IES Mini STREAKS

Character Trait for November: Fairness and Motto Focus: Treat Others Nicely

When students are treated fairly, they are more likely to feel valued and respected. This creates a positive learning environment where everyone can thrive. Fair treatment means ensuring that all students have equal access to resources, opportunities, and support. It isn't uncommon at the elementary to hear words such as "that isn't fair." To the student, the situation truly doesn't seem right, at Ida Elementary we strive to ensure those feelings are acknowledged and attended to. Every perspective matters and is viewed as a learning opportunity. At times. the lesson isn't what the student initially understood, but this is also learning lessons that create rich understandings of our surroundings.

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 paper version already sent home, for information such as the definition of Self-Discipline, its benefits, and strategies for teaching and modeling being in control of one-self.

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

“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

Bugler: Mrs. Banker

Mrs. Banker, our Student Services Provider, has been a Taps Bugler for Military Veteran funerals since 1981. The first time she was a bugler was when she was 16 years old for her own fathers funeral. Most recently, she was the Taps Bugler for her Father-in-Law’s funeral. Mrs. Banker has the opportunity of being a member of the Veterans Group Lambertville 9656 due to her father and father-in-law serving in the armed forces. Mrs. Banker says, “It’s an honor to be able to volunteer.” Taps is traditionally played at a cemetery, when this is the case, Mrs. Banker likes to play Taps over the grave of the passed Veteran. In addition to funerals, It is going on 5 years that Mrs. Banker has played taps at the annual Memorial Day Service at Ottawa Hills Cemetery.

This past week, Mrs. Banker invited the Veterans Group Lambertville 9656 to Ida Elementary to teach 4th grade students about American Flag protocol. The three veterans who came include:

• Jay Bowling

• Dan Sadoski

• Larry Mortimer

The students were eager to learn from these veterans who added information such as the meaning of parts of their uniform, and how fewVietnam veterans are thanked for their service. Many 4th graders responded with, “Thank you for your service.” The experience created many heartfelt memories. Now that 4th graders have been trained on our Flag, they will begin taking turns coming daily to the office to pick up the flag and go outside with Mrs. Banker to raise the flag and then lower just before dismissal. Ida Elementary School greatly benefits from the many years of service from Mrs. Banker and would like to say to all Veterans, “Thank you for your service!”

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