IES Mini STREAKS

Character Trait for January: Respect and Motto Focus: Respect Each Other

Respect is a character trait that is earned, sometimes lost, and potentially regained over time. At the elementary level, it is important to consider what respect looks like in the classroom, during unstructured times, at home, and in the Ida community. This may include making eye contact, sharing, being kind, listening attentively, taking turns, playing fair, doing chores, helping one another, not littering, volunteering and playing fair, exhibiting self-control, and making good choices without being asked. As an adult, consider what actions occur that cause you to loose respect for someone. How do you react and what do you hope the other person does to restore their respect? This is true for our students as well. They learn very young how to earn respect in a classroom community and navigate the challenges when it is lost as well as lessons on how to restore. It is a long process but a very important life skill. Ask your child what they think Respect looks like and interact by asking them from time to time if they see someone else showing respect.

Our building wide positive behavior intervention support (PBIS): Character Trait and MOTTO

There is a direct connection between what we think and how we respond to situations throughout the day. Every month at Ida Elementary the entire staff focuses on supporting children THINK in a way that promotes positive friendship making and approach to understanding the curriculum being taught. At the end of each month, students demonstrating exceptional ability to show the trait of the month is celebrated with a certificate, name called during lunch, and a book vending machine token.

Please read the attached Mini Streak, or the paper version already sent home, for information such as the definition of Respect, its benefits, and strategies for teaching and modeling.

Please watch for future digital editions of the Ida Elementary School (IES) Mini Streak coming out the first Monday of each month during the school year as well as enjoying the paper version that will still be sent home by your child's teacher.

With Appreciation,

Ms. Maynard

Principal of Ida Elementary School

Ida Elementary has a snack policy which reduces the likelihood of crossing of allergens in the classrooms as well as modeling healthy eating habits. Unlike the cafeteria which is able to create a system of food management to reduce the likelihood of food allergen emergencies, classrooms do not have a safe way to manage the large number of food allergies. Districts in the area handle this concern in several different ways, everything from eliminating school snack all together, to making the student with a food allergy sit in the hallway during snack time. Ida Elementary has always approached snack in a way that includes everybody while still keeping snack during the day an option. This is the reason why we follow our Fresh is Best policy. Students who don't have a snack are always welcome to take a fruit or vegetable when offered during breakfast or lunch so they have something as well. This has been our policy for over 15 years and has thus far prevented food allergy emergencies while also modeling healthy eating habits.

“WIN” (which stands for “What I Need”) is a time when teachers will be personalizing instruction to further meet the unique needs of each learner in every classroom. It is a period of reinforcement, support, and/or enrichment. In understanding the purpose of the WIN period, it is important to know what WIN time is not. WIN time is not “free time” or “study hall”; WIN time is not time for the completion of that night’s homework; and WIN time is not a time for extra “busy” work.

WIN time is essential support time for students with Tier 1 intervention plans. These daily periods of time will be utilized to further support the individual child’s academic growth in identified skill(s). For students who do not need interventions, this time can be devoted to providing additional time for students to master/reinforce or enhance/enrich their skills through personalized, targeted learning goals using one of the district’s many web-based programs focused on grade-level or above grade-level standards. Additionally, the inclusion of this period allows students to be pulled for supplemental services (Title Reading, Title Mathematics, speech, occupational therapy, ELL, etc.) with minimal interruption to core class time.

When students are mastering concepts, WIN time then becomes a time for extension, enrichment, and application and synthesis to real life learning. How can students use the skills they have learned to solve than be implemented to support creativity, ingenuity, and motivation? The premise behind extension activities can be applied for all learners to pique their interest and to make learning meaningful. You may learn as the year proceeds that your child, during the WIN period, works in a small group with the teacher to reinforce concepts or to be enriched on skills from a previous or future lesson, utilizes technology to support individualized growth plans in a targeted skill.

We look forward to seeing our students grow and evolve during these personalized periods of time.

Ms. Maynard

Principal of Ida Elementary School

In our school, each classroom features a Zones of Regulation chart where students can check in. This practice encourages self-awareness and helps teachers understand how their students are feeling, allowing them to offer support as needed.

How It Works

• Daily Check-Ins: At the start of the day or during transitions, students check in by placing a magnet or sticker on the chart to indicate which zone they are in. This practice helps them reflect on their emotions and set the tone for their day.

• Classroom Discussions: Teachers can use the check-ins to facilitate discussions about emotions and coping strategies, fostering an environment of empathy and understanding.

• Personal Strategies: Students are taught personal strategies to help them move from one zone to another, such as deep breathing, taking a break, or talking to a teacher.

Benefits of the Zones of Regulation

• Improved Emotional Literacy: By regularly identifying and discussing their emotions, students develop a better understanding of themselves and others.

• Enhanced Self-Regulation: Students learn to use strategies to manage their emotions and behaviors, leading to improved focus and academic performance.

• Supportive Environment: The framework promotes a supportive classroom atmosphere where students feel safe to express their emotions and seek help when needed.

By incorporating the Zones of Regulation chart into your elementary school classrooms, students are empowered to understand and manage their emotions more effectively, setting them up for success both inside and outside the classroom.

When I sail my boat, a lot of time is spent on adjusting lines to make the boat move with the wind. Just when it seems like everything is tuned, the wind shifts, resulting in a continual fine-tuning. I can’t help but relate this to our system of education. Just as things seem well adjusted, the wind shifts and knocks us off course. But then we adjust our lines and monitor the effect. It takes some time and readjusting, but the result is always rewarding, and the boat keeps moving forward. ~SM