February PUP Rally!

                                                                         Posted by Cecilia Cooper, School Psychologist  

On Friday, February 12^th the CGS had its 2^nd PUP Rally of the 2015-2016 school year! Upper School attended their PUP Rally from 1:15-1:55 and Lower School attended theirs from 2:05-2:45. It was announced that CGS students have received over 27 thousand Bulldog Bucks since our PBIS program was implemented in September. Wow! Additionally, “Fun Fridays” was presented to all the students. Beginning in March, students will cash in their earned Bulldog Bucks to participate in fun events of their choice. Our first “Fun Friday” will be held at the end of the day (1:05-2:05 for Upper School and 2:05-2:50 for Lower School) on Friday March 11^th. 

Homerooms of the week were announced and the winners in Lower School were: Kindergarten- Mrs. Black-Jones, 1^st Grade- Mrs. Guertin, 2^nd Grade- Mrs. Parello, 3^rd Grade- Mrs. De La Cruz, and 4^th Grade- Mrs. Sullivan. Upper School homerooms of the week were: 5^th Grade- Mrs. Turmel, 6^th Grade- Ms. Megan-Srybny, 7^th Grade- Mr. Twomey, and 8^th Grade- Mr. Dahlin.

Lastly, winners were selected for all the raffle prizes. The winners were extremely excited upon hearing their names announced! Congratulations to all the raffle prize winners! Keep earning those bucks to participate in next month’s first FUN FRIDAY!

 Upper School Pep Rally!!

Lower School Pep Rally!!

Using "I-Messages" to say how we feel

                                                              posted by Kristen Perrotti
Students in Mrs. Dunn’s 2nd grade classroom participated in a whole class guidance lesson on being a good friend. They learned the 4 steps to delivering an “I Message”. “I Messages” are appropriate responses to give others when feeling frustrated, hurt, or uncomfortable by their words or actions. After learning the 4 steps, students practiced giving the messages to each other. I-Messages encompass all 4 of the B.E.S.T. expectations of CGS.

WHAT YOU SAY:	WHAT YOU DO:
1.    I  feel…	Look at the person, Say the person’s name, Tell how you feel
2.    When…	Tell the person exactly what he or she did or said that bothered you
3.   Because…	Describe how the person’s actions or words have hurt you
4.   I want…	Tell the person what you would like him/her to do

*Remember to use a strong, calm voice when speaking (NO YELLING! –or the “I-Message” will not work!)

The Frustration Triangle

                                                                     posted by Kristen Perrotti

The book “Zach Gets Frustrated” by William Mulcahy, is a great resource that teaches children a 3 step method to appropriately handle their frustration. The “Frustration Triangle” is a great visual that reminds students to 1) “Name it” (say why they are frustrated), 2) “Tame it” (do some deep breathing or another chill skill), and 3) “Reframe it” (change their negative thoughts to positive ones). The use of this skill correlates with one of our school-wide expectations: “Express Respect”.  Rather than acting out verbally or physically when feeling angry, students are reminded to stay calm and use their words to describe their frustration and problem solve respectfully. In order to ensure consistency across settings, parents are encouraged to use this language at home with their children when problems arise.  

      

PARENT'S ROLE IN PBIS

posted by Elaine Light, school psychologist

The National Association for School Psychologists (NASP) recognizes the importance of the role parents can play in school’s PBIS programs.  When parents are actively involved in the educational activities of their children, children are more successful in school. Parent communication with the school and participation in school activities can provide academic and behavioral support as well as help develop a healthy school climate. Listed below are some NASP suggestions for ways parents can support the PBIS programs in their schools:

·         Work to develop a positive school climate.

·         Help teach your children the importance of school-wide expectations at home, at school, and in the community.

·         Volunteer in school activities.

·         Support with teaching of and reinforcement of expectation in home and community settings.

·         Help with school efforts to advertise the program to the community.

·         Work to gather community resources (earn funds, canvas local merchants for participation) for creating and maintaining the program.

·         Take part in the instruction and reinforcement systems if your child is part of a classroom or individual intervention program.

·         Celebrate your child’s successes.

adapted from NASP Communiqué, Vol. 35, #2 October 2006 Positive Behavioral Supports (PBS/PBIS): Tips for Parents and Educators By Candace Cartwright Dee, PhD, NCSP, & John Boyle, EdS, NCSP