Home   |   About NetSCOPE   |   Partners    |   NetSCOPE Staff     |     Winthrop University

Implementation Narrative

NetSCOPE Partnership Network

2011-2012 Partnership Network Schools

NetSCOPE Research and Inquiry Grant Program

Partnership Network Advisory Council

Grant Management Team

Curriculum Infusion

Mentor Criteria and Selection Process

Information for Mentors, University Supervisors, and Teacher Candidates

Partnership Projects

Partnership Conference for Educational Renewal

Professional Learning Opportunities

Teachscape Reflect

Dates and Events


4th Annual

Winthrop University-School Partnership Network

Partnership Conference for Educational Renewal



Return to Conference Homepage




Math Journals and More: How to Use Math Journals and a Math-Rich Environment to Meet Common Core Math State Standards in K-2 Classrooms

DiGiorgio Campus Center, Room 114

The focus of this presentation is how to create a math rich environment and use math journals to meet Common Core State Standards in K-2 classrooms. Participants will learn the importance of math journals, different organization and implementation methods, and how to structure a math journal lesson. A variety of journals will be shared and discussed. Lastly, participants will learn why and how to create a math-rich environment in their K-2 classrooms. Various math-rich samples, anchor charts, and resources will be shared. These samples will give teachers ideas on how to teach various concepts such as math talk, math vocabulary, number sense, addition and subtraction strategies, shapes, decomposing numbers,and more!

Kristy Swigunski, Sugar Creek Elementary

Erica McMillan, Sugar Creek Elementary


Let Me Show You - Using Authentic Assessment

DiGiorgio Campus Center, Room 220

The presentation will provide educators with clear definition of authentic assessment & benefits of differentiating assessment techniques. Participants will explore how to align authentic assessments with the Common Core standards, multiple intelligence & South Carolina State standards. In addition, participants will be provided with technology-infused authentic assessment resources.

Kamela Oxner-West, McCrorey-Liston School of Technology



Data is Not a Four-Letter Word

DiGiorgio Campus Center, Room 221

The word data is commonly associated with the undesirable task of spending hours poring over endless spreadsheets of meaningless information to arrive at a somewhat scientific conjecture. Participants in this session will see how YMS took data from PASS and MAP administrations and turned it into meaningful information that teachers and students could reflect on, guided instructional decision making, and shaped our schedule. Participants will be given step by step instructions on how to compile data, and will receive copies of all reflective tools.

Matt Deloach, York Middle

Donna Jackson, York Middle

Beverly Meares, York Middle


Recent Graduates' Perspectives on Ways to Support Your Year-Long Interns

West Center, Room 217

Hunter Street Elementary School has developed successful methods for collaborating with the University to support teacher candidates during the year-long internship. Mentor teachers, grade level teams, administrators, and the Faculty in Residence have formed a collaborative network to promote the success of our "junior faculty members" in the year-long internship. The school also provides opportunities for the teacher candidates to contribute to the total school community. In this presentation, a first-year teacher who completed the year-long internship in 2011-12 and six teacher candidates who completed the year-long internship in 2012-13 will share their perspectives on what you can do to support your interns. Don't miss this opportunity to hear from these recent graduates about how your school can help teacher candidates be successful in the year-long internship. You will leave this session with new ideas and strategies to implement during the next school year.

Natasha Benavides, Hunter Street Elementary

Kristin Campbell Driggers, Hunter Street Elementary

Tricia Gupton, Hunter Street Elementary

Laura Justice, Hunter Street Elementary

Nikki Pappas, Hunter Street Elementary

Linda Pickett, Winthrop University/Hunter Street


Samantha Smigel, Hunter Street Elementary

Rochelle Stone, Hunter Street Elementary

Regan Yates, Hunter Street Elementary


Hot Topics in Special Education: Open Forum

West Center, Room 221

This session will consist of a round table discussion on hot topics in special education. This may include anything from co-teaching/inclusion to the self-contained classroom, teacher expectations, what they don't teach in the university about the special education classroom, or any concerns or topics of interest related to special education.

Rebecca Chevere, Sullivan Middle


Adding Rigor - One Step at a Time

Owens Hall, Room G02

Rigor has become the "buzz word" in education today - and teachers are being asked to add rigor to their instruction. Teachers are better able to meet this challenge when they work together, serving as their own best "critical friends". In this session, a definition of rigor and its key elements will be examined. Then, in this interactive setting, teachers will use a structured protocol to critique and strengthen the assignments that are given to students. As critical friends, ideas will be shared about the student work that will increase rigor. The workshop will conclude with discussion on how teachers must adjust their planning time in order to make the rigor become a central part of their instruction.

Mary Martin, Winthrop University


Improving Student Behavior Through the Use of the ClassDojo Online Behavior Management Tool

Owens Hall, Room G04

ClassDojo is an online classroom tool that helps teachers improve behavior in their classrooms quickly and easily. It also captures and generates data on student behavior that teachers can share with parents and administrators.

Katherine Blazer, Winthrop University Student Intern

Ashlee Threatt, Sugar Creek Elementary


Teaching Academic Vocabulary to Secondary Students

Owens Hall, Room 101

The presentation defines domain specific vocabulary for secondary teachers, and presents Marzano's six steps for teaching vocabulary to secondary students. Participants will walk away with ideas for strengthening the academic preparation of secondary students as well as strategies for improving test scores in any discipline.

Kathi Gibson, Winthrop University


Learning Through Play: Social, Emotional, and Academic Development

Owens Hall, Room 107

Play contributes to all students' social, emotional, and academic development. Often, students living in poverty, have fewer opportunities to engage in play because of lack of resources, living in an unsafe environment, or living in other high-stress situations. Often, students from any background experience less play time and more screen time in this age of computers, smart phones, and other digital devices. The Buffalo Elementary School Media Center is a resource rich environment in which students can play in a stress free academic environment. Students have access to puppets, a doll house, blocks, Legos, puzzles, plastic animals, pretend towns, and cars. Students of all ages come to the media center to play with these materials. Through observation, presenters have seen students negotiating rules and turn taking, taking responsibility for clean up and care of the toys, engaging in storytelling and special reasoning tasks, and expressing feelings in a make believe situation. In addition, the media specialist incorporates play into her daily lessons through student role play, acting, and working with props to retell stories. Presentation participants will hear concrete examples of how play contributes to students' social, emotional, and academic development. Participants will also learn how the media center is set up to facilitate this opportunity for students.

Tammy Fisher, Buffalo Elementary

Lisa Harris, Winthrop University/Buffalo Elementary

Anne Rampey, Buffalo Elementary


Co-Teaching that Works!

Owens Hall, Room 201

Presentation of the co-teaching strategy using discussion, examples, and technology in an extremely heterogeneous all girls classroom. Participants outcomes include: strategies that work, the commitment and planning required, the benefits of the students, the teamwork it takes within the classroom, grade level, and school.

Carman Austin, India Hook Elementary

Megan Benson, India Hook Elementary


Integrating iPads in the Elementary Classroom!

Owens Hall, Room 202

Students today are different than when we were in grade school. As teachers, it is our responsibility to provide these students with the tools needed to become successful citizens. Let's teach them how to think, not what to think. Worksheets do not and will not accomplish this! This session will discuss how to engage students using iPads and other digital devices while promoting higher level thinking skills. Topics/Tools to be discussed: CCSS, Parent Involvement, Research Skills, Weebly, Student Blogging, Edmodo, Book Creators, and ShowMe.

Carrie Gaffney, Finley Road Elementary


Through a Microscope: A Close Reading of Text at the Secondary Level

Owens Hall, Room 204

Participants will experience a close reading of text at the secondary level using both fiction and nonfiction complex text. They will learn how to teach students to read complex text and to interweave vocabulary into close reading by experiencing the process in this session.

Neely Kelly, Fairfield County School District


Addressing Bullying Through Self-Control

Owens Hall, Room 207

In 2007, The Safe School Climate Act went into effect in South Carolina.  This law mandates that every school will have a plan to address any bullying issues in our schools.  Most schools however still handle discipline issues in a reactionary way rather than a preventative one.  Sue Rex worked with South Carolina ETV to provide, free of charge, a preventative approach for elementary and middle school levels to teach empathy and self-control to their students.   The name of the program is SC2, which stands for South Carolina Self-Control. Participants will be introduced to a school-wide approach, where students are taught self-control techniques and mediation.  When the masses demonstrate empathy and respect for others consistently, bullying can be weeded out and greatly  stopped.  This program is available on Streamline through SCETV.

Sue Rex, Winthrop University Board of Trustees


Your Vote, Your Profession

Owens Hall, Room 208

There is little disagreement that the education profession, in order to be an effective advocate for its clients (students), should participate fully in the political process as informed citizens.  And yet, in many states (including South Carolina) the profession has a dismal record of voter registration, voter turnout, and enlightened engagement.  All too often, busy, dedicated teachers see their advocacy role for children as stopping at the classroom door. This session will be a candid discussion of the real and perceived obstacles to move effective participation in the political process as well as a reminder of the high stakes that are in play during every election cycle.

Jim Rex, Former SC Superintendent of Education





Qualities That Can Turn Good Teachers into Difference Makers in the Lives of Their Students

DiGiorgio Campus Center, Room 114

This presentation will focus on common qualities that difference making teachers use each day to drive learning and improvement in all their students. How can we work together as administrators and teachers to identify these qualities and support teachers into infusing these qualities into their everyday teaching.

Ryan Bridges, Jefferson Elementary


Researching the Common Core: Teaching 21st Century Skills

DiGiorgio Campus Center, Room 220

Research is emphasized throughout the Common Core standards. Participants will learn of different ways to teach research and information literacy skills using both print and digital resources.

Michelle Chase, Great Falls Elementary


Meeting the Common Core Standards through Engaging Persuasive Writing

DiGiorgio Campus Center, Room 221

In this hands-on presentation participants will learn how to incorporate the new Common Core standards through a persuasive writing activity. Research, student engagement, persuasive writing techniques and evidence-based writing will all be discussed. Handouts will be made available.

Robin Reynolds, Sullivan Middle


Flipping the Classroom: An Action Research Study

West Center, Room 217

An action research study was conducted in a 9th grade high school science classroom to assess the effectiveness of the 21st Century flipped class format on student achievement, as well as the perceptions of the students, parents, and instructor toward this format. Two classes were studied: an experimental and a control. Both classes were taught utilizing the 4MAT learning cycle model. However, in the experimental class, all lecture-type activities were delivered via video outside the classroom, whereas in the control class, all lecture-type activities were delivered in the traditional class format. Six themes emerged from the data that must be considered when deciding to implement a flipped class format: accountability, accessibility, technical, comprehension, pedagogy, and overall preference of format. Participants will learn about the findings in these six areas, and will receive a list of resources that can be used to implement the flipped class format.

Donna H. Howell, Gaffney High School


Excavating Cultural Mindsets: Early Childhood Preservice Educators Reflect on Culture and Families

West Center, Room 221

With the changing demographics of classrooms across the United States, preservice teachers must be prepared to provide a just and equitable education for all students (Edwards, McMillon, & Turner, 2008). In order to meet the needs of our increasingly diverse student population, teacher education programs are responsible for providing support to preservice teachers so that as educators, they honor "the differences among cultures, viewing diversity as a benefit, interacting knowledgeably and respectfully among a variety of cultural groups" (Lindsey, Roberts, & Campbell-Jones, 2005, p. xviii). Recognizing the impact of respectful and reciprocal relationships between families and schools, we challenged preservice teachers to reflect upon beliefs, perceptions and biases they held about diverse cultures. Data collected through the resulting study have implications for how colleges of education can ensure that candidates have the knowledge, skills and dispositions to effectively work with diverse families and children. Participants will learn about outcomes of this study and participate in discussion about the impact of this work on preservice preparation and inservice teaching.

Erin Hamel, Winthrop University

Diana Murdock, Winthrop University


Getting Students Engaged in Reading, Writing, and Researching

Owens Hall, Room G02

We will share ideas on how to get students engaged in reading, writing and researching. We will discuss ways that we have integrated science and social studies content into reading through research. Discussion of practical ways of using reading, writing, research engagement strategy to implement common core ELA standards. We will share forms and mini lesson created to increase engagement.

Jessica Catledge, Riverview Elementary

Emily Gaither, Riverview Elementary


Understanding the Field Assessment Module

Owens Hall, Room G04

Beginning in fall 2013, all students and mentors will implement the new Field Experience Module in LiveText. This session will focus on introducing mentors, supervisors and instructors to the intricacies of to this exciting enhancement to the original LiveText system. Using any computer system, including the iPad and iPhone, users will be able to; input student time logs, assigned classroom tasks and all mentor /supervisor/ instructor documents and assessments. Start the Fall out right by being ready to implement this sensational new data management system.

Debi Mink, Winthrop University


Science Take-Out

Owens Hall, Room 101

Many educators struggle to purchase and provide students with an authentic hands-on laboratory experiment. This presentation will introduce and illustrate the importance of inquiry skills in the science curriculum. Teachers will be taught student-friendly, versatile, ready-to-go, and cost effective science activities for middle school through junior college.

Jocelyn Gordon, South Pointe High


School and Community Partnerships to Extend Classroom Learning

Owens Hall, Room 107

The presentation will focus on the development of problem solving activities with high school students. We will discuss a project that was conducted to extend our students knowledge in data collection, data organization, correlation, linear regression, and prediction. We will also describe the integration of higher order thinking skills (analysis, synthesis, and evaluation) used throughout the project. The major focal points will include: 1) The partnership between school and community, 2) Aligning the project with STEM principles and Common Core Standards, 3) Utilizing interactive activities to engage all learners, 4) Using the scientific method to solve the problem, 5) Funding alternatives, and 6) Using external resources to create a dynamic learning environment outside of the classroom.

Todd Gardner, Gaffney High School

James (Trip) Hartman, Gaffney High School


Reading Journals

Owens Hall, Room 201

The session will show how journaling impacts students' independent reading. It will explain how to support students' reading comprehension by using the strategies that highly effective readers use: summarizing, connecting, inferring, predicting, visualizing, and evaluating. The session will also include how, why, and when to use each strategy, and what a journal entry should look like.

Kimberly Threadgill, Gaffney Middle


Tech Tips and Tricks for Teachers

Owens Hall, Room 202

In this session common computer programs will be used in ways not normally expected. These "out of the box" ideas can be times savers, solve a problem in a pinch, or help engage students. Some of the software covered include: PowerPoint, Audacity, Photo Story, SMART Notebook and more. Also to be presented are examples of software that can run from a flash drive (no installation) or from the Web for added convenience, flexibility, and portability.

Jessie Aranda, Sugar Creek Elementary


Using STEM Courses to Challenge Students

Owens Hall, Room 204

In this exciting session, participants will explore the creation and curriculum of two STEM based courses at Gaffney Middle School. Through these classes our students utilize knowledge in both Forensics and Engineering to apply the concepts learned in science and mathematics to real world situations. Through Probloem Based Learning experiences, students discover and investigate problems with multiple solutions instead of simply collecting facts. Explore actual problems and solutions used in both of these dynamic courses which engage students and lead them asking further questions.

Justin Jefferies Lovelace, Gaffney Middle


How Can I Support My ELL Learners?

Owens Hall, Room 207

Every school with have the opportunity to work with students and families of English Language Learners. How do we connect and make a difference for these students? How can I better work with ELL families? At Sugar Creek Elementary, we work on a daily basis with ELL students and families. Come and find out some of the strategies we use to value and appreciate our ELL families and how they make a difference at our school.

Michelle Gritz, Sugar Creek Elementary


Research to Practice: Winthrop Interns Classroom Management Action Research

Owens Hall, Room 208

One of the greatest challenges for all teachers is classroom management. It can be especially daunting for interns and new teachers. They often ask, "How do I get Johnny to obey the rules?" Research tells us that often inappropriate behavior is the result of poor self-regulatory ability or inappropriate choices. But how do students apply this theory in a real classroom? At Winthrop all interns take EDUC 390, which focuses on positive classroom management strategies. The students design action research projects collaboratively with their mentor teachers and then implement them in the elementary classrooms where they are interning. Each student worked with a student or students of their choosing to see if they could improve a targeted behavior using positive classroom management strategies. The data from those research projects was analyzed and presented in class as a culminating assessment for the course. Four EDUC 390 students will present their research and answer questions during this presentation.

Megan Benson, Winthrop University

Laura Conger, Winthrop University

Melissa Lavender, Winthrop University

Samantha Smigel, Winthrop University

Sue Spencer, Winthrop University



STEM 101: Bringing STEM into the Everyday Classroom

DiGiorgio Campus Center, Room 221

We hope to provide an opportunity for educators to learn how to incorporate engaging classroom activities using STEM (science, technology, engineering and math). You will leave this hands-on learning experience with multiple strategies to use in any classroom.

Ashley Pfountz, Gold Hill Elementary

Amy Rohring, Gold Hill Elementary


Practical Strategies for Addressing Literacy Across the Content Areas (Grades 6-12)

West Center, Room 217

During this session, I intend to provide actual handouts that can be immediately used in the classroom, that will promote content area literacy (reading, writing, speaking, listening, and researching).  I will share information from the CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, as well as articles, Internet resources, and book titles that might support teachers in this endeavor.

Andrea Hicks, Fairfield County School District


Redesigning Literacy Learning: High Progress Literacy Classroom Research to Practice

Owens Hall, Room 201

Over the past two years, Literacy Specialists in the Office of Teacher Effectiveness in the SC Department of Education have collaborated with teachers and school literacy leaders to determine ways to implement the research on High Progress Literacy Classrooms (HPLCs) and the research on engaged reading, writing, and literacy achievement. In this session, we will share the research base for HPLCs and the many ways teachers and leaders in grades K-8 are using this research to redesign classrooms to lay the foundation for implementing the Common Core State Standards. Participants will receive copies of the tools developed by the team for assessing engaged reading and writing, as well as opportunities to view video and hear from students, teachers, and administrators about how a focus on engaged reading, writing, and researching to learn content is changing achievement patterns for students.

Ginger Manning, SC Department of Education

Jennifer Young, SC Department of Education


Reading, Writing, and Research Engagement: Practice Makes Perfect

DiGiorgio Campus Center, Room 114

Presenters will discuss the Reading, Writing, and Research Engagement initiative at Riverview Elementary. Participants will learn how research looks in the classroom and how to engage students. Participants will also learn how to collect data on student engagement.

Denise Hahn, Riverview Elementary

Heather Morris, Riverview Elementary


Rigorous Assessment of Teacher Candidates

DiGiorgio Campus Center, Room 220

In preparing our teacher candidates to be effective educators, we have a responsibility to consistently provide both honest and constructive feedback throughout their field and clinical experiences. But what exactly is meant by “constructive feedback”? What does it look like? How does it sound? Join this roundtable discussion as we compare valid, constructive feedback to descriptive narrative. Participants will gain tips from others around the table for delivering feedback and will also view first-hand how the new observation record, scheduled for fall 2013 implementation, will better support the task of ensuring teacher candidates receive feedback that is honest, meaningful, and productive.

Carolyn Grant, Winthrop University


Clinical Coach Roundtable Discussion

DiGiorgio Campus Center, Room 257

A roundtable discussion held exclusively for Clinical Coaches to discuss upcoming plans for the year as well as information regarding the roles and responsibilities of the Clinical Coach.

Lisa Johnson, Winthrop University

Lisa Hudson-Lucas, Winthrop University


Project-Based Learning Initiative: Year Three of a Longitudinal Study on the Effects of PBL on Student Learning

West Center, Room 221

Winthrop University began a strategic School-University Partnership in 2010 with Professional Development School faculty and teachers at Chester Park Elementary School of Inquiry. Our goal was to improve P-12 student learning through the use of innovative practices specifically, project-based learning. This presentation will share results from year three of our school wide project-based learning initiative that culminated with a Friends and Family Math and Science Fair in which all PK-5 classes participated. Teachers and students presented their work, including performance data and artifacts. We will discuss how administrators, University teacher candidates, CPESI mentor teachers, and university faculty worked to embed project-based learning experiences into K-5 math and science units. Discussion will highlight specific collaborative strategies used by the participants to create digital projects utilizing computers and other forms of technology. We will share student outcome data and discuss how teachers used project-based learning to improve student achievement, meet pacing guide expectations, and integrate state standards.

Marsha Commodore, Chester Park School of Inquiry

Dena Dunlap, Chester Park School of Inquiry

Sue Spencer, Winthrop University/Chester Park School of Inquiry

Lucille Worthy-Allen, Chester Park School of Inquiry


What About the Unmotivated Students: How Can They Improve School Culture & Prepare for Common Core Implementation?

Owens Hall, Room G02

Learn how providing quality instruction and a variety of high-interest programs can motivate students to do their best, gain a greater appreciation for education, and become more conscientious about their decisions.

Norris Williams, Dutchman Creek Middle


Reaching and Teaching the Adolescent Brain

Owens Hall, Room 101

Do you teach middle school through college? The last decade has brought about exciting discoveries concerning the adolescent brain. Find out how the adolescent brain functions and leave with new techniques to grow neurons.

David Vawter, Winthrop University

Gail Vawter, Springfield Middle


We Did It! Strategies for Mentors and Interns that Worked During the Year-Long Internship

Owens Hall, Room 107

Four Winthrop University junior faculty members who recently completed their year-long internship will model successful instructional strategies that actively engaged the students in their classrooms this past year. They will also share strategies that their mentors used to include them in every faction of the school community. Participants will gain knowledge of the five principles that we feel are the basis of a successful internship. 1. Motivate, engage and actively involve students in a co-teaching model 2. Integrate practical, meaningful and thought-provoking activities 3. Make Learning an active, social, interpersonal process 4. Foster a creative spark 5. Cultivate positive student attitudes

Laura Conger, Sunset Park Elementary

Katie Jolly, Buffalo Elementary

Debi Mink, Winthrop University

Samantha Smigel, Hunter Street Elementary

Taylor Spencer, Sunset Park Elementary


Flipping the Classroom

Owens Hall, Room 202

Teaching students through the use of video instruction at home, before school, and during school. Videotaped lessons for the students to use before an actual lesson is taught. This opens up time in class for more small group and one to one instruction.

Andy Morton, Gold Hill Elementary

Kelley Taylor, Gold Hill Elementary


What Were You Thinking?

Owens Halls, Room 204

The online Merriam Webster dictionary defines metacognition as the "awareness or analysis of one's own learning or thinking processes." Most of us engage in metacognitive regulation every day, especially when faced with a particularly challenging cognitive task. Skilled readers are strategic readers. When faced with a challenging task, skilled readers approach the task with a plan in mind. They think about the topic; read and reread, if necessary; and monitor what they are reading during each stage of the reading process. Skilled readers have an arsenal of "fix-up" strategies at their disposal to assist them when comprehension breaks down. They are, in other words, metacognitively aware. As teachers we need to know which of our students possess metacognitive awareness for reading and which do not. There are a number of assessment instruments available at a variety of grade levels designed to give teachers this information. During this session teachers will be provided with several instruments designed to assess the metacognitive awareness for reading of students at different grade levels from elementary through adult. Information gleaned from these assessments may assist teachers in providing systematic, direct instruction in an effort to improve students' awareness of their own metacognitive processes during reading.

Shawnna Helf, Winthrop University

Cheryl Mader, Winthrop University


One School One Book: Will You Read to Me? NetSCOPE Research & Inquiry Grant: Impacting Student Learning and Perceptions of Reading

Owens Hall, Room 207

Through a NetSCOPE Research and Inquiry Grant awarded in March 2013, Sugar Creek Elementary partnered with Alma Elementary to kick-off a joint community reading event called One School One Book. This program is designed to unite an entire school community of parents, teachers and students by choosing a single chapter book to read-aloud and discuss daily for three weeks. Learn how to implement the One School One Book program at your school and find out the results of our collaborative research study which examined the effectiveness of the One School One Book program on student learning and perceptions of reading.

Kim Camp, Alma Elementary

Lisa Hudson-Lucas, Winthrop University/Alma Elementary

Diana Murdock, Winthrop University

Kim Nees, Sugar Creek Elementary

Amber Smith, Sugar Creek Elementary


Smackdown, Studio, and Scorecard: Supporting All Learners with Innovative Initiatives

Owens Hall, Room 208

Indian Land Middle School will share innovative ideas for meeting the needs of all learners. Learn about initiatives such as Saturday Smackdown, Success Sessions, Scorecard, Leaders Studio, Co-teaching and more! These ideas can all be adapted for any school and any group of diverse learners. Indian Land Middle's administrative team and instructional facilitator will share how they looked at student data and incorporated creative scheduling to implement these initiatives. They will share the process of how these programs were organized from the initial planning stages to identifying students, organizing the details, overcoming challenges, and implementing the programs with success! See clips/slides of the programs in action and details. Question-and-answer time will be provided.

Cindy Bush, Indian Land Middle

Debra Miller, Indian Land Middle

Keisha Witherspoon, Indian Land Middle





Teaching the Language Arts with Technology

DiGiorgio Campus Center, Room 114

I will be sharing ways technology can be integrated into reading and writing instruction. I will share examples from my first grade class including power points and videos of my students. I will share ways to use technology tools such as the SMART Board, document camera and flip camera to enrich reading and writing lessons and incorporate all aspects of the language arts; reading, writing, listening and speaking.

Jessy Belue, Riverview Elementary


School Liaison Roundtable Discussion

DiGiorgio Campus Center, Room 220

A roundtable discussion held exclusively for School Liaisons to discuss upcoming plans for the year as well as information regarding the roles and responsibilities of the School Liaison.

Paul Horne, Winthrop University


Student Oriented Expectations of Online Science Courses: Introductory College Chemistry Case Study

West Center, Room 221

Education and technology over the past few decades have become increasingly entwined. With such a profound influence that these electronic learning environments are having, critical evaluation of effective strategies and best practices are necessary. This experiential session will actively engage participants in the process of exploring how students perceive the online chemistry learning environment. This ongoing study has involved actively redesigning an introductory/preparatory chemistry and problem solving college class by incorporating technology in a way that maximizes the beneficial aspects of student engagement using student perception data collected via multiple surveys over the last 9 months. Overall this session will focus on discussing our research that investigates how and if electronic material can replace traditional pedagogical methods and extending that to the high school and middle level classroom. We hypothesize that this is only possible if the instructor is capable of anticipating student pitfalls; implementing strategies to improve comprehension, problem solving, and analytical skills; and foresee problems that may arise in an electronic learning environment. As such, to date we have focused our efforts on investigating student perception to address each of the aspects as the first major stage of this overall project. During this session, the audience will be actively engaged in a technological learning experience that will dynamically compare the audience perceptions to how students have shown us that they want to learn chemistry through an electronic learning environment. The audience should prepare to think and discuss the student perception on technology and learning chemistry through technology in the high school and middle school classroom.

Nicholas Grossoehme, Winthrop University

Amy Moore, Winthrop University


Integrating Multiple Content Areas in the Elementary Classroom

Owens Hall, Room G02

Kathy Sandifer (Mentor Teacher) and Rochelle Stone (Intern) integrated multiple subject areas into their daily language block in their third grade classroom. They will be discussing ways to integrate science and social studies content into your language instruction and Daily 5 activities. Together, they will be discussing two month-long units. These Common Core aligned units were formed around informational texts and basic reading skills. While teaching the first unit, the instruction was focused on natural disasters, quick geographic changes, comparing and contrasting, cause and effect, and research skills. During the second unit, instruction was centered around government and voting. Students learned vocabulary, context clues, note taking, branches of government, roles and responsibilities of a US President, and voting procedures. During these units, students not only learned reading and language skills, but were highly engaged in making discoveries about their community and world.

Kathy Sandifer, Hunter Street Elementary

Rochelle Stone, Hunter Street Elementary


The Effects of Reading A-Z Leveled Reading Raz Kids Program on Student Achievement

Owens Hall, Room 101

Research clearly indicates that many children in our nation's schools are at risk for academic failure due to their inability to read proficiently (National Assessment of Educational Progress, 2009). This is the case for many students at Chester Park Elementary School of Inquiry (CPESI) where 42.6% did not met English Language Arts expectations on the 2011 Palmetto Assessment of State Standards (PASS) test. In 2000, the National Reading Panel (NRP) published research-based findings on the reading strategies and instructional practices that demonstrate the best results for reading achievement in developing readers. NRP findings indicate effective instruction includes these five key areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. Despite the fact that current reading programming at CPESI contains many of these components student scores remain low. In an effort to improve student reading achievement teachers at CPESI collaborated with Winthrop University Faculty to develop an innovative solution to this problem. Preliminary data indicates the A-Z Leveled Reading Raz Kids program can increase reading comprehension and decoding ability in K-5 students. In this presentation teachers will share their research on A-Z Leveled Reading Raz Kids program.

Angela Coleman, Chester Park School of Inquiry

Marsha Commodore, Chester Park School of Inquiry

Dena Dunlap, Chester Park School of Inquiry

Brian Edmond, Chester Park School of Inquiry

Sue Spencer, Winthrop University/Chester Park School of Inquiry


University-Elementary School Partnership: Conducting a Methods Class Collaboratively

Owens Hall, Room 107

Research has shown that interns who participate in extensive practicum experiences increase their comfort level in regard to class management issues and teaching to a variety of learners and developmental issues. By teaching an elementary physical education methods course completely off-campus, immersed within one elementary school's setting, the interns in this project were able to be a part of a "hands-on" experience in the schools that transcended the traditional methods course. Benefits to the interns were: more hands-on experience teaching a class by themselves for an extended period of time, extensive learning about the school culture and climate and student diversity issues, opportunities to participate in additional school functions, and learning about teaching from the principal, the physical education teacher, and all the teachers in the school. Benefits for the elementary school included: learning new technology strategies, assisting the physical education teacher in learning new methods of teaching, providing activities for the classroom teachers, and gaining assistance at many school functions.

Kathy Davis, Winthrop University

Johneka Simmons, Ebenezer Avenue Elementary

Pattie Starnes, Ebenezer Avenue Elementary


The Administrator's Role in CCSS Implementation

Owens Hall, Room 202

This session will focus on the principal's role in CCSS implementation. How does the leadership of a school impact success for staff and students? How does the principal create the stage for what needs to occur in the classrooms?

Mary Chandler, Winthrop University

Dale Goff, Winthrop University

Cathy Hammond, Winthrop University


The Write Stuff

Owens Hall, Room 204

Share student samples of writing to explain computation algorithms for multiplication and division. Participants will leave with tip sheets and web resources for trying these strategies in their class.

Megan McNinch, Sugar Creek Elementary

Lipi Pratt, Sugar Creek Elementary


Promethean ActivExpressions, Self-Paced Assessments, and You!

Owens Hall, Room 207

Have clickers in your classroom, but hate waiting on that last student to answer before you can move on? This session will teach you how to use the Self-Paced functionality available in all Promethean ActivExpression devices to create a unique, self-paced assessment. Scavenger hunt ideas & more!

Tim Cooper, York School District One


Implementation of the Common Core LDC Model at the High School Level

Owens Hall, Room 208

Information will be shared from a cross currricular team of teachers regarding the structure of the LDC model (including specific module components) and experiences implementing the LDC model within their respective content courses. Sample modules and specific writing and bridging strategies will be shared with attendees.

Tiffany Dagenhart, South Pointe High

Adrienne McGee, South Pointe High

Robertretta Patterson, South Pointe High





NetSCOPE   |  111 Withers   |   Rock Hill, SC 29733   |   Phone:  803.323.3080   |   Fax:  803.323.4369  |   Email: