Mrs. Trinidad Liberto » Assistant Principal, Trinidad Liberto

Assistant Principal, Trinidad Liberto

WELCOME

 

Reillly School is a special place, here our teachers “know” your children; they work hard daily to identify our students’ strengths, challenges and passions. 

 

I am truly honored to continue to serve you in the Assistant Principal role and look forward to continuing my work with

Mr. Fitzner, as well as the rest of our wonderful staff. This year, we look forward to do whatever it takes to advance the academic achievement of all students on our campus.

  

Looking forward to working together with our teachers, students and parent, TOGETHER we can will achieve so much more than alone!

 

Trinidad Liberto, Assistant Principal

B.S. Northern Illinois University, Elementary Education

M.S. Bil. Ed. Chicago State University, Bilingual Education

Reading Recovery®/Descubriendo La Lectura, National Louis University

Type 03 Illinois Standard Elementary Teaching Certificate (K-9)
Type 75 Illinois Administrative Certificate – General Administration

 

Research Interest:

School Leadership

Effective Classroom Instruction 

~~~~~~~~~~~~~~

BIENVENIDOS

 

La escuela Reilly es un lugar especial, aquí nuestros maestros "conocen" a sus hijos, diariamente trabajan duro para identificar las fortalezas, retos y pasiones de nuestros estudiantes.

 

Me siento realmente honrado de continuar sirviéndote en el cargo de Subdirectora y espero continuar mi trabajo con el Sr. Fitzner, así como con el resto de nuestro maravilloso personal. Este año, esperamos hacer lo que sea necesario para avanzar en el logro académico de todos los estudiantes en nuestro campus.  

 

¡Espero trabajar con nuestros maestros, estudiantes y padres, porque JUNTOS podemos lograr mucho más que una persona sola!


Trinidad Liberto, Subdirectora

B.S. Northern Illinois University, Elementary Education

M.S. Bil. Ed. Chicago State University, Bilingual Education

Reading Recovery®/Descubriendo La Lectura, National Louis University

Type 03 Illinois Standard Elementary Teaching Certificate (K-9)
Type 75 Illinois Administrative Certificate – General Administration

 

Interés de Investigación:

Liderazgo de la escuela

Instrucción efectiva en el aula

Early Learners (PreK - 2)
 
 

Recent Posts

Accountable Talk Rubric

 

Student Name:   ______________________________________________________________________________________________

 

(Accountable Talk Rubric)

 

  Criteria                                                                                                                                                    Total Points

 

25

20

15

10

 

 

 

Level of Engagement

Student proactively contributes to class by offering several ideas and/or asks questions.  Works consistently with group.  Incorporates knowledge from several sources to form opinion/idea.

 

Student proactively contributes to class by offering a couple of ideas and/or asks questions per class. Works with group for most of the time.

 

Student rarely contributes to class and is not proactive. Works with group only some of the time.

 

Student never contributes to class by offering ideas and asking questions and/or has trouble staying on task during group time.

 

 

 

 

Active

Listening

 

 

Student listens when others talk, both in group and in whole class. Student incorporates or builds off of the ideas of others. Body language follows class expectations.

 

Student listens when others talk, both in group and in class. Student offers ideas and opinions but does not build off of the ideas of others.  Body language follows class expectations.

 

Student listens when others talk, both in group and in class. Student offers ideas and opinions but does not build off the ideas of others.  Body language does not always follow class expectations.

 

Student needs several reminders to show appropriate listening body language and needs reminders to not be a distraction.

 

 

 

Behavior

 

 

Student never displays disruptive behavior during class and is encouraging and positive towards fellow classmates. 

 

Student rarely displays disruptive behavior during class and is mostly encouraging and positive towards fellow classmates. 

 

Student occasionally displays disruptive behavior during class and/or is not often encouraging to fellow classmates.

 

Student is disruptive and interferes with learning community by being negative towards lesson and others.

 

 

 

Preparation

 

 

Student is almost always prepared for class with assignments and required class materials.

 

Student is usually prepared for class with assignments and required class materials.

 

Student is rarely prepared for class with assignments and required class materials.

 

Student is almost never prepared for class with assignments and required class materials.

 

 

 

 

Teacher Comments:

 

 

 

 

Fiction Annotation Rubric

Name_______________________________                          Date_____________________

Fiction Annotation Rubric

Rubric Categories

Exceeding

        4

 Meeting

        3

Approaching

          2

     Failing

             1

Number of Annotations

All (100%) of the text is annotated

 

Much (75%)of the text is annotated

 

Some (50%) of the text is annotated

 

 

Very little (25%) of the text is annotated

 

Inferences

*character traits/feelings

*character motivation

*events that propel the plot

 

Many inferences; shows a deeper understanding of  the text

Some inferences;  shows basic understanding of the text

Few inferences- Mostly retells;  shows limited understanding of the text

No inferences-All Retells; shows  poor understanding of the text

 

Explanation of Inferences

Explanation is very specific and shows that the student can make valid inferences

Explanation is general enough to show that the student can make plausible inference

Explanation is not specific enough to support the inference

No explanation is given for the inference or explanation does not make sense

 

Total:     /12

Reading Response

All reading response entries (in the Reading Response Journal and Homework Journals) should be a minimum of 4 sentences, which is a small paragraph. Sentences should be written in a full sentence, not in fragments.

2 points are deducted if the title of the book, date, Reading Log (name of assignment) are/is missing from their daily entries. 

Points are deducted if there are less than 4 sentences:

For example; 3 sentences are graded as high as an 85 percent;

2 sentences as high as a 75 percent, and 1 sentence as high as a 65 percent.

 

Venn diagrams, Vocabulary Detectives, Main Idea and Details, Summarizing, Nonfiction Text Feature(s) should take up the entire page of the reading response journals and homework journals.

Two points (each) will be deducted if the name of the assignment is missing, date, book title, and any labeling of assignments such as the Venn Diagram.

Writing Journal

In the Writing Journal, the assignments consist of all Vocabulary/Grammar/Writing work such as:

 Weekly Unit 4 Square assignment

    • Each section of the 4 Square assignment is 25 points each; it should include, the vocabulary word, part of speech symbol, actual definition from the packet, also a sentence that was created from them with the vocabulary word inside the sentence. Spelling and punctuation are graded in this assignment.

 

  • Vocabulary Detectives
    • This assignment consists of a graphic organizer to determine a meaning of an unknown word using context clues and their own prediction. Usually as an assignment, (or as a homework assignment, but with different words) it is used as another strategy to determine meaning of unknown words.

           

  • Weekly Unit Extension Question
    • This is used as a writing assessment to determine if the students are able to answer the question by restating it and using as much vocabulary (“old” and current vocabulary words) in their written response. A minimum of four sentences is required. Spelling and punctuation are graded in this assessment.

 

  • Grammar exercises
    • A variety of grammar exercises are completed inside their Writing journal to practice with conventions. Spelling and punctuation are graded for these exercises.

 

  • Writing prompts, graphic organizers that are incorporated in the Writing units that are being taught.
    • Santa letters (once a year)
    • Opinion writing
    • Persuasive writing
    • Personal narrative writing