Cardinal Flyer

"Launching the Next Generation of Lifetime Learners"

Happy Birthday this week to: Emma Melone (23rd), Emma Buchanan (26th)

Week at a Glance:

Every day is a Jeans Day!

May 23

  • all student materials due to Media Center
  • EOG Pep Rally (1:30) in theater
  • Ambassador Lunch (10:45)

May 24:

  • Last day of Launch
  • PLC Day
  • TIPS

May 25:

  • Reading EOG Test

May 26:

  • Math EOG Test

        May 27:

        • Make-up testing

        Check out Mrs. Frierson and Mrs. Denton's Garden Project for the Men's Garden Club Competition

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        FES PBIS Has Something to Celebrate!

        Final Evaluation from Michelle Butler, PBIS Coordinator for BCS:

        Thank you for hosting the annual Positive Behavior Intervention and Support evaluation visit at Fairview Elementary School on April 6, 2016. As you know, the SET provides a summary of your school's performance in seven areas of school-wide implementation. Schools scoring 80% on the SET general index and 80% on the specific index “Expectations Taught” are implementing school-wide positive behavior support at the universal level. The results of your school's evaluation returned a summary score of 100% and a specific index score of 100%. A breakdown of results data can be reviewed in the attached chart.

        Particular strengths noted during the evaluation process include the following:

        • clearly defined behavioral expectations that are known by 100% of staff and students asked
        • a PBIS team that is representative of your school staff
        • regular administrator participation
        • use of reflection room to re-teach expectations
        • strong acknowledgement system used school wide with RISE tickets
        • CICO
        • calm start room to implement tier 2 strategies
        • use of data to problem solve around implementation and strengthen tier 2 supports

        Suggestions for further refinement of your school's PBIS implementation are:

        • continue to use implementation and discipline data to assess strategies and systems
        • continue to weave Compassionate school strategies into your PBIS framework
        • plan to train new staff members hired for the 2016-2017 school year in PBIS expectations so that your universal implementation continues to be consistent
        • attend Module 3 training in the 2016-2017 school year

        5th Graders had a blast at Discovery Place! Thanks to their teachers for planning this enriching event.

        Compassionate Schools - Becoming a Trauma Informed School (Part III)

        Compassionate Schools - Becoming a Trauma Informed School (Part III)

        Last week we looked at the effects of trauma and how it can affect the developing brain of children. These effects produce wide-reaching emotional and health consequences that can negatively affect both childhood and adulthood. So, what can we do for our students (and for ourselves) now that we have this knowledge? We need to help students calm their nervous systems so they can access the higher portions of their brains (the ‘upstairs’ brain). This helps with executive functioning and critical thinking. We can...

        • Teach students the ‘brain model’ (hand model) and explain how we ‘flip our lids’ in order to help them understand the connections between their feelings, thoughts and actions and what is going on inside the brain when we have strong feelings.

        • Help children identify and manage their emotions.

        • Spend THREE MINUTES a day (or more) with our students on activities that promote self-regulation:

        *Rocket breathing

        *Wall pushing

        *Push, Pull, Dangle


        *Square Breathing

        *Mindfulness activities (*see note for further resource)

        *butterfly taps

        • Allow for movement breaks, yoga, ‘Go-noodle’ activities

        • BUILD POSITIVE RELATIONSHIPS! Keep in mind that resiliency trumps ACEs! Resilient children can overcome the negative affects of ACEs. Building positive relationships is the MOST healing action you can take and leads to greater resiliency. Positive relationships with caring adults are the best ACEs buffer! Brain healing happens through these relationships.

        • Respond to the NEED, not the behavior. Ask yourself ‘What has happened to make my student behave in this way? rather than ‘What is wrong with my student?”

        • Create a relaxing physical environment: beautify your calm spot, consider peaceful lighting and displays/pictures in your classroom, play classical music to greet your children each day.

        • Structure and predictability are important - visibly display your schedule so students know what to expect during the day.

        • Foster and create an atmosphere of kindness, patience, calm, and acceptance in your classroom. Model these behaviors for your students and praise other students for the same. Use words like ‘please’ and ‘thank you’ frequently.

          And finally, go back to our very first point: Self-Care. In taking care of yourself, you are modeling for your students this important and necessary step we all must take for resiliency, health and healing. Additionally, with self- care as a priority, you will be much better equipped to handle the challenges that come from working with students who have a history of trauma. You will have much more to give to them, as well as to yourself.

          For further information on ACEs or trauma and its effects, visit:




          * A further resource for mindfulness activities for children (promoting self-regulation, calm, empathy and connection) is This free website gives access to mindfulness activities in the form of twelve audios each ranging from three to six minutes. All you need to do is sign in with your email and create a password to have acccess.

        News You Can Use:

        Give 5 Read 5 Google Doc.:

        Attention Staff, it is time to place your teacher requests for next year. Please email Mrs. Reed with your top two teacher requests for your own children by Friday, June 3.

        Attention all certified staff: Please have all grades entered by noon on May 31. All comments should be entered through N4. All final grades must be done correctly. No changes should have to be made. All kindergarten teachers should enter a mark (P for Promoted or NP for not promoted) for ELA and Math. Please see Kim Reynolds with any questions. Let's all do our best to help Mrs. Reynolds get through this first time with grades as our new Data manager.

        Cafeteria reminders: please do not allow children to share food at lunch (even food they bring from home), and please remember that every child must purchase a school lunch or bring lunch from home each day. We always have to provide food for children to eat. They don't have to eat it, but they must have it available.

        Best wishes to our GOTR at their 5k on Sunday, May 22!

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        If you would like to contribute articles or information/celebrations for the Cardinal Flyer, please let Mrs. Reed know. She would appreciate contributions from any staff member!

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