At district elementary schools, counselors and psychologists are engaged in the planning of Pledge of Character initiatives. Here is a sampling of activities that are planned for the month of April:
This month Copper Beech created a poem contest with Pride as the theme. They will be selecting winners and the students will read their poems on the morning announcements.
Highland nominated a student from each class to be show what a good example of Pride looks like at their school.
At McKinley, during the Monday morning announcements, students are selected who exemplify Pride. The student gives a brief description of what Pride means to them, and then they get a certificate and their picture on the wall.
Overlook had a school assembly and video shown about what it means to show pride in their community. Pride is also spoke about during their morning announcements.
For Earth Day, Roslyn Elementary students will be planting seeds and taking care of their plants as they grow, this is an example of how they show pride in their Roslyn community.
Rydal's PBIS committee is doing a No Place for Hate project called the Tree of Respect where students highlight school and community Pride by demonstrating respect for others in the school. Students will write one way they can demonstrate respect for others and the school on a handprint and they will be displayed for the whole school to see!
Willow Hill's school counselor writes about Pride in her monthly newsletter. Additionally, certain grade levels will vote on the person in their class who best exemplifies Pride.
Abington Senior High School is partnering with the Montgomery County Suicide Prevention Taskforce to provide QPR Gatekeeper training to students in grades 9 and 11 this year. QPR stands for Question, Persuade, and Refer - 3 simple steps that anyone can learn to help save a life from suicide. The Gatekeeper training prepares students to: recognize the warning signs of suicide, ask someone about suicidal thoughts, and offer and connect to help. This training was incorporated into fall and spring Fitness and Wellness classes for grades 9 and 11, and was supported by members of the ASHS Student Services Department.
The National Alliance on Mental Illness (NAMI) presented to students in grades 10 and 12 this year on the topic of: understanding our mental health. The program, Ending the Silence, helps students learn about the warning signs of mental health conditions and what steps to take if someone they know is showing symptoms of a mental illness. This program was supported by members of the ASHS Student Services Department. We are appreciative of the English and social studies teachers who hosted our trainer. To learn more about the presentation, please go to: https://www.nami.org/Find-Support/NAMI-Programs/NAMI-Ending-the-Silence.
The Pennsylvania System of School Assessment (PSSA) focuses on the subjects of English Language Arts, Mathematics, and—for grades 4 and 8 only—Science, and is aligned with the Pennsylvania Standards. The state requires all students, regardless of ability level, to take the PSSA or Pennsylvania Alternate System of Assessment (PASA).
The assessments provide schools with valuable information regarding their educational program and how students are performing as a collective group, and parents/guardians with insight about their student’s current level of knowledge in these subject areas, as well as, their progress over time.
Student results on the PSSA are utilized to help inform recommendations for future academic placement and scheduling, including-for some students-targeted remediation or enrichment needs.
Standardized tests ensure that students across the state are being measured on the same scale to determine their levels of knowledge in the respective subject areas.
The results drive schools' interventions and targeted instruction on skills with which students might need help.
Speak up. Talk with your teacher and make sure you understand what will be on the test and how best to prepare. Students with anxiety often worry more about the format of the test than the actual material. If appropriate, consider sharing with your teachers that test-taking makes you anxious. They may have suggestions to help you work through it.
Chill out. Find ways to relax, like deep breathing, progressive muscle relaxation, meditation, and focused imagery. Pick one that works best for you and practice it as much as you can. Just like playing an instrument or a sport, the more you practice a relaxation method, the better it will work. Some techniques, like deep breathing, can even help while you’re taking a test.
Eat well. It’s important to eat healthy and regularly to fuel your body and mind while you study. What you eat can make a big difference. Sugary foods may give you a quick boost, but when your energy level dips you may feel even more tired than before you ate. Avoid coffee or other caffeinated drinks that can impact your sleep and make you jittery. High-protein snacks, such as nuts and cheese, can help balance your alertness. The morning of your exam, eat a hearty breakfast that includes protein and complex carbohydrates.
Catch some zzzzs. Sleep is essential for your brain and body. Teens need at least nine hours of sleep each night and younger children require even more. Chronic sleep deprivation can impact your attention, memory and energy, and can increase your risk of illness or accidents. Also, avoiding screens and bright lights an hour or two before bedtime will improve your ability to fall asleep and get the rest you need. A structured, relaxing and consistent bedtime routine helps to cue the body that it's time for sleep.
Be positive. A positive attitude toward studying and test-taking can set the stage for good results. Understand that some anxiety is good and can actually improve your test scores. Once you have the test in your hands, turn it over, take a couple deep breaths, and tell yourself, “I know this. I’m the boss of this test. I can do this!”
