Mustang Round-Up
January 26, 2020 Volume 25
Reflections From the Principal
I have put together a new 2nd semester, week 3 "FC Data Sheet" like I did for the entire 1st semester. We have decided it will be helpful to see this data every 3 weeks in order to target trends and ensure all students are given the opportunity to be successful. Feel free to see the FC Semester 2, Week 3 data sheet HERE!
As I mentioned last week, we are rapidly approaching testing season! The testing schedule has been updated to reflect the Sophomore ISTEP 10 testing dates/times for part 1. Also, all 10th grade students will be taking ISTEP 10 practice assessments on February 10th and February 14th during Advisory time.
Don't forget that tomorrow is our honor roll celebration with ice cream sundaes for all students on the honor roll for 1st semester. The high school students will celebrate during high school advisory time and junior high will celebrate during junior high advisory time. The list of students who should attend the honor roll celebration is listed below!
Have a great week!
Ashley
Great Things I Saw This Week
Our vocational programs/students attended FC's Family Night last week to talk about courses, programs, and opportunities available at the junior and senior high. It was great to see our high school students sharing about their experiences and the opportunities they've had throughout their time at FC. Thank you for continuing to plan and support FC Family Night, Mr. Wolfe! Also thank you to all faculty/staff members who helped make this possible!
Feature a Teacher!
Mrs. Cindy Sheetz
Years Served in the Corporation: 4 Years
Currently Teaching: Biology and ICP
“I’ve known Mrs. Sheetz since I was about five years old and in that time, I have learned that she is someone that you can always go to for help and she is one of the most caring women I have ever met. FC is lucky to have a teacher like her.”
-Harlie Garrett
“Mrs. Sheetz took over National Honors Society in my last year at school. While I never had her in class, she was always a caring person. It was clear that she really cared for her students and she always worked hard to help them reach their potential.”
-Hannah Hudson
Nuts and Bolts
- January 27th - Honor Roll Celebration - During respective Homerooms - LIST HERE!
- January 31st - Staff "Soup-er Bowl" Lunch Carry-In! Sign Up Here!
- February 5th - Guest speaker for PLC @ 7:30 am in PLC Room
- February 10th - All Sophomores to Aux gym during Advisory for ISTEP 10 Practice Test
- February 14th - All Sophomores to Aux gym during Advisory for ISTEP 10 Practice Test
- February 14th - Hard Copy of Maintenance Summer Request Forms DUE to Mr. Webb
- February 17th - President's Day, No School
- February 25th - February 28th - ISTEP 10 begins, All Sophomores TESTING SCHEDULE
#MustangMindset, SEL Coordinator
I wanted to share this Edutopia article I read about De-escalation Exercises for students who are upset in your classroom. I felt like it was one of those tools that teachers need in their toolbelt because we all have students who come to us upset. The article is excellent and a quick read so if you get the time, take a look at it HERE. The gist of the exercise is co-regulation and it only takes roughly 5 minutes. When our students are in pre-meltdown mode, 5 minutes is very little time to give in order to prevent a full blown issue. The author provided a sample of what a teacher might say at each stage, but you should modify those statements so they feel natural to you and fit the age of the student you are talking with.If you have a paraprofessional or in-class support teacher, you can ask a student who seems upset to step out into the hallway or into an area of the classroom set aside for de-escalation (like a Regulation Station). Or you can do this as a whole-class starter activity for anyone who might have something worrisome on their minds. Students can either choose this de-escalation technique—thinking over their answers instead of sharing them out loud—or engage in a warm-up activity connected to the class such as completing a journal entry or worksheet.
Give the student time to regain their calm: Say, “I notice you’re really upset. Let’s work together on breathing slowly for one minute in order to manage your impulses.”
Direct the student to be aware of their thoughts and feelings: Say, “What’s going on in your brain and body right now? Tell me how you feel and what you’re thinking, and if you’re ready to focus on moving forward with getting calm.”
Have the student redirect their thoughts: Say, “Take a minute, close your eyes, breathe slowly, and think about something that makes you happy. I know you told me how much you love your grandma’s fresh-baked cookies. Think about walking into grandma’s house in a calm state of mind as you smell the cookies, taste the cookies, and feel the warmth of them right out of the oven.”
Give the student positive feedback on becoming calm: Say, “Now open your eyes. How are you feeling? If you need more time to settle down, let me know. You should feel happy and excited about your work in getting to this point.”
Give the student a little more time to refocus: Say, “Take a minute and do something for you. Go for a walk and get some air, or tell me about your baseball game the other night.”
Have the student reflect for the future: Say, “The next time you’re feeling this way and I’m not with you, what can you tell yourself in order to take charge of your thinking and behavior, and get yourself to a regulated place?”
As always, if I can be of any assistance to you in implementing de-escalation strategies within your classroom, please feel free to reach out to me. I am willing to come to your classroom and support you and students in this process.
Kim