March 26, 2026

Lunch Menu # 4 (Week of March 30-April 3)

Dear Elementary Parents and Community,

Progress reports will be sent home today. Please take time to review them before your Parent/Teacher Conferences, as they will help guide your conversations with teachers.

Tomorrow is our Elementary School Spirit Day—Dress to Impress! Students are invited to wear their “fancy” clothes and “jewels.” It should be a fun and festive day for everyone!

Parent Teacher Conferences Sign Ups

Our second round of Parent/Teacher Conferences will take place on April 2 (10:00-5:00) and 3 (8:00-3:00). Please note that there will be no school for students on these days. We invite you to sign up for conferences using the links below—first with your child’s homeroom teacher, and then with each of their specialty teachers. We strive for 100% parent participation, as we deeply value the partnership between home and school in supporting each child’s growth and success.  

ES PTC Homeroom Teachers 02-03 April 2026

ES PTC Specialty Teachers 02-03 April 2026
ES PTC Learning Support 02-03 April, 2026 

Working with Amanda Frank

The Student Support Services Team at Nova and I had the opportunity to learn from Student Behavior Specialist, Amanda Frank, this week.  Her three-day workshop on Neurodiversity and Behavior emphasized that students learn and interact with the world in many different ways, and schools must shift away from a “one-size-fits-all” approach. Traditional school environments often demand sustained attention, high social interaction, and tolerance for stimulation, which can be challenging for neurodivergent learners. The workshop highlighted characteristics and strengths of students with autism and ADHD, while also addressing common challenges with executive functioning and emotional regulation. Participants explored practical supports such as reducing sensory input, using visual aids and graphic organizers, frontloading expectations, and removing environmental and instructional barriers. A key takeaway was the importance of focusing on strengths, proactively creating inclusive environments, and ensuring all students experience belonging, autonomy, competence, and safety.

The second part of the workshop focused on understanding behavior as communication driven by unmet needs or missing skills. Educators were encouraged to approach behavior with curiosity and identify its function—escape, attention, access to tangible items, or sensory regulation—before responding. By analyzing antecedents, behaviors, and consequences, and using tools like the “5 Whys,” teachers can uncover root causes and design effective supports. The training stressed teaching replacement behaviors, building skills (such as self-regulation and communication), and reinforcing positive actions rather than simply managing behavior. Through processes like Functional Behavior Assessments (FBAs), data collection, and collaboration with families and staff, educators can develop targeted, proactive behavior support plans that meet student needs and promote long-term growth.

We will continue to partner with Amanda to build our skill base in this area. 

With this, I wish you a great spring break.

Warm regards, Julie