Reed Elementary Beeper Buzz

Developing a community of leaders for a better world.

What's with the construction equipment?

As you may have noticed, they have started working on widening Little Elm. Here are the details we know:

  • A dedicated right turn lane will be provided on the westbound side of Little Elm from Alexis Drive all the way to our Main Entrance driveway into Reed Elementary.
  • A dedicated right turn lane will be provided on the west bound side of Little Elm at the intersection of Orchard Falls.
  • A long, dedicated left turn lane will be provided on the eastbound side of Little Elm from just east of Orchard Falls all the way to the Main Entrance driveway to Reed Elementary.

  • The school zone sign on the east side of Reed Elementary (westbound traffic on Little Elm) will be relocated to a position approximately 250 ft east of the intersection at Alexis Drive (toward US183).

They have reassured us that there should be no need to close the entrance into Reed during this process; however, if that should change, we will let you know ASAP so you can plan accordingly.

If you have questions/concerns, please don't hesitate to let us know - student safety is a priority!


Leader in Me - Leadership Habit 6 - Synergize


is when two or more people work together to create a better solution that either would have thought of alone. It’s not your way or my way, but a better way. Synergy is taking good ideas and making them better by working together. Discussions can focus on other examples of synergy in nature, history, literature, and personal experiences. For example, synergy happens n nature when a flock of geese heads south for the winter. They fly in a V formation because due to the updraft, the entire flock can fly farther than if each bird flew alone.

Works for All Ages

1. With your children, choose a problem you may have (like curfew or completing tasks). Use the Synergy Action Plan to summarize your child’s solution and your solution:(1) Dene the problem (2) Share your views (3) Think of solutions (4) Choose the best solution together. See if you can reach a better solution (the High Way) than either of you would have come up with alone.

2. Institute a “15-minute program” where everyone drops what they are doing and pitches in to work as a team to clean the kitchen, pull weeds in the garden, wash the dishes, sweep the front porch, etc. Cutting out a small block of time where everyone helps makes the work go quicker.

3. If your child has siblings, ask each to identify what they think their brother or sister is really good at, then share the lists with each other and discuss how they could Synergize on homework, chores, playing games, sports, etc. If your child does not have siblings, you can do the same exercise using his or her best friends—or you.

Mark Your Calendar...


  • This is School Board Appreciation Month and we are so thankful for a school board that works diligently to provide the very best for the students of LISD! Special thanks to Don Hisle - our board member for recognition this month!
  • 20th - Report Cards go home
  • 21st - Blacklight Run
  • 28th - PTA Science Share

Reserve the date for our 1st Annual Reed Culture Fair - Friday, February 5th!

Information coming soon for parents who wish to help share their culture during this event...

Curriculum Connections...

The cognitive “yardsticks” that follow can help us understand our children, but remember that although the patterns are universal, each child is unique.

Four year olds:

  • Learn best through play and exploration

  • Like to imitate adult roles through imaginative play

  • Respond to music and rhythm and repeating patterns

  • Learn more through large muscle movement than small muscle movement

Five year olds:

  • Like to copy

  • Literal behavior; often only one way to do things

  • Learn best through play and own actions

  • Do not yet think logically

Six year olds:

  • Love to ask new questions; like new games and ideas

  • Learn best through discovery

  • Understand spatial relationships and functional relationships better

  • Begin to understand the concept of the past when it is tied closely to the present

Seven year olds:

  • Need closure; must complete assignments

  • Ability to reflect is growing

  • Want work to be perfect; erase often

  • Want to discover how things work

Eight year olds:

  • Like groups and group activity

  • Solidifying concrete operations

  • Beginning to master basic skills

  • Beginning to feel a sense of competence with skills

Nine year olds:

  • Industrious and self-critical

  • Intellectually curious, but less imaginative

  • Begins to be able to deal with multiple ideas at once

  • Still struggle with abstractions, such as large numbers, periods of time or space

Ten year olds:

  • Increased ability to think abstractly

  • Like rules, logic, and classification

  • Able to concentrate and read for extended periods

  • Good problem solvers

Eleven year olds:

  • Able to think abstractly

  • Deductive reasoning improves

  • Can develop hypotheses

  • Increased ability to view issues from different perspectives

Adapted from Yardsticks: Children in the Classroom, Ages 4-14, A Resource for Parents and Teachers by Chip Wood