10/13: National Geographic Pilot How to Eat Fried Worms Seal Surfer
Arts Unit 3: Life in the Soil Muggie Maggie Ramona Quimby
10/10: Pioneer PBL Unit
ELA 3.RL3.1-3.7 3.RL3.1-3.7 3.RL3.1-3.7
3.RL3.9-3.10 3.RL3.9-3.10 3.RL3.9-3.10
Standards
3.RI3.1-3.10 3.RI3.1-3.10 3.RI3.1-3.10
RF.3.3-3.4 RF.3.3-3.4 RF.3.3-3.4
Resources: Other Resources: Other Resources: Other Resources:

National Geographic Wonders Houghton Mifflin
Roughing it on the Oregon Trail How to Eat Fried Worms Ramona Quimby
Muggie Maggie
Writing Opinion Focus Informative/Explanatory Focus Narrative Focus

Narrative: National Geographic Pilot Narrative: Interim ELA PT Assessment or Wonder’s Curriculum Narrative: Real Life Narrative
Informative: National Geographic Pilot Informative: PBL Project Informative: Animal Research
Opinion: The Boxcar Children Opinion: Wonder’s Curriculum Opinion: The Best Classroom Pet
Writing 3.W.3.1-3.10 3.W.3.1-3.10 3.W.3.1-3.10

Standards
Smarter Balanced Released Questions Wonders Smarter Balanced Released Questions
National Geographic Smarter Balanced Released Questions Houghton Mifflin
Speaking Shel Silverstein Where the Sidewalk Ends: Oral

Poetry Presentations
Speaking 3.SL 3.3 3.SL.3.2 3.SL.3.1

Standards 3.SL 3.4 3.SL.3.6 3.SL.3.4
3.SL 3.5

Where the Sidewalk Ends by Shel Silverstein
Multiplication
Place Value Place Multiplication and Division Multiplication Fractions Fractions Data Geometry and
Math and Division
Multiplication and Value Multiplication and Area
Multiplication
and Area and Area Data Geometry and Measurement
Division Multiplica Fractions Measurement
tion and
Division
3/9/2018
Page 3
Math 3.OA.1 3.OA.1 3.OA.1 3.OA.1 3.MD.5 3.NF.1 3.NF.1 3.NF.1 3.OA.8 3.OA.8
3.OA.2 3.OA.2 3.OA.2 3.OA.2 3.MD.6 3.NF.2 3.NF.2 3.NF.2 3.MD.3 3.MD.1
Standards 3.OA.3 3.OA.3
3.OA.3 3.OA.3 3.MD.7 3.NF.3 3.NF.3 3.NF.3 3.MD.1 3.MD.4
3.OA.4 3.OA.4
3.OA.4 3.OA.4 3.G.2 3.G.2 3.G.2 3.MD.4 3.MD.5
3.OA.5 3.OA.5
3.OA.5 3.OA.5 3.OA.6 3.OA.6 3.MD.4 3.MD.4 3.MD.3 3.MD.5 3.MD.6
3.OA.6 3.OA.6 3.OA.7 3.OA.7 3.MD.5 3.MD.4 3.MD.6 3>MD.7
3.OA.7 3.OA.7 3.OA.8 3.OA.8 3.MD.6 3.MD.7 3.MD.8
3.OA.8 3.OA.8 3.OA.9 3.OA.9 3.MD.7 3.MD.8 3.G.1
3.NBT.2 3.NBT.1 3.NBT.1 3.NBT.2 3.G.1
3.NBT.2 3.NBT.3
3.NBT.2
3.NBT.3 3.MD.5
3.NBT.8
3.NBT.8 3.MD.6
3.MD.1 3.MD.1 3.MD.7
3.MD.2 3.MD.2
IAB OA and NBT: After Module 3 PT Practice Test: Jan MD: After Module 6
Assessments NF: After Module 5 Geo: After Module 7
PT IAB: March
Engage NY Engage NY Engage NY
Illustrative Mathematics Illustrative Mathematics Illustrative Mathematics
Howard County Howard County Howard County
K-5 Resources K-5 Resources K-5 Resources
Science: Plants/Animals (Harcourt Forces and Motion Harcourt Science: Living Things and
Science
Science 2000) Chapter 1, pp A2 – Solid, Liquid, and Gas Their Environments
A29 Science: Weather
Forest Ecosystems p. A80 - A90
Desert Ecosystems p. A92- A97
Water Ecosystems p. A100 – A105
Science 3.LS1-1 3.PS.2-1 3.LS2-1
Standards 3.LS3-1 3.PS.2-2 3.LS4-1
3.LS3-2 3.PS.2-3 3.LS4-3
3.LS4-2 3.PS2-4 3.LS4-4
Harcourt Science Book Harcourt Science Book Harcourt Science Book
Native Americans Chapter 3 The Land and the First People pp 86 The United States Government
Social Geography
-122 (Nonfiction) Chapter 7 page 246-286
Studies Lesson 1 Rules and Laws page 252
Lesson 2 The U.S. Constitution page 258
Lesson 3 Three Levels of Government
page 266
Lesson 4 Local Government in California
page 276
Social Studies
Standards
Harcourt Reflections Harcourt Reflections Harcourt Reflections
3/9/2018
Page 4
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Cindy Gist
Date: 2/7/2018 5:19:09 PM
I am open to that. Maybe we could share and he'd get a feel for more than one teacher.
From: Cindy Gist

To: Carrie Martinez; Elizabeth Nunes; Daniel Gordon; Brent Bagley
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 11/6/2017 10:02:22 AM
Subject: AR
Do I have to remove trimester 1 to get trimester 2? I can’t select the correct marking period. I can’t remember what I
need to do. Any help would be appreciated.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/25/2017 3:22:01 PM
Subject: I apologize (today) / PBL project / meeting day/time
I totally forgot to meet today. We can talk at lunch tomorrow about meeting on Wednesdays and I will do my best to
remember.
For now, can you guys please share what you are doing to prepare your students for the PBL? I don’t know why I am so
nervous about this. I don’t have a clue what I am doing yet. For example, I am thinking about paper machete and
building some of the landmarks, but I don’t even know where to begin.I am not crafty…..at all!
For now, here is what we are doing:

1. We finished Roughing it on the Oregon Trail and we all took the AR quiz
2. We built a timeline and a drawing of the Oregon Trail / California Trail with landmarks, rivers, mountains, and
forts
3. We are in the middle of a historical fiction narrative entitled Our Adventure on the Oregon Trail (Google
Classroom)
4. We put together a folder for them to keep anything I give them – copies of graphic organizers, print-outs of
websites or facts, etc
5. We are utilizing this website: http://www.oregontrailcenter.org/HistoricalTrails/ADayOnTheTrail.htm to give
them a typical day of what it was like on the trail (I really recommend this website)
6. Next, we will be studying the landmarks and the forts because that is what my class is in charge of
I also have a CD copy of the game The Oregon Trail and I will probably play that with them soon.
Let me know what you guys are doing and we can share ideas.
--Brent
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 2/7/2018 5:10:05 PM
Subject: Lock down
GREAT JOB TODAY TO ALL OF YOU.

I APPRECIATE YOUR PATIENCE AND YOUR PROMPTNESS IN EMAILING THE OFFICE STAFF YOUR NUMBERS.
GREAT TEAM WORK ONCE AGAIN!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Sundale Staff
Date: 2/5/2018 7:49:22 AM
Subject: Coffee maker?
We need a new coffee maker.

I will be the first to chip in $$ because we NEED coffee to function properly. Can I get an amen? J
Who do I give my $ to?
--Brent
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 11/6/2017 10:01:17 AM
Subject: refrigerator
I opened the refrigerator this morning and a small container with maybe Ranch dressing fell out and the lid popped off..
So sorry! Not sure who it belonged to.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Michael Phan
Date: 10/27/2017 9:30:00 AM
Subject: StarReading - urgent
Just a heads up, we're running out of slots for students that needed to take the STAR READING. Cindy wanted
me to get a count so we can place an order.
If you're getting a message that says "max capacity" when a student try to sign on to take the Star Read. That
means you need to request for additional slot.
Email me with the subject: StarRead and include how many slots you need. Keep in mind, make sure you are
certain because they cost $4.10 per student.
3/9/2018
Page 1
From: Joy Samuels
Date: 10/25/2017 3:06:48 PM
Subject: RE: college presentations for grades 1st - 5th
Thanks for the interest I made a google form that you can sign up on.
https://docs.google.com/a/sundaleschool.com/spreadsheets/d/1Q7sj965xaaCbwOD8LMkMWAn0_byiSjVH9ZeiQszuPBQ
/edit?usp=sharing
From: Joy Samuels

Thanks
Joy
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Date: 2/7/2018 5:08:45 PM
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 10/20/2017 5:59:54 PM
Subject: Conference Binder Schedule
Monday, October 23 3rd grade
Tuesday, October 24 2nd grade
Wednesday, October 25 1st grade
Thursday, October 26 TK, K
Pass it to the next grade level when finished.
PLEASE do not hold onto the binder past your assigned day.
Notes to teachers Friday, October 27
SEND HOME TO PARENTS October 30
3/9/2018
Page 1
From: Lisa Lopez
Date: 10/27/2017 8:36:16 AM
Subject: Sundale Winter Clothes Closet
Happy Friday All!

We will be holding our annual Winter Clothes Closet on Friday, Nov. 3rd. Please take a look around your class and if you
notice a student that hasn’t been or is in need of jackets, sweaters, and warm clothes please send me their names by
Thursday next week.
Thank you
Lopez
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/7/2018 2:22:56 PM
Subject: RE: open house
Thank you!

Sent: Wednesday, February 07, 2018 2:16 PM
Subject: RE: open house
Open House 6p- 7:15p

Dinner 5:30p-7p
Book Fair 5p-7p

Sent: Wednesday, February 07, 2018 10:45 AM
Subject: open house
What are the times for Open House? Dinner? Classrooms open? I looked at the calendar but it didn’t have it.
Thanks,
Carrie
3/9/2018
Page 1
From: Michael Phan
To: Elizabeth Nunes
Date: 10/18/2017 9:05:13 AM
Subject: RE: flash player
I think it ties in with the students profile logins, if I’m guessing right. Each of the student must have clicked on decline
FLASH player when it showed up at one point. Go ahead and continue to make that change for them, I’ll be looking
some settings on my end to make sure that setting stays in place for the entire Sundale students.

Subject: flash player
When the next group of kids logged on I had to use the steps you showed me. Will I have to do this each time until the
update is complete?
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Robin Dougherty
Brooks Gist
Tricia Reynolds
Stacy Tiner
Katrina Beamer
Date: 2/5/2018 7:38:10 AM
Subject: Christine Planning Days
Teachers,
Your last meeting day with Christine is coming up. See the table below on the day.
3rd Grade Teachers you will meet with Christine until 12:30 and take your lunch until 1:10. When you
return to your classroom, please the send the sub to junior high.
8th Grade Teachers you will meet with Christine from 1:10pm-3:15pm
7th Grade Teacher will meet with Christine from 8:10am-10:15am
6th Grade Teachers will meet with Christine from 10:30am-12:30
Date Number of Subs Grade Levels

2/20 4 AM: 3rd
PM: 8th
2/26 2 AM: 7th/6th
You will meet with Christine in the Parent Room. Please bring your red folder, Engage materials and a
computer. If you have any questions, please let me know.
Thanks,
Carrie
3/9/2018
Page 1
From: Joy Samuels
Date: 11/6/2017 9:14:04 AM
Subject: tutoring
FYI: Tutoring will continue this week, Thursday will be

the last day of tutoring for this trimester. Trimester
2 tutoring will start the Monday after Thanksgiving.
Thanks,
Joy
3/9/2018
Page 1
From: Joy Samuels
Date: 10/25/2017 2:17:58 PM
Thanks
Joy
3/9/2018
Page 1
Date: 10/27/2017 8:25:16 AM
Subject: spirit day
3/9/2018
Page 1
From: Lisa Lopez
To: Brent Bagley
Daniel Gordon
Elizabeth Nunes
Carrie Martinez
Rita Faria
Maricela Aguayo
Linda Allen
Victoria Mello
Arzella Barnes
Amanda Medeiros
Grace Larsen
Felicia Robles
Mary Carvalho
Kristen Boles
Susan Leal
Angie Beason
Date: 10/25/2017 12:06:05 PM
Subject: Halloween costume Chat
I will be coming around to classrooms tmrw morning starting in 3rd grade at 830ish to talk about Halloween Costumes
and hopefully answer any questions. It should be quick about 5min per class.
Lopez
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/18/2017 8:10:15 AM
SH: Brent
Movies: Daniel
Games: Carrie
Free: Elizabeth
Lunch: Trading post; bring your own (next week will be Chipotle)
One thing we can never lose if we hold on to our faith: God’s presence with us – that right there is true peace my friends.
J
3/9/2018
Page 1
From: Cindy Gist
Date: 11/6/2017 8:31:40 AM
Subject: today
Today is paper work release !

AnnMarie can not issue out paper for report cards until all absences are cleared and Independent Study work is in.
Please keep that in mind….
Middle School, hopefully by your lunch I will have more info from Rob Cranston regarding your report card.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Terri Rufert
Date: 10/25/2017 11:46:30 AM
Subject: Lost and found
Items will be donated at the end of the day if they aren’t labeled with a name.
Let your students know to check it out before 2:30 if they are missing something
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/7/2018 10:44:56 AM
Subject: open house
What are the times for Open House? Dinner? Classrooms open? I looked at the calendar but it didn’t have it.
Thanks,
Carrie
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/5/2018 1:02:17 AM
on a skill.
Nunes Class 4 certificates 6 students
800-507-2772
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/30/2017 3:25:59 PM
Subject: RE: Lunchroom helpers needed starting Wednesday
I will ask Cindy; I don’t mind.

To: Brent Bagley <Brent.Bagley@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes
I think we can move on to 4th and 5 th grade. I think? Maybe we need to check with Cindy first.
From: Brent Bagley

To: Daniel Gordon <Daniel.Gordon@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <
OK, awesome….thank you Daniel. This will be for the month of November.
Elizabeth / Carrie: are we asked to do this all year?
From: Daniel Gordon

To: Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <
Subject: Re: Lunchroom helpers needed starting Wednesday
Sure, I will send some helpers for Wednesday.
From: Brent Bagley

To: Carrie Martinez; Elizabeth Nunes; Daniel Gordon
Subject: Lunchroom helpers needed starting Wednesday
My class will finish being lunchroom helpers as of Tuesday.

*Starting Wednesday, they will need 3rd grade helpers.
Daniel: I think every class has done it except for your class. Would you be willing to choose helpers starting Wednesday?
The time frame would be 11:20 to 11:30 each day. Elizabeth gave me the tip that you set the alarm on one of your
IPads to help you remember the time the kids go. It worked well for me. I also chose three students for each day of the
week. The kids loved helping.
--Brent
3/9/2018
Page 1
From: Cindy Gist
Date: 10/27/2017 7:07:26 AM
Subject: Fwd: NASA Workshops for Teachers (Free!)

From: Irma Cerrillos <Irma.Cerrillos@tcoe.org>
Date: 10/26/17 8:40 AM (GMT-08:00)
Subject: NASA Workshops for Teachers (Free!)
From the desk of Jared Marr:
INTERESC (Instructional Technology and Resource Center) at Fresno State is offering FREE NASA workshops
on Saturdays from 12:30-5:30 p.m. Following are the dates and topics:
Nov. 4: Extreme Weather Conditions

Nov. 18: On the Moon: Inspiring a New Generation of Engineers
Dec. 9: NASA's BEST Engineering Designs
These hands-on STEM workshops are being held in the Kremen Education building; parking is free. University
credit is available for $75/unit.
Attached is a description of the workshops. This description and a flyer are available at http://bit.ly/NASA-
FA17Workshops
To register, visit http://bit.ly/NASA_FA17WorkshopReg

NASA workshops - Fall 2017
bit.ly
Hi all We are offering 4 NASA workshops again this semester.

The workshops will be held from 12:30 - 5:30 pm at Kremen
School of Education at Fresno State. Workshop 1: Solar system
- October 14 - Room ED 165 Workshop 2: Extreme weather
conditions - November 4 - - ED 169 Workshop 3: On the
moon: inspiring a new generation of engineers (hands-on) -
November 18 - ED 165 Workshop 4: Best NASA engineering
design - December 9 - ED 157 Please join us by filling out the
form below.
Please share this excellent opportunity with teachers and STEM/Science coordinators.
Thank you,
Carol
Carol Fry Bohlin, Ph.D.
Professor and Director, Mathematics and Science Teacher Initiative (MSTI)
Coordinator, M.A. in Education - Curriculum & Instruction Option
Editor, California Online Mathematics Education Times (COMET)
California State University, Fresno
5005 N. Maple Ave., M/S ED 2
Fresno, CA 93740-8025
Phone: (559) 278-0237 • Email: carolb@csufresno.edu

https://twitter.com/STEM_Fresno
--- To leave this mailing list send an email to: tcschools-leave@tcoe.org

3/9/2018
Page 1
From: Cindy Gist
Date: 10/25/2017 11:40:04 AM
Subject: staff meeting
Staff meeting tomorrow in Computer lab #1 for 4-8th grade teachers only.
Please bring your STAR login information and any questions you have on STAR.
If any grade levels K-3rd need time for a grade level meeting this is your opportunity. ;)
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Brent Bagley
Daniel Gordon
Elizabeth Nunes
Date: 10/30/2017 3:25:29 PM
I think we can move on to 4th and 5 th grade. I think? Maybe we need to check with Cindy first.
From: Brent Bagley

To: Daniel Gordon <Daniel.Gordon@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes
From: Daniel Gordon

To: Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <
From: Brent Bagley


--Brent
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 11/6/2017 8:20:41 AM
Subject: All Call speaker
Is not working today. No flag salute on the speaker, please do your own in your classrooms. Bells may not be working properly so use your watches. Make sure your
volume is up on your phones in case we are trying to call you. It’s a MONDAY
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Lisa Lopez
To: Amanda Medeiros
Arzella Barnes
Daniel Gordon
Elizabeth Nunes
Grace Larsen
Linda Allen
Brent Bagley
Maricela Aguayo
Rita Faria
Carrie Martinez
Victoria Mello
Felicia Robles
Date: 10/25/2017 10:49:04 AM
Subject: Conference Binder
Someone scheduled a Cam M on my sheet…. I do not have a Cam in my class.
Lopez
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Brent Bagley
Date: 2/7/2018 9:41:32 AM
Subject: Founder's Day
3 rd grade students,
You did a fabulous job last night. Those of who spoke, were very clear and did a great job in memorizing your parts.
Each of you showed great confidence!
Well Done 3rd graders…you make your principal proud!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Daniel Gordon
Carrie Martinez
Elizabeth Nunes
Date: 10/30/2017 3:22:12 PM
From: Daniel Gordon

To: Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes
From: Brent Bagley


--Brent
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 2/2/2018 1:12:22 PM
Subject: RE: Health and Wellness meeting Thursday March 1
Sorry that was a mistake, I meant 2:15

Sent: Friday, February 02, 2018 8:55 AM
To: Linda Allen <Linda.Allen@sundale.org>
Subject: RE: Health and Wellness meeting Thursday March 1
Will you be getting us coverage since it is at 1p?
From: Linda Allen

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brenda Allender <Brenda.Allender@sundale.org>; Eric Garcia <
Eric.Garcia@sundale.org>; Lezlee Medeiros <Lezlee.Medeiros@sundale.org>; Lupe Jamaica <Lupe.Jamaica@sundale.org
>; Kimberlie Tyler <Kimberlie.Tyler@sundale.org>; Linda Allen <Linda.Allen@sundale.org>
Subject: Health and Wellness meeting Thursday March 1
Hello, I am filling out a form to move our next Health and Wellness meeting from Feb 7th to March 1st at 1:00, which is a
Thursday, since we just recently met. Please mark your calendars, and I look forward to seeing you all then!
Linda
3/9/2018
Page 1
To: Sundale Staff
Date: 10/25/2017 10:42:26 AM
Subject: Bad Rabbit' Cyber-Attack Hits Computers Worldwide
Hello,
Another ransom virus where that will sooner than later hit here at home too. Just a heads up that we always
need to be cautious with our email and out on the web.
The U.S government has issued a warning about a new ransomware attack which is spreading through Europe
and into other countries around the world.
The new cyber-attack known as ‘Bad Rabbit’ is believed to disguise itself as a Windows Flash update in order to
convince innocent users to download the virus.
Once installed it quickly hijacks your computer encrypting your personal files and data demanding a ransom
payment to decrypt.
Marty Robertson
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 10/30/2017 3:21:28 PM
Subject: conference notes
Friendly reminder conference notes should have gone home today. Please be sure to send them home
tomorrow(Tuesday) if it did not make it home today.
Conferences begin 2 weeks from today!
Elizabeth
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/16/2017 1:45:03 PM
Subject: RE: reading lab
Thanks for letting us know. J
Brenda Allender
Director, RSP
Sundale School
559-688-7451

To: Susan Dieterle <Susan.Dieterle@sundale.org>; Brenda Allender <Brenda.Allender@sundale.org>
Subject: reading lab
Third grade is going on our field trip this Thursday, October 19. My students will not be able to attend reading lab.
Also on Friday is Walk a thon they will not be able to attend that day either.
Thanks
Elizabeth
3/9/2018
Page 1
From: Cindy Gist
Date: 10/20/2017 4:33:45 PM
Subject: Visual and Performing arts standards
Attachments: Visual and Performing ARts Standards.pdf
Here are the visual and performing arts standards we briefly discussed on Thursday.
Judy will be walking you through them at the staff meeting Nov. 9th. Feel free to breeze through these prior to then.
3/9/2018
R D
Page 2
O F
Visual and Performing
A ED
O
Arts Content Standards
B
for California
Public Schools U
Prekindergarten
C
Through Grade Twelve
• Dance
• Music
• Theatre
• Visual Arts
Adopted by the
California State Board
of Education
January, 2001
3/9/2018
Page 3
Visual and
Performing Arts
Content Standards
for California
Public Schools
Prekindergarten Through
Grade Twelve
• Dance
• Music
• Theatre
• Visual Arts
3/9/2018
Page 4
Publishing Information
When the Visual and Performing Arts Content Standards for California Public
Schools, Prekindergarten Through Grade Twelve, was adopted by the California
State Board of Education on January 10, 2001, the members of the State Board
were the following: Monica Lozano, President; Susan Hammer, Vice President;
Robert J. Abernethy; Marian Bergeson; Jacqueline C. Boris; Kathryn Dronenburg;
Reed Hastings; Nancy Ichinaga; Carlton J. Jenkins; Marion Joseph; and Vicki
Reynolds.
This publication was edited by Ed O’Malley, working in cooperation with Patty

Taylor and Don Doyle, Visual and Performing Arts Consultants. It was designed
and prepared for printing by the staff of CDE Press: graphic artists—Paul Lee and
Cheryl McDonald; typesetters—Anna Boyd and Jeannette Huff. It was published
by the California Department of Education, 1430 N Street, Sacramento, CA 95814-
5901. It was distributed under the provisions of the Library Distribution Act and
Government Code Section 11096.
© 2001 by the California Department of Education

All rights reserved
ISBN 0-8011-1548-5
Special Acknowledgment
The State Board of Education extends its appreciation to those who contributed to
the development and review of the Visual and Performing Arts Content Standards
and to those who provided comments at public hearings held throughout the state.
Special appreciation is also extended to The California Arts Project and the
professional arts teacher associations for their contribution to the review process:
the California Art Education Association, the California Music Educators
Association, the California Educational Theatre Association, and the California
Dance Educators Association.
Artwork
Artwork for the divider pages is from a drawing by Felicia Marie Zaragoza, student
of teacher Pattie Shaw, Grant High School, Sacramento.
Ordering Information
Copies of this publication are available for $12.50 each, plus shipping and
handling charges. California residents are charged sales tax. Orders may be sent
to CDE Press, Sales Office, California Department of Education, 1430 N Street,
Suite 3207, Sacramento, CA 95814-5901; FAX (916) 323-0823. See page 164
for a partial list of other educational resources available from the Department. In
addition, the Educational Resources catalog describing publications, videos, and
other instructional media available from the Department can be obtained without
charge by writing to the address given above or by calling the Sales Office at
(916) 445-1260.
Notice
The guidance in Visual and Performing Arts Content Standards for California
Public Schools is not binding on local educational agencies or other entities.
Except for the statutes, regulations, and court decisions that are referenced herein,
the document is exemplary, and compliance with it is not mandatory. (See
Education Code Section 33308.5.)
ii
3/9/2018
Page 5
Contents
A Message from the State Board of Education and the State Superintendent
of Public Instruction ................................................................................................................ v
Acknowledgments ..................................................................................................................... vii
Introduction ................................................................................................................................. ix
Dance Content Standards
Prekindergarten ....................................................................................................................... 2
Kindergarten ............................................................................................................................ 4
Grade One ................................................................................................................................. 6
Grade Two ................................................................................................................................ 9
Grade Three ............................................................................................................................ 12
Grade Four .............................................................................................................................. 15
Grade Five ............................................................................................................................... 18
Grade Six ................................................................................................................................. 21
Grade Seven ............................................................................................................................ 24
Grade Eight ............................................................................................................................. 27
Grades Nine Through Twelve—Proficient ........................................................................ 30
Grades Nine Through Twelve—Advanced ....................................................................... 33
Glossary of Terms Used in the Dance Content Standards .............................................. 36
Music Content Standards
Prekindergarten ..................................................................................................................... 42
Kindergarten .......................................................................................................................... 44
Grade One ............................................................................................................................... 46
Grade Two .............................................................................................................................. 49
Grade Three ............................................................................................................................ 52
Grade Four .............................................................................................................................. 55
Grade Five ............................................................................................................................... 58
Grade Six ................................................................................................................................. 61
Grade Seven ............................................................................................................................ 64
iii
3/9/2018
Page 6
CONTENTS
Grade Eight ..............................................................................................................................67
Grades Nine Through Twelve—Proficient .........................................................................70
Grades Nine Through Twelve—Advanced ........................................................................73
Glossary of Terms Used in the Music Content Standards ................................................76
Theatre Content Standards
Prekindergarten ................................................................................................................... 82
Kindergarten ........................................................................................................................ 84
Grade One ............................................................................................................................. 86
Grade Two ............................................................................................................................ 89
Grade Three .......................................................................................................................... 92
Grade Four ............................................................................................................................ 94
Grade Five ............................................................................................................................. 97
Grade Six ............................................................................................................................. 100
Grade Seven ........................................................................................................................ 103
Grade Eight ......................................................................................................................... 106
Grades Nine Through Twelve—Proficient .................................................................... 109
Grades Nine Through Twelve—Advanced ................................................................... 112
Glossary of Terms Used in the Theatre Content Standards ........................................ 115
Visual Arts Content Standards
Prekindergarten ................................................................................................................. 122
Kindergarten ...................................................................................................................... 125
Grade One ........................................................................................................................... 128
Grade Two .......................................................................................................................... 131
Grade Three ........................................................................................................................ 134
Grade Four .......................................................................................................................... 137
Grade Five ........................................................................................................................... 140
Grade Six ............................................................................................................................. 143
Grade Seven ........................................................................................................................ 146
Grade Eight ......................................................................................................................... 149
Grades Nine Through Twelve—Proficient .................................................................... 152
Grades Nine Through Twelve—Advanced ................................................................... 155
Glossary of Terms Used in the Visual Arts Content Standards.................................. 158
iv
3/9/2018
Page 7
A Message from the State Board of Education

and the State Superintendent of Public Instruction
The arts are a dynamic presence in our strands that are woven throughout all artistic
daily lives, enabling us to express our creativ experiences. The standards incorporate both
ity while challenging our intellect. Through traditional means of artistic expression and
the arts, children have a unique means of newer media, such as cinematography, video,
expression that captures their passions and and computer-generated art.
emotions and allows them to explore ideas, Educators are encouraged to take the
subject matter, and culture in delightfully standards and design curricular and instruc
different ways. Achievement in the arts tional strategies that address the needs of
cultivates essential skills, such as problem their students, teachers, and families. Local
solving, creative thinking, effective planning, educational agencies will want to consider
time management, teamwork, effective ways to include standards-based visual and
communication, and an understanding of performing arts instruction both in regular
technology. arts instruction and into other subject areas
The visual and performing arts standards for interdisciplinary instruction.
presented here are comprehensive and pro The visual and performing arts standards
vide important guidance for schools to pre reflect our belief that all children should have
pare curricula for students in prekindergarten access to challenging curriculum content,
through grade twelve. For the four disciplines exhibit a high level of performance profi
of dance, music, theatre, and visual arts— ciency, and be prepared for the world of
each with its own body of knowledge and tomorrow.
skills—the standards are organized into five
RUTH E. GREEN JACK O’CONNELL

President, California State Board of Education State Superintendent of Public Instruction
3/9/2018
Page 8
Acknowledgments
The development of the Visual and Performing Arts Content Standards was coordinated by
Patty Taylor, Visual and Performing Arts Consultant, California Department of Education. The
following visual and performing arts educators assisted in the development of the standards:
Judith Alter, University of California, Los Lynn Hickey, Los Angeles Unified School District
Angeles Carol Hovey, Livermore Valley Joint Unified
Sarah Anderberg, Sierra North Arts Project School District
Nancy Andrzejczak, Lake Elsinore Unified Lois Hunter, Los Angeles County High School for
School District the Arts
Sally Baker, Healdsburg Unified School District Kathy Kratochvil, Cultural Council of Santa Cruz
Donna Banning, Orange Unified School District Jody Krupin, Los Angeles Unified School District
Leah Bass-Baylis, Los Angeles Unified School Nancy Kupka, California State University, Los
District Angeles
Susan Cambique-Tracey, Performing Arts Center Patty Larrick, Palo Alto Unified School District
of Los Angeles County, Education Division Robin Lithgow, Los Angeles Unified School
Nancy Davidson, Capistrano Unified School District
District Sue Metz, Rio Linda Union Elementary School
George Degraffenreid, California State District
University, Fresno Judith Scalin, Loyola Marymount University
Armalyn De La O, San Bernardino City Unified Victoria Sebanz, Los Angeles Unified School
School District, RIMS California Arts Project District
Don Doyle, Los Angeles Unified School District Judi Stapleton, Carlsbad Unified School District
Carolyn Elder, Elk Grove Unified School District Sue Stanger, Los Angeles Unified School District
Maureen Gemma, San Juan Unified School James Thomas, Orange County Office of
District Education
Lee Hanson, Palo Alto Unified School District; Melinda Williams, Performing Arts Center of
California State University, San Jose Los Angeles County, Education Division
__________
The locations of the people included in this list were correct at the time this document was developed.
vii
3/9/2018
Page 9
ACKNOWLEDGMENTS
The following individuals reviewed the standards prior to the standards’ adoption by the
State Board of Education:
Jill Jacobson Bennet, Dance Educator Toni Marich, California State University,
Gabe Bernstein, The California Arts Project Dominguez Hills
Jean Brown, Brand New Sound, Inc., A Children’s Gwen McGraw, California State University,
Community Chorus Sacramento
David Catanzarite, Los Angeles Unified School Christine Olivo, Natomas Unified School District
District Crystal Olson, California State University,
Wayne Cook, California Arts Council Sacramento
Barbara Cuppet, Dance Educator Jerry Pannone, San Francisco Unified School
District
Don Dustin, Los Angeles Unified School District
Jim Pritchard, Galt Joint Union High School
Sue Fulmer, San Juan Unified School District
District
M. Kent Gregory, Garden Grove Unified School Lisa Roseman, Tustin Unified School District
District
Sally Ann Ryan, San Francisco Unified School
Barbara Hoffman, Sierra North Arts Project District
Janice King, Dance Educator David Isamu Tamori, Oroville Union High
Margie Lehr, San Juan Unified School District School District
Suzanne Mandell, San Juan Unified School
District
Drawing by Felicia Marie Zaragoza

Teacher: Pattie Shaw
Grant High School, Sacramento
viii
3/9/2018
Page 10
Introduction
Dance, music, theatre, and the visual arts Public Schools, Kindergarten Through Grade
have endured in all cultures throughout the Twelve, which was adopted by the State Board
ages as a universal basic language. The arts of Education in 1996. The strands and stan
convey knowledge and meaning not learned dards in this publication describe the content
through the study of other subjects. Study in that students need to master by the end of
and through the arts employs a form of think each grade level (prekindergarten through
ing and a way of knowing based on human grade eight) or cluster of grades (grades nine
judgment, invention, and imagination. Arts through twelve at the proficient and advanced
education offers students the opportunity to levels).
envision, set goals, determine a method to These standards were developed in re
reach a goal and try it out, identify alterna sponse to Senate Bill 1390 (Murray), signed by
tives, evaluate, revise, solve problems, imag Governor Gray Davis in September 2000. That
ine, work collaboratively, and apply bill calls for the adoption of visual and per
self-discipline. As they study and create in the forming arts content standards by the Califor
arts, students use the potential of the human nia State Board of Education and states that
mind to its full and unique capacity. The vi instruction in the visual and performing arts
sual and performing arts are a vital part of a should be made available to all students.
well-rounded educational program for all However, as with standards in other curricu
students. lum areas, the bill does not require schools to
The Visual and Performing Arts Content follow the content standards. Nothing in the
Standards for California Public Schools, bill mandates an assessment of pupils in the
Prekindergarten Through Grade Twelve, repre visual or performing arts. As stated in the bill,
sents a strong consensus on the skills, knowl “The content standards are intended to pro
edge, and abilities in dance, music, theatre, vide a framework for programs that a school
and the visual arts that all students should be may offer in the instruction of visual or per
able to master at specific grade levels, pre forming arts.”
kindergarten through grade twelve, in Cali
fornia public schools. Format of the Arts Content Standards
The standards were built on the compo
nents of arts education contained in the Visual For each arts discipline the content stan
and Performing Arts Framework for California dards are grouped under five visual and
ix
3/9/2018
Page 11
INTRODUCTION
performing arts strands: artistic perception; and reflecting on what a choreographer must
creative expression; historical and cultural know and be able to do (Strand 5).
context; aesthetic valuing; and connections, This publication is organized according to
relations, and applications. At each grade the four arts disciplines: dance, music, the
level, prekindergarten through grade eight, atre, and the visual arts. A glossary of key
content standards are specified for each terms is provided at the end of the standards
strand. For students in grades nine through for each of the arts.
twelve, the proficient level of achievement
can be attained at the end of one year of high Guiding Principles of the Arts
school study within an arts discipline after Content Standards
the student has attained the level of achieve
ment required of all students in grade eight. Essential guiding principles for arts educa
Many students also elect to take additional tion programs are contained in the Visual and
arts courses at the advanced level. That level Performing Arts Framework for California Public
can be attained at the end of a second year of Schools, Kindergarten Through Grade Twelve,
high school study within an arts discipline and are reflected throughout these content
after the proficient level of achievement has standards. First, the arts are core subjects,
been attained. each containing a distinct body of knowledge
These standards are written to apply to all and skills. Academic rigor is a basic charac
students and at each grade level build on the teristic of a comprehensive education in the
knowledge and skills the student has gained arts, including the following:
in the earlier grades. When reading the stan • Learning through active practice, re
dards at a particular grade level, one must hearsal, and creation or performance of
know the standards for all previous grade works in the arts
levels to understand how expectations are • Reading about the arts and artists
based on prior learning. • Researching, writing, and communicating
An examination of the standards for any about the arts
of the art forms at a given grade level will
• Reflecting on the arts in thoughtful essay
reveal overlaps and points of connection
or journal writing on one’s observations,
across the strands because the strands and
feelings, and ideas about the arts
the standards are intrinsically interrelated.
• Participating in arts criticism on the basis
For example, when working with a partner
of observation, knowledge, and criteria
or small group in creating a dance sequence,
the student is applying his or her skills and Another important goal of the standards is
perceptions (Strand 1), is demonstrating to help students make connections between
proficiency in creative expression (Strand 2), concepts in all of the arts and across subject
and is reflecting on knowledge of the work of areas. The fifth strand in these standards re
other dancers (Strand 3). In the same task the quires the student to connect and apply what
student is also participating in the critique is learned in the arts to other art forms and
process as he or she evaluates the dance subject areas and to careers.
sequence (Strand 4), is demonstrating skills The arts standards respect the multiplicity
in working with others, and is perhaps of cultures represented in California schools.
incorporating themes from other disciplines They allow students to experience the arts
3/9/2018
Page 12
INTRODUCTION
from the perspectives of American culture and large groups) provide opportunities for
and worldwide ethnic, racial, religious, and all students to succeed. All students should
cultural groups. participate in dance, music, theatre, and the
Throughout the standards technology is visual arts as performers and creators.
recognized as an essential tool that enhances A comprehensive arts education program
learning and expression in all the arts disci is composed of three modes of instruction:
plines and provides for expanded forms of 1. Subject-centered arts instruction in dance,
expression in digital and electronic media. music, theatre, and the visual arts
New technologies for the arts, arts-related 2. Instruction connecting the arts disciplines
computer applications, and emerging arts- 3. Instruction connecting the arts and other
related careers are especially vital in Califor core subjects
nia, where the demand for individuals with
artistic skills and career orientations has been Subject-centered arts instruction focuses
steadily growing in the vast arts and enter on developing foundation skills in each arts
tainment industry. discipline. Instruction connecting the arts
disciplines does so in a well-planned, mean
Delivery of a Standards-Based ingful, focused way. Knowledge of two or
more arts disciplines and skill in performing
Arts Education Program
and creating in those disciplines are mutually
The standards identify what all students in reinforcing and demonstrate the underlying
California public schools should know and unity of the arts. Instruction connecting the
be able to do at each grade level. Neverthe arts with other core subjects does so in sub
less, local flexibility is maintained with these stantive ways that strengthen the instruc
standards. Topics may be introduced and tional goals for those subjects.
taught at one or two grade levels before mas A thoughtful curriculum design provides
tery is expected. Decisions about how best to students with alternative ways to perceive
teach the standards are left to teachers and to and experience the world. A standards-based
school district staff. Although the standards arts education program provides a way by
do not specify how the curriculum should be which all students can work at a personal
delivered, they do inspire the use of a variety ized pace, develop self-expression and self-
of teaching strategies, both teacher-directed confidence, and experience a sense of accom
and student-centered. Various grouping plishment.
strategies (individuals, pairs, small groups,
xi
3/9/2018
Page 13
3/9/2018
Page 14
Dance
Prekindergarten
1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information
Through the Language and Skills Unique to Dance
Students perceive and respond, using the elements of dance. They demonstrate move
ment skills, process sensory information, and describe movement, using the vocabulary
of dance.
Development of Motor Skills and Technical Expertise

1.1 Move in a variety of directed ways.
1.2 Imitate the movements shown.
Comprehension and Analysis of Dance Elements

1.3 Respond in movement to opposites (e.g., big/small, fast/slow, tight/loose, move/stop).
Development of Dance Vocabulary

1.4 Name the opposites in basic movements (e.g., big/small).
2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in Dance
Students apply choreographic principles, processes, and skills to create and communi
cate meaning through the improvisation, composition, and performance of dance.
Creation / Invention of Dance Movements

2.1 Create movements that reflect a variety of daily tasks and activities.
2.2 Respond to visual and sound stimuli (e.g., bubbles, feathers, bell, clock, ball) with
original movement.
2.3 Respond spontaneously to different types of music and rhythms.
2
3/9/2018
Page 15
Dance PREKINDERGARTEN
3.0 HISTORICAL AND CULTURAL CONTEXT

Understanding the Historical Contributions and Cultural
Dimensions of Dance
Students analyze the function and development of dance in past and present cultures
throughout the world, noting human diversity as it relates to dance and dancers.
Development of Dance
3.1 Name and play children’s dance games from countries around the world.
4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About
Works of Dance
Students critically assess and derive meaning from works of dance, performance of
dancers, and original works according to the elements of dance and aesthetic qualities.
Description, Analysis, and Criticism of Dance

4.1 Describe how everyday movements can be used in dance (e.g., walk quickly, stretch
slowly).
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in Dance to Learning
in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in dance to learning across subject areas. They develop
competencies and creative skills in problem solving, communication, and management
of time and resources that contribute to lifelong learning and career skills. They also
learn about careers in and related to dance.
Connections and Applications Across Disciplines

5.1 Participate in dance games, sing songs, recite poems, and tell stories from
countries around the world.
3
3/9/2018
Page 16
Dance
Kindergarten

of dance.

1.1 Build the range and capacity to move in a variety of ways.
1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).

1.3 Understand and respond to a wide range of opposites (e.g., high/low, forward/back
ward, wiggle/freeze).

1.4 Perform simple movements in response to oral instructions (e.g., walk, turn, reach).

Creation/Invention of Dance Movements

2.1 Create movements that reflect a variety of personal experiences (e.g., recall feeling
happy, sad, angry, excited ).
2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and images) with
original movements.
2.3 Respond spontaneously to different types of music, rhythms, and sounds.
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Dance KINDERGARTEN

Dimensions of Dance
3.1 Name and perform folk/traditional dances from the United States and other countries.

Works of Dance
dancers, and original works based on the elements of dance and aesthetic qualities.

4.1 Explain basic features that distinguish one kind of dance from another (e.g., speed, force/
energy use, costume, setting, music).


5. 1 Give examples of the relationship between everyday movement in school and dance
movement.
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Dance
Grade One

of dance.

1.1 Demonstrate the ability to vary control and direct force/energy used in basic locomotor
and axial movements (e.g., skip lightly, turn strongly, fall heavily).

1.2 Perform short movement problems, emphasizing the element of space (e.g., shapes/lines,
big/small, high/low).

1.3 Name basic locomotor and axial movements (e.g., skip, slide, stretch, roll).


2.1 Use improvisation to discover movements in response to a specific movement problem
(e.g., find a variety of ways to walk; create five types of circular movement).
2.2 Respond in movement to a wide range of stimuli (e.g., music, books, pictures, rhymes,
fabrics, props).
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Dance GRADE ONE
Application of Choreographic Principles and Processes to Creating Dance

2.3 Create a short movement sequence with a beginning, a middle, and an end.
2.4 Create shapes and movements at low, middle, and high levels.
2.5 Imitate simple movement patterns.
Communication of Meaning in Dance

2.6 Express basic emotional qualities (e.g., angry, sad, excited, happy) through movement.
2.7 Perform improvised movement ideas for peers.
Development of Partner and Group Skills

2.8 Work with others in a group to solve a specific dance problem (e.g., design three
shapes—high, medium, and low; create slow and fast movements).

Dimensions of Dance
3.1 Name and perform folk/traditional dances from other countries.
3.2 Describe aspects of the style, costumes, and music of a dance.
3.3 List commonalities among basic locomotor movements in dances from various countries.
History and Function of Dance

3.4 Identify where and when people dance.

Works of Dance

4.1 Use basic dance vocabulary to identify and describe a dance observed or performed
(e.g., shapes, levels, directions, tempo/fast-slow).
Meaning and Impact of Dance

4.2 Describe the experience of dancing two different dances (e.g., Seven Jumps, La Raspa).
4.3 Describe how they communicate an idea or a mood in a dance (e.g., with exaggerated
everyday gesture or emotional energies).
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GRADE ONE Dance


5.1 Demonstrate curricular concepts through dance (e.g., growth cycle, animal movement).
5.2 Give examples of how dance relates to other subjects (e.g., mathematics—shape, count
ing; language arts—beginning, middle, and end).
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Dance
Grade Two

of dance.

1.1 Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and
jump, hop and skip, slide and roll).
1.2 Show a variety of combinations of axial movements (e.g., swing and balanced shapes,
turn and stretch, bend and twist).

1.3 Perform short movement problems, emphasizing the element of time (e.g., varied tem
pos, rhythmic patterns, counting).
1.4 Expand the ability to incorporate spatial concepts with movement problems.

1.5 Name a large number of locomotor and axial movements used in dance.

cate meaning through improvisation, composition, and performance of dance.

2.1 Create and improvise movement patterns and sequences.
2.2 Demonstrate multiple solutions in response to a given movement problem (e.g., In how
many ways can you travel from point A to point B?).
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GRADE TWO Dance

2.3 Create a simple sequence of movement with a beginning, a middle, and an end, incorpo
rating level and directional changes.
2.4 Create shapes and movements, using fast and slow tempos.
2.5 Develop a dance phrase that has a sense of unity.

2.6 Create, memorize, and perform original expressive movements for peers.

2.7 Work cooperatively in small and large groups.
2.8 Demonstrate partner skills (e.g., imitating and leading/following).

Dimensions of Dance
3.1 Name and perform social and traditional dances from various cultures.
3.2 Explain commonalities among basic locomotor and axial movements in dances from
various countries.
3.3 Name and perform rhythms from different cultures (e.g., through clapping, stamping,
using whole body movement).

3.4 Describe dances seen in celebrations and community events.

Works of Dance

4.1 Use basic dance vocabulary to name and describe a dance observed or performed
(e.g., levels, rhythm patterns, type of energy).
4.2 Describe how the movement in dances of peers communicates ideas or moods to the
viewer (e.g., ocean environment or a sad or joyous dance).
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Dance GRADE TWO

4.3 Describe the similarities and differences in performing various dances (e.g., direction
changes, steps, type of energy and tempo).


5.1 Use literature to inspire dance ideas (e.g., poem, cartoon, nursery rhyme).
5.2 Demonstrate language arts concepts through dance (e.g., show different punctuation
marks through movement).
Development of Life Skills and Career Competencies

5.3 Describe how choreographers create dances.
5.4 Describe how dancing requires good health-related habits (e.g., adequate nutrition,
water, and rest; proper preparation for physical activity).
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Dance
Grade Three

of dance.

1.1 Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in
circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor
and axial movements (e.g., walk and turn, stretch and slide).
1.2 Demonstrate the ability to start, change, and stop movement.

1.3 Perform short movement problems, emphasizing the element of force/energy
(e.g., swing, melt, explode, quiver).
1.4 Expand the ability to incorporate spatial and time concepts in movement problems
(e.g., select and combine three locomotor movements traveling in three different path
ways and using three different tempos).

1.5 Describe dance elements used in personal work and that of others.

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Dance GRADE THREE

2.1 Create and perform complex improvised movement patterns, dance sequences, and
studies.
2.2 Improvise and select multiple possibilities to solve a given movement problem (e.g., find
four different ways to combine a turn, stretch, and jump).

2.3 Create a sequence that has a beginning, a middle, and an end. Name and refine the parts
of the sequence.
2.4 Create a wide variety of shapes and movements, using different levels in space.

2.5 Perform dances to communicate personal meaning, using focus and expression.
2.6 Compare and contrast the role of the performer with that of a member of the audience.

2.7 Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).
2.8 Create, memorize, and perform original movement sequences with a partner or a small
group.

Dimensions of Dance
3.1 Describe commonalities among and differences between dances from various countries.
3.2 Describe and demonstrate ceremonial and folk/traditional dances that show work
activities (e.g., harvesting, fishing, weaving).

3.3 Explain the function of dance in ceremonial and social community events in Native
American cultures.
3.4 Describe how costumes and shoes influence dance movement.
Diversity of Dance
3.5 Name and demonstrate dances of Native Americans.
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GRADE THREE Dance

Works of Dance

4.1 Name specific criteria to assess the quality of a dance performance of peers (e.g., focus,
level of personal involvement, physical control).
4.2 Explain and demonstrate what it means to be a good audience member.

4.3 Explain how a performer’s dance skills contribute to communication of ideas and moods
when performing a dance (e.g., focus, strength, coordination).


5.1 Explain relationships between dance elements and other subjects (e.g., spatial path-
ways—maps and grids; geometric shapes—body shapes).
5.2 Describe how dancing develops physical and mental well-being (e.g., control, flexibility,
posture, strength, risk taking).

5.3 Explain how the time management, problem solving, and self-discipline skills required
for composing a dance apply to other school activities.
5.4 Give examples of ways in which the activities of professionals in the performing arts are
similar to each other (e.g., observing discipline, practicing skills, rehearsing perfor
mances).
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Dance
Grade Four

of dance.

1.1 Demonstrate mental concentration and physical control in performing dance skills.
1.2 Demonstrate the ability to use smooth transitions when connecting one movement
phrase to another.

1.3 Demonstrate increased range and use of space, time, and force/energy concepts
(e.g., pulse/accents, melt/collapse, weak/strong).
1.4 Explain the principles of variety, contrast, and unity and apply to a dance sequence.

1.5 Describe a specific movement, using appropriate dance vocabulary.
1.6 Identify, define, and use phrasing in dances learned or observed.


2.1 Create, develop, and memorize set movement patterns and sequences.
2.2 Improvise extended movement phrases.
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GRADE FOUR Dance

2.3 Describe, discuss, and analyze the process used by choreographers to create a dance.
2.4 Create a dance study that has a beginning, a middle, and an end. Review, revise, and
refine.

2.5 Convey a range of feelings through shape/postures and movements when performing
for peers.
2.6 Perform improvised movement and dance studies with focus and expression.

2.7 Demonstrate additional partner and group skills (e.g., imitating, leading/following,
mirroring, calling/responding, echoing).

Dimensions of Dance
3.1 Perform and identify dances from various countries with different arrangements of
dancers (e.g., lines, circles, couples).
3.2 Name the musical accompaniment and explain how it relates to the dances they have
studied.

3.3 Perform and describe dances that reflect the geographical place in which the dances are
performed (e.g., deserts, rain forests, islands).
Diversity of Dance
3.4 Perform and identify folk/traditional and social dances from California history.

Works of Dance
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Dance GRADE FOUR

4.1 Use dance vocabulary to describe unique characteristics of dances they have watched or
performed from countries studied in the history–social science curriculum (e.g., rhythms,
spatial patterns, gestures, intent).
4.2 Name and use specific criteria in assessing personal and professional dance choreogra
phy (e.g., contrast, phrasing, unity).

4.3 Describe ways in which a dancer effectively communicates ideas and moods (strong
technique, projection, and expression).
4.4 List the expectations the audience has for a performer and vice versa.


5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects
(e.g., positive and negative space, shape, line, rhythm, character).
5.2 Describe how dancing develops strength, flexibility, and endurance in accordance with
physical education standards.
5.3 Demonstrate a recognition of personal space and respect for the personal space of others.

5.4 Analyze the choreographic process and its relation to the writing process (e.g., brain
storming, exploring and developing ideas, putting ideas into a form, sequencing).
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Dance
Grade Five

of dance.

1.1 Demonstrate focus, physical control (e.g., proper alignment, balance), and coordination
in performing locomotor and axial movement.
1.2 Name and use a wide variety of movements (e.g., isolations/whole body).

1.3 Demonstrate a greater dynamic range in movement utilizing space, time, and force/
energy concepts.
1.4 Incorporate the principles of variety, contrast, and unity with dance studies.

1.5 Use appropriate dance vocabulary to describe dances.

Creation/Invention of Dance Movement

2.1 Create, memorize, and perform complex sequences of movement with greater focus,
force/energy, and intent.
2.2 Invent multiple possibilities to solve a given movement problem and analyze problem-
solving strategies and solutions.
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Dance GRADE FIVE

2.3 Describe and incorporate simple dance forms in dance studies (e.g., AB form, canon).
2.4 Demonstrate principles of opposing weight and force/energy, balance and counterbal
ance, or cantilever.

2.5 Convey a wide range of feeling and expression through gestures, posture, and
movement.

2.6 Demonstrate cooperation, collaboration, and empathy in working with partners and in
groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing).

Dimensions of Dance
3.1 Describe how and why a traditional dance may be changed when performed on stage for
an audience.

3.2 Identify and perform folk/traditional, social, and theatrical dances done by Americans in
the eighteenth and nineteenth centuries.
Diversity of Dance
3.3 Select traditional dances that men, women, or children perform and explain the
purpose(s) of the dances.

Works of Dance
dancers, and original works according to the elements of dance and aesthetic qualities.

4.1 Use dance vocabulary to identify and support personal preferences for dances observed
or performed.
4.2 Apply specific criteria to analyze and assess the quality of a dance performance by well-
known dancers or dance companies (e.g., technical skill, musicality, dynamics, mood).
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GRADE FIVE Dance

4.3 Identify the special and challenging characteristics of the experience of dancing for an
audience.
4.4 Explain how outstanding dancers affect audience members emotionally or intellectually.


5.1 Describe how historical events relate to dance forms (e.g., the rebellion of the 1960s was
represented in popular social dances with a move from partners to individual expres
sion).
5.2 Describe how dancing requires good health-related habits (e.g., individual and group
goals for flexibility, strength, endurance, stress management, nutrition).
5.3 Cite examples of the use of technology in the performing arts.

5.4 Demonstrate social skills that enable students to become leaders/teachers and followers/
learners.
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Dance
Grade Six

of dance.

1.1 Demonstrate focus, physical control, coordination, and accurate reproduction in perform
ing locomotor and axial movement.
1.2 Incorporate a variety of force/energy qualities into executing a full range of movements.

1.3 Identify and use force/energy variations when executing gesture and locomotor and
axial movements.
1.4 Use the principles of contrast, unity, and variety in phrasing in dance studies and dances.

1.5 Describe and analyze movements observed and performed, using appropriate dance
vocabulary.

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GRADE SIX Dance

2.1 Invent multiple possibilities to solve a given movement problem and develop the
material into a short study.
2.2 Compare and demonstrate the difference between imitating movement and creating
original material.

2.3 Describe and incorporate dance forms in dance studies.
2.4 Demonstrate the ability to coordinate movement with different musical rhythms and
styles (e.g., ABA form, canon).
2.5 Use the elements of dance to create short studies that demonstrate the development of
ideas and thematic material.
Communication of Meaning in Dance Through Dance Performance

2.6 Demonstrate an awareness of the body as an instrument of expression when rehearsing
and performing.
2.7 Revise, memorize, and rehearse dance studies for the purpose of performing for others.

2.8 Demonstrate an ability to cooperate and collaborate with a wide range of partners and
groups (e.g., imitating, leading/following, mirroring, calling/responding, echoing,
sequence building).

Dimensions of Dance
3.1 Compare and contrast features of dances already performed from different countries.

3.2 Explain the importance and function of dance in students’ lives.
Diversity of Dance
3.3 Explain the various ways people have experienced dance in their daily lives (e.g., Roman
entertainments, Asian religious ceremonies, baby naming in Ghana, Latin American
celebrations).
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Dance GRADE SIX

Works of Dance

4.1 Apply knowledge of the elements of dance and the craft of choreography to critiquing
(spatial design, variety, contrast, clear structure).
4.2 Propose ways to revise choreography according to established assessment criteria.

4.3 Discuss the experience of performing personal work for others.
4.4 Distinguish the differences between viewing live and recorded dance performances.


5.1 Describe how other arts disciplines are integrated into dance performances (e.g., music,
lighting, set design).
5.2 Describe the responsibilities a dancer has in maintaining health-related habits
(e.g., balanced nutrition, regular exercise, adequate sleep).

5.3 Identify careers in dance and dance-related fields (e.g., teacher, therapist, videographer,
dance critic, choreographer, notator).
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Dance
Grade Seven

of dance.
Development of Motor Skills, Technical Expertise, and Dance Movements

1.1 Demonstrate increased focus, physical control, coordination, skill, and accurate repro
duction in performing locomotor and axial movement.
1.2 Demonstrate increased ability and skill to sustain longer and more complex movement
sequences for expression in a variety of dance styles.
1.3 Demonstrate risk taking in generating bigger and stronger movements through space in
rehearsal and performance.

1.4 Identify and use a wider range of space, time, and force/energy to manipulate locomotor
and axial movements.

1.5 Use appropriate dance vocabulary to describe everyday gestures and other movements
observed in viewing live or recorded dance performances. (Descriptions may take the
form of a drawing or video/computer documentation.)

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Dance GRADE SEVEN

2.1 Create, memorize, and perform improvised movement sequences, dance studies, and
choreography with dynamic range and fulfillment.
2.2 Demonstrate the ability to use personal discovery and invention through improvisation
and choreography.

2.3 Demonstrate the ability to use dance elements to develop dance phrases reflecting
various musical rhythms, styles, and dynamics.
2.4 Demonstrate skill in using ideas and themes to develop simple dance forms (e.g., rondo,
ABA form).
Communication of Meaning in Dance Through Dance Performance

2.5 Demonstrate performance skill in the ability to interpret and communicate through
dance.
2.6 Collaborate with others in preparing a dance presentation for an audience (short infor
mal dance, lecture/demo, evening concert).

2.7 Demonstrate increased originality in using partner or group relationships to define
spatial floor patterns, shape designs, and entrances and exits.

Dimensions of Dance
3.1 Identify and perform dances from countries studied in the history–social science
curriculum.

3.2 Explain the function of dance in daily life during specific time periods and in countries
being studied in history–social science (e.g., North African, Middle Eastern, and Central
American dance in ceremonies, social events, traditional settings, and theatrical perfor
mances).
Diversity of Dance
3.3 Explain how dance functions among people of different age groups, including their own.
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GRADE SEVEN Dance

Works of Dance

4.1 Demonstrate understanding of the elements of dance and the craft of choreography when
critiquing two kinds of dance (e.g., solo, duet).
4.2 Identify assessment criteria used for outstanding performances in different styles of
dance (e.g., theatre, social, ceremonial).

4.3 Explain and analyze the impact of live or recorded music on dance performances.
(Recorded music is consistent. Live music can be altered.)
4.4 Explain how different venues influence the experience and impact of dancing (e.g., a
studio setting, traditional stage, theater in the round).


5.1 Identify and use different sources to generate ideas for dance compositions (e.g., poetry,
photographs, political/social issues).
5.2 Describe how dancing builds physical and emotional well-being (e.g., positive body
imaging, physical goals, creative goals, focus/concentration).

5.3 Appraise how time management, listening, problem-solving, and teamwork skills used
with other dancers in composing and rehearsing a dance can be applied to other group
activities.
5.4 Research and compare careers in dance and dance-related fields.
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Dance
Grade Eight

of dance.

1.1 Demonstrate increased ability and skill to apply the elements of space, time, and force/
energy in producing a wide range of dance sequences.
1.2 Demonstrate capacity for centering/shifting body weight and tension/release in per
forming movement for artistic intent.
1.3 Demonstrate greater technical control in generating bigger and stronger movements
through space in rehearsal and performance.

1.4 Analyze gestures and movements viewed in live or recorded professional dance perfor
mances and apply that knowledge to dance activities.

1.5 Identify and analyze the variety of ways in which a dancer can move, using space, time,
and force/energy vocabulary.

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GRADE EIGHT Dance

2.1 Create, memorize, and perform dance studies, demonstrating technical expertise and
artistic expression.
2.2 Expand and refine a personal repertoire of dance movement vocabulary.

2.3 Apply basic music elements to the making and performance of dances (e.g., rhythm,
meter, accents).
2.4 Record personal movement patterns and phrases, using a variety of methods
(e.g., drawings, graphs, words).
Communication of Meaning Through Dance Performance

2.5 Demonstrate performance skill in the ability to project energy and express ideas through
dance.
2.6 Demonstrate the use of personal images as motivation for individual and group dance
performances.

2.7 Demonstrate originality in using partner or group relationships to define spatial patterns
and the use of overall performing space.

Dimensions of Dance
3.1 Compare and contrast specific kinds of dances (e.g., work, courtship, ritual, entertain
ment) that have been performed.

3.2 Explain the variety of roles dance plays among different socioeconomic groups in
selected countries (e.g., royalty and peasants).
Diversity of Dance
3.3 Describe the roles of males and females in dance in the United States during various time
periods.
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Dance GRADE EIGHT

Works of Dance

4.1 Identify preferences for choreography and discuss those preferences, using the elements
of dance.

4.2 Explain the advantages and disadvantages of various technologies in the presentation of
dance (e.g., video, film, computer, DVD, recorded music).
4.3 Describe and analyze how differences in costumes, lighting, props, and venues can
enhance or detract from the meaning of a dance.


5.1 Identify and compare how learning habits acquired from dance can be applied to the
study of other school subjects (e.g., memorizing, researching, practicing).
5.2 Describe how dancing builds positive mental, physical, and health-related practices
(e.g., discipline, stress management, anatomic awareness).

5.3 Research and explain how dancers leave their performing careers to enter into alternative
careers.
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Dance
Grades Nine
Through Twelve–
Proficient
Note: The proficient level of achievement for students in grades nine through twelve can be attained at
the end of one year of high school study within the discipline of dance after the student has attained
the level of achievement in dance required of all students in grade eight.

of dance.

1.1 Demonstrate refined physical coordination when performing movement phrases
(e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent
artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).

1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.

1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in
space, time, and force/energy).

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Dance GRADES NINE THROUGH TWELVE–PROFICIENT

2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.

2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct
and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Performance of Dance

2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work
while employing personal artistic intent and interpretation.

2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios,
small ensembles).
2.7 Teach movement patterns and phrases to peers.

Dimensions of Dance
3.1 Identify and perform folk/traditional, social, and theatrical dances with appropriate
stylistic nuances.
3.2 Describe ways in which folk/traditional, social, and theatrical dances reflect their specific
cultural context.

3.3 Explain how the works of dance by major choreographers communicate universal
themes and sociopolitical issues in their historical/cultural contexts (e.g., seventeenth-
century Italy, eighteenth-century France, the women’s suffrage movement, dance in the
French courts, Chinese cultural revolution).
Diversity of Dance
3.4 Explain how dancers from various cultures and historical periods reflect diversity and
values (e.g., ethnicity, gender, body types, and religious intent).
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GRADES NINE THROUGH TWELVE–PROFICIENT Dance

Works of Dance

4.1 Describe how the qualities of a theatrical production contribute to the success of a dance
performance (e.g., music, lighting, costuming, text, set design).
4.2 Apply criteria-based assessments appropriate to various dance forms (e.g., concert jazz,
street, liturgical).
4.3 Defend personal preferences about dance styles and choreographic forms, using criteria-
based assessment.

4.4 Research and identify dances from different historic periods or cultures and make
connections between social change and artistic expression in dance.
4.5 Identify and evaluate the advantages and limitations of viewing live and recorded dance
performances.


5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances.
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of
dance techniques.

5.3 Explain how dancing presents opportunities and challenges to maintain physical and
emotional health and how to apply that information to current training and lifelong
habits.
5.4 Explain how participation in dance develops creative skills for lifelong learning and well
being that are interpersonal and intrapersonal.
5.5 Examine the training, education, and experience needed to pursue dance career options
(e.g., performer, choreographer, dance therapist, teacher, historian, critic, filmmaker).
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Dance
Grades Nine
Through Twelve–
Advanced
Note: The advanced level of achievement for students in grades nine through twelve can be attained
at the end of a second year of high school study within the discipline of dance and subsequent to the
attainment of the proficient level of achievement.

of dance.

1.1 Demonstrate highly developed physical coordination and control when performing
complex locomotor and axial movement phrases from a variety of genres (e.g., refined
body articulation, agility, balance, strength).
1.2 Perform in multiple dance genres, integrating an advanced level of technical skill and
clear intent.
1.3 Memorize and perform complicated works of dance at a level of professionalism (i.e., a
high level of refinement).

1.4 Apply a wide range of kinesthetic communication, demonstrating clarity of intent and
stylistic nuance.

1.5 Select specific dance vocabulary to describe movement and dance elements in great
detail.
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GRADES NINE THROUGH TWELVE–ADVANCED Dance


2.1 Create a diverse body of works of dance, each of which demonstrates originality, unity,
clarity of intent, and a dynamic range of movement.

2.2 Use dance structures, musical forms, theatrical elements, and technology to create
original works.
2.3 Notate dances, using a variety of systems (e.g., labanotation, motif writing, personal
systems).
Communication of Meaning in Performance of Dance

2.4 Perform a diverse range of works by various dance artists, maintaining the integrity of
the work while applying personal artistic expression.

2.5 Collaborate with peers in the development of complex choreography in diverse group
ings (e.g., all male, all female, people standing with people sitting).
2.6 Teach to peers a variety of complex movement patterns and phrases.

Understanding Historical Contributions and Cultural
Dimensions of Dance
Students recognize dance in past and present cultures throughout the world.
3.1 Identify, analyze, and perform folk/traditional, social, and theatrical dances with techni
cal accuracy and appropriate stylistic nuances.
3.2 Analyze the role dancers and choreographers play in the interpretation of dances in
various historical and cultural settings.

3.3 Compare and contrast universal themes and sociopolitical issues in a variety of dances
from different cultural contexts and time periods.
Diversity of Dance
3.4 Explain how dancers and choreographers reflect roles, work, and values in selected
cultures, countries, and historical periods.
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Dance GRADES NINE THROUGH TWELVE–ADVANCED

Works of Dance

4.1 Critique dance works to improve choreographic structure and artistic presence.
4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert
jazz, street, liturgical).
4.3 Analyze evolving personal preferences about dance styles and choreographic forms to
identify change and development in personal choices.

4.4 Research and assess how specific dance works change because of the impact of historic
and cultural influences on their interpretations (e.g., because of the loss of lives in war,
Fancy Dancing, once performed only by men, is now also performed by women).
4.5 Evaluate how aesthetic principles apply to choreography designed for technological
media (e.g., film, video, TV, computer imaging).


5.1 Demonstrate effective knowledge and skills in using audiovisual equipment and technol
ogy when creating, recording, and producing dance.
5.2 Compare the study and practice of dance techniques to motion, time, and physical
principles from scientific disciplines (e.g., muscle and bone identification and usage;
awareness of matter, space, time, and energy/force).

5.3 Synthesize information from a variety of health-related resources to maintain physical
and emotional health.
5.4 Determine the appropriate training, experience, and education needed to pursue a
variety of dance and dance-related careers.
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Glossary of Terms
Used in the Dance
Content Standards
AB form A two-part compositional form with an A theme and a B theme. The binary
form consists of two distinct, self-contained sections that share either a charac
ter or quality (such as the same tempo).
ABA form A three-part compositional form in which the second section contrasts with
the first section. The third section is a restatement of the first section in a
condensed, abbreviated, or extended form.
abstraction An idea or concept conveyed through movement and removed from its
original context.
accent A strong movement or gesture.

aesthetic criteria Standards applied in making judgments about the artistic merit of a work.
alignment The relationship of the skeleton to the line of gravity and base of support.
axial movement Movement anchored to one spot by a body part. Only the available space in
any direction is used while the initial body contact is being maintained.
Movement is organized around the axis of the body and is not designed for
travel from one location to another. Also known as nonlocomotor movement.
Examples include stretching, bending, turning in place, gesturing.
balance A state of equilibrium referring to the balance of weight or the spatial arrange
ment of bodies. Designs may be balanced on both sides of center (symmetri
cal) or balanced off center (asymmetrical).
ballet A classical Western dance form that originated in the Renaissance courts of
Europe. By the time of Louis XIV (mid-1600s), steps and body positions
underwent codification.
body image An acceptance of one’s body as it is in a positive way, with recognition of the
possibilities of its capabilities and limitations.
canon A passage, movement sequence, or piece of music in which the parts are done
in succession, overlapping one another.
choreography The creation and composition of dances by arranging or inventing steps,
(“dance writing”) movements, and patterns of movements.
contrast To set side by side to emphasize differences. In dance two contrasting move
ments might differ in energy; space (size, direction, level); design (symmetri
cal/asymmetrical, open/close); timing (fast/slow, even/uneven); or two or
more different themes or patterns.
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GLOSSARY OF TERMS USED IN THE DANCE CONTENT STANDARDS
counterbalance A weight that balances another weight. In dance it usually refers to one or more
dancers combining their weight in stillness or in motion to achieve a movement
or design that is interdependent. Any limb moving in one direction must be
given a counterweight.
dance Movement selected and organized for aesthetic purposes or as a medium of

expression rather than for its function as work or play.
dance forms The organization or plan for patterning movement; the overall structural
organization of a dance or music composition (e.g., AB, ABA, call and response,
rondo, theme and variation, canon, and the interrelationships of movements
within the overall structure).
dance phrase A partial dance idea composed of a series of connecting movements and similar
to a sentence in the written form.
dance sequence The order in which a series of movements and shapes occurs.
dance structures The way in which a dance is constructed or organized; a supporting framework
or the essential parts of a dance.
dance study A short work of dance that investigates a specific idea or concept and shows a
selection of movement ideas. It can be improvised or composed.
dynamics The energy of movement expressed in varying intensity, accent, and quality.
focus In general, a gathering of forces to increase the projection of intent. In particular,
it refers to the dancer’s line of sight.
folk/traditional dance Dance associated with a nationalistic purpose, usually performed today as a
surviving portion of a traditional celebration and done for social gatherings or
as recreation.
force/energy An element of dance characterized by the release of potential energy into kinetic
energy. It utilizes body weight, reveals the effects of gravity on the body, is
projected into space, and affects emotional and spatial relationships and inten
tions. The most recognized qualities of movement are sustained, percussive,
suspended, swinging, and collapsing.
genre A particular kind or style of dance, such as ballet, jazz, modern, folk, tap.
gesture The movement of a body part or combination of parts, with emphasis on the
expressive aspects of the move. It includes all movements of the body not
supporting weight.
improvisation Movement created spontaneously that ranges from free-form to highly struc
tured environments, always including an element of chance.
intent The state of having one’s mind fixed on some purpose.
isolation Movement done with one body part or a small part of the body. Examples are
rolling the head, shrugging the shoulders, and rotating the pelvis.
jazz dance Dance marked by movement isolations and complex, propulsive polyrhythms.
It is an outgrowth of African-American ragtime, jazz, spirituals, blues, work
songs, and so forth and is considered an American dance style.
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kinesthetic principles Physics principles that govern motion, flow, and weight in time and space,
including, for example, the law of gravity, balance, and centrifugal force.
labanotation A system for analyzing and recording human movement invented by Rudolf
von Laban (1879-1958).
locomotor Movement progressing through space from one spot to another. Basic locomo
tor movements include walking, running, galloping, jumping, hopping,
skipping, sliding, leaping.
modern dance A type of dance that began as a rebellion against steps and positions and
values expressive and original or authentic movement. It is a twentieth-
century idiom.
motif A distinctive and recurring gesture used to provide a theme or unifying idea.
movement pattern A repeated sequence of movement ideas, a rhythmic movement sequence, a
spatial design on the floor or in the air, or a specific relationship or grouping
of people.
movement problem A specific focus or task that serves as a point of departure for exploration and
composing, usually with specific criteria.
musical phrasing The grouping and articulation of a group of notes that form a logical unit.
musicality Attention and sensitivity to the musical elements of dance while creating or
performing.
partner and group skills Skills that require cooperation, coordination, and dependence, including
imitation, lead and follow, echo, mirroring, and call and response.
pathways A line along which a person or a part of the person, such as an arm or head,
moves (e.g., her arm took a circular path, or he traveled along a zigzag path
way).
phrasing The way in which the parts of a dance are organized.
postmodern dance A type of dance introduced by Merce Cunningham that emerged in the 1960s
and is generally characterized by a departure from narrative theme and
evocative emotion.
principles of The presence of unity, continuity (transitions), and variety (contrasts and
composition repetition) in choreography.
projection A confident presentation of one’s body and energy to communicate movement
and meaning vividly to an audience. It also refers to performance quality.
pulse The underlying and consistent beat.
repetition The duplication of movements or movement phrases within choreography.

retrograde The act of taking a sequence of choreography and reversing the order from
back to front.
rhythm A structure of movement patterns in time; a movement with a regular succes
sion of strong and weak elements; the pattern produced by emphasis and
duration of notes in music.
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shape The positioning of the body in space: curved, straight, angular, twisted,
symmetrical, or asymmetrical.
skills Technical abilities; specific movements or combinations.

social dance Dance done in a social setting. It is traditionally referred to as ballroom dance
but includes all popular social dances performed with or without partners.
space An element of dance that refers to the immediate spherical space surrounding
the body in all directions. Use of space includes shape, direction, path, range,
and level of movement. Space is also the location of a performed dance.
spatial Of or relating to space or existing in space.

stylistic nuance A subtle difference in style of meaning; the subtle or slight movements that
identify the distinct characteristics of a particular performer or the dances of a
particular choreographer or period.
tap dance A type of dance that concentrates on footwork and rhythm. This type of dance
grew out of American popular dancing, with significant roots in African-
American, Irish, and English clogging traditions.
technique The physical skills of a dancer that enable him or her to execute the steps and
movements required in different dances. Different styles or genres of dance
often have specific techniques.
tempo The speed of music or a dance.
time An element of dance involving rhythm, phrasing, tempo, accent, and dura
tion. Time can be metered, as in music, or based on body rhythms, such as
breath, emotions, and heartbeat.
transition The bridging point at which a single movement, the end of a phrase, or even
the end of a larger section of a dance progresses into the next movement,
phrase, or sequence.
unison Dance movement that takes place at the same time in a group.
unity The feeling of wholeness in a dance achieved when all of the parts work well
together.
variety in dance A quantity or range of different things. To maintain audience interest, the
composition choreographer must provide variety within the development of the dance.
Contrasts in the use of space, force, and spatial designs as well as some
repetition of movements and motifs provide variety.
work A piece of choreography or a dance.
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Music
Prekindergarten

Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information,
using the terminology of music.
Read and Notate Music

1.1 Use icons or invented symbols to represent musical sounds and ideas.
Listen to, Analyze, and Describe Music

1.2 Identify the sources of a wide variety of sounds.
1.3 Use body movement to respond to dynamics and tempo.

Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire
of music. They compose and arrange music and improvise melodies, variations, and
accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills

2.1 Move or use body percussion to demonstrate awareness of beat and tempo.
2.2 Use the voice to speak, chant, and sing.
Compose, Arrange, and Improvise

2.3 Improvise simple instrumental accompaniments to songs, recorded selections, stories,
and poems.
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Music PREKINDERGARTEN

Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world,
noting cultural diversity as it relates to music, musicians, and composers.
Diversity of Music
3.1 Use a personal vocabulary to describe music from diverse cultures.
3.2 Use developmentally appropriate movements in responding to music from various
genres and periods (rhythm).

Works of Music
Students critically assess and derive meaning from works of music and the performance
of musicians according to the elements of music, aesthetic qualities, and human re
sponses.
Derive Meaning
4.1 Create movements in response to music.
4.2 Participate freely in musical activities.

Connecting and Applying What Is Learned in Music to Learning
Students apply what they learn in music across subject areas. They develop competen
cies and creative skills in problem solving, communication, and management of time
and resources that contribute to lifelong learning and career skills. They learn about
careers in and related to music.
Connections and Applications

5.1 Improvise songs to accompany games and playtime activities.
Careers and Career-Related Skills

5.2 Demonstrate an awareness of music as a part of daily life.
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Music
Kindergarten


1.1 Use icons or invented symbols to represent beat.
1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).


2.1 Use the singing voice to echo short melodic patterns.
2.2 Sing age-appropriate songs from memory.
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo,
dynamics, and melodic direction.
2.4 Create accompaniments, using the voice or a variety of classroom instruments.

Dimensions of Music
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Music KINDERGARTEN
Role of Music
3.1 Identify the various uses of music in daily experiences.
Diversity of Music
3.2 Sing and play simple singing games from various cultures.
3.3 Use a personal vocabulary to describe voices and instruments from diverse cultures.
genres and styles (rhythm, melody).

Works of Music
sponses.
Derive Meaning
4.1 Create movements that correspond to specific music.
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song,
lullaby).

and resources that contribute to lifelong learning and career skills. They also learn about

5.1 Use music, together with dance, theatre, and the visual arts, for storytelling.

5.2 Identify and talk about the reasons artists have for creating dances, music, theatre pieces,
and works of visual art.
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Music
Grade One


1.1 Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and
divided beat (two sounds on one beat).

1.2 Identify simple musical forms (e.g., phrase, AB, echo).
1.3 Identify common instruments visually and aurally in a variety of music.


2.1 Sing with accuracy in a developmentally appropriate range.
2.3 Play simple accompaniments on classroom instruments.

2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom
instruments.
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MUSIC GRADE ONE

Dimensions of Music
Role of Music
3.1 Recognize and talk about music and celebrations of the cultures represented in the school
population.
Diversity of Music
3.2 Sing and play simple singing games from various cultures.
3.3 Use a personal vocabulary to describe voices, instruments, and music from diverse
cultures.
genres, periods, and styles (rhythm, melody, form).

Works of Music
sponses.
Derive Meaning
4.1 Create movements to music that reflect focused listening.
4.2 Describe how ideas or moods are communicated through music.
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GRADE ONE Music


5.1 Recognize and explain how people respond to their world through music.

5.2 Describe how the performance of songs and dances improves after practice and re
hearsal.
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Music
Grade Two


1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes,
half notes, and rests.
1.2 Read, write, and perform simple patterns of pitch, using solfège.

1.3 Identify ascending/descending melody and even/uneven rhythm patterns in selected
pieces of music.
1.4 Identify simple musical forms, emphasizing verse/refrain, AB, ABA.
1.5 Identify visually and aurally individual wind, string, brass, and percussion instruments
used in a variety of music.


2.3 Play rhythmic ostinatos on classroom instruments.
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GRADE TWO Music

2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of
classroom instruments.

Dimensions of Music
Role of Music
3.1 Identify the uses of specific music in daily or special events.
Diversity of Music
3.2 Sing simple songs and play singing games from various cultures.
3.3 Describe music from various cultures.

Works of Music
sponses.
Analyze and Critically Assess

4.1 Use the terminology of music in discussing individual preferences for specific music.
Derive Meaning
4.2 Create developmentally appropriate movements to express pitch, tempo, form, and
dynamics in music.
4.3 Identify how musical elements communicate ideas or moods.
4.4 Respond to a live performance with appropriate audience behavior.
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Music GRADE TWO


5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

5.2 Identify and discuss who composes and performs music.
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Music
Grade Three


1.1 Read, write, and perform simple rhythmic patterns using eighth notes, quarter notes,
half notes, dotted half notes, whole notes, and rests.
1.2 Read, write, and perform pentatonic patterns, using solfège.

1.3 Identify melody, rhythm, harmony, and timbre in selected pieces of music when pre
sented aurally.
1.4 Identify visually and aurally the four families of orchestral instruments and male and
female adult voices.
1.5 Describe the way in which sound is produced on various instruments.
1.6 Identify simple musical forms (e.g., AABA, AABB, round).

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Music GRADE THREE

2.2 Sing age-appropriate songs from memory, including rounds, partner songs, and
ostinatos.
2.3 Play rhythmic and melodic ostinatos on classroom instruments.

2.4 Create short rhythmic and melodic phrases in question-and-answer form.

Dimensions of Music
Role of Music
3.1 Identify the uses of music in various cultures and time periods.
Diversity of Music
3.2 Sing memorized songs from diverse cultures.
3.3 Play memorized songs from diverse cultures.
3.4 Identify differences and commonalities in music from various cultures.

Works of Music
sponses.

4.1 Select and use specific criteria in making judgments about the quality of a musical
performance.
Derive Meaning
4.2 Create developmentally appropriate movements to express pitch, tempo, form, and
dynamics.
4.3 Describe how specific musical elements communicate particular ideas or moods in music.
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GRADE THREE Music


5.1 Identify the use of similar elements in music and other art forms (e.g., form, pattern,
rhythm).

5.2 Identify what musicians and composers do to create music.
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Music
Grade Four


1.1 Read, write, and perform melodic notation for simple songs in major keys, using solfège.
1.2 Read, write, and perform diatonic scales.
1.3 Read, write, and perform rhythmic notation, including sixteenth notes, dotted notes, and
syncopation (e.g., eighth/quarter/eighth note and eighth-rest/quarter/eighth note).

1.4 Describe music according to its elements, using the terminology of music.
1.5 Classify how a variety of instruments from diverse cultures produce sound
(e.g., idiophone, aerophone, chordaphone, membranophone).
1.6 Recognize and describe aural examples of musical forms, including rondo.

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GRADE FOUR Music

2.1 Sing a varied repertoire of music from diverse cultures, including rounds, descants, and
songs with ostinatos, alone and with others.
2.2 Use classroom instruments to play melodies and accompaniments from a varied reper
toire of music from diverse cultures, including rounds, descants, and ostinatos, by
oneself and with others.

2.3 Compose and improvise simple rhythmic and melodic patterns on classroom instru
ments.

Dimensions of Music
Role of Music
3.1 Explain the relationship between music and events in history.
Diversity of Music
3.2 Identify music from diverse cultures and time periods.
3.3 Sing and play music from diverse cultures and time periods.
3.4 Compare musical styles from two or more cultures.
3.5 Recognize the influence of various cultures on music in California.

Works of Music
sponses.

4.1 Use specific criteria when judging the relative quality of musical performances.
Derive Meaning
4.2 Describe the characteristics that make a performance a work of art.
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Music GRADE FOUR


5.1 Identify and interpret expressive characteristics in works of art and music.
5.2 Integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-
organized presentation or performance.
5.3 Relate dance movements to express musical elements or represent musical intent in
specific music.

5.4 Evaluate improvement in personal musical performances after practice or rehearsal.
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Music
Grade Five


1.1 Read, write, and perform simple melodic notation in treble clef in major and minor keys.
1.2 Read, write, and perform major and minor scales.
1.3 Read, write, and perform rhythmic notation, including quarter-note triplets and tied
syncopation.

1.4 Analyze the use of music elements in aural examples from various genres and cultures.
1.5 Identify vocal and instrumental ensembles from a variety of genres and cultures.
1.6 Identify and describe music forms, including theme and variations and twelve-bar blues.


2.1 Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos
and songs in two-part harmony, by oneself and with others.
2.2 Use classroom instruments to play melodies and accompaniments from a varied reper
toire of music from diverse cultures, including rounds, descants, and ostinatos and two-
part harmony, by oneself and with others.
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Music GRADE FIVE

2.3 Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns inde
pendently on classroom instruments.

Dimensions of Music
Role of Music
3.1 Describe the social functions of a variety of musical forms from various cultures and time
periods (e.g., folk songs, dances).
Diversity of Music
3.2 Identify different or similar uses of musical elements in music from diverse cultures.
3.3 Sing and play music from diverse cultures and time periods.
3.4 Describe the influence of various cultures and historical events on musical forms and
styles.
3.5 Describe the influences of various cultures on the music of the United States.

Works of Music
sponses.

4.1 Identify and analyze differences in tempo and dynamics in contrasting music selections.
Derive Meaning
4.2 Develop and apply appropriate criteria to support personal preferences for specific
musical works.
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GRADE FIVE Music


5.1 Explain the role of music in community events.

5.2 Identify ways in which the music professions are similar to or different from one another.
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Music
Grade Six


1.1 Read, write, and perform intervals and triads.
1.2 Read, write, and perform rhythmic and melodic notation, using standard symbols for
pitch, meter, rhythm, dynamics, and tempo in duple and triple meters.
1.3 Transcribe simple aural examples into rhythmic notation.
1.4 Sight-read simple melodies in the treble clef or bass clef.

1.5 Analyze and compare the use of musical elements representing various genres and
cultures, emphasizing meter and rhythm.
1.6 Describe larger music forms (sonata-allegro form, concerto, theme and variations).

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GRADE SIX Music

2.1 Sing a repertoire of vocal literature representing various genres, styles, and cultures with
expression, technical accuracy, good posture, tone quality, and vowel shape—written
and memorized, by oneself and in ensembles (level of difficulty: 1 on a scale of 1–6).
2.2 Sing music written in two parts.
2.3 Perform on an instrument a repertoire of instrumental literature representing various
genres, styles, and cultures with expression, technical accuracy, tone quality, and articu
lation, by oneself and in ensembles (level of difficulty: 1 on a scale of 1–6).

2.4 Compose short pieces in duple and triple meters.
2.5 Arrange simple pieces for voices or instruments, using traditional sources of sound.
2.6 Improvise simple melodies.

Dimensions of Music
Role of Music
3.1 Compare music from two or more cultures of the world as to the functions the music
serves and the roles of musicians.
3.2 Listen to and describe the role of music in ancient civilizations (e.g., Chinese, Egyptian,
Greek, Indian, Roman).
Diversity of Music
3.3 Describe distinguishing characteristics of representative musical genres and styles from
two or more cultures.
3.4 Listen to, describe, and perform music of various styles from a variety of cultures.
3.5 Classify by style and genre a number of exemplary musical works and explain the
characteristics that make each work exemplary.

Works of Music
of musicians in a cultural context according to the elements of music, aesthetic qualities,
and human responses.
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Music GRADE SIX

4.1 Develop criteria for evaluating the quality and effectiveness of musical performances and
compositions, including arrangements and improvisations, and apply the criteria in
personal listening and performing.
Derive Meaning
4.2 Explain how various aesthetic qualities convey images, feeling, or emotion.
4.3 Identify aesthetic qualities in a specific musical work.


5.1 Describe how knowledge of music connects to learning in other subject areas.

5.2 Identify career pathways in music.
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Music
Grade Seven


1.1 Read, write, and perform intervals, chordal patterns, and harmonic progressions.
1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, and mixed
meters.
1.3 Transcribe simple aural examples into melodic notation.
1.4 Sight-read melodies in the treble or bass clef (level of difficulty: 1 on a scale of 1–6).

1.5 Analyze and compare the use of musical elements representing various genres, styles,
and cultures, emphasizing tonality and intervals.
1.6 Describe larger musical forms (e.g., canon, fugue, suite, ballet, opera, oratorio).

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Music GRADE SEVEN
Apply Vocal or Instrumental Skills

expression, technical accuracy, tone quality, vowel shape, and articulation—written and
memorized, by oneself and in ensembles (level of difficulty: 2 on a scale of 1–6).
2.2 Sing music written in two and three parts.

2.4 Compose short pieces in duple, triple, and mixed meters.
2.5 Compose and arrange simple pieces for voice and instruments, using traditional and
nontraditional sound sources, including digital/electronic media.
2.6 Improvise melodies and harmonic accompaniments.
2.7 Improvise melodic and rhythmic embellishments and variations on given pentatonic
melodies.

Dimensions of Music
Role of Music
3.1 Compare music from various cultures as to some of the functions music serves and the
roles of musicians.
3.2 Identify and describe the development of music during medieval and early modern times
in various cultures (e.g., African, Chinese, European, Islamic, Japanese, South American).
Diversity of Music
3.3 Identify and describe distinguishing characteristics of musical genres and styles from a
variety of cultures.
3.4 Perform music from diverse genres and cultures.
3.5 Identify instruments from a variety of cultures visually and aurally.
3.6 Classify by style and genre exemplary musical works and explain the characteristics that
make each work exemplary.
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GRADE SEVEN Music

Works of Music

4.1 Use criteria to evaluate the quality and effectiveness of musical performances and
compositions.
4.2 Apply criteria appropriate for the style or genre of music to evaluate the quality and
effectiveness of performances, compositions, arrangements, and improvisations by
oneself and others.
Derive Meaning
4.3 Compare and contrast the differences between one performance of a specific musical
work and another performance of the same work.


5.1 Identify similarities and differences in the meanings of common terms used in various
arts and other subject areas.
5.2 Identify and describe how music functions in the media and entertainment industries.

5.3 Identify various careers for musicians in the entertainment industry.
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Music
Grade Eight


1.1 Read, write, and perform augmented and diminished intervals, minor chords, and
harmonic minor progressions.
1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, compound, and
mixed meters.
1.3 Transcribe aural examples into rhythmic and melodic notation.
1.4 Sight-read accurately and expressively (level of difficulty: 2 on a scale of 1–6).

1.5 Analyze and compare the use of musical elements representing various genres, styles,
and cultures, with an emphasis on chords and harmonic progressions.
1.6 Describe larger musical forms (e.g., symphony, tone poem).
1.7 Explain how musical elements are used to create specific music events in given aural
examples.

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GRADE EIGHT Music

2.2 Sing music written in two, three, or four parts.
genres, styles, and cultures with expression, technical accuracy, tone quality and articula
tion, by oneself and in ensembles (level of difficulty: 3 on a scale of 1–6).

2.4 Compose short pieces in duple, triple, mixed, and compound meters.
2.5 Arrange simple pieces for voices or instruments other than those for which the pieces
were written, using traditional and nontraditional sound sources, including digital/
electronic media.
2.6 Improvise melodic and rhythmic embellishments and variations in major keys.
2.7 Improvise short melodies to be performed with and without accompaniment.

Dimensions of Music
Role of Music
3.1 Compare and contrast the functions music serves and the place of musicians in society in
various cultures.
3.2 Identify and explain the influences of various cultures on music in early United States
history.
3.3 Explain how music has reflected social functions and changing ideas and values.
Diversity of Music
3.4 Compare and contrast the distinguishing characteristics of musical genres and styles
from a variety of cultures.
3.5 Perform music from diverse genres, cultures, and time periods.
3.6 Classify exemplary musical works by style, genre, and historical period and explain why
each work is considered exemplary.
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Music GRADE EIGHT

Works of Music

4.1 Use detailed criteria for evaluating the quality and effectiveness of musical performances
and compositions and apply the criteria to personal listening and performing.
4.2 Apply detailed criteria appropriate for the genre and style of the music to evaluate the
quality and effectiveness of performances, compositions, arrangements, and improvisa
tions, by oneself and others.
Derive Meaning
4.3 Explain how and why people use and respond to specific music from different musical
cultures found in the United States.
4.4 Compare the means used to create images or evoke feelings and emotions in musical
works from a minimum of two different musical cultures found in the United States.


5.1 Compare in two or more arts forms how the characteristic materials of each art (sound in
music, visual stimuli in visual arts, movement in dance, human relationships in theatre)
can be used to transform similar events, scenes, emotions, or ideas into works of art.
5.2 Describe how music is composed and adapted for use in film, video, radio, and televi
sion.

5.3 Describe the skills necessary for composing and adapting music for use in film, video,
radio, and television.
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Music
Grades Nine
Through Twelve–
Proficient
Note: The proficient level of achievement for grades nine through twelve can be attained at the end of
one year of high school study within the discipline of music after the student has attained the level of
achievement in music required of all students in grade eight.

Students read, notate, listen to, analyze, and describe music and other aural informa
tion, using the terminology of music.

1.1 Read an instrumental or vocal score of up to four staves and explain how the elements
of music are used.
1.2 Transcribe simple songs when presented aurally into melodic and rhythmic notation
(level of difficulty: 1 on a scale of 1–6).
1.3 Sight-read music accurately and expressively (level of difficulty: 3 on a scale of 1–6).

1.4 Analyze and describe the use of musical elements and expressive devices (e.g., articula
tion, dynamic markings) in aural examples in a varied repertoire of music representing
diverse genres, styles, and cultures.
1.5 Identify and explain a variety of compositional devices and techniques used to provide
unity, variety, tension, and release in aural examples.
1.6 Analyze the use of form in a varied repertoire of music representing diverse genres,
styles, and cultures.
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Music GRADES NINE THROUGH TWELVE–PROFICIENT


2.2 Sing music written in three or four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part.
genres, styles, and cultures with expression, technical accuracy, tone quality, and
articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1–6).
2.5 Perform on an instrument in small ensembles, with one performer for each part.

2.6 Compose music, using musical elements for expressive effect.
2.7 Compose and arrange music for voices or various acoustic or digital/electronic instru
ments, using appropriate ranges for traditional sources of sound.
2.8 Arrange pieces for voices and instruments other than those for which the pieces were
originally written.
2.9 Improvise harmonizing parts, using an appropriate style.
2.10 Improvise original melodies over given chord progressions.

Dimensions of Music
Role of Music
3.1 Identify the sources of musical genres of the United States, trace the evolution of those
genres, and cite well-known musicians associated with them.
3.2 Explain the various roles that musicians perform, identify representative individuals who
have functioned in each role, and explain their activities and achievements.
Diversity of Music
3.3 Describe the differences between styles in traditional folk genres within the United States.
3.4 Perform music from various cultures and time periods.
3.5 Classify, by genre or style and historical period or culture, unfamiliar but representative
aural examples of music and explain the reasoning for the classification.
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GRADES NINE THROUGH TWELVE–PROFICIENT Music

Works of Music

4.1 Develop specific criteria for making informed critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and improvisations and
apply those criteria in personal participation in music.
4.2 Evaluate a performance, composition, arrangement, or improvisation by comparing each
with an exemplary model.
Derive Meaning
4.3 Explain how people in a particular culture use and respond to specific musical works
from that culture.
4.4 Describe the means used to create images or evoke feelings and emotions in musical
works from various cultures.


5.1 Explain how elements, artistic processes, and organizational principles are used in similar
and distinctive ways in the various arts.
5.2 Analyze the role and function of music in radio, television, and advertising.

5.3 Research musical careers in radio, television, and advertising.
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Music
Grades Nine
Through Twelve–
Advanced
Note: The advanced level of achievement for students in grades nine through twelve can be attained at
the end of a second year of high school study within the discipline of music and subsequent to the


1.1 Read a full instrument or vocal score and describe how the elements of music are used.
1.2 Transcribe simple songs into melodic and rhythmic notation when presented aurally
(level of difficulty: 2 on a scale of 1–6).
1.3 Sight-read music accurately and expressively (level of difficulty: 4 on a scale of 1–6).

1.4 Analyze and describe significant musical events perceived and remembered in a given
aural example.
1.5 Analyze and describe the use of musical elements in a given work that makes it unique,
interesting, and expressive.
1.6 Compare and contrast the use of form, both past and present, in a varied repertoire of
music from diverse genres, styles, and cultures.

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GRADES NINE THROUGH TWELVE–ADVANCED Music

2.2 Sing music written in four parts with and without accompaniment.
2.3 Sing in small ensembles, with one performer for each part (level of difficulty: 5 on a scale
of 1–6).
2.5 Perform in small instrumental ensembles with one performer for each part (level of
difficulty: 5 on a scale of 1–6).

2.6 Compose music in distinct styles.
2.7 Compose and arrange music for various combinations of voice and acoustic and digital/
electronic instruments, using appropriate ranges and traditional and nontraditional
sound sources.
2.8 Create melodic and rhythmic improvisations in a style or genre within a musical culture
(e.g., gamelan, jazz, and mariachi).

Dimensions of Music
Role of Music
3.1 Analyze how the roles of musicians and composers have changed or remained the same
throughout history.
3.2 Identify uses of music elements in nontraditional art music (e.g., atonal, twelve-tone,
serial).
3.3 Compare and contrast the social function of a variety of music forms in various cultures
and time periods.
Diversity of Music
3.4 Perform music from a variety of cultures and historical periods.
3.5 Compare and contrast instruments from a variety of cultures and historical periods.
3.6 Compare and contrast musical styles within various popular genres in North America
and South America.
3.7 Analyze the stylistic features of a given musical work that define its aesthetic traditions
and its historical or cultural context.
3.8 Compare and contrast musical genres or styles that show the influence of two or more
cultural traditions.
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Music GRADES NINE THROUGH TWELVE–ADVANCED

Works of Music

4.1 Compare and contrast how a composer’s intentions result in a work of music and how
that music is used.
Derive Meaning
4.2 Analyze and explain how and why people in a particular culture use and respond to
specific musical works from their own culture.
4.3 Compare and contrast the musical means used to create images or evoke feelings and
emotions in works of music from various cultures.


5.1 Explain ways in which the principles and subject matter of music and various disciplines
outside the arts are interrelated.
5.2 Analyze the process for arranging, underscoring, and composing music for film and
video productions.
5.3 Identify and explain the various factors involved in pursuing careers in music.
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Glossary of Terms
Used in the Music
Content Standards
accompaniment Vocal or instrumental parts that accompany a melody.

aerophone A musical instrument (as a trumpet or flute) in which sound is generated by a
vibrating column of air.
articulation The manner in which notes are performed, such as staccato or legato.
atonal A type of music in which tones and chords are not related to a central keynote.
augmented interval A major or perfect interval raised by a half step.
beat Unit of measure of rhythmic time.
canon A musical form in which a melody is imitated exactly in one or more parts.
Similar to a round.
chord Three or more tones sounded simultaneously.
chordaphone An instrument the sound of which is created by means of strings stretched

between two points.
clef, bass, or treble A symbol written at the beginning of a musical staff indicating which notes
are represented by which lines and spaces.
composition Creation of original music by organizing sound. Usually written for others to
perform.
compound meter A type of meter in which the beat is divided into threes or sixes.
concerto A composition for orchestra and soloist.
descant A melodic line or counterpoint accompanying an existing melody.
diatonic scale The notes found within a major or minor scale.

diminished interval A minor or perfect interval lowered by a half step.
duple meter A time signature with groups of two beats to the measure.
dynamics Varying degrees of volume in the performance of music.

dynamic markings The symbols indicating the varying degrees of volume: pp —pianissimo, very
soft; p—piano, soft; mp— mezzo piano, medium soft; mf—mezzo forte, me
dium loud; f—forte, loud; and ff—fortissimo, very loud.
elements of music Melody, harmony, rhythm, and form and the expressive elements of dynam
ics, tempo, and timbre (tone color).
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GLOSSARY OF TERMS USED IN THE MUSIC CONTENT STANDARDS
embellishments: Notes added to ornament a melody or rhythmic pattern.

melodic and rhythmic
form The organization and structure of a composition and the interrelationships of
musical events within the overall structure.
fugue A composition in which three or more voices enter one after the other and
imitate the main melody in various ways according to a set pattern.
genre Type or kind of musical work (e.g., opera, jazz, mariachi).

harmonic progression A succession of individual chords or harmonies that form larger units of
phrases, sections, or compositions.
harmony The simultaneous sounding of two or more tones.
idiophone A musical instrument, the sound of which is produced by shaking or scraping.

improvisation Spontaneous creation of music.
interval The distance in pitch between two tones.
levels of difficulty The levels of difficulty for the musical content standards are as follows:
Level 1: very easy; easy keys, meters, and rhythms; limited ranges.
Level 2: easy; may include changes of tempo, key, and meter; modest ranges.
Level 3: moderately easy; contains moderate technical demands, expanded
ranges, and varied interpretive requirements.
Level 4: moderately difficult; requires well-developed technical skills, atten
tion to phrasing and interpretation, and ability to perform various
meters and rhythms in a variety of keys.
Level 5: difficult; requires advanced technical and interpretive skills; contains
key signatures with numerous sharps or flats, usual meters, complex
rhythms, subtle dynamic requirements.
Level 6: very difficult; suitable for musically mature students of exceptional
competence.
major key Tonally, a key based on a major scale; a scale that contains the following step
pattern: whole, whole, half, whole, whole, whole, half; or uses the sol-fa tones
of do, re, mi, fa, so, la, ti, do.
melody An organized sequence of single notes.
membranophone An instrument that produces sound through the vibrations of a membrane.

meter The grouping of beats by which a piece of music is measured.
minor key Tonally, a key based on a minor scale; a scale that contains the following step
pattern: whole, half, whole, whole, half, whole, whole; or uses the sol-fa tones
of la, ti, do, re, me, fa, so, la.
mixed meter A mixture of duple and triple meters.

mode A type of scale with a specific arrangement of intervals (e.g., Aeolian, Dorian,
Ionian, Locrian, Lydian, Mixolydian, Phrygian).
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notation Written music indicating pitch and rhythm for performance.

opera A drama set to music for voices and orchestra and presented with costumes
and sets.
oratorio A dramatic musical composition usually set to a religious text and performed
by solo voices, chorus, and orchestra without action, special costumes, or
scenery.
ostinato A rhythmic or melodic accompaniment figure repeated continuously.

pentatonic scale A scale having five tones to the octave and containing no half steps: do, re, mi,
so, la.
phrase A musical idea comparable to a sentence or a clause in language.
pitch The location of a note related to its highness or lowness.

rhythm The combinations of long and short, even or uneven sounds that convey a
sense of movement in time.
rondo form A musical form in which a section is repeated, with contrasting sections in
between, such as ABACA.
scale The arrangement of notes in a specific order of whole and half steps.
score The organized notation of all of the instrumental and/or vocal parts of a
composition.
serial music A type of composition based on a technique involving a twelve-tone scale. See
also twelve-tone scale.
solfège A system of designating verbal syllables for the degrees of the scale.
sonata-allegro form A musical form that uses the overall design of exposition, development, and
recapitulation.
song forms The organization of sections of a song, represented by letters that depict
similar and contrasting sections: AB, ABA, AABA, ABC, verse/refrain, and so
forth.
staff (staves) The horizontal lines on and between which notes are written.
suite A musical composition consisting of a succession of short pieces.
symphony A long orchestral work divided into three to five movements.
syncopation The placement of rhythmic accents on weak beats or weak portions of beats.
tempo The pace at which music moves according to the speed of the underlying beat.
texture The character of the different layers of horizontal and vertical sounds.
theme and variation A compositional form in which a theme is clearly stated and is followed by a
number of variations.
timbre Tone color or quality of sound heard.
tonality (key) The tonal center of a composition.
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tone poem An orchestral composition based on an extramusical idea; a tone picture

(e.g., The Pines of Rome, by Ottorino Respighi).
triad A three-note chord consisting of root, third, and fifth.
triple meter Beats grouped into a set of three.
twelve-bar blues A chord pattern often used in blues music based on the I, IV, and V chords
and the blues scale in specific order within 12 bars.
twelve-tone scale A scale constructed of all twelve half steps within an octave and organized in
a specific order called a tone row.
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Grade One
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Theatre
Prekindergarten

Through the Language and Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre. They
also observe formal and informal works of theatre, film/video, and electronic media
and respond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre

1.1 Use the vocabulary of theatre, such as pretend, imagination, movement, puppetry, and
audience, to describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre

1.2 Identify characteristic movements and sounds of animate and inanimate objects.

Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and scriptwriting to
create formal and informal theatre, film/videos, and electronic media productions and
to perform in them.
Development of Theatrical Skills

2.1 Participate in call-and-response games.
Creation/Invention in Theatre
2.2 Engage in fantasy play, re-creating situations in familiar settings.
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Theatre PREKINDERGARTEN

Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic media
in past and present cultures throughout the world, noting diversity as it relates to
theatre.
Role and Cultural Significance of Theatre

3.1 Identify various theatrical experiences, such as live theatre, television, and puppetry.

Responding to, Analyzing, and Critiquing Theatrical Experiences
Students critique and derive meaning from works of theatre, film/video, electronic
media, and theatrical artists on the basis of aesthetic qualities.
Critical Assessment of Theatre

4.1 Respond appropriately as an audience member.

Connecting and Applying What Is Learned in Theatre, Film/Video,
and Electronic Media to Other Art Forms and Subject Areas and
to Careers
Students apply what they learn in theatre, film/video, and electronic media across
subject areas. They develop competencies and creative skills in problem solving, com
munication, and time management that contribute to lifelong learning and career skills.
They also learn about careers in and related to theatre.

5.1 Use body, voice, and imagination to illustrate concepts in other content areas. Use
movement and voice, for example, to reinforce vocabulary, such as big, little, loud, and
quiet.

5.2 Role-play adult professions, using creative dramatics and theatrical activities.
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Theatre
Kindergarten


1.1 Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses,
and audience, to describe theatrical experiences.

1.2 Identify differences between real people and imaginary characters.

to perform in them.

2.1 Perform imitative movements, rhythmical activities, and theatre games (freeze, statues,
and mirrors).
2.2 Perform group pantomimes and improvisations to retell familiar stories.
2.3 Use costumes and props in role playing.
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Theatre KINDERGARTEN

theatre.

3.1 Retell or dramatize stories, myths, fables, and fairy tales from various cultures and times.
3.2 Portray different community members, such as firefighters, family, teachers, and clerks,
through role-playing activities.


4.1 Respond appropriately to a theatrical experience as an audience member.
Derivation of Meaning from Works of Theatre
4.2 Compare a real story with a fantasy story.

to Careers

5.1 Dramatize information from other content areas. Use movement and voice, for example,
to reinforce vocabulary, such as fast, slow, in, on, through, over, under.
5.2 Demonstrate the ability to participate cooperatively in performing a pantomime or
dramatizing a story.
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Theatre
Grade One


1.1 Use the vocabulary of the theatre, such as play, plot (beginning, middle, and end), improvisa
tion, pantomime, stage, character, and audience, to describe theatrical experiences.

1.2 Observe and describe the traits of a character.

to perform in them.

2.1 Demonstrate skills in pantomime, tableau, and improvisation.
2.2 Dramatize or improvise familiar simple stories from classroom literature or life experi
ences, incorporating plot (beginning, middle, and end) and using a tableau or a panto
mime.
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Theatre GRADE ONE

theatre.

3.1 Identify the cultural and geographic origins of stories.
History of Theatre
3.2 Identify theatrical conventions, such as props, costumes, masks, and sets.
3.3 Describe the roles and responsibilities of audience and actor.


4.1 Describe what was liked about a theatrical work or a story.

4.2 Identify and discuss emotional reactions to a theatrical experience.

to Careers
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GRADE ONE Theatre

5.1 Apply the theatrical concept of beginning, middle, and end to other content areas. For
example, act out the life cycle of a butterfly.

5.2 Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation,
or a pantomime.
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Theatre
Grade Two


1.1 Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict,
script, and audience, to describe theatrical experiences.

1.2 Use body and voice to improvise alternative endings to a story.

to perform in them.

2.1 Perform in group improvisational theatrical games that develop cooperative skills and
concentration.
2.2 Retell familiar stories, sequencing story points and identifying character, setting, and
conflict.
2.3 Use improvisation to portray such concepts as friendship, hunger, or seasons.
2.4 Create costume pieces, props, or sets for a theatrical experience.
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GRADE TWO Theatre

theatre.

3.1 Identify theatre and storytelling forms from different cultures.
History of Theatre
3.2 Identify universal characters in stories and plays from different periods and places.


4.1 Critique an actor’s performance as to the use of voice, gesture, facial expression, and
movement to create character.
4.2 Respond to a live performance with appropriate audience behavior.

4.3 Identify the message or moral of a work of theatre.

to Careers
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Theatre GRADE TWO

5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event, or a
concept from another subject area.

5.2 Demonstrate the ability to participate cooperatively in the different jobs required to
create a theatrical production.
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Theatre
Grade Three


1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props,
stage areas, and blocking, to describe theatrical experiences.

1.2 Identify who, what, where, when, and why (the five Ws) in a theatrical experience.

to perform in them.

2.1 Participate in cooperative scriptwriting or improvisations that incorporate the five Ws.
2.2 Create for classmates simple scripts that demonstrate knowledge of basic blocking and
stage areas.
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Theatre GRADE THREE

in past and present cultures throughout the world, noting diversity as it relates to theatre.

3.1 Dramatize different cultural versions of similar stories from around the world.
History of Theatre
3.2 Identify universal themes in stories and plays from different periods and places.


4.1 Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience.
4.2 Compare the content or message in two different works of theatre.

to Careers
Students apply what they learn in theatre, film/video, and electronic media across subject
areas. They develop competencies and creative skills in problem solving, communication,
and time management that contribute to lifelong learning and career skills. They also
learn about careers in and related to theatre.

5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from
another content area, with emphasis on the five Ws.
5.2 Develop problem-solving and communication skills by participating collaboratively in
theatrical experiences.
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Theatre
Grade Four


1.1 Use the vocabulary of theatre, such as plot, conflict, climax, resolution, tone, objectives,
motivation, and stock characters, to describe theatrical experiences.
1.2 Identify a character’s objectives and motivations to explain that character’s behavior.
1.3 Demonstrate how voice (diction, pace, and volume) may be used to explore multiple
possibilities for a live reading. Examples: “I want you to go.” “I want you to go.” “I want
you to go.”

to perform in them.

2.1 Demonstrate the emotional traits of a character through gesture and action.
2.2 Retell or improvise stories from classroom literature in a variety of tones (gossipy,
sorrowful, comic, frightened, joyful, sarcastic).
2.3 Design or create costumes, props, makeup, or masks to communicate a character in
formal or informal performances.
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Theatre GRADE FOUR

theatre.

3.1 Identify theatrical or storytelling traditions in the cultures of ethnic groups throughout
the history of California.
History of Theatre
3.2 Recognize key developments in the entertainment industry in California, such as the
introduction of silent movies, animation, radio and television broadcasting, and interac
tive video.


4.1 Develop and apply appropriate criteria or rubrics for critiquing performances as to
characterization, diction, pacing, gesture, and movement.
4.2 Compare and contrast the impact on the audience of theatre, film, television, radio, and
other media.

4.3 Describe students’ responses to a work of theatre and explain what the scriptwriter did to
elicit those responses.
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GRADE FOUR Theatre

to Careers

5.1 Dramatize events in California history.
5.2 Use improvisation and dramatization to explore concepts in other content areas.

5.3 Exhibit team identity and commitment to purpose when participating in theatrical
experiences.
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Theatre
Grade Five


1.1 Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue,
protagonist, and antagonist, to describe theatrical experiences.

1.2 Identify the structural elements of plot (exposition, complication, crisis, climax, and
resolution) in a script or theatrical experience.

to perform in them.

2.1 Participate in improvisational activities to explore complex ideas and universal themes in
literature and life.
2.2 Demonstrate the use of blocking (stage areas, levels, and actor’s position, such as full
front, quarter, profile, and full back) in dramatizations.
2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or
informal theatrical performances.
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GRADE FIVE Theatre

theatre.

3.1 Select or create appropriate props, sets, and costumes for a cultural celebration or pag
eant.
3.2 Interpret how theatre and storytelling forms (past and present) of various cultural groups
may reflect their beliefs and traditions.
History of Theatre
3.3 Analyze ways in which theatre, television, and film play a part in our daily lives.
3.4 Identify types of early American theatre, such as melodrama and musical theatre.


4.1 Develop and apply appropriate criteria for critiquing the work of actors, directors,
writers, and technical artists in theatre, film, and video.

4.2 Describe devices actors use to convey meaning or intent in commercials on television.
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Theatre GRADE FIVE

to Careers

5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such
as reenacting the signing of the Declaration of Independence in history–social science.

5.2 Identify the roles and responsibilities of performing and technical artists in theatre, film,
television, and electronic media.
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Theatre
Grade Six


1.1 Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood,
design, production values, and stage crew, to describe theatrical experiences.

1.2 Identify how production values can manipulate mood to persuade and disseminate
propaganda.

to perform in them.

2.1 Participate in improvisational activities, demonstrating an understanding of text, subtext,
and context.
2.2 Use effective vocal expression, gesture, facial expression, and timing to create character.
2.3 Write and perform scenes or one-act plays that include monologue, dialogue, action, and
setting together with a range of character types.
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Theatre GRADE SIX

theatre.

3.1 Create scripts that reflect particular historical periods or cultures.
History of Theatre
3.2 Differentiate the theatrical traditions of cultures throughout the world, such as those in
Ancient Greece, Egypt, China, and West Africa.


4.1 Develop and apply appropriate criteria for evaluating sets, lighting, costumes, makeup,
and props.

4.2 Identify examples of how theatre, television, and film can influence or be influenced by
politics and culture.
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GRADE SIX Theatre

to Careers

5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as a demonstration in history–social science of how persuasion and propaganda are used
in advertising.

5.2 Research career opportunities in media, advertising, marketing, and interactive Web
design.
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Theatre
Grade Seven


1.1 Use the vocabulary of theatre, such as playwright, rehearsal, dress rehearsal, run-through,
and cold reading, to describe theatrical experiences.

1.2 Identify dramatic elements within a script, such as foreshadowing, crisis, rising action,
catharsis, and denouement, using the vocabulary of theatre.

to perform in them.

2.1 Use improvisation in rehearsal to discover character and motivation.
2.2 Maintain a rehearsal script/notebook to record directions and blocking.
2.3 Create characters, environments, and actions that exhibit tension and suspense.
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GRADE SEVEN Theatre

theatre.

3.1 Design and create masks, puppets, props, costumes, or sets in a selected theatrical style
drawn from world cultures, such as Javanese shadow puppets or Kabuki masks.
History of Theatre
3.2 Compare and contrast various theatre styles throughout history, such as those of Ancient
Greece, Elizabethan theatre, Kabuki theatre, Kathakali dance theatre, and commedia
dell’arte.


4.1 Design and apply appropriate criteria or rubrics for evaluating the effective use of masks,
puppetry, makeup, and costumes in a theatrical presentation.

4.2 Explain how cultural influences affect the content or meaning of works of theatre.
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Theatre GRADE SEVEN

to Careers

5.1 Use theatrical skills to communicate concepts or ideas from other curriculum areas, such
as creating a musical based on a piece of literature.

5.2 Demonstrate projection, vocal variety, diction, gesture, and confidence in an oral presen
tation.
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Theatre
Grade Eight


1.1 Use the vocabulary of theatre, such as ensemble, proscenium, thrust, and arena staging, to
describe theatrical experiences.

1.2 Identify and analyze recurring themes and patterns (e.g., loyalty, bravery, revenge,
redemption) in a script to make production choices in design and direction.
1.3 Analyze the use of figurative language and imagery in dramatic texts.

to perform in them.

2.1 Create short dramatizations in selected styles of theatre, such as melodrama, vaudeville,
and musical theatre.
2.2 Perform character-based improvisations, pantomimes, or monologues, using voice,
blocking, and gesture to enhance meaning.
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Theatre GRADE EIGHT

theatre.

3.1 Describe the ways in which American history has been reflected in theatre (e.g., the ways
in which the Industrial Revolution and slavery were portrayed in the minstrel show, the
melodrama, and the musical).
History of Theatre
3.2 Identify and explain how technology has changed American theatre (e.g., how stage
lighting has progressed from candlelight to gaslight to limelight to electrical light to
digital light).


4.1 Develop criteria and write a formal review of a theatrical production.

4.2 Compare and contrast how works of theatre from different cultures or time periods
convey the same or similar content or plot.
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GRADE EIGHT Theatre

to Careers

5.1 Use theatrical skills to present content or concepts in other subject areas, such as creating
a video on cellular mitosis.

5.2 Identify career options in the dramatic arts, such as cinematographer, stage manager,
radio announcer, or dramaturg; and research the education, training, and work experi
ence necessary in that field.
Theatre—
Grades Nine Through Twelve—
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Theatre
Grades Nine
Through Twelve–
Proficient
the end of one year of high school study within the discipline of theatre after the student has attained
the level of achievement in theatre required of all students in grade eight.


1.1 Use the vocabulary of theatre, such as acting values, style, genre, design, and theme, to

1.2 Document observations and perceptions of production elements, noting mood, pacing,
and use of space through class discussion and reflective writing.

to perform in them.

2.1 Make acting choices, using script analysis, character research, reflection, and revision
through the rehearsal process.
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GRADES NINE THROUGH TWELVE–PROFICIENT Theatre
2.2 Write dialogues and scenes, applying basic dramatic structure: exposition, complication,
conflict, crises, climax, and resolution.
2.3 Design, produce, or perform scenes or plays from a variety of theatrical periods and
styles, including Shakespearean and contemporary realism.

theatre.

3.1 Identify and compare how film, theatre, television, and electronic media productions
influence values and behaviors.
3.2 Describe the ways in which playwrights reflect and influence their culture in such works
as Raisin in the Sun, Antigone, and the Mahabarata.
History of Theatre
3.3 Identify key figures, works, and trends in world theatrical history from various cultures
and time periods.


4.1 Compare a traditional interpretation of a play with a nontraditional interpretation and
defend the merits of the different interpretations.

4.2 Report on how a specific actor used drama to convey meaning in his or her perfor
mances.
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Theatre GRADES NINE THROUGH TWELVE–PROFICIENT

to Careers

5.1 Describe how skills acquired in theatre may be applied to other content areas and ca
reers.

5.2 Manage time, prioritize responsibilities, and meet completion deadlines for a production
as specified by group leaders, team members, or directors.
5.3 Demonstrate an understanding of the professional standards of the actor, director,
scriptwriter, and technical artist, such as the requirements for union membership.
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Theatre
Grades Nine
Through Twelve–
Advanced
the end of a second year of high school study within the discipline of theatre and subsequent to the


1.1 Use the vocabulary of theatre, such as genre, style, acting values, theme, and design, to

1.2 Research, analyze, or serve as the dramaturg for a play in collaboration with the director,
designer, or playwright.
1.3 Identify the use of metaphor, subtext, and symbolic elements in scripts and theatrical
productions.

to perform in them.
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Theatre GRADES NINE THROUGH TWELVE–ADVANCED

2.1 Make acting choices, using script analysis, character research, reflection, and revision to
create characters from classical, contemporary, realistic, and nonrealistic dramatic texts.
2.2 Improvise or write dialogues and scenes, applying basic dramatic structure (exposition,
complication, crises, climax, and resolution) and including complex characters with
unique dialogue that motivates the action.
2.3 Work collaboratively as designer, producer, or actor to meet directorial goals in scenes
and plays from a variety of contemporary and classical playwrights.

theatre.

3.1 Research and perform monologues in various historical and cultural contexts, using
accurate and consistent physical mannerisms and dialect.
History of Theatre
3.2 Analyze the impact of traditional and nontraditional theatre, film, television, and elec
tronic media on society.
3.3 Perform, design, or direct theatre pieces in specific theatrical styles, including classics by
such playwrights as Sophocles, Shakespeare, Lope de Vega, Aphra Behn, Moliere, and
Chekhov.
3.4 Compare and contrast specific styles and forms of world theatre. For example, differenti
ate between Elizabethan comedy and Restoration farce.

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GRADES NINE THROUGH TWELVE–ADVANCED Theatre

4.1 Use complex evaluation criteria and terminology to compare and contrast a variety of
genres of dramatic literature.
4.2 Draw conclusions about the effectiveness of informal and formal productions, films/
videos, or electronic media on the basis of intent, structure, and quality of the work.

4.3 Develop a thesis based on research as to why people create theatre.

to Careers

5.1 Create projects in other school courses or places of employment, using tools, techniques,
and processes from the study and practice of theatre, film/video, and electronic media.

5.2 Demonstrate the ability to create rehearsal schedules, set deadlines, organize priorities,
and identify needs and resources when participating in the production of a play or scene.
5.3 Communicate creative, design, and directorial choices to ensemble members, using
leadership skills, aesthetic judgment, or problem-solving skills.
5.4 Develop advanced or entry-level competencies for a career in an artistic or technical field
in the theatrical arts.
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Glossary of Terms
Used in the
Theatre Content
Standards
acting areas See center stage, downstage, stage left, stage right, and upstage.
actor A person, male or female, who performs a role in a play or an entertainment.

actor’s position The orientation of the actor to the audience (e.g., full back, full front, right
profile, left profile).
antagonist A person, a situation, or the protagonist’s own inner conflict in opposition to

his or her goals.
articulation The clear and precise pronunciation of words.

blocking The planning and working out of the movements of actors on stage.
body positions See actor’s position.
catharsis The purification or purgation of the emotions (as pity and fear) caused in a
tragedy.
center stage The center of the acting area.
character The personality or part an actor re-creates.
characterization The development and portrayal of a personality through thought, action,

dialogue, costuming, and makeup.
climax The point of highest dramatic tension or a major turning point in the action.
cold reading A reading of a script done by actors who have not previously reviewed the
play.
collaboration The act of working together in a joint intellectual effort.

commedia dell’arte A professional form of theatrical improvisation, developed in Italy in the
1500s, featuring stock characters and standardized plots.
complication See rising action.
conflict The opposition of persons or forces giving rise to dramatic action in a play.
context The interrelated conditions in which a play exists or occurs.
conventions of theatre See theatrical conventions.
costume Any clothing worn by an actor on stage during a performance.

creative drama An improvisational, process-centered form of theatre in which participants are
guided by a leader to imagine, enact, and reflect on human experiences.
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GLOSSARY OF TERMS USED IN THE THEATRE CONTENT STANDARDS
crisis A decisive point in the plot of a play on which the outcome of the remaining
actions depends.
critique Opinions and comments based on predetermined criteria that may be used for
self-evaluation or the evaluation of the actors or the production itself.
cue A signal, either verbal or physical, that indicates something else, such as a line
of dialogue or an entrance, is to happen.
denouement The final resolution of the conflict in a plot.

design The creative process of developing and executing aesthetic or functional
designs in a production, such as costumes, lighting, sets, and makeup.
dialogue The conversation between actors on stage.
diction The pronunciation of words, the choice of words, and the manner in which a
person expresses himself or herself.
directing The art and technique of bringing the elements of theatre together to make a
play.
director The person who oversees the entire process of staging a production.
downstage The stage area toward the audience.

dramatic play Children’s creation of scenes when they play “pretend.”
dramatic structure The special literary style in which plays are written.
dramaturg A person who provides specific in-depth knowledge and literary resources to
a director, producer, theatre company, or even the audience.
dress rehearsals The final few rehearsals just prior to opening night in which the show is run
with full technical elements. Full costumes and makeup are worn.
electronic media Means of communication characterized by the use of technology (e.g., radio,
television, and the Internet).
Elizabethan theatre The theatre of England during the reign of Queen Elizabeth I and often
extended to the close of the theatres in 1640.
ensemble A group of theatrical artists working together to create a theatrical production.
epic theatre Theatrical movement of the early 1920s and 1930 characterized by the use of
such artificial devices as cartoons, posters, and film sequences distancing the
audience from theatrical illusion and allowing focus on the play’s message.
exposition Detailed information revealing the facts of a plot.

farce A comedy with exaggerated characterizations, abundant physical or visual
humor, and, often, an improbable plot.
form The overall structure or shape of a work that frequently follows an established
design. Forms may refer to a literary type (e.g., narrative form, short story
form, dramatic form) or to patterns of meter, line, and rhymes (e.g., stanza
form, verse form).
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formal theatre Theatre that focuses on public performance in front of an audience and in
which the final production is most important.
genre Literally, “kind” or “type.” In literary and dramatic studies, genre refers to the
main types of literary form, principally tragedy and comedy. The term can
also refer to forms that are more specific to a given historical era, such as the
revenge tragedy, or to more specific subgenres of tragedy and comedy, such
as the comedy of manners.
gesture An expressive movement of the body or limbs.
Greek theatre Theatrical events in honor of the god Dionysus that occurred in Ancient
Greece and included play competitions and a chorus of masked actors.
improvisation A spontaneous style of theatre in which scenes are created without advance
rehearsing or scripting.
informal theatre A theatrical performance that focuses on small presentations, such as one
taking place in a classroom setting. Usually, it is not intended for public view.
Kabuki One of the traditional forms of Japanese theatre, originating in the 1600s and
combining stylized acting, costumes, makeup, and musical accompaniment.
level The height of an actor’s head actor as determined by his or her body position
(e.g., sitting, lying, standing, or elevated by an artificial means).
makeup Cosmetics and sometimes hairstyles that an actor wears on stage to emphasize
facial features, historical periods, characterizations, and so forth.
masks Coverings worn over the face or part of the face of an actor to emphasize or
neutralize facial characteristics.
melodrama A dramatic form popular in the 1800s and characterized by an emphasis on
plot and physical action (versus characterization), cliff-hanging events, heart-
tugging emotional appeals, the celebration of virtue, and a strongly moralistic
tone.
mime An ancient art form based on pantomime in which conventionalized gestures

are used to express ideas rather than represent actions; also, a performer of
mime.
minstrel show Musical theatre that usually consisted of performances of traditional African-
American music and dance provided by white actors in blackface and charac
terized by exploitive racial sterotypes.
monologue A long speech by a single character.
motivation A character’s reason for doing or saying things in a play.
musical theatre A type of entertainment containing music, songs, and, usually, dance.
Noh One of the traditional forms of Japanese theatre in which masked male actors
use highly stylized dance and poetry to tell stories.
objective A character’s goal or intention.
pacing The tempo of an entire theatrical performance.
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pageant Any elaborate street presentation or a series of tableaux across a stage.

pantomime Acting without words through facial expression, gesture, and movement.
pitch The highness or lowness of the voice.
play The stage representation of an action or a story; a dramatic composition.

playwright A person who writes plays.
production values The critical elements of a production, such as acting, direction, lighting,
costuming, sets, and makeup.
projection The placement and delivery of volume, clarity, and distinctness of voice for
communicating to an audience.
props (properties) Items carried on stage by an actor; small items on the set used by the actors.
proscenium The enlarged hole cut through a wall to allow the audience to view the stage.
It is also called the proscenium arch. The archway is in a sense the frame for
the action on the stage.
protagonist The main character of a play and the character with whom the audience identi
fies most strongly.
puppetry Almost anything brought to life by human hands to create a performance.
Types of puppets include rod, hand, and marionette.
reader’s theatre A performance created by actors reading script rather working from memory.
rehearsal Practice sessions in which the actors and technicians prepare for public perfor
mance through repetition.
rising action The middle part of a plot consisting of complications and discoveries that
create conflict.
run-through A rehearsal moving from start to finish without stopping for corrections or
notes.
script The written text of a play.

sense memory Memories of sights, sounds, smells, tastes, and textures. It is used to help
define a character in a certain situation.
stage The area where actors perform.
stage crew The backstage technical crew responsible for running the show. In small theatre
companies the same persons build the set and handle the load-in. Then, during
performances, they change the scenery and handle the curtain.
stage manager The director’s liaison backstage during rehearsal and performance. The stage
manager is responsible for the running of each performance.
stage left The left side of the stage from the perspective of an actor facing the audience.
stage right The right side of the stage from the perspective of an actor facing the audience.
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stock characters Established characters, such as young lovers, neighborhood busybodies,

sneaky villains, and overprotective fathers, who are immediately recognizable
by an audience.
style The distinctive and unique manner in which a writer arranges words to
achieve particular effects. Style essentially combines the idea to be expressed
with the individuality of the author. These arrangements include individual
word choices as well as such matters as the length and structure of sentences,
tone, and use of irony.
subtext Information that is implied by a character but not stated by a character in

dialogue, including actions and thoughts.
tableau A silent and motionless depiction of a scene created by actors, often from a
picture. The plural is tableaux.
text The printed words, including dialogue and the stage directions for a script.
theatre The imitation or representation of life performed for other people; the perfor
mance of dramatic literature; drama; the milieu of actors, technicians, and
playwrights; the place where dramatic performances take place.
theatre of the absurd Theatrical movement beginning in the 1950s in which playwrights created
works representing the universe as unknowable and humankind’s existence
as meaningless.
theatrical conventions The established techniques, practices, and devices unique to theatrical
productions.
theatrical experiences Events, activities, and productions associated with theatre, film/video, and
electronic media.
theatrical games Noncompetitive games designed to develop acting skills and popularized by
Viola Spolin.
upstage Used as a noun, the stage area away from the audience; used as a verb, to steal
the focus of a scene.
vocal projection See projection.
vocal quality The characteristics of a voice, such as shrill, nasal, raspy, breathy, booming,
and so forth.
volume The degree of loudness or intensity of a voice.
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Visual Arts
Prekindergarten

Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the envi
ronment. They also use the vocabulary of the visual arts to express their observations.
Develop Perceptual Skills and Visual Arts Vocabulary

1.1 Discuss visual and tactile perceptions of the natural and human-made world: what is
seen and how objects feel.
1.2 Identify colors by name.
1.3 Name and describe objects by color and relative size.

Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate
meaning and intent in original works of art.
Skills, Processes, Materials, and Tools

2.1 Create patterns and three-dimensional arrangements (using manipulatives or blocks).
2.2 Demonstrate beginning skill in the use of materials (such as pencils, paints, crayons, clay)
to create works of art.
2.3 Experiment with colors through the use of a variety of drawing materials and paints.
Communication and Expression Through Original Works of Art

2.4 Create a self-portrait.
2.5 Create a picture of a person.
2.6 Use colors to draw or paint a picture of everyday objects.
2.7 Create a three-dimensional form.
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Visual Arts PREKINDERGARTEN

Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cul
tures throughout the world, noting human diversity as it relates to the visual arts and
artists.
Role and Development of the Visual Arts

3.1 Identify art observed in daily life.
3.2 Describe pictorial objects that appear in works of art.
Diversity of the Visual Arts

3.3 Discuss art objects from various places and times.

Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own,
according to the elements of art, the principles of design, and aesthetic qualities.
Derive Meaning
4.1 Discuss what is seen in works of art.
4.2 Ask questions about works of art.
Make Informed Judgments

4.3 Discuss what they like about their own works of art.
4.4 Select works of art by others and tell what they like about them.
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PREKINDERGARTEN Visual Arts

Connecting and Applying What Is Learned in the Visual Arts
to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop
learn about careers in and related to the visual arts.

5.1 Create visual patterns (e.g., line, line, dot; line, line, dot) to match rhythms made by
clapping or drumming the beat found in selected poems or songs.
5.2 Name colors and draw an object, using the colors (e.g., red balloon, green leaf, brown dog,
yellow sun).
Visual Literacy
5.3 Identify images of self, friends, and family (including snapshots and the students’ own
works of art).

5.4 Discuss how art is used to illustrate stories.
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Visual Arts
Kindergarten


1.1 Recognize and describe simple patterns found in the environment and works of art.
1.2 Name art materials (e.g., clay, paint, crayons) introduced in lessons.
Analyze Art Elements and Principles of Design

1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environ
ment and in works of art, emphasizing line, color, and shape/form.


2.1 Use lines, shapes/forms, and colors to make patterns.
2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors,
glue, and paper in creating a three-dimensional construction.
2.3 Make a collage with cut or torn paper shapes/forms.

2.4 Paint pictures expressing ideas about family and neighborhood.
2.5 Use lines in drawings and paintings to express feelings.
2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.
2.7 Create a three-dimensional form, such as a real or imaginary animal.
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KINDERGARTEN Visual Arts

artists.

3.1 Describe functional and nonutilitarian art seen in daily life; that is, works of art that are
used versus those that are only viewed.
3.2 Identify and describe works of art that show people doing things together.

3.3 Look at and discuss works of art from a variety of times and places.

Derive Meaning
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form,
texture).
4.2 Describe what is seen (including both literal and expressive content) in selected works of
art.

4.3 Discuss how and why they made a specific work of art.
4.4 Give reasons why they like a particular work of art they made, using appropriate art
vocabulary.
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Visual Arts KINDERGARTEN


5.1 Draw geometric shapes/forms (e.g., circles, squares, triangles) and repeat them in
dance/movement sequences.
5.2 Look at and draw something used every day (e.g., scissors, toothbrush, fork) and de
scribe how the object is used.
Visual Literacy
5.3 Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and sym
bols found at home, in school, and in the community, including national and state
symbols and icons.

5.4 Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create
and the type of media used.
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Visual Arts
Grade One


1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of
art.
1.2 Distinguish among various media when looking at works of art (e.g., clay, paints, draw
ing materials).

1.3 Identify the elements of art in objects in nature, in the environment, and in works of art,
emphasizing line, color, shape/form, and texture.


2.1 Use texture in two-dimensional and three-dimensional works of art.
2.2 Mix secondary colors from primary colors and describe the process.
2.3 Demonstrate beginning skill in the manipulation and use of sculptural materials
(clay, paper, and papier maché) to create form and texture in works of art.
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Visual Arts GRADE ONE

2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or
feelings in works of art.
2.5 Create a representational sculpture based on people, animals, or buildings.
2.6 Draw or paint a still life, using secondary colors.
2.7 Use visual and actual texture in original works of art.
2.8 Create artwork based on observations of actual objects and everyday scenes.

artists.

3.1 Recognize and discuss the design of everyday objects from various time periods and
cultures.
3.2 Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits,
still life).

3.3 View and then describe art from various cultures.
3.4 Identify art objects from various cultures (e.g., Japanese screen painting, Mexican tin art,
African masks) and describe what they have in common and how they differ.

Derive Meaning
4.1 Discuss works of art created in the classroom, focusing on selected elements of art
(e.g., shape/form, texture, line, color).
4.2 Identify and describe various reasons for making art.

4.3 Describe how and why they made a selected work of art, focusing on the media and
technique.
4.4 Select something they like about their work of art and something they would change.
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GRADE ONE Visual Arts


5.1 Clap out rhythmic patterns found in the lyrics of music and use symbols to create visual
representations of the patterns.
5.2 Compare and contrast objects of folk art from various time periods and cultures.
Visual Literacy
5.3 Identify and sort pictures into categories according to the elements of art emphasized in
the works (e.g., color, line, shape/form, texture).

5.4 Describe objects designed by artists (e.g., furniture, appliances, cars) that are used at
home and at school.
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Visual Arts
Grade Two


1.1 Perceive and describe repetition and balance in nature, in the environment, and in works
of art.
1.2 Perceive and discuss differences in mood created by warm and cool colors.
1.3 Identify the elements of art in objects in nature, the environment, and works of art,
emphasizing line, color, shape/form, texture, and space.


2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as
printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and
tempera.
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative
size, and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
2.5 Use bilateral or radial symmetry to create visual balance.
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GRADE TWO Visual Arts

artists.

3.1 Explain how artists use their work to share experiences or communicate ideas.
3.2 Recognize and use the vocabulary of art to describe art objects from various cultures and
time periods.

3.3 Identify and discuss how art is used in events and celebrations in various cultures, past
and present, including the use in their own lives.

Derive Meaning
4.1 Compare ideas expressed through their own works of art with ideas expressed in the
work of others.
4.2 Compare different responses to the same work of art.

4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art
and how they succeeded.
4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a
work of art.
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Visual Arts GRADE TWO


5.1 Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/
out, over/under, together/apart, fast/slow, stop/go).
5.2 Select and use expressive colors to create mood and show personality within a portrait of
a hero from long ago or the recent past.
Visual Literacy
5.3 Identify pictures and sort them into categories according to expressive qualities
(e.g., theme and mood).

5.4 Discuss artists in the community who create different kinds of art (e.g., prints, ceramics,
paintings, sculpture).
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Visual Arts
Grade Three


1.1 Perceive and describe rhythm and movement in works of art and in the environment.
1.2 Describe how artists use tints and shades in painting.
1.3 Identify and describe how foreground, middle ground, and background are used to
create the illusion of space.
1.4 Compare and contrast two works of art made by the use of different art tools and media
(e.g., watercolor, tempera, computer).

1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/
form, texture, space, and value.


2.1 Explore ideas for art in a personal sketchbook.
2.2 Mix and apply tempera paints to create tints, shades, and neutral colors.
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Visual Arts GRADE THREE

2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
2.4 Create a work of art based on the observation of objects and scenes in daily life, empha
sizing value changes.
2.5 Create an imaginative clay sculpture based on an organic form.
2.6 Create an original work of art emphasizing rhythm and movement, using a selected
printing process.

artists.

3.1 Compare and describe various works of art that have a similar theme and were created at
different time periods.
3.2 Identify artists from his or her own community, county, or state and discuss local or
regional art traditions.
3.3 Distinguish and describe representational, abstract, and nonrepresentational works of
art.

3.4 Identify and describe objects of art from different parts of the world observed in visits to
a museum or gallery (e.g., puppets, masks, containers).
3.5 Write about a work of art that reflects a student’s own cultural background.

Derive Meaning
4.1 Compare and contrast selected works of art and describe them, using appropriate
vocabulary of art.
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GRADE THREE Visual Arts

4.2 Identify successful and less successful compositional and expressive qualities of their
own works of art and describe what might be done to improve them.
4.3 Select an artist’s work and, using appropriate vocabulary of art, explain its successful
compositional and communicative qualities.


5.1 Describe how costumes contribute to the meaning of a dance.
5.2 Write a poem or story inspired by their own works of art.
Visual Literacy
5.3 Look at images in figurative works of art and predict what might happen next, telling
what clues in the work support their ideas.

5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers)
have affected people’s lives.
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Visual Arts
Grade Four

Develop Visual Arts Vocabulary

1.1 Perceive and describe contrast and emphasis in works of art and in the environment.
1.2 Describe how negative shapes/forms and positive shapes/forms are used in a chosen
work of art.
1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue)
and discuss how artists use them to communicate an idea or mood.
1.4 Describe the concept of proportion (in face, figure) as used in works of art.

1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space,
value), emphasizing form, as they are used in works of art and found in the environment.


2.1 Use shading (value) to transform a two-dimensional shape into what appears to be a
three-dimensional form (e.g., circle to sphere).
2.2 Use the conventions of facial and figure proportions in a figure study.
2.3 Use additive and subtractive processes in making simple sculptural forms.
2.4 Use fibers or other materials to create a simple weaving.
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GRADE FOUR Visual Arts

2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.
2.6 Use the interaction between positive and negative space expressively in a work of art.
2.7 Use contrast (light and dark) expressively in an original work of art.
2.8 Use complementary colors in an original composition to show contrast and emphasis.

artists.

3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).

3.2 Identify and discuss the content of works of art in the past and present, focusing on the
different cultures that have contributed to California’s history and art heritage.
3.3 Research and describe the influence of religious groups on art and architecture, focusing
primarily on buildings in California both past and present.

Derive Meaning
4.1 Describe how using the language of the visual arts helps to clarify personal responses to
works of art.
4.2 Identify and describe how a person’s own cultural context influences individual re
sponses to works of art.
4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a
work of art.

4.4 Identify and describe how various cultures define and value art differently.
4.5 Describe how the individual experiences of an artist may influence the development of
specific works of art.
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Visual Arts GRADE FOUR


5.1 Select a nonobjective painting, work in small groups to interpret it through dance/
movement, and then write a paragraph reporting on the arts experience.
5.2 Identify through research twentieth-century artists who have incorporated symmetry as
a part of their work and then create a work of art, using bilateral or radial symmetry.
Visual Literacy
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or
tell a story about a historical event.

5.4 Read biographies and stories about artists and summarize the readings in short reports,
telling how the artists mirrored or affected their time period or culture.
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Visual Arts
Grade Five


1.1 Identify and describe the principles of design in visual compositions, emphasizing unity
and harmony.
1.2 Identify and describe characteristics of representational, abstract, and nonrepresenta
tional works of art.

1.3 Use their knowledge of all the elements of art to describe similarities and differences in
works of art and in the environment.


2.1 Use one-point perspective to create the illusion of space.
2.2 Create gesture and contour observational drawings.
2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer-
generated art, digital photography, or videography).
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Visual Arts GRADE FIVE

2.4 Create an expressive abstract composition based on real objects.
2.5 Assemble a found object sculpture (as assemblage) or a mixed media two-dimensional
composition that reflects unity and harmony and communicates a theme.
2.6 Use perspective in an original work of art to create a real or imaginary scene.
2.7 Communicate values, opinions, or personal insights through an original work of art.

artists.

3.1 Describe how local and national art galleries and museums contribute to the conservation
of art.
3.2 Identify and describe various fine, traditional, and folk arts from historical periods
worldwide.

3.3 Identify and compare works of art from various regions of the United States.
3.4 View selected works of art from a major culture and observe changes in materials and
styles over a period of time.

Derive Meaning
4.1 Identify how selected principles of design are used in a work of art and how they affect
personal responses to and evaluation of the work of art.
4.2 Compare the different purposes of a specific culture for creating art.

4.3 Develop and use specific criteria as individuals and in groups to assess works of art.
4.4 Assess their own works of art, using specific criteria, and describe what changes they
would make for improvement.
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GRADE FIVE Visual Arts


5.1 Use linear perspective to depict geometric objects in space.
Visual Literacy
5.2 Identify and design icons, logos, and other graphic devices as symbols for ideas and
information.

5.3 Research and report on what various types of artists (e.g., architects, designers, graphic
artists, animators) produce and how their works play a role in our everyday environ
ment.
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Visual Arts
Grade Six

Develop Visual Arts Knowledge and Vocabulary

1.1 Identify and describe all the elements of art found in selected works of art (e.g., color,
shape/form, line, texture, space, value).
1.2 Discuss works of art as to theme, genre, style, idea, and differences in media.
1.3 Describe how artists can show the same theme by using different media and styles.

1.4 Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetri
cal, radial).


2.1 Use various observational drawing skills to depict a variety of subject matter.
2.2 Apply the rules of two-point perspective in creating a thematic work of art.
2.3 Create a drawing, using varying tints, shades, and intensities.

2.4 Create increasingly complex original works of art reflecting personal choices and in
creased technical skill.
2.5 Select specific media and processes to express moods, feelings, themes, or ideas.
2.6 Use technology to create original works of art.
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GRADE SIX Visual Arts

artists.

3.1 Research and discuss the role of the visual arts in selected periods of history, using a
variety of resources (both print and electronic).
3.2 View selected works of art from a culture and describe how they have changed or not
changed in theme and content over a period of time.

3.3 Compare, in oral or written form, representative images or designs from at least two
selected cultures.

Derive Meaning
4.1 Construct and describe plausible interpretations of what they perceive in works of art.
4.2 Identify and describe ways in which their culture is being reflected in current works of
art.

4.3 Develop specific criteria as individuals or in groups to assess and critique works of art.
4.4 Change, edit, or revise their works of art after a critique, articulating reasons for their
changes.
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Visual Arts GRADE SIX


5.1 Research how art was used in theatrical productions in the past and in the present.
5.2 Research how traditional characters (such as the trickster) found in a variety of cultures
past and present are represented in illustrations.
5.3 Create artwork containing visual metaphors that express the traditions and myths of
selected cultures.
Visual Literacy
5.4 Describe tactics employed in advertising to sway the viewer’s thinking and provide
examples.

5.5 Establish criteria to use in selecting works of art for a specific type of art exhibition.
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Visual Arts
Grade Seven


1.1 Describe the environment and selected works of art, using the elements of art and the
principles of design.
1.2 Identify and describe scale (proportion) as applied to two-dimensional and three-dimen
sional works of art.

1.3 Identify and describe the ways in which artists convey the illusion of space (e.g., place
ment, overlapping, relative size, atmospheric perspective, and linear perspective).
1.4 Analyze and describe how the elements of art and the principles of design contribute to
the expressive qualities of their own works of art.


2.1 Develop increasing skill in the use of at least three different media.
2.2 Use different forms of perspective to show the illusion of depth on a two-dimensional
surface.
2.3 Develop skill in using mixed media while guided by a selected principle of design.
2.4 Develop skill in mixing paints and showing color relationships.
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Visual Arts GRADE SEVEN

2.5 Interpret reality and fantasy in original two-dimensional and three-dimensional works of
art.
2.6 Create an original work of art, using film, photography, computer graphics, or video.
2.7 Create a series of works of art that express a personal statement demonstrating skill in
applying the elements of art and the principles of design.

artists.

3.1 Research and describe how art reflects cultural values in various traditions throughout
the world.

3.2 Compare and contrast works of art from various periods, styles, and cultures and explain
how those works reflect the society in which they were made.

Derive Meaning
4.1 Explain the intent of a personal work of art and draw possible parallels between it and
the work of a recognized artist.
4.2 Analyze the form (how a work of art looks) and content (what a work of art communi
cates) of works of art.

4.3 Take an active part in a small-group discussion about the artistic value of specific works
of art, with a wide range of the viewpoints of peers being considered.
4.4 Develop and apply specific and appropriate criteria individually or in groups to assess
and critique works of art.
4.5 Identify what was done when a personal work of art was reworked and explain how
those changes improved the work.
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GRADE SEVEN Visual Arts


5.1 Study the music and art of a selected historical era and create a multimedia presentation
that reflects that time and culture.
5.2 Use various drawing skills and techniques to depict lifestyles and scenes from selected
civilizations.
Visual Literacy
5.3 Examine art, photography, and other two- and three-dimensional images, comparing
how different visual representations of the same object lead to different interpretations of
its meaning, and describe or illustrate the results.

5.4 Identify professions in or related to the visual arts and some of the specific skills needed
for those professions.
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Visual Arts
Grade Eight


1.1 Use artistic terms when describing the intent and content of works of art.

1.2 Analyze and justify how their artistic choices contribute to the expressive quality of their
own works of art.
1.3 Analyze the use of the elements of art and the principles of design as they relate to
meaning in video, film, or electronic media.


2.1 Demonstrate an increased knowledge of technical skills in using more complex two-
dimensional art media and processes (e.g., printing press, silk screening, computer
graphics software).
2.2 Design and create maquettes for three-dimensional sculptures.
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GRADE EIGHT Visual Arts

2.3 Create an original work of art, using film, photography, computer graphics, or video.
2.4 Design and create an expressive figurative sculpture.
2.5 Select a medium to use to communicate a theme in a series of works of art.
2.6 Design and create both additive and subtractive sculptures.
2.7 Design a work of public art appropriate to and reflecting a location.

artists.

3.1 Examine and describe or report on the role of a work of art created to make a social
comment or protest social conditions.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in West
ern and non-Western cultures.

3.3 Identify major works of art created by women and describe the impact of those works on
society at that time.
3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.

Derive Meaning
4.1 Define their own points of view and investigate the effects on their interpretation of art
from cultures other than their own.
4.2 Develop a theory about the artist’s intent in a series of works of art, using reasoned
statements to support personal opinions.
4.3 Construct an interpretation of a work of art based on the form and content of the work.
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Visual Arts GRADE EIGHT

4.4 Develop and apply a set of criteria as individuals or in groups to assess and critique
works of art.
4.5 Present a reasoned argument about the artistic value of a work of art and respond to the
arguments put forward by others within a classroom setting.
4.6 Select a grouping of their own works of art that reflects growth over time and describe
the progression.


5.1 Select a favorite artist and some of his or her works of art and create a music video that
expresses personal ideas and views about the artist.
5.2 Create a painting, satirical drawing, or editorial cartoon that expresses personal opinions
about current social or political issues.
Visual Literacy
5.3 Demonstrate an understanding of the effects of visual communication media
(e.g., television, music videos, film, Internet) on all aspects of society.

5.4 Work collaboratively with a community artist to create a work of art, such as a mural,
and write a report about the skills needed to become a professional artist.
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Visual Arts
Grades Nine
Through Twelve–
Proficient
the end of one year of high school study within the discipline of the visual arts after the student has
attained the level of achievement in visual arts required of all students in grade eight.


1.1 Identify and use the principles of design to discuss, analyze, and write about visual
aspects in the environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and
subordination.

1.3 Research and analyze the work of an artist and write about the artist’s distinctive style
and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a
particular principle of design.
Impact of Media Choice

1.5 Analyze the material used by a given artist and describe how its use influences the
meaning of the work.
1.6 Compare and contrast similar styles of works of art done in electronic media with those
done with materials traditionally used in the visual arts.
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Visual Arts GRADES NINE THROUGH TWELVE–PROFICIENT


2.1 Solve a visual arts problem that involves the effective use of the elements of art and the
principles of design.
2.2 Prepare a portfolio of original two- and three-dimensional works of art that reflects
refined craftsmanship and technical skills.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.4 Review and refine observational drawing skills.

2.5 Create an expressive composition, focusing on dominance and subordination.
2.6 Create a two- or three-dimensional work of art that addresses a social issue.

artists.

3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.2 Identify and describe the role and influence of new technologies on contemporary works
of art.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place,
and cultural influence are reflected in selected works of art.
3.4 Discuss the purposes of art in selected contemporary cultures.
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GRADES NINE THROUGH TWELVE–PROFICIENT Visual Arts

Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over
time because of changes in interpretation and context.

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art
and change or defend that position after considering the views of others.
4.4 Articulate the process and rationale for refining and reworking one of their own works of
art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.


5.1 Design an advertising campaign for a theatre or dance production held at a school,
creating images that represent characters and major events in the production.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history.
Visual Literacy
5.3 Compare and contrast the ways in which different media (television, newspapers,
magazines) cover the same art exhibition.

5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art
collector, art gallery owner, and philosopher of art (aesthetician).
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Visual Arts
Grades Nine
Through Twelve–
Advanced
the end of a second year of high school study within the discipline of the visual arts and subsequent to
the attainment of the proficient level of achievement.


1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color,
scale, expressive content, and real versus virtual in works of art.
1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
1.3 Analyze their works of art as to personal direction and style.

1.4 Research two periods of painting, sculpture, film, or other media and discuss their
similarities and differences, using the language of the visual arts.
1.5 Compare how distortion is used in photography or video with how the artist uses
distortion in painting or sculpture.
1.6 Describe the use of the elements of art to express mood in one or more of their works of
art.
Impact of Media Choice

1.7 Select three works of art from their art portfolio and discuss the intent of the work and
the use of the media.
1.8 Analyze the works of a well-known artist as to the art media selected and the effect of
that selection on the artist’s style.
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GRADES NINE THROUGH TWELVE–ADVANCED Visual Arts


2.1 Create original works of art of increasing complexity and skill in a variety of media that
reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory,
arbitrary color, scale, expressive content, and real versus virtual.
2.3 Assemble and display objects or works of art as a part of a public exhibition.
Communicate and Express Through Original Works of Art

2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in
communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of
technology skills.

artists.

3.1 Identify contemporary styles and discuss the diverse social, economic, and political
developments reflected in the works of art examined.
3.2 Identify contemporary artists worldwide who have achieved regional, national, or
international recognition and discuss ways in which their work reflects, plays a role in,
and influences present-day culture.

3.3 Investigate and discuss universal concepts expressed in works of art from diverse
cultures.
3.4 Research the methods art historians use to determine the time, place, context, value, and
culture that produced a given work of art.
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Visual Arts GRADES NINE THROUGH TWELVE–ADVANCED

Derive Meaning
4.1 Describe the relationship involving the art maker (artist), the making (process), the
artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and explore the
implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of a work
of art.

4.4 Apply various art-related theoretical perspectives to their own works of art and the work
of others in classroom critiques.
4.5 Construct a rationale for the validity of a specific work of art—artwork that falls outside
their own conceptions of art.
4.6 Develop written criteria for the selection of a body of work from their portfolios that
represents significant achievements.


5.1 Speculate on how advances in technology might change the definition and function of
the visual arts.
Visual Literacy
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psycho
logical content found in the symbols and images.

5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for
postsecondary application, exhibition, job application, and personal collection).
5.4 Investigate and report on the essential features of modern or emerging technologies that
affect or will affect visual artists and the definition of the visual arts.
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Glossary of Terms
Used in the Visual
Arts Content
Standards
abstract Artwork in which the subject matter is stated in a brief, simplified manner.
Little or no attempt is made to represent images realistically, and objects are
often simplified or distorted.
additive Refers to the process of joining a series of parts together to create a sculpture.
aerial perspective Aerial or atmospheric perspective achieved by using bluer, lighter, and duller
hues for distant objects in a two-dimensional work of art.
aesthetics A branch of philosophy; the study of art and theories about the nature and
components of aesthetic experience.
analogous Refers to closely related colors; a color scheme that combines several hues next
to each other on the color wheel.
arbitrary colors Colors selected and used without reference to those found in reality.
art criticism An organized system for looking at the visual arts; a process of appraising
what students should know and be able to do.
art elements See elements of art.
assemblage A three-dimensional composition in which a collection of objects is unified in
a sculptural work.
asymmetry A balance of parts on opposite sides of a perceived midline, giving the appear
ance of equal visual weight.
atmospheric perspective See aerial perspective.
background The part of the picture plane that seems to be farthest from the viewer.
balance The way in which the elements in visual arts are arranged to create a feeling of
equilibrium in a work of art. The three types of balance are symmetry, asym
metry, and radial.
collage An artistic composition made of various materials (e.g., paper, cloth, or wood)
glued on a surface.
color The visual sensation dependent on the reflection or absorption of light from a
given surface. The three characteristics of color are hue, value, and intensity.
color relationships Also called color schemes or harmonies. They refer to the relationships of colors
on the color wheel. Basic color schemes include monochromatic, analogous,
and complementary.
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GLOSSARY OF TERMS USED IN THE VISUAL ARTS CONTENT STANDARDS
color theory An element of art. Color has three properties: hue, value, and intensity.
complementary colors Colors opposite one another on the color wheel. Red/green, blue/orange, and
yellow/violet are examples of complementary colors.
composition The organization of elements in a work of art.

content Message, idea, or feelings expressed in a work of art.
contour drawings The drawing of an object as though the drawing tool is moving along all the
edges and ridges of the form.
contrast Difference between two or more elements (e.g., value, color, texture) in a
composition; juxtaposition of dissimilar elements in a work of art; also, the
degree of difference between the lightest and darkest parts of a picture.
cool colors Colors suggesting coolness: blue, green, and violet.
curvature The act of curving or bending. One of the characteristics of line.
curvilinear Formed or enclosed by curved lines.

design The plan, conception, or organization of a work of art; the arrangement of
independent parts (the elements of art) to form a coordinated whole.
distortion Condition of being twisted or bent out of shape. In art, distortion is often used
as an expressive technique.
dominance The importance of the emphasis of one aspect in relation to all other aspects of
a design.
elements of art Sensory components used to create works of art: line, color, shape/form,
texture, value, space.
emphasis Special stress given to an element to make it stand out.
expressive content Ideas that express ideas and moods.
figurative Pertaining to representation of form or figure in art.

foreground Part of a two-dimensional artwork that appears to be nearer the viewer or in
the front. Middle ground and background are the parts of the picture that appear
to be farther and farthest away.
focal point The place in a work of art on which attention becomes centered because of an
element emphasized in some way.
form A three-dimensional volume or the illusion of three dimensions (related to

shape, which is two-dimensional); the particular characteristics of the visual
elements of a work of art (as distinguished from its subject matter or content).
function The purpose and use of a work of art.
genre The representation of people, subjects, and scenes from everyday life.
gesture drawing The drawing of lines quickly and loosely to show movement in a subject.
harmony The principle of design that combines elements in a work of art to emphasize
the similarities of separate but related parts.
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hue Refers to the name of a color (e.g., red, blue, yellow, orange).
installation art The hanging of ordinary objects on museum walls or the combining of found
objects to create something completely new. Later, installation art was ex
tended to include art as a concept.
intensity Also called chroma or saturation. It refers to the brightness of a color (a color is
full in intensity only when pure and unmixed). Color intensity can be changed
by adding black, white, gray, or an opposite color on the color wheel.
line A point moving in space. Line can vary in width, length, curvature, color, or
direction.
linear perspective A graphic system used by artists to create the illusion of depth and volume on
a flat surface. The lines of buildings and other objects in a picture are slanted,
making them appear to extend back into space.
line direction Line direction may be horizontal, vertical, or diagonal.
line quality The unique character of a drawn line as it changes lightness/darkness, direc
tion, curvature, or width.
maquette A small preliminary model (as of a sculpture or a building).

mass The outside size and bulk of a form, such as a building or a sculpture; the
visual weight of an object.
media Plural of medium, referring to materials used to make art; categories of art
(e.g., painting, sculpture, film).
middle ground Area of a two-dimensional work of art between foreground and background.
mixed media A work of art for which more than one type of art material is used to create
the finished piece.
monochromatic A color scheme involving the use of only one hue that can vary in value or
intensity.
mood The state of mind or feeling communicated in a work of art, frequently

through color.
motif A unit repeated over and over in a pattern. The repeated motif often creates a
sense of rhythm.
movement The principle of design dealing with the creation of action.
multimedia Computer programs that involve users in the design and organization of text,
graphics, video, and sound in one presentation.
negative Refers to shapes or spaces that are or represent areas unoccupied by objects.
neutral colors The colors black, white, gray, and variations of brown. They are included in
the color family called earth colors.
nonobjective Having no recognizable object as an image. Also called nonrepresentational.

observational Skills learned while observing firsthand the object, figure, or place.
drawing skills
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one-point perspective A way to show three-dimensional objects on a two-dimensional surface. Lines

appear to go away from the viewer and meet at a single point on the horizon
known as the vanishing point.
organic Refers to shapes or forms having irregular edges or to surfaces or objects

resembling things existing in nature.
pattern Anything repeated in a predictable combination.
performance art A type of art in which events are planned and enacted before an audience for
aesthetic reasons.
perspective A system for representing three-dimensional objects viewed in spatial reces

sion on a two-dimensional surface.
point of view The angle from which the viewer sees the objects or scene.
portfolio A systematic, organized collection of student work.
positive Shapes or spaces that are or represent solid objects.

primary colors Refers to the colors red, yellow, and blue. From these all other colors are
created.
printmaking The transferring of an inked image from one surface (from the plate or block)
to another (usually paper).
principles of design The organization of works of art. They involve the ways in which the elements
of art are arranged (balance, contrast, dominance, emphasis, movement,
repetition, rhythm, subordination, variation, unity).
properties of color Characteristics of colors: hue, value, intensity.
proportion The size relationships of one part to the whole and of one part to another.
rectilinear Formed or enclosed by straight lines to create a rectangle.

reflection Personal and thoughtful consideration of an artwork, an aesthetic experience,
or the creative process.
rhythm Intentional, regular repetition of lines of shapes to achieve a specific repeti
tious effect or pattern.
rubric A guide for judgment or scoring; a description of expectations.

scale Relative size, proportion. Used to determine measurements or dimensions
within a design or work of art.
sculpture A three-dimensional work of art either in the round (to be viewed from all
sides) or in bas relief (low relief in which figures protrude slightly from the
background).
secondary colors Colors that are mixtures of two primaries. Red and yellow make orange,
yellow and blue make green, and blue and red make violet.
shade Color with black added to it.
shape A two-dimensional area or plane that may be open or closed, free-form or
geometric. It can be found in nature or is made by humans.
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space The emptiness or area between, around, above, below, or contained within
objects. Shapes and forms are defined by the space around and within them,
just as spaces are defined by the shapes and forms around and within them.
still life Arrangement or work of art showing a collection of inanimate objects.

structure The way in which parts are arranged or put together to form a whole.
style A set of characteristics of the art of a culture, a period, or school of art. It is the
characteristic expression of an individual artist.
stylized Simplified; exaggerated.

subordination Making an element appear to hold a secondary or lesser importance within a
design or work of art.
subtractive Refers to sculpting method produced by removing or taking away from the
original material (the opposite of additive).
texture The surface quality of materials, either actual (tactile) or implied (visual). It is
one of the elements of art.
theme An idea based on a particular subject.
three-dimensional Having height, width, and depth. Also referred to as 3-D.
tint Color lightened with white added to it.

tone Color shaded or darkened with gray (black plus white).
two-dimensional Having height and width but not depth. Also referred to as 2-D.
two-point perspective A system to show three-dimensional objects on a two-dimensional surface.

The illusion of space and volume utilizes two vanishing points on the horizon
line.
unity Total visual effect in a composition achieved by the careful blending of the
elements of art and the principles of design.
value Lightness or darkness of a hue or neutral color. A value scale shows the range
of values from black to white.
value scale Scale showing the range of values from black to white and light to dark.
vanishing point In perspective drawing, a point at which receding lines seem to converge.
variety A principle of art concerned with combining one or more elements of art in
different ways to create interest.
virtual Refers to an image produced by the imagination and not existing in reality.
visual literacy Includes thinking and communication. Visual thinking is the ability to trans
form thoughts and information into images; visual communication takes place
when people are able to construct meaning from the visual image.
visual metaphor Images in which characteristics of objects are likened to one another and
represented as that other. They are closely related to concepts about symbol
ism.
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volume The space within a form (e.g., in architecture, volume refers to the space
within a building).
warm colors Colors suggesting warmth: red, yellow, and orange.

watercolor Transparent pigment mixed with water. Paintings done with this medium are
known as watercolors.
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Publications Available from the Department of Education

This publication is one of approximately 600 that are available from the California Department of Education. Some
of the more recent publications or those most widely used are the following:
Item no. Title (Date of publication) Price
001559 Aiming High: High Schools for the Twenty-first Century (2002) ........................................................................................ $13.25
001537 Arts Education Program Toolkit: A Visual and Performing Arts Program Assessment Process (2001) ................................ 13.25
001584 Bullying at School (2003) ........................................................................................................................................................ 14.25
001591 California Public School Directory 2004 ................................................................................................................................. 22.50
001439 Check It Out! Assessing School Library Media Programs: A Guide for School District Education Policy and
Implementation Teams (1998) ............................................................................................................................................. 9.25

001509 Elementary Makes the Grade! (2000) ...................................................................................................................................... 10.25
001389 English–Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1998) .... 12.50
001578 English-Language Development Standards for California Public Schools, Kindergarten Through Grade Twelve (2002) .... 12.50
001475 First Class: A Guide for Early Primary Education, Preschool–Kindergarten–First Grade (1999) .......................................... 15.00
001570 Foreign Language Framework for California Public Schools, Kindergarten Through Grade Twelve (2003) ........................ 15.50
001574 Health Framework for California Public Schools, Kindergarten Through Grade Twelve (2003) .......................................... 17.50
001488 History–Social Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (2000) ..... 12.50
001598 History–Social Science Framework for California Public Schools, Kindergarten Through Grade Twelve, 2001
Updated Edition with New Criteria for Instructional Materials (2004) ............................................................................... 17.50
001266 Literature for the Visual and Performing Arts, Kindergarten Through Grade Twelve (1996) ................................................ 10.25
001457 Mathematics Content Standards for California Public Schools, Kindergarten Through Grade Twelve (1999) ..................... 12.50
0A1508 Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (2000 Revised
Edition) (2000) ....................................................................................................................................................................... 8.75
001585 Meeting the Challenge: A History of Adult Education in California—From the Beginnings to the Twenty-first
Century (2005) ..................................................................................................................................................................... 24.00
001512 Nutrition to Grow On: A Garden-Enhanced Nutrition Education Curriculum for Upper Elementary School
Children (2001) .................................................................................................................................................................... 17.50
001222 Practical Ideas for Teaching Writing as a Process at the High School and College Levels (1997) ........................................ 18.00
001514 Prekindergarten Learning and Development Guidelines (2000) ............................................................................................. 13.50
001502 Programs for Deaf and Hard of Hearing Students: Guidelines for Quality Standards (2000) ................................................ 12.00
001462 Reading/Language Arts Framework for California Public Schools, Kindergarten Through Grade Twelve (1999) ............... 17.50
001553 Recommended Literature: Kindergarten Through Grade Twelve (2002) ............................................................................... 38.00
001526 The Results of the Arts Work Survey of California Public Schools (2001) ............................................................................ 10.50
001496 Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (2000) .............................. 12.50
001599 Science Framework for California Public Schools, Kindergarten Through Grade Twelve, with New
Criteria for Instructional Materials (2004) ........................................................................................................................... 17.50

001532 Standards for Evaluating Instructional Materials for Social Content (2000 Edition) (2001) .................................................... 8.00
001503 Taking Center Stage: A Commitment to Standards-Based Education for California’s Middle Grades Students (2001) ....... 13.50
001592 Visual and Performing Arts Framework for California Public Schools, Kindergarten Through Grade Twelve
(includes CD-ROM) (2004) ................................................................................................................................................. 19.95
Orders should be directed to:

California Department of Education
CDE Press, Sales Office
1430 N Street, Suite 3207
Sacramento, CA 95814-5901
1-800-995-4099
Shipping and handling charges are additional, and purchasers in California also add county sales tax. When placing a mail order,
please include the item number and desired quantity for each title ordered. Mail orders must be accompanied by a check, a
purchase order, or a credit card number (VISA or MasterCard only), including expiration date and your signature. Purchase orders
without checks are accepted from educational institutions, businesses, and governmental agencies. Purchase orders and credit card
orders may be placed by FAX at 916-323-0823. Telephone orders will be accepted toll-free for credit card purchases. Please do not
send cash. Stated prices are subject to change. All sales are final after 30 days.
The Educational Resources Catalog contains illustrated, annotated listings of departmental publications, videos, and other
instructional materials. Free copies of the catalog may be obtained by writing to the address given above or by calling 916-
445-1260. Visit the Web site http//www.cde.ca.gov/re/pn/rc/.
Prices are subject to change. Please call 1-800-995-4099 for current prices and shipping charges.
R03-013 403-0017-04 4-05 5M

164
3/9/2018
Page 1
Date: 2/7/2018 8:21:35 AM
Subject: cookies
NO COOKIES this week
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 2/2/2018 11:08:57 AM
Subject: Basketball Tournament
Attachments: Sundale-Pixley Invitational.pdf
2018 boys basketball tournament schedule.docx
If you are wanting to check out any games this weekend…
3/9/2018
Page 2
Game 1 9:00 – 9:45 1v2

Game 2
Game 3
9:45 – 10:30
10:30 – 11:15
4v5
1v3
Saturday, Feb 3rd
Game 4 11:15 – 12:00 4v6
Game 5 12:00 – 12:45 2v3
Game 6 12:45 – 1:30 5v6 Place:
Sundale School Gym
Championship Game 1:30 – 2:15
Lover’s Lane & Prosperity
Sundale...1 CVC………...4 Tulare, CA
St. Alys…2 Sunnyside…5
Tipton…..3 Pixley..……..6
*Snack bar will be open
*$2 admission or $6/family
3/9/2018
Page 3
SUNDALE / PIXLEY BOYS

BASKETBALL TOURNAMENT
Saturday Feb 3rd
Schedule
Game 1 9:00 – 9:45 1v2

Game 2 9:45 – 10:30 4v5
Game 3 10:30 – 11:15 1v3
Game 4 11:15 – 12:00 4v6
Game 5 12:00 – 12:45 2v3
Game 6 12:45 – 1:30 5v6
Championship Game 1:30 – 2:15
Pool A Pool B
Pixley…………1 CVC ……….…4
Tipton………..2 Alpaugh…….5
St Aloysius ..3 Sundale…….6
3/9/2018
Page 1
Date: 10/20/2017 2:19:27 PM
Subject: RE: Cuisenaire Rods
Got them. Thanks!

Subject: Cuisenaire Rods
Does anyone have a class set of Cuisenaire Rods I could borrow?
Thanks,
Kat
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 2/7/2018 7:43:40 AM
SH: Carrie
Movies: Elizabeth
Games: Daniel
Free: Brent
Lunch: Chipotle
I am going to reward my class today……I am so proud of how well our kids did last night! Great job 3 rd grade team!!
“Show me, Lord, how to reach the timid students and to impart courage to them in the classroom.”
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 11/6/2017 1:02:03 AM
on a skill.
Nunes Class 1 student 1 student
800-507-2772
3/9/2018
Page 1
From: Daniel Gordon
To: Brent Bagley
Carrie Martinez
Elizabeth Nunes
Date: 10/30/2017 3:20:31 PM
From: Brent Bagley


--Brent
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 2/2/2018 10:54:02 AM
Subject: Today's Game
All games will be played in the gym today…
Time: Boys 1:00

Girls 1:35ish
What:
- Entertaining Varsity boys basketball
-You will get to witness the future of Sundale Basketball in some dominate JV teams
And
Well the Varsity Girls, they are umm, well…they are a cute bunch with great attitudes and sportsmanship!!!
Bring the Thunder!!!

Primary grades are allowed on the stage
3/9/2018
Page 1
Date: 10/20/2017 2:15:15 PM
Subject: Cuisenaire Rods
Does anyone have a class set of Cuisenaire Rods I could borrow?
Thanks,
Kat
3/9/2018
Page 1
From: Monica Avila
To: Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 2/2/2018 10:53:59 AM
Subject: ELPAC Training
Hello,
I just wanted to remind you that we will have an ELPAC training today after lunch. We will meet in room 26B.
Thank you,
Monica
3/9/2018
Page 1
From: Christine Roberts <Christine.Roberts@tcoe.org>
To: Carrie Martinez
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 10/16/2017 10:48:08 AM
Subject: Sundale 3rd Grade T2 Math Planning
Good morning 3rd grade team,

Thank you for a very productive day of planning on Wednesday, 10/4. Your continued efforts to support student learning and reflect on instructional
practices is so valuable as we continue to align standards, curriculum materials, and classroom instruction.
We were able to reflect on the modules you completed in Trimester 1, strategies and tools that are supporting student learning, and the planning
support documents that we have been creating. You identified the value of modifying the mid and end of module assessments together, so we
completed this for Modules 3, 4, and 5. All templates for these modules are also created and your team shared that you would like to continue your
planning in this way and that the Show What You Know weekly spiral practice activities have been very useful.
The modified assessments, tasks, and the Show What You Know (spiral practice activities) are all directly linked within the module planning documents
if they have been completed. Your team shared that you would set aside some planning time to go through the lessons together and to finish
creating the Show What You Knows for Modules 4 and 5.
During our time together, we … 3rd Grade Math Drive Folder, https://drive.google.com/open?id=0B4aut-a4OjD1cEtuRWg2dnpOUE0
Discussed a problem solving strategy to support students in developing number sense and understanding if an answer is reasonable. We
used the "Too High, Too Low, and Just Right" estimation strategy as well as resources from http://www.estimation180.com/ to explore what these
number talk-like conversations might look and sound like in the classroom.
Revisited the 3rd grade SBAC IAB plan as the SBAC OA and SBAC NBT IABs are scheduled to be given before winter break.SBAC IAB Plan: https:/
/drive.google.com/open?id=1aDtZNVJW2s3rCj2GuKT4Igccdyv5-CyieFWr6k_8ZS0
Updated Mid- and End- of Module Assessments for Modules 3, 4, and 5.
Module 3: Mid-Module
Assessment, End
Of Module Assessment
Assessment, End
Of Module Assessment
Assessment, End
Of Module Assessment (Please
look at problem 4 on the End of Module assessment so that you can let me know if the adjustments to the word problem are
okay).
Continued to work on Module Overview & Support Documents, including Module Overviews, Show What You Know activities, inclusion of tasks,
and lesson planning.
Module 3 Overview & Support, https://drive.google.com/open?id=1wE4QgvSEt3ftu_yku1xFKci6SqvzCyvN_XYKkdZNKvU

Module 4 Overview & Support, https://drive.google.com/open?id=1l3glt3Gy5VEgIihrIB3halXV4t9Qs6pmdLEnFlJyUDs
Module 5 Overview & Support, https://drive.google.com/openid=10nbWoSOKoSMyS7rT_pvaHRD0V7AoXHTWxbmAu3kemmM
Our hope for shifts in instruction …
Lessons should be more focused, easier to teach, and should flow more smoothly.
Lessons should connect coherently throughout a module and across modules to deepen student understanding.
Lesson Summaries/Debrief conversations should happen daily and serve to help students connect their thinking to the math they are learning,
the math they have learned previously, and the thinking of others. Watch the Lesson Summary
PowToon.
Students should know the expectations for learning and develop a deeper understanding of the concepts being taught.
When we meet in February, we will …
Reflect on Modules 3, 4, and 5 (to that point), discussing what worked and what additional supports are needed.
Discuss teacher and student experiences using the SBAC IABs.
Plan for Modules 5 (finish planning), 6, and 7 by completing the planning documents and modifying the module assessments as needed.
Thank you for your time and please let me know if you need anything between now and when we meet again.
Kind regards,
Christine Roberts
Staff Development and Curriculum Specialist - Mathematics
Tulare County Office of Education-ERS
7000 Doe Avenue, Ste. A
Visalia, CA 93291
Phone: 559/651-3548
Fax: 559/651-3573
croberts@ers.tcoe.org
3/9/2018
Page 1
From: Tami Warner
To: Elizabeth Nunes
Date: 2/6/2018 8:47:11 PM
Subject: Re: Wednesday
I’m glad to hear this!
Thank you
Sent from my iPhone
> On Feb 6, 2018, at 8:22 PM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:

>
> Everything is back to normal.
>
> Sent from my iPhone
3/9/2018
Page 1
From: Cindy Gist
To: Lisa Lopez
Angie Beason
Mary Carvalho
Kristen Boles
Grace Larsen
Susan Leal
Felicia Robles
Amanda Medeiros
Arzella Barnes
Rita Faria
Maricela Aguayo
Linda Allen
Victoria Mello
Carrie Martinez
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Cheryl Benson
Tami Warner
Brandon Dodson
Clint Wolsey
Monica Avila
Marcy Miller
Date: 11/5/2017 2:17:40 PM
Subject: Report cards
Please place your report cards in the report card folder on your shared drive created by joey. This
make it alot easier for Ann marie and I to access.
Ty
3/9/2018
Page 1
From: Cindy Gist
To: Aliene Hernandez
Amanda Medeiros
Angie Beason
Annie Bautista
AnnMarie Azevedo
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Chase Quinn
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Dawn Rose
Donna Fagundes
Donna Leal
Elizabeth Nunes
Eloise Vallejo
Eric Garcia
Felicia Robles
Gail Sante
Grace Larsen
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Joey Pursell
Joy Samuels
Judy Rose
Karen Huber
Karen Machado
Katie Biangone
Katrina Beamer
Kim Godinho
Kimberlie Tyler
Kristen Boles
LeeAnn Cortez
Lezlee Medeiros
Linda Allen
Lisa Lopez
Louise Smith
Lupe Jamaica
Marcy Miller
Maricela Aguayo
Mary Carvalho
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Monica Avila
3/9/2018
Page 2
Penny Allen
Rachel Medrano
Raquel Castano
Rita Faria
Robin Dougherty
Shannon Beck
Shawn Verkaik
Sheila Kennedy
Shirley Wasnick
Stacy Tiner
Susan Dieterle
Susan Leal
Tami Warner
Terri Navarrette
Terri Rufert
Tiffany Frederick
Tricia Reynolds
Victoria Mello
Date: 10/18/2017 8:00:55 AM
Subject: Bus-pick up area
Attachments: Pick Up Area.jpg
The picture attached indicates where students need to stand when they are waiting for their parents to pick them up at
2:10 or 3:15, this is only for those students waiting to be picked up in the bus area.
The yard duty staff member can stand between the tree indicated and the buses in order to oversee students loading
buses and students being picked up.
Let’s be consistent with asking students to wait in this area as well as parents parking in a spot and walking onto
campus to pick up.
Students should not be walking out into the parking lot.
If you have questions please ask.

Sent: Tuesday, October 17, 2017 1:24 PM
Subject: RE: Picture
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
From: Cindy Gist

To: Katie Biangone <Katie.Biangone@sundale.org>
Subject: Picture
3/9/2018
Page 3
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/30/2017 12:49:43 PM

--Brent
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Eric Garcia
Brenda Allender
Lupe Jamaica
Kimberlie Tyler
Lezlee Medeiros
Linda Allen
Date: 2/2/2018 10:26:19 AM
Subject: FW: Health and Wellness meeting Thursday March 1
Correction on that time 2:15. Old habit from last year.:)
From: Linda Allen

To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brenda Allender <Brenda.Allender@sundale.org>; Eric Garcia
<Eric.Garcia@sundale.org>; Lezlee Medeiros <Lezlee.Medeiros@sundale.org>; Lupe Jamaica
<Lupe.Jamaica@sundale.org>; Kimberlie Tyler <Kimberlie.Tyler@sundale.org>; Linda Allen <Linda.Allen@sundale.org>
Linda
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/25/2017 7:35:56 AM
Due to the carnival and early release, the time will be 12:30 to 1 pm.
SH: Elizabeth
Movies: Brent
Games: Daniel
Free: Carrie
Lunch: Trading post; bring your own (next week will be Chipotle)
“Father, as I communicate with parents, give me the right words to help them understand their child’s needs. Amen.”
3/9/2018
Page 1
From: Cindy Gist
To: Carrie Martinez
Daniel Gordon
Brent Bagley
Elizabeth Nunes
Date: 11/5/2017 1:38:54 PM
Subject: Websites
Great job team!
3/9/2018
Page 1
From: Grace Larsen
To: Elizabeth Nunes
Date: 10/26/2017 5:11:12 PM
I think these articles may be helpful! I know in a past PBL training (they had us form groups) and we used (high,
med, low) plus personalities to create groups. There was discussion and debate for multiple ideas, but something
to consider is multiple ability groups.
Another way that we saw in our PBL training, was to present the the jobs (and their descriptions) and let the
students choose their job, and breaking them into groups based off their preferences. It never works out
completely equal, so you could have them write their second choice as well.
Since you are already will have finished your PBL unit, your time with her could be used for further reflection and
strengthening of your unit. Would you be interested in that?
These articles are on grouping. I'll look more into it and read these articles more thoroughly so that I can have a
better dialogue with you and hopefully help. :)
https://joanmccullough.com/2014/06/09/project-based-learning-group-roles/
https://www.bie.org/blog/roles_in_pbl_three_approaches_for_organizing_group_tasks
https://www.bie.org/object/document/turning_student_groups_into_effective_teams

Sent: Thursday, October 26, 2017 4:54:02 PM
To: Grace Larsen
Cc: Carrie Martinez; Brent Bagley; Daniel Gordon; Cindy Gist
It would be nice to work with her however, our presentation for our pbl is the first week of December. We kicked
off our unit last week with our field trip to the Pioneer Village in Bakersfield and with a presentation the following
day from a grandparent who is a decedent of the Donner party. It was a great presentation!
We are currently trying to come up with ideas on how to best break the class into small groups and how to assign
jobs. Does Joy have any suggestions on how to best do this?
Elizabeth
Sent from my iPad
On Oct 26, 2017, at 4:42 PM, Grace Larsen <Grace.Larsen@sundale.org> wrote:
Hello, Third Grade,
Joy Soares has offered us her specialized services to two grade levels at Sundale. She has a day available
after January (or in January). She wants to work with a grade level that has done some solid work on their
PBL unit. Talking with Mrs. Gist, you are one of our strongest grades currently working on PBL. (Way to go!)
As you already know, she is a great resource and at the forefront of PBL. It's not about perfection- just
progress. :)
Grace
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/30/2017 12:11:55 PM
Subject: cookies
Thanks for the cookies. You made my day.

Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 10/20/2017 1:49:32 PM
Subject: RE: computer cart
I forgot to get it today….darn it! Lol
Yes, that is fine with me. Maybe I can use it in the afternoon Elizabeth….would that be ok?

Subject: computer cart
Can I use the computer cart on Monday? I will only need it in the morning if someone would like to use it in the
afternoon.
3/9/2018
Page 1
To: Sundale Staff
Date: 2/6/2018 3:20:30 PM
Subject: Farm Show Cashiers!!!
If you are signed up to be a cashier for the Farm Show, please stop in to see me to be trained on the program
sometime this week. This should only take about 5-10 minutes.
ALL cashiers must be trained, there are a few new things from last year.
I am free all day from 8:00-4:30, except 2:30-3:15 on Thursday. Stop by before school, after school, on your
break, or lunch!!! J
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
From: Jodi Searcy
To: Terri Navarrette
Sundale Staff
Date: 10/30/2017 12:10:36 PM
Subject: Re: Enchiladas
I have your money where should I put it?

To: Sundale Staff
Subject: Enchiladas
Thank you all for your orders...

I have received all the orders I can fill for now... I am overwhelmed with gratitude for you support!
Thank you again!!! :*
Sent from my iPhone
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/2/2018 9:24:34 AM
Subject: Family
Praying peace and protection over your family. <3

Been thinking of you a lot lately. J
Brenda Allender
Director, RSP
Sundale School
559-688-7451
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/16/2017 10:27:43 AM
Attachments: 7E4513D6A65570287AE1D75A3CC0D607.ics

You're all signed up for Halloween Party.
Sour cream
Tue., 10/31/2017 2:30pm - 3:15pm CDT
Location: Outside of classroom
View Sign Up
Edit My Sign Up Contact Marcia Wolsey
3/9/2018
Page 2
Check out these 100 fundraisers for any group. See Ideas

--------------------------------
3/9/2018
Page 1
From: Gist,Cindy <sundale.suesd@gmail.com>
To: Elizabeth Nunes
Date: 2/6/2018 2:28:19 PM
Subject: Voice message from Cindy Gist
Caller Id: ext. 200

Caller name: Gist,Cindy
Caller email address: Cindy.Gist@sundale.org
Message length: 12 s.
https://micollab.sundale.org/npm-pwg/
extendedUmPlayMessage.jsp?token=c%2BS7ZJso%2FM5WsXO6%2FhPs5J7bgXEJF0JqijqzyM4fAM
gJ8srsKosml%2BBH5hMrMYU56PHNXwnNzU4%3D&encoding=mp3
3/9/2018
Page 1
From: Grace Larsen
To: Carrie Martinez
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Date: 10/26/2017 4:42:30 PM
Subject: PBL time
Hello, Third Grade,
Joy Soares has offered us her specialized services to two grade levels at Sundale. She has a day available after
January (or in January). She wants to work with a grade level that has done some solid work on their PBL unit.
Talking with Mrs. Gist, you are one of our strongest grades currently working on PBL. (Way to go!) As you already
know, she is a great resource and at the forefront of PBL. It's not about perfection- just progress. :)
Grace
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 10/30/2017 11:31:09 AM
Subject: Character Count photos
The photos of the Character Count are on the teacher drive-CC!2017-18. I will add to them each day.
3/9/2018
Page 1
From: Tami Warner
Date: 10/24/2017 3:56:09 PM
Subject: math tutor
Is anyone doing any private math tutoring? I have a parent who is looking for one, specifically to
help with what we are doing in class. I think she would like 2 days per week at this time. If you are
interested or know someone who is interested and able to tutor common core math, please let me
know.
Thank you J
3/9/2018
Page 1
To: Sundale Staff
Date: 10/26/2017 4:38:42 PM
Subject: Enchiladas
Thank you all for your orders...

I have received all the orders I can fill for now... I am overwhelmed with gratitude for you support!
Thank you again!!! :*
Sent from my iPhone
3/9/2018
Page 1
From: Lupe Jamaica
Date: 10/30/2017 11:17:53 AM
Subject: Parent Volunteer Day
Tis Friday is Parent Volunteer Day. So, if you have any work for the parents please let me know.
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Brenda Allender
Eric Garcia
Lezlee Medeiros
Lupe Jamaica
Kimberlie Tyler
Linda Allen
Date: 2/2/2018 8:53:42 AM
Linda
3/9/2018
Page 1
From: Shawn Verkaik
To: Sundale Staff
Date: 2/6/2018 1:50:49 PM
Subject: Custodians sick
FYI, We have 3 of our custodians out sick, so your classrooms may not be cleaned tonight or tomorrow. We will
keep you informed on our challenge. Thank you for your patience
3/9/2018
Page 1
Date: 10/30/2017 10:39:31 AM
Subject: RRW
Looks like there might be a bit of confusion…..AWWWWW
You should have received a RED bag OR a BROWN PAPER bag with your goodies.
One bigger prize for a dress up winner per day (5 total)
And individual items for each kid
IF you got a CLEAR bag (trash bag) please let me know ASAP!!! Those are our prize bags for lunch time activities!!
IF you did not get a bag, let me know and one will come to you this afternoon
PARADE STARTS at 8:45 tomorrow
MIDDLE SCHOOL – we are doing something different this year – you will not have bags!!
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 2/2/2018 8:36:21 AM
Subject: RE: Health and wellness meeting
Okay March 1 it is!:)

March 1 is the only available one

March 8 is retentions and the other two are conferences
From: Linda Allen

Shoot I just looked Ill be gone March 14th. What about a Thursday?

March 14 ---- only day available

Mar.7 is retention mtg and kinder registration
Mar.21 conferences
Mar. 28 Spring break
From: Linda Allen

Subject: Health and wellness meeting
Elizabeth,
I am thinking of changing the Health and Wellness Meeting scheduled for Feb 7th to March since we just met. Are there
and good Wednesdays on the Calendar in March? I am meeting with Cindy today. Linda
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/16/2017 1:01:39 AM
on a skill.
800-507-2772
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Date: 2/6/2018 1:50:46 PM
Subject: see me
Can you see me after dismissal today. TY ;)
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 10/24/2017 3:03:07 PM
Subject: IMPORTANT- Character Count
Many of you have sent me names of students who you have already nominated for the
luncheons. Please send me names of students who have not been recognized this year and who
you are not planning to nominate for a luncheon. These are students who honestly try to do the
right thing- even though it may not happen all the time.
Let’s spread the fun around.
Thanks
3/9/2018
Page 1
From: Kristen Boles
To: Lisa Lopez
Angie Beason
Mary Carvalho
Susan Leal
Kristen Boles
Felicia Robles
Arzella Barnes
Linda Allen
Victoria Mello
Rita Faria
Maricela Aguayo
Carrie Martinez
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Amanda Medeiros
Grace Larsen
Date: 10/20/2017 12:30:00 PM
Subject: Monday Training
Good Afternoon,
Monday after school we will be holding our first round of Data Chats for TK-3. Please plan to meet in computer lab 1 at
1:30. You will need your Star login in information.
***We would like to ask, if you are currently in the middle of administering your Star assessments, please have your
four targets students completed by Monday at 1:30. If you have not begun, please do not worry. You do not have too J
***
Thank you,
Kristen, Carrie, and Angie
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
3/9/2018
Page 2
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 10/26/2017 3:31:03 PM
Subject: POW
Have a Great Friday and Wonderful weekend!!! J
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW October 30th –November 3rd , 2017 Chase onPage 3
alarms for October 331-8442
RED RIBBON WEEK-NERD DAY

LUNCH TIME ACTIVITIES 1ST-2ND Picnic tables/3rd-8th blacktop
Tutoring 1:15-3:30
HALLOWEEN DRESS UP DAY

PARADE AT 8:45 ON BLACKTOP
Tutoring 2:15-4:30
Wednesday 11/1 ESL V-Center 8:00-9:00 a.m.
High School/College Spirit day
Spelling Bee @ Buena Vista 8:10-12:30
RED RIBBON WEEK-HAWAIIAN DRESS UP

Tutoring 2:15-4:30
Soccer Game HOME 3:30-5:00 (late bus)
Thursday 11/2 Staff Meeting 7:50 Library
RED RIBBON WEEK-DISNEY DRESS UP

Sundale Clothes Closet Set Up 8:00-3:00 Parent Room
Tutoring 2:15-4:30
Soccer practice 3:15-5:00
Friday 11/3 Parent Volunteer Day
End of 1st Trimester
Thanksgiving Food Drive Begins
Sundale Clothes Closet-Parent Room 8:00-3:00
RED RIBBON WEEK-PAJAMA DAY

Soccer Game @ Pixley 1:00
Saturday 11/4 Orange Cove Band Review-leave Sundale 7:30/perform at 10:50 a.m.
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 10/20/2017 11:13:37 AM
Subject: dad help!
The Character Count is scheduled to visit our campus during Red Ribbon week. Traditionally we like to ask Dads to play
this roll, but this year we are short on volunteers. If you know of a “dad” who has a flexable schedule, is outgoing and
basically a big kid at heart, please send me his contact information!
Thanks!!
3/9/2018
Page 1
From: Linda Allen
To: Lezlee Medeiros
Elizabeth Nunes
Brenda Allender
Eric Garcia
Kimberlie Tyler
Linda Allen
Phoebe Copp
Lupe Jamaica
Date: 2/2/2018 2:39:57 PM
Subject: Health and Wellness meeting time update
Hello again,
Due to conflicting schedules we have change the time for the Health and Wellness meeting to 1:00 in the Parent
Room on March 1. I have met with Cindy and have approval and coverage for myself and Elizabeth. Look forward to
seeing you all there. Please disregard my previous email.
Lupe will you let our new parent member know.

Kim will you update our student representatives, please.
Thanks so much,
Linda Allen
Health and Wellness Coordinator
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 10/26/2017 2:46:43 PM
Subject: New Phones
We are in the process of installing new phones. They will not officially be ready until Nov. 2. We will have a training on
Monday and let you mess around with them, then go live on 11/2.
Please do not ask the installers to move your new phone from the wall to your desk. I only ordered wall mounts for
those that requested their phone remain on the wall, so they do not have enough to change now.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/24/2017 12:34:46 PM
Subject: Read to Succeed?
If any of you want to be a part of Six Flag’s Read to Succeed this year, please let me know and I will get you a copy of the
reading log for your students.
Thank you.
--Brent
3/9/2018
Page 1
From: Cindy Gist
Date: 10/30/2017 8:29:57 AM
Subject: today's schedule
1:30 TK-3rd RTI meetings

TK-1 st- room 9 (Brenda)
2-3 rd – room 16 (Eric)
2:30 ALL teachers in room 36 for the new phone training.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 2/2/2018 8:19:55 AM
Shoot I just looked Ill be gone March 14th. What about a Thursday?


Mar.21 conferences
From: Linda Allen

Elizabeth,
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
3/9/2018
Page 2
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 10/20/2017 8:58:40 AM
Subject: POW
Have a great weekend!!
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
PageOctober
POW October 23rd-27th , 2017 Chase on alarms for 3 331-8442
WAT Carnival-North fields

3rd-5th @ 10:40-11:40
TK-2nd @ 12:00-1:00
6th-8th @ 1:00-2:00
Tutoring 1:15-3:30
Colorguard Practice 1:00-3:00 MP
Tutoring 2:15-4:30
Soccer Practice 3:15-5:00 (late bus)
Foundation Meeting 6:00 p.m. Board Room

School Board Meeting 7:30 p.m. Board Room
Instant Reward 9:00-10:00
Tutoring 2:15-4:30
8th Grade Food Donation 3:00 p.m.
Cyberquest Practice Comp. Lab 1 3:15-5:00
Haunted House Set Up 8:00 Parent Room
Sports Rally Soccer MP 9:30-10:15
WAT-Limo Ride Meet by picnic tables outside office playground
Tutoring 2:15-4:30
Soccer game Home 1:00
Friday Early Release Day

TK-3 @ 1:10/4th-8th @ 2:15
2nd Grade pumpkin day 8:00-12:00
Harvest Carnival 5:30-8:30 Courtyard/MP/Parent Room
Haunted House Take down 8:30-9:00

3/9/2018
Page 1
From: Daniel Gordon
To: Kimberlie Tyler
Mary Carvalho
Angie Beason
Lisa Lopez
Susan Leal
Kristen Boles
Felicia Robles
Amanda Medeiros
Arzella Barnes
Grace Larsen
Linda Allen
Victoria Mello
Rita Faria
Maricela Aguayo
Carrie Martinez
Elizabeth Nunes
Marcy Miller
Brent Bagley
Brent Bagley
Cheryl Benson
Brandon Dodson
Tami Warner
Clint Wolsey
Monica Avila
Date: 10/26/2017 2:44:42 PM
Subject: Re: Kindness activity Wall
Great job leadership!!!!!!!

To: Mary Carvalho; Angie Beason; Lisa Lopez; Susan Leal; Kristen Boles; Felicia Robles; Amanda Medeiros; Arzella Barnes;
Grace Larsen; Linda Allen; Victoria Mello; Rita Faria; Maricela Aguayo; Carrie Martinez; Elizabeth Nunes; Daniel Gordon;
Marcy Miller; Brent Bagley; Brent Bagley; Cheryl Benson; Brandon Dodson; Tami Warner; Clint Wolsey; Monica Avila
Subject: Kindness activity Wall
Hello Teachers, this is Leadership and we would like to tell you about are Kindness activity wall that will be put up by
the library during Red Ribbon Week. We would like for you to being your students and have them write something kind
on the wall. We are trying to spread kindness around the school so we would love if you had your kids participate in it.
Kids don’t need to bring writing utensils they will be provided on the wall.
-Sincerely, Leadership
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 2/2/2018 8:18:11 AM
Ill take March 14th TY!


Mar.21 conferences
From: Linda Allen

Elizabeth,
3/9/2018
Page 1
From: Cindy Gist
To: Brandon Dodson
Cheryl Benson
Cindy Gist
Clint Wolsey
Marcy Miller
Monica Avila
Tami Warner
Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 10/24/2017 11:11:07 AM
Subject: DreamBox
Make sure to be monitoring your student's :

1. Lesson completion
2. Progress on success
3. Areas of need and support
4. Activity history for your students....I have noticed that a number of them are pausing their lessons. You
may need to address this
5. Remind them they can use this at home as well, if you trust THEY are doing it themselves
3/9/2018
Page 1
To: Mary Carvalho
Angie Beason
Lisa Lopez
Susan Leal
Kristen Boles
Felicia Robles
Amanda Medeiros
Arzella Barnes
Grace Larsen
Linda Allen
Victoria Mello
Rita Faria
Maricela Aguayo
Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Marcy Miller
Brent Bagley
Brent Bagley
Cheryl Benson
Brandon Dodson
Tami Warner
Clint Wolsey
Monica Avila
Date: 10/26/2017 2:10:16 PM
Subject: Kindness activity Wall
Hello Teachers, this is Leadership and we would like to tell you about are Kindness activity wall that will be put up by
the library during Red Ribbon Week. We would like for you to being your students and have them write something kind
on the wall. We are trying to spread kindness around the school so we would love if you had your kids participate in it.
Kids don’t need to bring writing utensils they will be provided on the wall.
-Sincerely, Leadership
3/9/2018
Page 1
Date: 10/20/2017 8:18:33 AM
Subject: last call for copies of pay schedule
Let me know if you want a copy of the current pay schedule. I’ll send a kiddo to your class with a copy.
Thanks,
Kat
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 2/2/2018 7:42:32 AM
Elizabeth,
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 10/24/2017 10:27:22 AM
Subject: THE CHARACTER COUNT
It is that fun time of year when the “Character Count” makes his appearance on campus. He will
be looking for students who try very hard to be good Sundale Students of Character. Please
send me a couple names of students who you feel the Count may want to capture.
Please try to choose students whom you are not planning to nominate for the CC! luncheons so
that we may spread the fun around.
The Count will be here next week during Red Ribbon/Character Counts! week, during the
morning recesses.
Kindergarten Teachers: Please share with your students that this will be happening and
who the Character Count is so the little ones will not be afraid. J
Thanks,
Gail
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 10/24/2017 10:22:40 AM
Subject: Thank you
I want to thank you all for your generosity on Boss’ day and with my son’s wedding. The gifts, suggestions, prayers,
items we borrowed and all around support and love is very much appreciated. You are all phenomenal people! I am so
blessed to work with a team that truly cares about each other and the kids. Thanks for each of you being the you that
only you can be!
Sincerely,
Terri Rufert
Superintendent
559-688-7451
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 10/24/2017 8:46:16 AM
Subject: Dream Getaway
87 degrees, light breeze blowing through your hair, feet propped up, smell of popcorn in the air…sound like a place you
would like to be? Your dream can be reality this Thursday…The Sundale Mustangs take to the pitch against the mighty
Tipton Tigers (Varsity game starts @ 1:00, JV @ 1:45).
3/9/2018
Page 1
From: Cindy Gist
Date: 2/1/2018 9:46:13 PM
Subject: Fwd: ELA: Professional Learning Opportunities

From: Gerald Arellano <Gerald.Arellano@tcoe.org>
Date: 2/1/18 9:45 AM (GMT-08:00)
Subject: ELA: Professional Learning Opportunities

From: Gerald Arellano <Gerald.Arellano@tcoe.org>
Date: 2/1/18 9:45 AM (GMT-08:00)
Subject: ELA: Professional Learning Opportunities
March 8, 2018 May 7, 2018

http://tulare.k12oms.org/147-144036 http://tulare.k12oms.org/147-144037 http://t
3/9/2018
Page 2
March 22, 2018
http://tulare.k12oms.org/147-139755 http://t
3/9/2018
Page 3
http://commoncore.tco
Gerald Arellano
Tulare County Office of Education | Educational Resource Services | 7000 Doe Avenue, Suite A, Visalia, CA
93291

3/9/2018
Page 4
--- To leave this mailing list send an email to: tcschools-leave@tcoe.org
3/9/2018
Page 1
To: Sundale Staff
Date: 2/1/2018 3:30:01 PM
Subject: February Calendar
Calendar Up to date
Initial and sign Fire Extinguisher
Friendship & Fellowship: Friday, February 23 7 th, 8th, Bus Barn
3/9/2018
Page 1
From: Monica Avila
Date: 2/1/2018 3:17:10 PM
Subject: Classroom visits
Good afternoon everyone,
I am sorry we were unable to make it to all the classrooms today. As we know there were so
many good things going on.
To those classes that we did see, thank you so much for letting Alesha and I stop by your
classrooms today to see your ELs in action. We saw a lot of positive things like vocabulary
development, use of sentence frames and creativity in the lessons we observed. Together we
were able to come up with some ideas for the next steps to help build on the positive things
we are already doing. I so appreciate your efforts, time and the opportunity to learn from all of
you.
Thank you,
Monica
3/9/2018
Page 1
To: Jacob Alvarado
michaelasagredo@gmail.com
Mr. & Mrs. Knott
Mr. Farmer
Mr. Jenkins
Mr. Lomsdalen
Mr. Lomsdalen
Mr. Lopes
Mr. Romero
Mr.Caserza
Mrs Aguago
Mrs. Avila
Mrs. Casares
Mrs. Farmer
Mrs. Henson
Mrs. Jenkins
Mrs. Juarez
Mrs. Kennedy
Mrs. Lopes
Mrs. Vinson
Mrs. Wright
Mrs.Alvarado
Mrs.Caserza
Elizabeth Nunes
Mrs.Penaloza
Mrs.Romero
Mrs.Segredo
Ms. Bridges
Ms.Cuadros
steveshawnapayton@yahoo.com
Date: 2/1/2018 3:14:00 PM
Subject: February
Next week on Tuesday, February 6 third graders will be performing at Founder’s Day. Reminder that students have
been asked to wear jeans and a white shirt. Please meet in rm 16 @ 6:15p.
AR 75% due Friday, February 9
NO SCHOOL --- February 11-19
Sundale Book Fair February 26 – March 2
Open House Tuesday, February 27
100% of AR Goal due Friday, March 2
3/9/2018
Page 1
From: Michael Phan
To: Sundale Staff
Date: 2/1/2018 1:41:55 PM
Subject: Staff Meeting Notes 2.1.18
See attachment.
From: copier@sundale.org [mailto:copier@sundale.org]

Sent: Thursday, February 01, 2018 1:05 PM
Subject: Attached Image
3/9/2018
Page 2
3/9/2018
Page 1
To: Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katie Biangone
Katrina Beamer
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
3/9/2018
Page 2
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Date: 2/1/2018 11:29:01 AM
Subject: Farm Show sign ups
Please come and see me to sign up to work the show. We would love to have you!!!!!!!!!!
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/1/2018 10:48:30 AM
Subject: Parent Conferences
I have the print out for the conference binder that I will put in your box
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Tiffany Frederick
To: Elizabeth Nunes
Date: 2/1/2018 9:43:54 AM
Subject: RE: Tomorrow
Sounds great!

Sent: Thursday, February 1, 2018 8:45:38 AM
To: Tiffany Frederick
Subject: RE: Tomorrow
We will be in my room (17). I will have the movie ready. After the movie we will have you take the kiddos outside for
PE. Thank you.

Sent: Thursday, February 01, 2018 8:42 AM
Subject: Tomorrow
Ill be covering for you and Mrs.Martinez tomorrow. Cindy suggested a movie. Can one of you please have a
movie available and let me know which classroom you guys would like us to use.
:)
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/1/2018 8:42:26 AM
Subject: Tomorrow
Ill be covering for you and Mrs.Martinez tomorrow. Cindy suggested a movie. Can one of you please have a
movie available and let me know which classroom you guys would like us to use.
:)
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/1/2018 8:32:10 AM
Subject: RE: Friday Sub
Ok, thanks so much

Subject: RE: Friday Sub
I checked the duty schedule. Daniel and Brent have no afterschool duty. I will ask Brent to put in his plans to cover my
Bus duty, that way our sub can cover yours.

Subject: Friday Sub
Elizabeth,
I guess we only have a sub for the two of us.
12:35-1:40: Movie
1:40-2:10: PE
I will get my kids packed up before music. Do you want them to watch the movie in my classroom or yours? I really
don’t care. Let me know so I can make up my sub plans.
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 2/1/2018 8:28:02 AM
Subject: RE: tomorrow duty
Eloise: would you be able to cover bus duty for Elizabeth tomorrow?

Subject: tomorrow duty
Carrie and I both have after school duty and we are sharing a sub as well. Can you have your sub cover my bus duty?
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 1/29/2018 12:18:59 PM
Subject: RE: Photos
WOW!
Thank you!
-----Original Message-----
Sent: Monday, January 29, 2018 12:17 PM
To: Terri Navarrette <Terri.Navarrette@sundale.org>
Subject: Photos
3/9/2018
Page 1
Date: 10/6/2017 8:31:40 AM
Subject: spirit day
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 9/22/2017 3:29:47 PM
Subject: RE: Golf
The Golf tournament is Oct. 15th at noon
Sincerely,
Terri Rufert
Superintendent
559-688-7451
From: Terri Rufert

Sent: Friday, September 22, 2017 11:35 AM
To: Sundale Staff <staff@sundale.org>
Subject: Golf
Sundale is sponsor our annual golf team at ACSA’s scholarship golf tournament. I need to know if you want to play by
Monday. No cost to you unless you want to buy raffle tickets for prizes. You could win a car if you get a hole- in-one on
certain holes. It is not super competitive. It is for fun and to raise money for scholarships for high school graduates.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
3/9/2018
Page 1
From: Cindy Gist
Date: 9/22/2017 2:30:32 PM
Subject: FW: Monday Afternoon
1:30 TK-3 meet in Carrie’s room for Special Friends quick training from Terri N.
1:45 ELA piloting teachers meet in Rita’s room for some quit tips from Joey.
2:30 All teachers in MP room for Room Parent Tea.
From: Angie Beason

Sent: Friday, September 22, 2017 1:44 PM
To: Kristen Boles <Kristen.Boles@sundale.org>; Mary Carvalho <Mary.Carvalho@sundale.org>; Felicia Robles
<Felicia.Robles@sundale.org>; Grace Larsen <Grace.Larsen@sundale.org>; Rita Faria <Rita.Faria@sundale.org>;
Maricela Aguayo <Maricela.Aguayo@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley
<Brent.Bagley@sundale.org>
Cc: Cindy Gist <Cindy.Gist@sundale.org>
Subject: Monday Afternoon
On Monday you will need to meet Joey in Rita's room at 1:45 with a device so that he can get all the piloting
teachers set up with your teacher login for the Wonders ELA Program..
Thank YOU!
Angie Beason
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/22/2017 2:17:43 PM
Subject: RE: In-Person Epi Pen Training
Okay thank you
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905

To: Katie Biangone
Subject: RE: In-Person Epi Pen Training
Oct. 12

To: Maricela Aguayo <Maricela.Aguayo@sundale.org>; Monica Avila <Monica.Avila@sundale.org>; AnnMarie Azevedo <
AnnMarie.Azevedo@sundale.org>; Shannon Beck <Shannon.Beck@sundale.org>; Cheryl Benson <
Cheryl.Benson@sundale.org>; Eric Garcia <Eric.Garcia@sundale.org>; Brooks Gist <Brooks.Gist@sundale.org>; Cindy Gist
<Cindy.Gist@sundale.org>; Kim Godinho <Kim.Godinho@sundale.org>; Mary-Ann Jordan <Mary-
Ann.Jordan@sundale.org>; Donna Leal <Donna.Leal@sundale.org>; Amanda Medeiros <Amanda.Medeiros@sundale.org
>; Marcy Miller <Marcy.Miller@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Kristen Boles <
Kristen.Boles@sundale.org>; Joey Pursell <Joey.Pursell@sundale.org>; Tricia Reynolds <Tricia.Reynolds@sundale.org>;
Felicia Robles <Felicia.Robles@sundale.org>; Judy Rose <Judy.Rose@sundale.org>; Stacy Tiner <Stacy.Tiner@sundale.org
>; Shirley Wasnick <Shirley.Wasnick@sundale.org>; Clint Wolsey <Clint.Wolsey@sundale.org>
Subject: In-Person Epi Pen Training
We will have two sessions for the in-person epi pen training. If you have a preference in which session to
attend, please let me know by the end of the day. I will do my best to accommodate as much as possible,
however due to coverage, we will need the groups to be balanced throughout the grade levels.
The options will be:

Tuesday, October 3rd 2:30-3:15
Thursday, October 12th 2:30-3:15
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
To:
Date: 10/12/2017 10:41:18 AM
Subject: Frontier Life October 19
Hello,
Your tour is 1 week away! Thank you for deciding to tour at the Kern Pioneer Village. Our tours are what keep us going, so
thank you for your support. We hope you enjoy your time here at the Museum. Please let me know if you have any questions.
Here are a few things to remember.
Guests may bring their phones to take pictures and eat their snacks outside. Pictures and food are not allowed inside
the exhibits.
You may eat lunch at the Museum. Picnic tables are on first come first serve basis.
Adults are all teachers, chaperones, and parents.
If the purchase order has not been received PRIOR to the day of tour, payment will have to be made by cash, check,
or credit card before we will allow the tour to be taken. Payment in advance is recommended so you are not delayed
when you arrive the day of. Check in takes about 10-20 minutes. The cost for this event is $8 for students and free to
all adults in your group (teachers, aids, chaperones, parents). Memberships and coupons are not valid for this tour.
You are welcome to stay past 11:30am to tour the Village on your own. You have access to the entire Museum
EXCEPT Lori Brock Discovery Center and Black Gold: The Oil Experience.
The event utilizes the entire 16 acre Museum.
The suggested time of arrival is 8:30am so you have plenty of time to check in and organize the kids before entering
the grounds. Payment made ahead of time will help speed up that process. Buses may park/drop off in the parking lot
located off of Chester Ave. or at the street side walk. The program is from 9am-11:30am.
You will receive maps of what and where we are offering guided exhibit tours and educational stations. I suggest
starting at the back of the Museum and working your way towards the front as the front becomes more crowded in the
beginning of the day. You are free to roam and explore the stations and tours on your own. You will not have a tour
guided to guide you throughout the Museum. This program is self guided.
The students tend to enjoy the stations more, so you can target those first. However, if you plan to do the tours I
suggest doing those first, as lines build up for those.
Activities include educational stations that mirror 1800's chores and guided exhibit tours.
You should separate your students into groups of 5-10 accompanied by one chaperone.
We have 2 restrooms located throughout the exterior Museum and 1 located at the front of the Museum. These are
marked on the map you will receive day of.
Notify me ASAP if there is a change or cancellation of your reservation.
CANCELLATION & NO-SHOW POLICY: The full invoiced amount for the tour is due if cancelling within 72 hours of
the tour. You have until 9am on October 16 to cancel without any obligations.
Thank you,
3/9/2018
Page 1
From: Angie Beason
To: Kristen Boles
Mary Carvalho
Felicia Robles
Grace Larsen
Rita Faria
Maricela Aguayo
Elizabeth Nunes
Brent Bagley
Date: 9/22/2017 1:43:30 PM
Subject: Monday Afternoon
On Monday you will need to meet Joey in Rita's room at 1:45 with a device so that he can get all the piloting
teachers set up with your teacher login for the Wonders ELA Program..
Thank YOU!
Angie Beason
3/9/2018
Page 1
To: Maricela Aguayo
Monica Avila
AnnMarie Azevedo
Shannon Beck
Cheryl Benson
Eric Garcia
Brooks Gist
Cindy Gist
Kim Godinho
Mary-Ann Jordan
Donna Leal
Amanda Medeiros
Marcy Miller
Elizabeth Nunes
Kristen Boles
Joey Pursell
Tricia Reynolds
Felicia Robles
Judy Rose
Stacy Tiner
Shirley Wasnick
Clint Wolsey
Date: 9/22/2017 1:02:47 PM
Subject: In-Person Epi Pen Training
We will have two sessions for the in-person epi pen training. If you have a preference in which session to
attend, please let me know by the end of the day. I will do my best to accommodate as much as possible,
however due to coverage, we will need the groups to be balanced throughout the grade levels.
The options will be:

Tuesday, October 3rd 2:30-3:15
Thursday, October 12th 2:30-3:15
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
To: Sundale Staff
Date: 10/12/2017 9:33:01 AM
Subject: Dress Up Days
Just a heads up
RED RIBBON WEEK DRESS UP DAYS

10/30 Monday Nerd Day
10/31 Tuesday Halloween
11/1 Wednesday Hawaiian
11/2 Thursday Disney
11/3 Friday PJ
3/9/2018
From: Terri Rufert
Page 1
To: Maricela Aguayo
Linda Allen
AnnMarie Azevedo
Brenda Allender
Arzella Barnes
Katrina Beamer
Angie Beason
Cheryl Benson
Katie Biangone
Raquel Carranza
Brandon Dodson
Robin Dougherty
Michele Drummonds
Rita Faria
Eric Garcia
Brooks Gist
Cindy Gist
Jeanette Hirayama
Lisa Lopez
Lezlee Medeiros
Elizabeth Nunes
Kristen Boles
Chase Quinn
Joy Samuels
Kimberlie Tyler
Eloise Vallejo
Shirley Wasnick
Michael Whitfield
Date: 9/22/2017 12:36:58 PM
Subject: RE: Important retreat Info
Attachments: personalities.pdf
I have attached a copy of the PDF I need you to save or print for the retreat.Yours will have you 5 strenbths-1 page per strength. This is just a sample.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
Notice of Confidentiality - This transmission contains information that may be confidential and that may also be privileged. Unless you are the intended recipient of the message (or authorized to receive it for the intended recipient), you may not copy, forward, or otherwise use it, or disclose its contents to anyone else. If you have received this
transmission in error, please notify the sender.
From: Terri Rufert

To: Maricela Aguayo <Maricela.Aguayo@sundale.org>; Linda Allen <Linda.Allen@sundale.org>; AnnMarie Azevedo <AnnMarie.Azevedo@sundale.org>; Brenda Allender <Brenda.Allender@sundale.org>; Arzella Barnes
<Arzella.Barnes@sundale.org>; Katrina Beamer <Katrina.Beamer@sundale.org>; Angie Beason <Angie.Beason@sundale.org>; Cheryl Benson <Cheryl.Benson@sundale.org>; Katie Biangone <Katie.Biangone@sundale.org>; Raquel
Carranza <Raquel.Carranza@sundale.org>; Brandon Dodson <Brandon.Dodson@sundale.org>; Robin Dougherty <Robin.Dougherty@sundale.org>; Michele Drummonds <Michele.Drummonds@sundale.org>; Rita Faria
<Rita.Faria@sundale.org>; Eric Garcia <Eric.Garcia@sundale.org>; Brooks Gist <Brooks.Gist@sundale.org>; Cindy Gist <Cindy.Gist@sundale.org>; Jeanette Hirayama <Jeanette.Hirayama@sundale.org>; Lisa Lopez
<Lisa.Lopez@sundale.org>; Lezlee Medeiros <Lezlee.Medeiros@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Kristen Boles <Kristen.Boles@sundale.org>; Chase Quinn <Chase.Quinn@sundale.org>; Joy Samuels
<Joy.Samuels@sundale.org>; Kimberlie Tyler <Kimberlie.Tyler@sundale.org>; Eloise Vallejo <Eloise.Vallejo@sundale.org>; Shirley Wasnick <Shirley.Wasnick@sundale.org>; Michael Whitfield <Michael.Whitfield@sundale.org>
Subject: Important retreat Info
Reminder:
-Please take your strength finder/personality Assessment
-Make a copy of your top 5 theme list and give to Terri (you do not need to pay for anything, unless you want all 34 themes). By having the book, you are allowed the
top 5.
-Print out the PDF of your signature themes (If you think you will forget to bring this to the retreat, you can give me a copy)
*Please bring both your list and signature themes with you to the retreat.
Assessment
-Open up the rust code envelope in the back of the book (it will give you the site and code you need)
-Make sure you have about 30-45 minutes of uninterrupted time to take the test.
-You only have about 20 seconds to make a decision on which best fits you (most like or least like), so don’t overthink. Go with your gut.
-Only use Neutral 5 times. You will have to keep track. Honor system!
-Don’t stress. This is not life or death and this has been given to millions of people so they account for a certain % of error
-Make sure to print or save a copy of your top 5 theme list and the Signature theme PDF (You will need these for the retreat).
*If you choose to save them to your google drive or wherever else you save things, remember that there is Verizon service and we have hotspots for 6-8 people)
* Also remember, technology is not always as reliable as hard copy (if you remember to bring it-Ha!)
GET READY TO HAVE FUN!
Sincerely,
Terri Rufert
Superintendent
559-688-7451
Notice of Confidentiality - This transmission contains information that may be confidential and that may also be privileged. Unless you are the intended recipient of the message (or authorized to receive it for the intended recipient), you may not copy, forward, or otherwise use it, or disclose its contents to anyone else. If you have received this
transmission in error, please notify the sender.
3/9/2018
Page 2
3/9/2018
Page 1
From: Terri Rufert
To: Elizabeth Nunes
Date: 10/12/2017 9:07:05 AM
Subject: Re: Phones
Ok

From: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>
Date: 10/11/17 12:43 PM (GMT-08:00)
To: Terri Rufert <Terri.Rufert@sundale.org>
Subject: RE: Phones
Desk please
From: Terri Rufert

Subject: Phones
I need to.know who wants their phone on their desk by the end of the school.day. . See the vendors remarks below.
T. Teachers found it more convenient to return calls sitting at their desk to parents or staff than standing or
using their cell phone.
· Two of the schools have a mass notification systems that in the event of an emergency, a code word can be pushed
out on the LCD screen on the phone. (They did not want this to be seen by the students).
· It’s easier for the teachers to check voicemails. (I don’t believe they have voicemail now)?
· If a tech has to switch out a phone, you don’t have to deal with brackets and it takes 2 minutes.
· The teachers can conference calls between classrooms and other teachers
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 9/22/2017 11:34:52 AM
Subject: Golf
Sundale is sponsor our annual golf team at ACSA’s scholarship golf tournament. I need to know if you want to play by
Monday. No cost to you unless you want to buy raffle tickets for prizes. You could win a car if you get a hole- in-one on
certain holes. It is not super competitive. It is for fun and to raise money for scholarships for high school graduates.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
3/9/2018
Page 1
From: Clint Wolsey
To: Elizabeth Nunes
Date: 10/12/2017 8:50:52 AM
Subject: RE: Buddies
Sounds good!!!
Fridays are easy – any time after 9:30 and not between 1:10 and 1:50 (library)

Subject: RE: Buddies
Does Friday work for you? Time???
From: Clint Wolsey

Subject: Buddies
Let’s meet this week
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/22/2017 10:56:52 AM
Subject: nat geo
Could I use, One Green Apple and The Ugly Vegetables, next week? We will be reading them on Tuesday
and Wednesday.
Thanks,
Carrie
3/9/2018
Page 1
To: Sundale Staff
Date: 10/12/2017 8:49:44 AM
Subject: Yard Sale & Bake Sale
We NEED your Junk to become someone’s Treasures. You can bring it anytime today or
tomorrow.
NEED YOUR HELP!!!

Don’t need you for hours on end (unless you are offering). A little help here and there goes a
LONG way!!!
Friday around 4:30 we head on over to Shirley’s (always a good time when she is around) to
set up!
Saturday Sale is from 7-1
NO Time??? Don’t worry. Whip something up in the kitchen and bring it by tomorrow (or by
Shirley’s Sat morning). We will sell it at theBake Sale.
3/9/2018
Page 1
Alyssa Harlow
Amanda Medeiros
Angie Beason
Annie Bautista
AnnMarie Azevedo
Art Gonzales
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Chase Quinn
Cheryl Benson
Clint Wolsey
Daniel Gordon
Dawn Rose
Deo Barcellos
Donna Fagundes
Donna Leal
Elizabeth Nunes
Eloise Vallejo
Emilio Aguilera
Eric Garcia
Felicia Robles
Gail Sante
Grace Larsen
Jeanette Hirayama
Jessica Shannon
Jimmy Frausto
Jodi Searcy
Joey Pursell
Joy Samuels
Judy Rose
Karen Huber
Karen Machado
Katie Biangone
Katrina Beamer
Kayron Stephens
Kim Godinho
Kimberlie Tyler
Kristen Boles
LeeAnn Cortez
Lezlee Medeiros
Linda Allen
Lisa Lopez
Louise Smith
Luis Najera
Lupe Jamaica
Lynda Brown
Mallori Mendonca
3/9/2018
Page 2
Marcy Miller
Maricela Aguayo
Marty Robertson
Mary Carvalho
Mary-Ann Jordan
Michael Phan
Michael Whitfield
Michele Drummonds
Michele Noell
Monica Avila
Nicholas Bist
Penny Allen
Rachel Medrano
Rae Ann Sweeney
Raquel Carranza
Raquel Castano
Rebecca Molles
Rita Faria
Robin Dougherty
Ryan Burgess
Sandy Dutch
Shannon Beck
Shawn Verkaik
Sheila Kennedy
Shirley Wasnick
Stacy Tiner
Susan Dieterle
Susan Leal
Tami Warner
Tenna Motto
Terri Navarrette
Tiffany Frederick
Tricia Reynolds
Victoria Mello
Date: 10/5/2017 3:24:32 PM
Subject: RE: Bosses Day
Hello Everyone!
We just wanted to let you know that Bosses Day is Monday, October 16. Social
Committee is planning to give them a gift and provide some dessert for that day.
We were wondering if you could have your class make one card for each of them
and then have the students sign them? Then you could give them to Katie in the
office by Friday, October 13. This way Katie can put them on their desks prior to
them arriving that Monday morning. If you are able to do this for Terri and Cindy
that would be great. Please feel free to acknowledge them on your own as well.
They really do take care of us and this is an opportunity for us to show them how
much we appreciate them.
Thank you!
3/9/2018
Page 3
The Social Committee
3/9/2018
Page 1
Date: 9/22/2017 9:06:21 AM
Subject: spirit day
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Jessica Shannon
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katrina Beamer
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Teacher
Tricia Reynolds
Victoria Mello
Date: 10/12/2017 8:38:25 AM
Subject: REminder
If you are sending any emails to Brenda or Eric regarding a student please also include Karen now
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Terri Rufert
To: Maricela Aguayo
Linda Allen
AnnMarie Azevedo
Brenda Allender
Arzella Barnes
Katrina Beamer
Angie Beason
Cheryl Benson
Katie Biangone
Raquel Carranza
Brandon Dodson
Robin Dougherty
Michele Drummonds
Rita Faria
Eric Garcia
Brooks Gist
Cindy Gist
Jeanette Hirayama
Lisa Lopez
Lezlee Medeiros
Elizabeth Nunes
Kristen Boles
Chase Quinn
Joy Samuels
Kimberlie Tyler
Eloise Vallejo
Shirley Wasnick
Michael Whitfield
Date: 9/22/2017 8:46:18 AM
Subject: Important retreat Info
Reminder:
-Please take your strength finder/personality Assessment
-Make a copy of your top 5 theme list and give to Terri (you do not need to pay for anything, unless you want all 34 themes). By having the book,
you are allowed the
top 5.
-Print out the PDF of your signature themes (If you think you will forget to bring this to the retreat, you can give me a copy)
*Please bring both your list and signature themes with you to the retreat.
Assessment
-Open up the rust code envelope in the back of the book (it will give you the site and code you need)
-Make sure you have about 30-45 minutes of uninterrupted time to take the test.
-You only have about 20 seconds to make a decision on which best fits you (most like or least like), so don’t overthink. Go with your gut.
-Only use Neutral 5 times. You will have to keep track. Honor system!
-Don’t stress. This is not life or death and this has been given to millions of people so they account for a certain % of error
-Make sure to print or save a copy of your top 5 theme list and the Signature theme PDF (You will need these for the retreat).
*If you choose to save them to your google drive or wherever else you save things, remember that there is Verizon service and we have
hotspots for 6-8 people)
* Also remember, technology is not always as reliable as hard copy (if you remember to bring it-Ha!)
GET READY TO HAVE FUN!
Sincerely,
Terri Rufert
Superintendent
559-688-7451
Notice of Confidentiality - This transmission contains information that may be confidential and that may also be privileged. Unless you are the intended recipient of the message (or
authorized to receive it for the intended recipient), you may not copy, forward, or otherwise use it, or disclose its contents to anyone else. If you have received this transmission in error,
please notify the sender.
3/9/2018
Page 1
To: Carrie Martinez
Elizabeth Nunes
Brent Bagley
Date: 10/12/2017 8:32:14 AM
Subject: Scholastic Book Orders
You have one in the office
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
To: Mary Carvalho
Angie Beason
Lisa Lopez
Susan Leal
Kristen Boles
Felicia Robles
Amanda Medeiros
Arzella Barnes
Grace Larsen
Linda Allen
Victoria Mello
Rita Faria
Maricela Aguayo
Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Date: 10/5/2017 1:40:14 PM
Subject: holiday ceramics
Hello Everyone,
Please go to the attached google document and sign up for holiday ceramics. First come first serve. J
https://docs.google.com/spreadsheets/d/1mHVwGgoXCVZjMeiDRbAUn-jCBeki2aSvdbRBn9lx8zw/edit#gid=0
Thanks,
Donna F.
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 9/22/2017 8:36:00 AM
Subject: POW
Have a great weekend !!!
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW September 25th – 29th 2017 Page
Shirley on 3
alarms for September
Fall Monday Early Release

TK-3 @ 1:10/4th-8th @2:15
Middle School Meeting-Lounge 12:30
Tutoring 2:15-4:30
Room Parent Tea 2:30-3:30 MP
Instant Reward 9:00-10:00 MP
Tutoring 2:15-4:30
FB/VB Practice 3:15-5:00
Foundation Board Meeting 6:00 p.m.
School Board Meeting 7:30 p.m.
Tutoring 2:15-4:30
FB/VB Home Game vs CVC 3:30
Science Training w/TCOE 8:10-3:20 middle school lab
Tutoring 2:15-4:30
FB/VB practice 3:15-5:00
Computer Lab #1 open 3:30-5:00
Friday Nutrition Unit Pretest due to Allen
Saturday/Sunday Staff Retreat at Seven Circles Retreat Center
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/12/2017 7:28:15 AM
Subject: Chrome book cart (Monday)
I would like to ask to have it on Monday (if that is possible).
…..it is almost Friday. Have a great day today. See you in the meeting.
--Brent
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
AnnMarie Azevedo
Chase Quinn
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Art Gonzales
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Date: 10/5/2017 11:00:09 AM
Subject: updated POW
No enrichment next week on Tuesday, Wednesday or Thursday
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW October 9th-13th , 2017 Page
Chase on alarms for3 October 331-8442
Monday No School-Staff Development Day

Office open from 7:30-4:00
7th Grade to Museum of Tolerance-4:30 a.m.-5:00 p.m.
Tutoring 2:15-4:30
Soccer Tryouts/Practice 3:15-5:00 (late bus)
Enrichment 3:15-4:15 Rm 42 cancelled
School Board Meeting 7:30 Board Room
Tutoring 2:15-4:30
Enrichment 3:15-4:15 Rm. 42-cancelled
Walk A Thon-Ice Cream Blast 11:30-1:15 during lunch recess-outside tables
Tutoring 2:15-4:30
Enrichment 3:15-4:15 Rm. 42-cancelled
Soccer Game Home 3:30
Friday F & F Day hosted by TK, Kinder and 1st grades
Enrichment Primary Science Lab 2:15-3:15
Enrichment Kitchen 3:15-4:00
Saturday 14th Kids Day Yard Sale @ 1029 Grove Drive, Tulare-Shirley’s House
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
LeeAnn Cortez
Louise Smith
3/9/2018
Page 2
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Date: 10/5/2017 10:54:12 AM
Subject: Collective Goods Book and Things order in lounge
They are coming on Monday the 9th. You guys will not be here so if you ordered something please make sure to put your
money in the envelope before you leave tomorrow. Shirley and I are not rich enough to pay for your orders LOL.
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 1
From: Cindy Gist
Date: 10/5/2017 10:32:51 AM
Subject: Yard duty
Please remember when you are on bus duty after school that you are NOT allowing students to walk out into the
parking lot to get into vehicles.
Parents must park and walk on campus to pick up.
We need to be consistent each week with this.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/11/2017 11:08:50 PM
Subject: SH/Choice time
SH: Daniel Movies: Carrie Games: Elizabeth Free: Brent Lunch:

bring your own (Trading Post) Smiles and positivity can be contagious. Share a good attitude today
despite any hardships you are facing.
3/9/2018
Page 1
To: Sundale Staff
Date: 10/11/2017 5:08:10 PM
Subject: RE: Reminder
Hello Everyone!
Just a friendly reminder that the Social Committee will be putting on a for Brandon this Friday during our
Friendship and Fellowship break time. They are and are registered at Target.
There will be some good food and cake for everyone. Hope to see you all there!
Social Committee
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 10/5/2017 10:17:58 AM
Subject: POW
Next Week J
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
POW October 9th-13th , 2017 Page
Chase on alarms for3 October 331-8442
Monday No School-Staff Development Day

Office open from 7:30-4:00
7th Grade to Museum of Tolerance-4:30 a.m.-5:00 p.m.
Tutoring 2:15-4:30
Enrichment 3:15-4:15 Rm 42
School Board Meeting 7:30 Board Room
Tutoring 2:15-4:30
Enrichment 3:15-4:15 Rm. 42
Walk A Thon-Ice Cream Blast 11:30-1:15 during lunch recess-outside tables
Tutoring 2:15-4:30
Enrichment 3:15-4:15 Rm. 42
Soccer Game Home 3:30
Friday F & F Day hosted by TK, Kinder and 1st grades
Saturday 14th Kids Day Yard Sale @ 1029 Grove Drive, Tulare-Shirley’s House
3/9/2018
Page 1
From: Tricia Reynolds
To: Lisa Lopez
Mary Carvalho
Angie Beason
Kristen Boles
Susan Leal
Arzella Barnes
Felicia Robles
Grace Larsen
Amanda Medeiros
Victoria Mello
Rita Faria
Maricela Aguayo
Linda Allen
Carrie Martinez
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Date: 9/19/2017 2:55:38 PM
Subject: science with TCOE Sept 28
Good afternoon.
Jared Marr from TCOE will be on campus next Thursday. He should be full of resources to help you navigate your way
through NGSS. We only have 4 subs available for that day. I am requesting that each grade level nominates a “science
person” to represent your grade on that day. Please let me know who that will be as soon as you can. Your
representative will most likely be out of the classroom all day.
Thank you!
Tricia
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/11/2017 4:29:04 PM
Subject: RE: field trip
I wasn’t planning on it, but will go with what you all agree on.
--Brent

Subject: field trip
Are we going to provide a snack for our kids? In the past we have given them a water and package of cheese-its. It
would be nice if we are going to provide a snack that it be the same for each child. Please let me know.
Thanks,
Carrie
3/9/2018
Page 1
Date: 9/19/2017 11:18:18 AM
Subject: FW: Circle J Astronomy Night Sept. 22
Attachments: 2017 Circle J Astro Night.pdf

Sent: Tuesday, September 19, 2017 10:44 AM
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax

Sent: Monday, September 18, 2017 3:44 PM
Subject: Circle J Astronomy Night Sept. 22
Hello-
Astronomy is happening this Friday night at Circle J-Norris Ranch in Springville.
Please urge your students to join us for this wonderful evening beneath the stars!
Those attending must sign up in advance by email or telephone.

I hope to see you there!
Cheers,
Nancy Bruce, Lead Teacher
3/9/2018
Page 2
3/9/2018
Page 3
Circle J Astronomy Night
Friday, September 22
7:00—9:30 p.m.
Students, their families and the public are invited to:
 Enjoy an evening of star gazing at Circle J– Norris Ranch
 Guide a telescope with direction from amateur astronomers
 View Jupiter’s moons, Saturn’s rings, stars, constellations & galaxies
 Hear the constellation myths of many cultures
Suggested donation
$5/ student
$10/ family
$50 for class of up to 25 students
Space is limited, reserve your spot!
Contact Nancy Bruce, Lead Teacher
(559) 539-2263
Circlej@ocsnet.net
3/9/2018
Page 1
To: Kim Godinho
Date: 10/11/2017 4:11:44 PM
Subject: field trip
Kim,
Our field trip is next week on October 19th. Martinez and Nunes are on one bus. Bagley and Gordon are on the 2 nd bus.
When can we pick up our meds? Let us know if there is anything special we should know.
Thanks,
Carrie
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 9/21/2017 3:02:13 PM
Subject: RTI binder
If you can please turn in your rti binder from Monday’s meeting.
I only received 3rd grades.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
Date: 9/19/2017 11:17:55 AM
Attachments: Circle J STEM.pdf

Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
CONFIDENTIALITY NOTICE: This transmission, including any attachments, is confidential and may be legally privileged. If you are not the
intended recipient, or their agent, you are hereby notified that reading, disclosing, copying, distributing or using any information
contained in this transmission is strictly prohibited. If you have received this transmission in error, please immediately notify the
sender by email or by telephone at (559) 688-7451 and destroy the transmission. Thank you for your assistance.


Cc: Nancy Bruce
3/9/2018
Page 2

STEM Field Trips?
ONLY
$100 for up to
70 students!
Involve your students in a STEM field trip at Circle J Ranch this Fall!
Fall 2017 dates available include:
September 25, 26, 27 & 28

October 3, 4, 5, 9, 10 , 11, 16, 17, 18, 19, 30 & 31
November 1, 2, 13, 15, 20, 21, 27, 28 & 29
December 1, 4, 5, 6, 8, 11, 12, 13, 14 & 15
3/9/2018
Page 3
3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 10/11/2017 4:10:20 PM
Subject: field trip
Are we going to provide a snack for our kids? In the past we have given them a water and package of cheese-its. It
would be nice if we are going to provide a snack that it be the same for each child. Please let me know.
Thanks,
Carrie
3/9/2018
Page 1
From: Angie Beason
To: Kristen Boles
Mary Carvalho
Felicia Robles
Grace Larsen
Rita Faria
Maricela Aguayo
Elizabeth Nunes
Brent Bagley
Cheryl Benson
Tami Warner
Marcy Miller
Monica Avila
Date: 9/21/2017 2:49:13 PM
Subject: Training for Wonders Piloting Program
Good afternoon teachers your training day for the Wonders Language Arts program will be on September
27th....We will have 6 subs on campus....the training will be broken up into two sessions.
Session One (K-2)...subs will be in your classroom first....your session will begin right at
8:00-11:10...Please bring devices and the teacher manual for the unit you will be teaching. You will meet in the
Parent Room.
@ 11:10 Kinder teachers will go straight to lunch and then go back to class as normal.
1st and 2nd Grade teachers will go back to class to release the sub so the sub can go to their next assignment..
1st and 2nd grade teachers will take their own class to lunch and finish their day as normal.
Session Two (3rd-5th)...Subs will come to you at 11:20...you will then take your lunch break and be ready to start
your session from 12:10-3:20. Also please bring a device and your teacher manual for your unit.
If you have any questions please ask..
Thank YOU!
Angie
3/9/2018
Page 1
From: Cindy Gist
Date: 10/5/2017 8:42:42 AM
Subject: retired teachers grant
Attachments: SKM_754e_Of17100508270.pdf
This if for k-6 teachers only
From: no-reply@clinesbe.com [mailto:no-reply@clinesbe.com]

Subject: Message from KM_754e
3/9/2018
Page 2
3/9/2018
Page 3
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/19/2017 10:44:24 AM
Attachments: Circle J STEM.pdf
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax


Cc: Nancy Bruce
3/9/2018
Page 2

STEM Field Trips?
ONLY
$100 for up to
70 students!
Involve your students in a STEM field trip at Circle J Ranch this Fall!
Fall 2017 dates available include:
September 25, 26, 27 & 28

October 3, 4, 5, 9, 10 , 11, 16, 17, 18, 19, 30 & 31
November 1, 2, 13, 15, 20, 21, 27, 28 & 29
December 1, 4, 5, 6, 8, 11, 12, 13, 14 & 15
3/9/2018
Page 3
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/11/2017 3:23:18 PM
Subject: RE: PBL project
Sounds good to me.
To: Brent Bagley <Brent.Bagley@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>;
Daniel Gordon <Daniel.Gordon@sundale.org>
I can meet after October 19th. We can choose one day a week to meet after school. I think Wednesday
is best. I can't commit to anything else at this time.
Sorry,
Carrie
From: Brent Bagley
To: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>;
Subject: PBL project
As was suggested by Rita and a few other teachers at our conference on Monday, I inquired about time
to plan/collaborate for our PBL project. Cindy was very nice about it and we talked in the lunch room
and here is her response to us...................
From: Cindy Gist
You may have some time on 10/23 after your data chat, otherwise if the 4 of you can schedule one day
after 2:30. It may be easier when this session of math academy is finished.
On 11/6 we have paper work release so you may choose to use that day as well.
From: Brent Bagley
Cindy:
Would it be possible for our teams to get some planning time for these large PBL projects?
I thought I would ask because it is our first time doing these and I know it will need collaboration.
--Brent
3/9/2018
Page 1
From: Cindy Gist
Date: 9/21/2017 2:37:12 PM
Subject: computer lab
Just a reminder that the computer lab will start being open until 5:00 on Thursdays…starting today!
Remind your students
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Michael Phan
To: Sundale Staff
Date: 10/5/2017 8:34:50 AM
Subject: Staff meeting notes 10.5.17
See attachment.
3/9/2018
Page 2
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/19/2017 10:43:39 AM
Attachments: 2017 Circle J Astro Night.pdf
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax

Subject: Circle J Astronomy Night Sept. 22
Hello-
Astronomy is happening this Friday night at Circle J-Norris Ranch in Springville.
Please urge your students to join us for this wonderful evening beneath the stars!
Those attending must sign up in advance by email or telephone.

I hope to see you there!
Cheers,
Nancy Bruce, Lead Teacher
3/9/2018
Page 2
3/9/2018
Page 3
Circle J Astronomy Night
Friday, September 22
7:00—9:30 p.m.
Students, their families and the public are invited to:
 Enjoy an evening of star gazing at Circle J– Norris Ranch
 Guide a telescope with direction from amateur astronomers
 View Jupiter’s moons, Saturn’s rings, stars, constellations & galaxies
 Hear the constellation myths of many cultures
Suggested donation
$5/ student
$10/ family
$50 for class of up to 25 students
Space is limited, reserve your spot!
Contact Nancy Bruce, Lead Teacher
(559) 539-2263
Circlej@ocsnet.net
3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 10/11/2017 3:17:06 PM
I can meet after October 19th. We can choose one day a week to meet after school. I think Wednesday
is best. I can't commit to anything else at this time.
Sorry,
Carrie
From: Brent Bagley
To: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>;
From: Cindy Gist
From: Brent Bagley
Cindy:
--Brent
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/30/2017 10:11:52 AM
Subject: Re: lunch
Thank your class for me. They did a wonderful job for me! It was greatly appreciated.
Ms. Navarrette
Sent from my iPhone
On Sep 29, 2017, at 8:17 AM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Brent’s class is on lunch duty for the month of October.
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 9/21/2017 2:20:09 PM
Subject: Sports
You have two more opportunities to take your class to watch the mustangs dominate on the court/field. We need you
to bring the NOISE!!!
This Friday 9-22 starting at 1:00

Friday Oct 6th starting at 11:30…This is Sundale’s annual Football/Volleyball tournament
Snack bar will be open for business on both days…bring the
Thanks for your support!!!
***We have an afterschool game on 9/27 if you just can’t get enough of the Mustangs
3/9/2018
Page 1
From: Daniel Gordon
To: Elizabeth Nunes
Date: 10/5/2017 8:29:08 AM
Subject: Re: Founders day
After school I will be going to the VCenter to set up for Mexican Bingo night. I am down to meet and talk during
lunch.

To: Carrie Martinez; Brent Bagley; Daniel Gordon
Subject: RE: Founders day
Let's see what we can accomplish during lunch.
Do you want to meet Friday after school or during lunch?
Subject: Founders day
We don't have to have anything set right away but we need to start thinking about it. In the past Judy likes to have the songs by
thanksgiving.
Sent from my iPhone
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 9/19/2017 9:13:33 AM
Subject: FW: Walk a thon
Not sure how many of you “read” this but our teachers aren’t for sale but T-shirts are ;)
From: Cindy Gist

Subject: Walk a thon
If you are interested in purchasing a walk a thon teacher for $5, order sheet and envelope are in the
staff lounge.
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Terri Navarrette
Date: 9/29/2017 4:13:30 PM
Subject: RE: lunch
super

To: Terri Navarrette <Terri.Navarrette@sundale.org>; Cindy Gist <Cindy.Gist@sundale.org>
Subject: lunch
Brent’s class is on lunch duty for the month of October.
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 10/11/2017 2:52:50 PM
Subject: POW
AMAJ
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Pagefor
POW October 16th-20th , 2017 Chase on alarms 3 October 331-8442
Trimester 1 Assessment Window Oct. 16-31
Walk A Thon Root Beer Float Prize after lunch groups in Quad area by MP
Tutoring 1:15-3:30
Colorguard Practice 1:00-3:00 MP
Tutoring 2:15-4:30
Taco Tuesday V-Center 3:00-7:00 p.m.
Enrichment Rm. 46 3:15-4:15
Character Counts Luncheon During Lunchtimes
Tutoring 2:15-4:30
SSC Parent Room 230-4:30
Cyberquest Practice Comp. Lab 1 3:15-5:00
Make up Picture Day 8:30
3rd Grade Tip to Kern Co. Museum-Bakersfield
Band Pictures MP 1:00
Tutoring 2:15-4:30
Computer Lab #1 Open 3:30-5:00

3/9/2018 (late bus)
Page 4
Friday PTO Walk A Thon 8:30-10:00
Walk A Thon Assembly-right after Walk A Thon
EL Parent Meeting Rm. 26B 12:00-2:30
Soccer Game @ Sunnyside 1:00 p.m.
Saturday Fowler Band Review in Fowler 9:00
3/9/2018
Page 1
Date: 9/21/2017 1:40:14 PM
Subject: Has anyone taking this class?
Has anyone taken the class through TCOE: Exploring Fractions Through Number Talks 3-8?
I’m interested in taking it and am wondering:

1.) Is it worthwhile?
2.) Would you be able to share info with me instead of me going?
Thanks,
Kat
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/5/2017 7:43:59 AM
Subject: RE: cart: Monday
Sure. I will have it Friday, so I will try and remember to get it to you on Monday.
Daniel: could you have a runner send the cart to me for Friday morning?

Subject: cart: Monday
Could I use the cart on Monday?

Carrie
3/9/2018
Page 1
From: Daniel Gordon
To: Brent Bagley
Carrie Martinez
Date: 9/19/2017 8:42:49 AM
Subject: Re: field trip
Thanks a lot!
From: Brent Bagley

To: Carrie Martinez
Cc: Elizabeth Nunes; Daniel Gordon
Very helpful indeed....thank you!!
I had my copy mom make copies of the field trip notes. I put sticky tabs on them telling you the date
that they should be passed out. I gave you 1 copy of the parent packet. I am sorry I don’t know how
many volunteers that you will have. I believe that is the only copies that you will need to make. I hope
this is helpful. I will all the copies in your boxes.
Thanks,
Carrie
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Date: 9/29/2017 2:39:54 PM
Subject: Monday
On Monday Katherine Goyette from TCOE will be here all day.

I would like for her to be able to support us in how we are using our technology in the classrooms.
Joey will be walking around with her.
Please email me the times that you have students on devices during the day.
After school she will meet with TK-3 at 1:30 to share different ways to use technology with our young students.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Cindy Gist
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brent Bagley
Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Felicia Robles
Grace Larsen
Kristen Boles
Linda Allen
Lisa Lopez
Maricela Aguayo
Mary Carvalho
Rita Faria
Susan Leal
Victoria Mello
Brandon Dodson
Cheryl Benson
Cindy Gist
Clint Wolsey
Marcy Miller
Monica Avila
Tami Warner
Date: 10/11/2017 10:43:46 AM
Subject: FW: Curiosity Bait Workshops
Attachments: Curiosity Bait.pdf
From: Saul Altamirano [mailto:Saul.Altamirano@tcoe.org]

Subject: Curiosity Bait Workshops
We are very excited to be able to offer two workshops from bby Publications this fall. These afternoon sessions
will provide you with the strategies and materials you need to get these routines started in your classroom right
away.
K-2: Shape Bait – October 17 and November 15

This quick and easy routine will support your students in understanding their grade level shape standards as well
as developing the language to describe and compare attributes of shapes.
Grades 3-5: Multiplication and Division Fact Bait – October 23 and November 29
This routine will support your students in their fluency with their multiplication and division facts while
developing a deeper understanding of the relationship between those operations.
K-2: Shape Bait Grades 3-5: Multiplication and Division Fact Bait
October 17 and November 15 October 23 and November 29
Quick Link to Register: Quick Link to Register:

http://tulare.k12oms.org/147-139916 http://tulare.k12oms.org/147-139917
3/9/2018
Page 2
Saul Altamirano
Tulare County Office of Education | Educational Resource Services | 7000 Doe Avenue, Suite B, Visalia, CA 93291
�W��a�ɚ�X��X��ǧu�‫��\��ޙ‬h�[%y� �‑ ��
3/9/2018
Page 3
Curiosity Bait
Curiosity Baits are 10-15 routines that promote higher-level thinking and increase general
knowledge. Teachers place an intentionally designed sequence of cards in the Curiosity Bait
Time: Card Holder. The routine centers on the card of the day to help students develop understand-
4:00 pm - 7:00 pm ing of important mathematical ideas. Presented by bby Publications.
LOCATION:
Shape Bait Multiplication and Division Fact Bait
Doe Ave Complex Grades K-2 Grades 3-5
7000 Doe Ave October 17 & November 15, 2017 October 23 & November 29, 2017
Visalia, CA 93291
Students will: Students will use various models to:
• Analyze two-dimensional shapes • Model and learn the basic multiplication
AUDIENCE:
• Correctly name shapes regardless of and division fact through 100
Math teachers, Coaches,
Administrators orientation or size • Understand the relationship between
• Describe and compare multiplication and
COST: attributes of shapes division facts
$200 per Workshop • Increase their fact
Each workshop is fluency
two-evening sessions
INCLUDES: Fraction Bait Money Bait

Book, Curiosity Bait Card Grades 3-5 Grades 2-5
Holder, and snacks.
January 29 & February 26, 2018 March 7 & April 4, 2018
Participants will receive This routine will challenge students to: Students will grow in their understanding of:
the book, which contains
the pattern cards, and the • Model fractions using 2-D and 3-D • Coin recognition and value
Curiosity Bait Card Holder. shape and lines • Addition and Subtraction problems
• Place fractions on a number line involving money
• Decompose, rename, and compare • Different combination for the same
OMS REGISTRATION: fractions value
http://tulare.k12oms.org • Add, subtract, multiply,
and divide fractions
Math Proficiency
I, II, III & IV
Saul Altamirano
(559) 651-1281 or saul.altamirano@tcoe.org
CONTENT CONTACT:
Julie Joseph
(559) 651-3647 or julie.joseph@tcoe.org
Page 1
From: Cindy Gist
Date: 9/21/2017 11:11:27 AM
Subject: few reminders
Just a few reminders since deadlines are coming up:
1. If you had items to correct on your cums---today is deadline (EMAIL ME WHEN YOU ARE FINISHED)
2. Please email me your 4 students (2 being EL) that you will progress monitor for either ELA or Math—due today
3. Turn in your Data sheet (initialed) with any ILPs you may have attached –due today
4. Tomorrow your website should be updated (we haven’t rolled over to the new version yet)
5. Your grade level scope and sequence for ELA, Math and Science is due tomorrow
PLEASE ASK QUESTIONS IF YOU ARE UNSURE!!!!
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/5/2017 7:43:10 AM
Subject: Planning & SH/Choice time this Friday
I can meet after school. We might need more than 20 min. We can start it off at lunch.
*If this works for you guys. :-)
P.S.
I have games this Friday, so I am going to walk the kids out to cheer on the Mustangs. If they aren't in
the championship, I will walk them back and give them time to play games.
**The snack bar will be open, so please let your kids who earned games know that I will allow them to
buy a quick snack if they want.
To: Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>;
To: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel
Gordon <Daniel.Gordon@sundale.org>
We don't have to have anything set right away but we need to start thinking about it. In the past Judy
likes to have the songs by thanksgiving.
Sent from my iPhone
3/9/2018
Page 1
Date: 9/19/2017 8:15:18 AM
Subject: picture day
We need a few picture envelopes.

Please send extras to the cafeteria.
Thanks,
Lezlee Medeiros
Cafeteria Director
13990 Avenue 240
Tulare, CA 93274
559-688-7451
3/9/2018
Page 1
From: Lupe Jamaica
Date: 9/29/2017 1:35:40 PM
Subject: Parent volunteer Day
Hello, next Friday is Parent Volunteer Day. Do you have any work that my parents can help you with?
3/9/2018
Page 1
From: Cindy Gist
Date: 9/21/2017 11:06:00 AM
Subject: FW: TCOE October PL Opportunities
Attachments: October PL Summary.pdf
From: Ivette Lopez [mailto:Ivette.Lopez@tcoe.org]

Sent: Thursday, September 21, 2017 8:45 AM
Subject: TCOE October PL Opportunities
For future PL opportunities, visit us at http://commoncore.tcoe.org/home
TULARE
COUNTY
OFFICE
OF
EDUCATION
October
Professional
Learning
Opportunities
If you have a
question
regarding
an event or
a suggestion
for future
offerings,
contact
Jen
Francone
Ed.D.,
Administrator
for ERS
DATE(S) EVENT GRADE
/ LINK SPECIFIC
(IF ANY)
3/9/2018
Page 2
October ELD + Math = Supporting the Grades

5 Success of All Learners K-12
October Dr. Karen Karp Grades

10 http://tulare.k12oms.org/147-135489 K-12
October Number Talks (E) Grades

October Exploring Fractions through Grades

13 Number Talks 3-8
October Think Outside the Book Grades

October Shape Bait (E) Grade

October Connecting Assessment to Grade

18 Improving Teaching & Learning K-12
October Putting it All Together: Grade

18 Application of Strategic Thinking 2
& Problem Solving with Word
October Transitional Kindergarten Grades

18 Professional Learning Network TK-1
October Putting it All Together: Addition Grades

19 & Subtraction of Fractions 5
October Multiplication & Division Fact Grades

23 Bait (E) K-12
October Math Openers Grades

24 http://tulare.k12oms.org/147-131975 5-8
3/9/2018
Page 3
October TCOE Welcomes Steve Ventura Grade

October Putting it All Together: Problem Grade

25 Solving, Area, & Perimeter 3
October Integrating Civic Engagement into Grades

26 the History/Social Studies Classroom 6-12
October “Fake News”: What it is & How Grades

30 to Help Students Detect it 6-12
Jen Francone Ed.D.

Administrator, Educational Resource Services | 559.651.3831
--- To leave this mailing list send an email to:tcschools-leave@tcoe.org
3/9/2018
Page 4
TULARE COUNTY OFFICE OF EDUCATION

October Professional Learning Opportunities
If you have a question regarding an event or a suggestion for future offerings, contact
Jen Francone Ed.D., Administrator for ERS
DATE(S) EVENT / LINK GRADE SPECIFIC
(IF ANY)
October 5 ELD + Math = Supporting the Success of All Learners Grades K-12
October 10 Dr. Karen Karp Grades K-12

October 12 Number Talks (E) Grades K-2

October 13 Exploring Fractions through Number Talks Grades 3-8

October 16 Think Outside the Book Grades K-12

October 17 Shape Bait (E) Grade K-12

October 18 Connecting Assessment to Improving Teaching & Learning Grade K-12

October 18 Putting it All Together: Application of Strategic Thinking & Grade 2

Problem Solving with Word
October 18 Transitional Kindergarten Professional Learning Network Grades TK-1

October 19 Putting it All Together: Addition & Subtraction of Fractions Grades 5

October 23 Multiplication & Division Fact Bait (E) Grades K-12

October 24 Math Openers Grades 5-8

October 24 TCOE Welcomes Steve Ventura Grade K-12

October 25 Putting it All Together: Problem Solving, Area, & Perimeter Grade 3
October 26 Integrating Civic Engagement into the History/Social Studies Classroom Grades 6-12
October 30 “Fake News”: What it is & How to Help Students Detect it Grades 6-12
Jen Francone Ed.D.

Administrator, Educational Resource Services | 559.651.3831
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 10/5/2017 7:35:17 AM
To: Carrie Martinez <Carrie.Martinez@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>; Daniel
Gordon <Daniel.Gordon@sundale.org>
Sent from my iPhone
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 10/11/2017 10:11:38 AM
From: Cindy Gist
From: Brent Bagley
Cindy:
--Brent
3/9/2018
Page 1
From: Penny Allen
To: Sundale Staff
Date: 9/21/2017 10:18:06 AM
Subject: Popcorn machine
I was wondering is there a popcorn machine on campus that Ag could borrow for the pumpkin patch on Oct. 7th? I
thought someone had one. Thank you
3/9/2018
Page 1
To: Louisa Pedro
Christie Miller
Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Aliene Hernandez
Annie Bautista
Dawn Rose
Donna Fagundes
Donna Leal
Eloise Vallejo
Gail Sante
Jeanette Hirayama
Jessica Shannon
Jodi Searcy
Kim Godinho
3/9/2018
Page 2
LeeAnn Cortez
Louise Smith
Lupe Jamaica
Mary-Ann Jordan
Michael Phan
Michele Drummonds
Michele Noell
Penny Allen
Rachel Medrano
Sheila Kennedy
Terri Navarrette
Tiffany Frederick
Lezlee Medeiros
Mallori Mendonca
Rae Ann Sweeney
Raquel Carranza
Rebecca Molles
Art Gonzales
Chase Quinn
David Elizarraraz
Emilio Aguilera
Jimmy Frausto
Karen Huber
Kayron Stephens
Luis Najera
Nicholas Bist
Shawn Verkaik
AnnMarie Azevedo
Fred Brown
Fred Brown
Johanna Weerheim
Shirley Wasnick
Date: 9/29/2017 12:22:34 PM
Subject: POW
Have a great weekend!!
AMAJ
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 3
3/9/2018
Pagefor
POW October 2nd – 6th , 2017 Chase on alarms 4 October 331-8442
WAT prize packet/raffle tickets 8:15-Noon Parent room
WAT Donut Break @ recess-in front of Mrs. Gist/Mrs. Ruferts Office area
Pumpkin Patch Harvest-8:30-Noon Porterville Pumpkin Patch
Fall Monday Early Release

TK-3 @ 1:10/4th-8th @2:15
Middle School Meeting-Lounge 12:30
Tutoring 1:15-3:30
Colorguard Practice MP 1:00-3:00
Oakdale 4-H Meeting MP 7:00-9:00 p.m.
TK-K to High School Farm 8:15-10:00
Tutoring 2:15-4:30
PTO Meeting Parent Room 6:00-7:00
4th/5th Grade teacher meeting-Board Room 11:55-12:30
Tutoring 2:15-4:30
Science Training w/ TCOE 8:10-3:20 Middle School Science Lab Rm. 42
WAT “Bite Me Donut” Winning Classes @ recess in front of office
WAT Raffle Prize Pizza Party MP during lunch times
Tutoring 2:15-4:30
FB/VB practice 3:15-5:00
3/9/2018
Friday Parent Volunteer Day Page 5
Testing Reward Assembly 2nd-8th MP 9:15-10:00
FB/VB Sundale Tournament 11:30
FNL Dance 7th & 8th Grade 6:00-8:30 p.m. MP
Saturday Tulare Band Review-Alpine Vista Elementary School TBA
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 10/5/2017 7:31:55 AM
Subject: cart: Monday
Could I use the cart on Monday?

Carrie
3/9/2018
Page 1
From: Shawn Verkaik
To: Sundale Staff
Date: 10/11/2017 9:55:52 AM
Subject: Custodian staff
Dear Sundale Staff,
We in the Maintenance, Transportation, Grounds and Custodian staff really appreciate your patience with us being we
are short staffed in these areas, until we are fully staffed again. Please email Chase or Shawn with any concerns right
away so we may be able to take care of your needs. Thank you.
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/29/2017 11:13:46 AM
Subject: RE: Nat Geo
Sweet Harvest and Tropical Rain Forests and Temperate Forest

I passed serious survivors to Brent yesterday. I sent him an email that if he is not going to use them next week to pass
them to you. Only one book of The Garden of Happiness was sent, let me know if you would still like it. I do have all
the other readers though.

Subject: Nat Geo
Can I borrow, Serious Survivors and The Garden of Happiness for next week?
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 10/5/2017 7:17:06 AM
Subject: RE: PE equipment
I have no soccer balls left, but am pumping up 6 volleyballs for you this morning. I will get them to you
soon. ;-)
Subject: PE equipment
If there are a few volleyballs available I would like to request some. If not I will take a few soccer balls
Sent from my iPhone
3/9/2018
Page 1
From: Cindy Gist
To: Sundale Staff
Date: 9/18/2017 9:35:39 PM
Subject: Walk a thon
If you are interested in purchasing a walk a thon teacher for $5, order sheet and envelope are in the
staff lounge.
3/9/2018
Page 1
From: Terri Rufert
To: Sundale Staff
Date: 10/11/2017 9:40:19 AM
Subject: Phones
I need to.know who wants their phone on their desk by the end of the school.day. . See the vendors
remarks below.
T. Teachers found it more convenient to return calls sitting at their desk to parents or staff than
standing or using their cell phone.
· Two of the schools have a mass notification systems that in the event of an emergency, a code word
can be pushed out on the LCD screen on the phone. (They did not want this to be seen by the
students).
· It’s easier for the teachers to check voicemails. (I don’t believe they have voicemail now)?
· If a tech has to switch out a phone, you don’t have to deal with brackets and it takes 2 minutes.
· The teachers can conference calls between classrooms and other teachers
3/9/2018
Page 1
From: Linda Allen
Date: 9/21/2017 8:35:16 AM
Subject: Nutrition Curriculum Student booklets
Hello,
Your Nutrition Student booklets are in your boxes. Hurray! They are in a large white sealed
plastic envelope labeled with your name. Please count the booklets immediately and let me
know that you have the correct number of booklets. The pretest is on the inside front cover.
Thanks so much for your help and cooperation,
Linda
See below:
The deadline for the Nutrition pre-assessment is on the school calendar for Sept. 29th. The
booklets include the pre- assessment in the front cover of each booklet.
The post assessment (in the back of each student booklet) is dueMarch 2, 2018 this year.
The keys for grading the assessments are in your teacher binder.
Please grade each child’s assessment. I only need the percentage correct for each child in your
class. You can email it (be sure to give it a subject title of “Nutrition pre-assessment” and
include your name), or put a paper copy in my box, or share it to me on google drive. Any of
those delivery methods are fine.
Jovani has 11/20 (he missed 9) so his percentage using a grader is 55%.
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/29/2017 10:55:14 AM
I’ll look for some other books. I’ll let you know. Thanks!

I passed serious survivors to Brent yesterday. I sent him an email that if he is not going to use them next week to pass
them to you. Only one book of The Garden of Happiness was sent, let me know if you would still like it. I do have all
the other readers though.

Subject: Nat Geo
Thanks,
Carrie
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Date: 10/5/2017 6:44:49 AM
Subject: Re: Founders day
These are all things we have to meet and talk about. I know it's a crazy year and we are all busy, but
we have to meet and plan. It is important.
Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Sent from my iPhone
3/9/2018
Page 1
Date: 9/21/2017 8:26:00 AM
Subject: Enrichment Flyer
Purple enrichment flyers can be found in your boxes. Please encourage your students to participate!! J
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 2/1/2018 7:29:45 AM
Subject: Friday Sub
Elizabeth,
I guess we only have a sub for the two of us.
12:35-1:40: Movie
1:40-2:10: PE
I will get my kids packed up before music. Do you want them to watch the movie in my classroom or yours? I really
don’t care. Let me know so I can make up my sub plans.
Thanks,
Carrie
3/9/2018
Page 1
Date: 9/29/2017 10:13:25 AM
Subject: National School Lunch week
Hello everyone
National School Lunch week is October 9-13. We have some coloring pages, crossword, and a word scramble if anybody
is interested in participating let us know and we will make copies and put them in your box for next week. We would
like to put them all up in the cafeteria when they are finished. We would like them back by October 6th. Please tape/glue
them all on a butcher paper with your class name and we will hang it up for that week. Email us back with how many
students are in your class and what page you would like. (coloring pages will be a variety) Help us make this week a
success!
Lezlee Medeiros
Cafeteria Director
13990 Avenue 240
Tulare, CA 93274
559-688-7451
3/9/2018
Page 1
Date: 10/11/2017 8:35:42 AM
Subject: Treat
Leadership wanted to let you know how much you are appreciated (THIS WAS ALL THEM). There will be nachos in the
lounge at break to fuel you for the day!
3/9/2018
Page 1
Date: 9/21/2017 8:17:30 AM
Subject: 17-18 Pay Schedule
There is a copy of the 17-18 pay schedule in my mailbox after the 10:15 recess today if you’d like to grab a copy. Sorry, I
meant to pass out this AM but the staff meeting changed and I didn’t see you all.
Thanks,
Kat
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/29/2017 9:55:49 AM
Subject: Nat Geo
Thanks,
Carrie
3/9/2018
Page 1
To: Tricia Reynolds
Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 10/4/2017 5:21:16 PM
October 19th

Sent: Wednesday, October 4, 2017 1:40:42 PM
To: Elizabeth Nunes; Carrie Martinez; Brent Bagley; Daniel Gordon
Subject: field trip
When is your field trip?
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Date: 9/18/2017 3:57:07 PM
Very helpful indeed....thank you!!
Thanks,
Carrie
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 9/21/2017 8:04:25 AM
Subject: reading lab email
Elizabeth,
Can you forward the reading lab email to me? I opened it up at home and now it is gone. I wanted to print a hard copy
for myself. I also forgot to see when it starts.
Thanks,
Carrie
3/9/2018
Page 1
From: Kristen Boles
Date: 10/3/2017 6:46:29 PM
Subject: Trimester 1 Assessment Window
Good Evening all,

Thought I would send out a heads up! Our assessment window will open October 16 and close
November 3rd. Please make sure to mark your calendar! End of the trimester will be here before you
know it :)
Kristen Price
3/9/2018
Page 1
From: Gail Sante
To: Sundale Staff
Date: 9/29/2017 9:32:12 AM
Subject: FW: ERS LIbrary materials requests -- "Reserve for a specific date"
Attachments: image004.png

To: Gail Sante <Gail.Sante@sundale.org>
Subject: ERS LIbrary materials requests -- "Reserve for a specific date"
An IMPORTANT note on reserving ERS Library materials via Follett Destiny online
catalog...
When booking ERS Library items for delivery to your school site, be sure to ALWAYS select the "Reserve for
specific date" option in the dropdown menu (see below)**.
Please avoid using "As soon as possible" when reserving library materials. This option allows your booking(s) to
be pushed back, possibly multiple times, by other patrons reserving the same item. This can be especially
frustrating if the intent was to use the item(s) as part of a scheduled lesson.
When you select "Reserve for specific date" a calendar will pop up on the right side of the screen (see below).
Scroll through the months with << or >> to confirm that the item is available during the time you need it.
Boxes shaded red indicate unavailable dates. To set your reservation: Click on the specific date that you want
an item delivered (please choose your normal delivery day of the week); this will populate the “From” field. Now
click on a date 3-4 weeks later to populate the“To” field. These are your delivery and return dates. Once you've
set these dates, click the blue "Save" button. Your items will be delivered to your site as requested.
Note: on occasion Follett Destiny displays a popup message that says “your items are ready to pick up,” please
disregard this. Unless you tell us otherwise, via phone oremail, all items will be delivered to your school site.
Thank you and have fun browsing the ERS Library online catalog!
**Materials request steps leading to the “Reserve for a specific date” option:
1. Log into the ERS Portal at www.erslibrary.org
2. Click on the Follett Destiny icon
3/9/2018
Page 2
3. Make sure you are on the Catalog tab of Follett Destiny
4. Search by keyword, title, author, subject or series to find materials
5. Click on the title of an item you want
6. Click on the Hold it! button on the right side of the screen
Sara A. Torabi - Library Media Technician

Tulare County Office of Education | Educational Resource
Services
7000 Doe Avenue, Suite A, Visalia, CA 93291| 559.651.3031
3/9/2018
Page 3
3/9/2018
Page 1
To: Elizabeth Nunes
Brent Bagley
Daniel Gordon
Date: 9/18/2017 3:53:12 PM
Subject: field trip
Thanks,
Carrie
3/9/2018
Page 1
From: Clint Wolsey
Alyssa Harlow
Amanda Medeiros
Angie Beason
Annie Bautista
AnnMarie Azevedo
Art Gonzales
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Chase Quinn
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Dawn Rose
Deo Barcellos
Donna Fagundes
Donna Leal
Elizabeth Nunes
Eloise Vallejo
Emilio Aguilera
Eric Garcia
Felicia Robles
Gail Sante
Grace Larsen
Jeanette Hirayama
Jessica Shannon
Jimmy Frausto
Jodi Searcy
Joey Pursell
Joy Samuels
Judy Rose
Karen Huber
Karen Machado
Katie Biangone
Katrina Beamer
Kayron Stephens
Kim Godinho
Kimberlie Tyler
Kristen Boles
LeeAnn Cortez
Lezlee Medeiros
Linda Allen
Lisa Lopez
Louise Smith
Luis Najera
Lupe Jamaica
Lynda Brown
3/9/2018
Page 2
Mallori Mendonca
Marcy Miller
Maricela Aguayo
Marty Robertson
Mary Carvalho
Mary-Ann Jordan
Michael Phan
Michael Whitfield
Michele Drummonds
Michele Noell
Monica Avila
Nicholas Bist
Penny Allen
Rachel Medrano
Rae Ann Sweeney
Raquel Carranza
Raquel Castano
Rebecca Molles
Rita Faria
Robin Dougherty
Ryan Burgess
Sandy Dutch
Shannon Beck
Shawn Verkaik
Sheila Kennedy
Shirley Wasnick
Stacy Tiner
Susan Dieterle
Susan Leal
Tami Warner
Tenna Motto
Terri Navarrette
Terri Rufert
Tiffany Frederick
Tricia Reynolds
Victoria Mello
Date: 10/4/2017 4:40:15 PM
Subject: Friday's Tournament
Hey teachers Friday is our annual football/volleyball tournament and it is our hope that you can swing by for a little
while and get rowdy on the sidelines. Chase is going to try to set up some bleachers that will be reserved for the
primary grades. This will be the “Student section” we are looking for them to bring signs and lots of noise!!! Snack bar
will be open and ready to satisfy any hungers. Mr. Dodson will be on the grill BBQ some hot dogs…so no need to bring
a lunch on Friday. Please remind your kids to bring money for some snack bar goodies. As an added bonus, any teacher
that swings their class by the snack bar will get a free drink and popcorn…SWEET!!!
Any questions send them my way. Any complaints here is Brandon’s email:Brandon.dodson@sundale.org
Thanks!!!
Sundale Sports
Here are the times Sundale will be playing.
Football:
3/9/2018
Page 3
12:00
If they win first game they will play in the championship at 1:00
If they lose they will play at 12:30 and then 1:00 (if they win)
Volleyball:
11:30
If they win 12:00. Win again 1:00 (championship in the gym)
If they lose 12:30, then 1:00 (if they win)
3/9/2018
Page 1
To: Brent Bagley
Daniel Gordon
Carrie Martinez
Elizabeth Nunes
Angie Beason
Mary Carvalho
Amanda Medeiros
Felicia Robles
Arzella Barnes
Grace Larsen
Date: 10/10/2017 3:47:20 PM
Subject: Thursday the 12th
Hi guys,
I signed up to attend the training, “technology for little learners” Oct. 12th from 4:30 – 7:30 at Doe Ave. building BUT I
can’t attend!!!!!!
Since Cindy already paid for it, she asked me if any of you would like to go in my place.
Sorry this is a short notice since the training is already this coming Thursday. Linda, Rita, and Susan are going too.
Please let me know if you would like to go J
Mari
3/9/2018
Page 1
From: Christie Miller <christie@sundalefoundation.com>
To: Katie Biangone
Date: 10/3/2017 4:28:05 PM
Subject: Re: Enrichment
Attachments: DOC100317.pdf
Good Afternoon Sundale Teachers,
Enrichment has begun! Attached you will see a copy of the paper you received in your boxes today.
Please be sure to pass these back to the kids that are enrolled. Each day that enrichment is offered the
kids meet at the Sundale school flag pole. If you have any questions please feel free to ask. Thank
you for your support!
On Tue, Oct 3, 2017 at 4:08 PM, Katie Biangone <Katie.Biangone@sundale.org> wrote:

Christie Miller from the Foundation will be emailing all of you the enrichment schedule. Since she is
not in the same email system as we are, it may go to your spam. Please be on the lookout.
Her email address is Christie@sundalefoundation.com if you would like to add it to your contacts.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
--
Christie Miller
Sundale Foundation
Executive Director
5596888175
Christie@sundalefoundation.com
3/9/2018
Page 2
3/9/2018
Page 1
From: Cindy Gist
Date: 9/18/2017 12:41:16 PM
Subject: Binder's due
The deadline for the blue binder is Thursday, I believe that it says next week on the deadline sheet in the staff lounge.
ALL you need for this is to double check your Data, which you will get today after school.
Initial your data sheet and attach it to any ILP’s that you have.
There are no letter at this time that are needed.
If you are watching a student for an ILP make a note on your data sheet for us.
Remember that ILPs need to be complete by mid October. Waiting until November is too long.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
To: Lezlee Medeiros
Date: 10/4/2017 4:12:11 PM
Subject: field trip lunch count
Lunch count needed for 3rd grade field trip Thursday, October 19
31 lunches
23 chocolate milks
8 white milks
Bagley
9 lunches
6 chocolate
3 white
Gordon
6 lunches
2 chocolate
4 white
Martinez
10 lunches
9 chocolate
1 white
Nunes
6 lunches
6 chocolate
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/10/2017 3:47:49 PM
Subject: October 19
Hello Elizabeth,
Thank you for the update on your count for October 19.

3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 9/29/2017 7:26:09 AM
Subject: RE: lunch helpers
I will do my best to get started with helpers in October…..starting Oct 2nd.
Elizabeth and Carrie: thanks for starting off the year for us.

Sent: Monday, September 25, 2017 10:32 AM
This is our last week for helping in the cafeteria. Which class is next? Is it another 3rd grade or a different grade level?
3/9/2018
Page 1
From: Brent Bagley
To: Daniel Gordon
Elizabeth Nunes
Carrie Martinez
Date: 10/3/2017 4:47:18 PM
SH: Carrie
Movies: Elizabeth
Games: Brent
Free: Daniel
Lunch: bring your own (Trading Post)
“Don’t be distracted by future concerns. Leave them to Me. Each day of life is a glorious gift, but so few people know
how to live within the confines of today.”
(That is a really good reminder for myself) J
3/9/2018
Page 1
From: Terri Rufert
To: Shawn Verkaik
Sundale Staff
Date: 9/18/2017 11:08:43 AM
Subject: RE: Faucets
Staqff,
Itr is extremely important that you help Chase and Shawn out with this to avoid another Water issue.
Sincerely,
Terri Rufert
Superintendent
559-688-7451
From: Shawn Verkaik

Sent: Monday, September 18, 2017 6:34 AM
Subject: Faucets
May we ask for your help when you arrive in your classrooms this morning, turn on your faucets for 3 to 4 minutes to let
the water flow through them please. This will help us with the water system. Thank you so much. Any Questions
please see Chase or me
3/9/2018
Page 1
From: Clint Wolsey
To: Elizabeth Nunes
Date: 10/10/2017 2:02:26 PM
Subject: Buddies
Let’s meet this week
3/9/2018
Page 1
From: Susan Leal
To: Sundale Staff
Date: 1/31/2018 4:20:52 PM
I just wanted to give you a heads up that Mission Oak Leadership students will be returning to our campus on Thursday,
February 22nd.
The students are looking to working with our Sundale students.
I will be sending out an email for you to sign up by Friday, February 2nd.
Susan
3/9/2018
Page 1
To: Sundale Staff
Date: 9/20/2017 4:07:26 PM
Subject: RE: Staff Christmas Dinner Save The Date
Hello Everyone!
I know it is only September but the way time files it will be December before
we know it!
This year the Staff Christmas Dinner will be at Shirley Wasnick’s home. The
date will be Saturday, December 9 at 6:00 p.m. Please save the date!!
The meat will be provided by the school. We will be having Prime Rib and
Turkey. There will be no cost to attend the dinner. We will be asking people
to provide a side dish that will accommodate 12 people. When we are closer
to the date there will be a sign-up sheet for the side dishes.
What we would like to know now is who plans to attend? I know a last
minute situation could come up and prevent you from attending. However,
we would like to know how many people will be planning on attending. This
will help us in our plans for this event. I will be placing a sign- up sheet in
the Staff Lounge. I will leave it up until Friday, October 6th.
We are looking forward to this dinner and hope the majority of you will be
able to attend.
Thank you!
The Social Committee
3/9/2018
Page 1
From: strengthscenter@gallup.com <strengthscenter@gallup.com>
To: Elizabeth Nunes
Date: 9/29/2017 3:59:50 AM
Subject: Discover All Your Strengths
Download our mobile app
DISCOVER YOUR 34 STRENGTHS

Hi Elizabeth,
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them to achieve success has been a rewarding experience for you. But it
doesn't have to end here.
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strengths-based development journey.
Thank you,
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Terms | Privacy
If no longer wish to receive future emails about Gallup news and products, pleaseunsubscribe.
Copyright © 2015 Gallup, Inc. All rights reserved
Gallup World Headquarters, 901 F Street, NW, Washington, D.C. 20004 USA
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Jessica Shannon
Joey Pursell
Joy Samuels
Judy Rose
Karen Machado
Katrina Beamer
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Tricia Reynolds
Victoria Mello
Date: 10/3/2017 4:08:22 PM
Subject: Enrichment
Christie Miller from the Foundation will be emailing all of you the enrichment schedule. Since she is not in the
same email system as we are, it may go to your spam. Please be on the lookout.
Her email address is Christie@sundalefoundation.com if you would like to add it to your contacts.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Daniel Gordon
Elizabeth Nunes
Date: 10/4/2017 4:02:58 PM
Subject: Wonders curriculum in the workroom
We separated the books into 4 piles labeled “3rd Grade”. Maybe we can all get a few students to help us move
them to our classrooms tomorrow. I am very impressed with all that they sent us! It looks like each of us will have a
teaching manual for unit 3 (regular and ELA).
--Brent
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 1/31/2018 2:16:24 PM
Subject: RE: Important (Friday / subs)
Yes, Cindy only has two subs tomorrow, so we have to combine classes. Eloise wants Daniel’s class to come to my room. She is going to play
a movie and then take all the kids to PE. I will have all the kids cleaned up and ready to go home by the time I leave for lunch. It will just
make it easier on Eloise. We will be skipping Choice Time until next week.
Eloise emailed Daniel and I and gave us a heads up, but it sounds like your sub didn’t. Cindy will probably let you know who your sub is.
--Brent

Sent: Wednesday, January 31, 2018 1:47 PM
I don’t really understand. Would it be easier if Elizabeth and I just do choice time together? I could be study hall and her class could be a
movie or games. Is there only one person covering Elizabeth and I? If you could help me understand I would appreciate it.
Carrie
From: Brent Bagley

Sent: Wednesday, January 31, 2018 11:56 AM
To: Carrie Martinez < Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Daniel Gordon <
Subject: Important (Friday / subs)
What do you guys think? Can we combine classrooms for movies and PE like they suggested? It would sure make our sub plans super easy!
If so, I will have Daniel’s kids come to my room for a movie and then PE.
--Brent
From: Eloise Vallejo

Subject: RE: friday
Oks sounds good
From: Brent Bagley

To: Eloise Vallejo <Eloise.Vallejo@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Cc: Carrie Martinez < Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Cindy Gist <Cindy.Gist@sundale.org>
Subject: RE: friday
I think we can work that out, but our 3 rd grade team will need to discuss it. We always have Choice Time and Study Hall on Fridays and the
kids are assigned to certain classrooms. It runs from 1:30 to 2 pm.
--Brent

To: Daniel Gordon <Daniel.Gordon@sundale.org>; Brent Bagley <Brent.Bagley@sundale.org>
Subject: friday
Good morning , I will be covering both of your classes on Friday. Cindy suggested that we put a movie on. If its ok I would like to play a
game of kickball or wiffelball towards the end.
3/9/2018
Page 1
From: Joy Samuels
To: Elizabeth Nunes
Date: 9/20/2017 4:00:31 PM
Subject: Re: tutoring times
Primary on campus is 215 to 315 at the Vcenter it's 230 to 330 and then upper grades are 315 to 415
on campus and 330 to 430 at the Vcenter. Monday's it's adjusted an hour earlier for early release.
Sent from my iPhone
On Sep 20, 2017, at 2:24 PM, Elizabeth Nunes <Elizabeth.Nunes@sundale.org> wrote:
Is tutoring Monday – Thursday 2:15-3:15 ?
Days and times were not on the blue form
3/9/2018
Page 1
From: Cindy Gist
Date: 9/18/2017 9:00:06 AM
Subject: todays schedule
TK-3rd: meet in room 16 at 1:30. After we have a quick discussion, we will then disperse to classes for RTI meetings.
(have your RTI binder with you and paperwork for students you will be discussing)
TK-K – 1st: room 1
2 nd- 3rd- room 16
4-8th 2:30: Meet in Computer lab #2, then we will disperse to grade levels after that for Data chats
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From:Susan Leal
To:Sundale Staff
Sundale Teachers
Date: 10/4/2017 3:49:29 PM
Subject: Multicultural Day Signups
Attachments: Multicultural Day Buddy Sign up.docx
Attached is the Multicultural Day Signups as of Wednesday, October 4th.

This is just an FYI for those of you that are still trying to finalize your decision.
Please let me know if I am missing an application.
Susan
3/9/2018
Page 2
Multicultural Day Sign-ups
Buddies Form Country Activity Needs Needs Contact

Angie K/Brandon 4  Costa Rica Craft/Game?
Mary K/Robyn 6 Antartica Something
Chilly/ Game
Feed the
Penguin
Susan K/Martinez 3 Portugal Sweet Bread Refrigerator
Kristen K/Marcy 5
Arzella 1/Kim 7
Felicia 1/Tiner 8 Italy Spaghetti or
French Bread
Amanda 1/Tami 4
Grace 1/Joey 7
Lisa TK/Aguayo 2 Mexico Chips, salsa, Kitchen 2-4 Blue Form
beans and Rice into Susan
Flags
Rita 2/Monica 5
Victoria 2/Katrina 8
Linda 2/Brooks 6
Elizabeth 3/ Clint 5 Egypt Pita Bread No Kitchen
Daniel 3/Shannon 8 Belgium Root Beer/Face
Painting Flag
Brent 3/Tricia 7 Hawaii ???
Polynesian
Cheryl 4/ Kim 6

3/9/2018
Page 1
To: Brent Bagley
Elizabeth Nunes
Daniel Gordon
Date: 1/31/2018 1:46:59 PM
I don’t really understand. Would it be easier if Elizabeth and I just do choice time together? I could be study hall and
her class could be a movie or games. Is there only one person covering Elizabeth and I? If you could help me
understand I would appreciate it.
Carrie
From: Brent Bagley

What do you guys think? Can we combine classrooms for movies and PE like they suggested? It would sure make our
sub plans super easy!
--Brent

Subject: RE: friday
Oks sounds good
From: Brent Bagley

To: Eloise Vallejo < Eloise.Vallejo@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Cindy Gist <
Cindy.Gist@sundale.org>
Subject: RE: friday
I think we can work that out, but our 3rd grade team will need to discuss it. We always have Choice Time and Study Hall
on Fridays and the kids are assigned to certain classrooms. It runs from 1:30 to 2 pm.
--Brent

Subject: friday
Good morning , I will be covering both of your classes on Friday. Cindy suggested that we put a movie on. If its ok I
would like to play a game of kickball or wiffelball towards the end.
3/9/2018
Page 1
From: Linda Allen
To: Elizabeth Nunes
Date: 10/3/2017 3:02:03 PM
Subject: class activities this year for 2nd grade
Thought I’d share these days with you ahead of time
Oct 27th Pumpkin Day

Pumpkin flavored foods for party
Nov. 21 1:10 Tday party
Dec. 21 Polar Express Day

Parent volunteer Treats for afternoon movie
Christmas Program Dec. 19
Valentine party Feb. 9
Kite Day March 23rd 12-12:50
May 5 Donuts with Dad 8:30-9
May 12 Muffins with Mom 10:30-11:15
June 1 End of year party
3/9/2018
Page 1
To: Elizabeth Nunes
Date: 10/10/2017 10:17:05 AM
Subject: calendar
Elizabeth,
I got an email from Katie saying that Math Academy isn’t on the plan of the week. Do I need to fill out a blue form for
Math Academy? If so, I will do it next time. I haven’t done it before. Do you put tutoring on the calendar? Just let me
know so I can plan for session 2.
Thanks,
Carrie
3/9/2018
Page 1
To: Monica Avila
Clint Wolsey
Marcy Miller
Tami Warner
Brandon Dodson
Cheryl Benson
Brent Bagley
Daniel Gordon
Elizabeth Nunes
Carrie Martinez
Maricela Aguayo
Rita Faria
Victoria Mello
Linda Allen
Grace Larsen
Arzella Barnes
Amanda Medeiros
Felicia Robles
Kristen Boles
Susan Leal
Angie Beason
Mary Carvalho
Date: 9/20/2017 2:19:13 PM
Subject: Ice Breaker Bully Presentation Flaws
Hello again, this is the Bully Committee. Because of the malfunction in the link, we have shared the document with all of
you. Please contact us back if there is a problem. Also, please email us any beginning of the year activities that you have
done with your classes.
Thanks,
Sundale Leadership

To: Monica Avila <Monica.Avila@sundale.org>; Clint Wolsey <Clint.Wolsey@sundale.org>; Marcy Miller
<Marcy.Miller@sundale.org>; Tami Warner <Tami.Warner@sundale.org>; Brandon Dodson
<Brandon.Dodson@sundale.org>; Cheryl Benson <Cheryl.Benson@sundale.org>; Brent Bagley
<Brent.Bagley@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>; Elizabeth Nunes
<Elizabeth.Nunes@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Maricela Aguayo
<Maricela.Aguayo@sundale.org>; Rita Faria <Rita.Faria@sundale.org>; Victoria Mello <Victoria.Mello@sundale.org>;
Linda Allen <Linda.Allen@sundale.org>; Grace Larsen <Grace.Larsen@sundale.org>; Arzella Barnes
<Arzella.Barnes@sundale.org>; Amanda Medeiros <Amanda.Medeiros@sundale.org>; Felicia Robles
<Felicia.Robles@sundale.org>; Kristen Boles <Kristen.Boles@sundale.org>; Susan Leal <Susan.Leal@sundale.org>; Angie
Beason <Angie.Beason@sundale.org>; Mary Carvalho <Mary.Carvalho@sundale.org>
Subject: Ice Breaker Bully Presentation
Hi teachers, this is the Sundale Leadership Bully Committee. We are planning on doing a presentation the week of
September 25. Attached is the link to Google Sheets, where you can sign up for certain times and different days. If you
have any questions, please email us back.
K-2nd
https://docs.google.com/spreadsheets/d/1n4ExBBDCnSypHLcanuJpPum-ReBcVA7aPvVrPxrHtIg/edit#gid=0
3-5
https://docs.google.com/spreadsheets/d/1wcxhVbLC4JzDauUZABw5aFUd1Nc4y2eP3E2qW3CIw2s/edit#gid=0
Thank you,
Sundale Leadership
3/9/2018
Page 1
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Brent Bagley
Tami Warner
Cheryl Benson
Brandon Dodson
Clint Wolsey
Monica Avila
Marcy Miller
Kimberlie Tyler
Brooks Gist
Robin Dougherty
Tricia Reynolds
Joy Samuels
Joey Pursell
Katrina Beamer
Shannon Beck
Stacy Tiner
Date: 9/28/2017 3:33:45 PM
Subject: Poetry Contest
Attachments: SKM_754e_Of17092607511.pdf
See attached.
Thank you,
Katie Biangone
Executive Assistant
Phone: 559-688-7451
Fax: 559-688-5905
From: no-reply@clinesbe.com [mailto:no-reply@clinesbe.com]

To: Katie Biangone
Subject: Message from KM_754e
3/9/2018
Page 2
3/9/2018
Page 1
Date: 10/3/2017 2:24:58 PM
Subject: snacks
Can you please make sure your students eat any snack or treat at 10am break.
Please do not allow them to bring snacks through the lunch line.
The state lady does not allow extra food to go on school lunch tray.
It’s a big fine for a non-compliant tray.
Thanks,
Lezlee Medeiros
Cafeteria Director
13990 Avenue 240
Tulare, CA 93274
559-688-7451
3/9/2018
From: Gail Sante
Page 1
To: Sundale Staff
Date: 10/4/2017 3:10:59 PM
Subject: FW: Upcoming Training Opportunity for School Library Staff: "Fake News:" What It Is & How to Help Students Detect It
Attachments: image001.jpg
image006.png

Subject: Upcoming Training Opportunity for School Library Staff: "Fake News:" What It Is & How to Help Students Detect It
Registration link: https://tulare.k12oms.org/eventdetail.php?id=137132
Library Media Technician| 559.651.3031

Tulare County Office of Education | Educational Resource Services
7000 Doe Avenue, Suite A, Visalia, CA 93291
3/9/2018
Page 2
3/9/2018
Page 3
3/9/2018
Page 1
From: Cindy Gist
To: Elizabeth Nunes
Date: 1/31/2018 1:31:55 PM
Subject: observation
Unfortunately I’m going to run short of time to meet with you today.
I thoroughly enjoyed your lesson.
Can we touch base tomorrow at break?
It will only take a few minutes.
Cindy Gist
Principal
13390 Ave. 240
Tulare, CA 93274
(559)688-7451
3/9/2018
Page 1
From: Kim Godinho
To: Rachel Medrano
Elizabeth Nunes
Eric Garcia
Date: 9/20/2017 11:28:29 AM
Subject: CPR
You are signed up for the November 16, 2017 class. You will be receiving an email confirmation from Margarita Quintana
sometime next month with the information/time and directions to the Tulare County office of Education on Doe Ave.
3/9/2018
Page 1
To: Amanda Medeiros
Angie Beason
Arzella Barnes
Brandon Dodson
Brenda Allender
Brent Bagley
Brooks Gist
Carrie Martinez
Cheryl Benson
Cindy Gist
Clint Wolsey
Daniel Gordon
Elizabeth Nunes
Eric Garcia
Felicia Robles
Grace Larsen
Joey Pursell
Joy Samuels
Judy Rose
Katie Biangone
Katrina Beamer
Kelli Ruby
Kimberlie Tyler
Kristen Boles
Linda Allen
Lisa Lopez
Marcy Miller
Maricela Aguayo
Mary Carvalho
Monica Avila
Rita Faria
Robin Dougherty
Shannon Beck
Stacy Tiner
Susan Leal
Tami Warner
Terri Rufert
Tricia Reynolds
Victoria Mello
Date: 9/28/2017 12:26:38 PM
Subject: FW: Reminder: TCOE - Kids of Character Nominations Due: October 2, 2017
image007.emz
image002.png
Ann Marie Azevedo

13990 Avenue 240
Tulare, CA 93274
559-688-7451-phone
559-688-5905-fax
3/9/2018
Page 2
From: Kathleen Green [mailto:kgreen@tcoe.org]

Sent: Tuesday, September 26, 2017 3:20 PM
Cc: Kathleen Green <kgreen@tcoe.org>
Subject: Reminder: TCOE - Kids of Character Nominations Due: October 2, 2017
Importance: High
REMINDER “Kids of Character”

NOMINATIONS DUE MONDAY, OCTOBER
2, 2017
Please share the link below with your staff to nominate

students worthy of this recognition from your school!
WWW.TCOE.ORG/KIDSOFCHARACTER
Thank you,
Kelley Petty,
CHARACTER COUNTS! Coordinator
kelleyp@tcoe.org
559-740-4303
Kathleen Green-Martins, M.A.

Project Coordinator
kgreen@tcoe.org
3/9/2018
Page 3
3/9/2018
Page 1
From: Clint Wolsey
To: Elizabeth Nunes
Date: 10/3/2017 1:32:32 PM
Subject: RE: multicultural day
Sweet – I like it!!! I’ll let my room mom know J

Subject: multicultural day
After talking with Melissa we decided to with Eygpt and pita bread. I have a camel and some pictures of real mummies
and some papyrus we could use to decorate with and talk to the classes about. Are you good with this idea?
3/9/2018
Page 1
From: Daniel Gordon
To: Kristen Boles
Sundale Teachers
Date: 9/18/2017 8:26:02 AM
Subject: Taco Tuesday
Taco Tuesday tomorrow at the V center!!
Come by after school if you would like some delicious Mexican cuisine!!
3/9/2018
Page 1
From: Angie Beason
To: Mary Carvalho
Kristen Boles
Felicia Robles
Grace Larsen
Maricela Aguayo
Rita Faria
Elizabeth Nunes
Brent Bagley
Marcy Miller
Monica Avila
Tami Warner
Cheryl Benson
Date: 10/4/2017 2:35:34 PM
Subject: National Geographic Piloting
Good afternoon Teaches

Aurora (National Geographic Rep) will be here on October 16th. If you could please email me
any questions or concerns you may have so far regarding this program. I will then forward the emails to
her, just in case she need to research any of your questions or concerns.
Thank YOU!
Aurora will meet with 4th and 5th @ 1:30-2:30

Then she will meet with K-3rd from 2:30-3:30
3/9/2018
Page 1
From: Cindy Gist
To: Brent Bagley
Eloise Vallejo
Daniel Gordon
Date: 1/31/2018 12:16:09 PM
Subject: RE: friday
What ever the 4 of you decide to have them do.

Unfortunately we only have 2 people to cover.
From: Brent Bagley

To: Eloise Vallejo <Eloise.Vallejo@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Cindy Gist
<Cindy.Gist@sundale.org>
Subject: RE: friday
--Brent

Subject: friday
3/9/2018
Page 1
From: Clint Wolsey
To: Sundale Staff
Date: 10/10/2017 8:39:46 AM
Subject: Friday
WOW!!! Sundale Union Elementary School came out in force on Friday!!! Thank you for all the support, you guys set an
all-time attendance record!!! We shattered the old record that was set before Brandon was born and Eric was still a HS
stud.
***Thank you for the patience at the snack bar – we have ideas how to improve it next year
3/9/2018
Page 1
To: Elizabeth Nunes
Carrie Martinez
Brent Bagley
Daniel Gordon
Date: 10/4/2017 1:40:42 PM
Subject: field trip
When is your field trip?
3/9/2018
Page 1
From: Brent Bagley
To: Carrie Martinez
Elizabeth Nunes
Daniel Gordon
Date: 1/31/2018 11:55:33 AM
What do you guys think? Can we combine classrooms for movies and PE like they suggested? It would sure make our
sub plans super easy!
--Brent

Subject: RE: friday
Oks sounds good
From: Brent Bagley

To: Eloise Vallejo < Eloise.Vallejo@sundale.org>; Daniel Gordon <Daniel.Gordon@sundale.org>
Cc: Carrie Martinez <Carrie.Martinez@sundale.org>; Elizabeth Nunes <Elizabeth.Nunes@sundale.org>; Cindy Gist <
Cindy.Gist@sundale.org>
Subject: RE: friday
--Brent

Subject: friday
3/9/2018
Page 1
From: Brent Bagley
To: Elizabeth Nunes
Carrie Martinez
Daniel Gordon
Date: 9/20/2017 10:05:14 AM
SH: Brent
Movies: Elizabeth
Games: Carrie
Free: Daniel
Lunch: order from Panda Express
*Is it ok with you guys if we keep it this way going forward? ….or do we have to make another adjustment next week?
It has been hard to keep track of lately. ;-) J
--Brent

To: Brent Bagley <Brent.Bagley@sundale.org>; Carrie Martinez <Carrie.Martinez@sundale.org>; Daniel Gordon
I am switching with Daniel this week since he took my kiddos a few weeks ago when he was free.I will be movies this
week.
From: Brent Bagley

SH: Brent
Movies: Daniel
Games: Carrie
Free: Elizabeth
Lunch: Order from Panda Express
“When leaves begin to fall, we notice them, but soon there are too many, and we no longer notice. Father, may my
observations of students never become dull. Keep me enthused and excited about them. Amen.”
3/9/2018

Sundale Usd - Pra 1

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From: Joy Samuels

From: Saul Altamirano [mailto:SaulA@ers.tcoe.org]

Grades K-2 http://tulare.k12oms.org/147-114853

Grades 3-8 http://tulare.k12oms.org/147-114854

LOCATION: Explore in this session:

BYOD: Bring Your Own Device

FRESNO PACIFIC UNIVERSITY COURSE #:

Putting It All Together

Content & Strategy Sessions

Number Talks K-2 Fall: September 6 & 20, 2016 (E)

ELD + Math = Supporting the

Putting It All Together

Content & Strategy Sessions

Fraction Bait 3-6 Fall: November 7 & December 5, 2016 (E)

Multiplication and Division Fact Bait

Solving Word Problems with Tape

Dr. Karen Karp – October 18, 2016 (D)

Register at: http://tulare.k12oms.org

Putting It All Together

Content & Strategy Sessions

Fraction Bait 3-6 Fall: November 7 & December 5, 2016 (E)

Multiplication and Division Fact Bait

ELD + Math = Supporting the

Number Talks 3-8 Fall: September 6 & 20, 2016 (E)

Solving Word Problems with Tape

Word Problems 2-8 Fall: October 5, 2016 (D)

Dr. Karen Karp – October 18, 2016

Register at: http://tulare.k12oms.org

FLYER UPDATED 7/27/16

BYOD: Bring Your Own Device

FRESNO PACIFIC UNIVERSITY COURSE #:

FRESNO PACIFIC UNIVERSITY COURSE #:

BYOD: Bring Your Own Device

FRESNO PACIFIC UNIVERSITY COURSE #:

Yes, please. let me know when you’d like to send him

From: Elizabeth Nunes

From: Eric Garcia

I keep forgetting 3rd grade is gone.

Ok, here is the final verdict…..

Lunch: Trading Post, bring your own

A Special Thank You

Come out and support Sundale Athletics!!! There will

Read More >>

This email was sent to elizabeth.nunes@sundale.org

Awesome idea! Thanks Elizabeth.

From: Elizabeth Nunes

Thanks to all of you that have turned in your

I keep forgetting 3rd grade is gone.

"Freedom is never more than one generation away from extinction."

From: Rob Chambers <robc@lightspeedsystems.com>

This email was sent by: Lightspeed Systems Inc.

I’m sorry I made a mistake, When I sent out the form I

I will take games. No problem.

Carrie Martinez <Carrie.Martinez@sundale.org> wrote:

I would like to have study hall. I had games last week.

From: Brent Bagley

From: Elizabeth Nunes

From: Brent Bagley

12:30 to 1 pm. (Early release day)

Lunch: bring your own; Trading Post

Do you want us to bring them to your room?

From: Clint Wolsey