Dear Beech Tree Families:
This week, we welcomed our youngest Beech Tree Beavers, our Preschoolers. We had some tears from some of our little ones, as they adjusted to their new experience. However, today, when I visited both preschool classrooms, all I saw was genuine curiosity and engagement. I also noticed Mr. Hopkins’ Spanish has greatly improved! Muy, bien, Sr. Hopkins!
September has arrived and with it, Labor Day Weekend! Please remember that school is closed Friday, September 3rd and Monday, September 6th. We will welcome all our students back on Tuesday, September 7th. On Friday, September 10th, we will recognize the 20th anniversary of the national tragedy of September 11th, by stopping for a Moment of Silence across Fairfax County Public Schools.
This month we have the following dates to come together:
9/9 = PTA Mtg - Virtual at 6:30pm
A private Zoom link will be shared the day of via eNotify.
9/14 = PTA Restaurant Night
Chipotle at: 6299 Seven Corners Ctr in Falls Church, V.A
9/30 = B2School Night – Virtual at 6:30pm
A private Zoom link will be shared the day of via eNotify.
As we continue to work together for the good of all our students, I’d like to invite you to join our Parent Teacher Association, or PTA at the following link: https://beechtreepta.memberhub.com/store .
I’d like to share that as we continue to reinforce existing layered prevention strategies and the division’s commitment to safety, by late October, all FCPS employees will be required to be vaccinated against COVID-19 or submit to routine negative COVID-19 tests.
Why is FCPS taking this step?
- To keep our commitment to provide students with five days a week of in-person instruction this year. Vaccination is the most effective way to reduce the spread of COVID-19 and prevent severe illness. We must take every measure possible to keep our schools safe.
- To give employees the peace of mind that comes with knowing their workplace is a safe place. Knowing coworkers are either vaccinated or have tested negative for COVID-19 provides confidence and comfort so we can focus on our mission- educating kids.
- To reassure FCPS students and families they are learning in the safest environment possible. We can assure everyone who enters our building that our workforce is either vaccinated or is reporting to work with a negative COVID-19 test.
- To lead by example. FCPS continues to promote vaccination for everyone, including our students, as soon as they are eligible. Our goal is for every eligible employee to be vaccinated. The sooner our community reaches a high vaccination rate, the sooner we begin to put the pandemic behind us.
As we continue to establish routines, I’d like to remind you that we are a school-wide Responsive Classroom School. The Responsive Classroom approach to teaching is comprised of a set of well-designed practices intended to create safe, joyful, and engaging classrooms and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs.
In order to be successful in and out of school, students need to learn a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors.
The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary classroom teachers. Six principles guide this approach:
- Teaching social and emotional skills is as important as teaching academic content.
- How we teach is as important as what we teach.
- Great cognitive growth occurs through social interaction.
- How we work together as adults to create a safe, joyful, and inclusive school environment is as important as our individual contribution or competence.
- What we know and believe about our students—individually, culturally, developmentally—informs our expectations, reactions, and attitudes about those students.
- Partnering with families—knowing them and valuing their contributions—is as important as knowing the children we teach.
Responsive Classroom is an approach to teaching based on the belief that integrating academic and social-emotional skills creates an environment where students can do their best learning. The Responsive Classroom approach consists of a set of practices and strategies that build academic and social-emotional competencies. This approach works well with many other programs and can be introduced gradually into a teacher’s practice.
These core classroom practices are the heart of the Responsive Classroom approach:
- Interactive Modeling—An explicit practice for teaching procedures and routines (such as those for entering and exiting the room) as well as academic and social skills (such as engaging with the text or giving and accepting feedback).
- Teacher Language—The intentional use of language to enable students to engage in their learning and develop the academic, social, and emotional skills they need to be successful in and out of school.
- Logical Consequences—A non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity.
- Interactive Learning Structures—Purposeful activities that give students opportunities to engage with content in active (hands-on) and interactive (social) ways.
Elementary Practices consist of:
- Morning Meeting—Everyone in the classroom gathers in a circle for twenty to thirty minutes at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message.
- Establishing Rules—Teacher and students work together to name individual goals for the year and establish rules that will help everyone reach those goals.
- Energizers—Short, playful, whole-group activities that are used as breaks in lessons.
- Quiet Time—A brief, purposeful and relaxed time of transition that takes place after lunch and recess, before the rest of the school day continues.
- Closing Circle—A five- to ten-minute gathering at the end of the day that promotes reflection and celebration through participation in a brief activity or two.
Beech Tree ES is also a Positivity Project School, based on the work of Dr. Chris Peterson. Dr. Peterson led a 40-person team, over a three-year period, to better understand character and its manifestations. Alongside Dr. Martin Seligman, Dr. Peterson then wrote an 800-page book on the research called Character Strengths and Virtues. This book explains that:
- 24 character strengths that are evident in the most widely influential traditions of thought in human history.
- Robust evidence of all 24 strengths existing throughout time and in all cultures of the world.
- All 24 character strengths exist in every individual.
- Ranging from bravery and forgiveness to integrity and gratitude, these character strengths are the foundation of The Positivity Project’s model.
Making children aware that every one of them has all 24 character strengths, provides the foundation for genuine self-confidence grounded in self-awareness. At the same time, it helps children better understand why everyone is different and how to appreciate those differences. Unlike our height, weight, or skin color, character is something that can’t be seen with the naked eye. Therefore, understanding and valuing it — especially in other people — requires a framework of consistent reflection and discussion.
Character strengths aren’t about ignoring the negative. Instead, they help us overcome life’s inevitable adversities. For example, you can’t be brave without first feeling fear; you can’t show perseverance without first wanting to quit; you can’t show self-control without first being tempted to do something you know you shouldn’t. Here are the character strengths our students and staff reflect on throughout the year, helping us each to recognize and honor them in each other:
- Appreciation of Beauty & Excellence
You notice and value the world’s beauty and people’s skills. You don’t take things for granted.
You act with mental, moral, or physical strength even when you know things are difficult or scary.
You come up with new and original ways to think about and do things.
You like exploration and discovery. You ask lots of questions because you want to learn more about anything and everything.
You approach life with excitement and energy. You energize people around you.
You believe that all people have value. You approach situations with an unbiased mindset and treat everyone with respect.
You forgive those who have done wrong. You accept that people make mistakes.
You are aware of and thankful for good things that happen.
You do not seek the spotlight. You let your actions speak for themselves.
You like to laugh and bring smiles to other people.
You are honest and speak the truth. You present yourself genuinely and sincerely.
You are generous to others and you are never too busy to help out. You enjoy doing good deeds for other people.
You value each member of your group and inspire people to do their best.
You value close relationships with others and being close to people.
You master new skills and topics on your own or in school.
You like to consider new ideas and try new things. You examine things from all sides and don’t jump to conclusions.
You expect the best from the future and work to achieve it.
You complete what you start despite obstacles. You never give up.
You appreciate that people see things in different
ways. You have the ability to understand the world
from multiple points of view.
You plan for the future and achieve your goals by making careful everyday choices.
You have beliefs about the meaning of life and your life’s purpose. You seek to be part of something greater than yourself.
You have the ability to control your emotions and behaviors. You think before you act.
You are aware of other people’s thoughts and feelings. You understand why they do things.
You work well as a member of a group or team. You are loyal and sacrifice your individual desires for the greater good.
I hope you each enjoy the four-day Labor Day Weekend with your families and friends, safely, in good health, and with great joy.
As always, I thank you for your trust. Let me know if you ever have any questions or concerns. I look forward to seeing you soon!
Karim Daugherty
Principal
Beech Tree ES
703-531-2600
https://twitter.com/BeechTreeElem
https://beechtreees.fcps.edu/
“There are no secrets to success. It is the result of preparation, hard work, and learning from failure.” – Colin Powell
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Beech Tree Office Contacts
Spanish Speaking Parent Liaison: Stella O’Brien at msobrien@fcps.edu
School-Based Technology Specialist (logging on/using programs): Mike Meyer at mkmeyer@fcps.edu
Technology Specialist (laptop issues): Tom Kindregan at tpkindregan@fcps.edu
Registrar: Susan Do at sndo@fcps.edu
Attendance Secretary: Sheila Hudson at skhudson@fcps.edu
Principal’s Secretary: Esther Baca at ebaca@fcps.edu
Assistant Principal: Maureen Lopez at mmlopez1@fcps.edu
Advanced Academics Resource Teacher: Patty Settel at pasettel@fcps.edu
FCPS Calendar
The following link provides you with the 2021-2022 Calendar: https://www.fcps.edu/sites/default/files/media/forms/2021-22-standard-school-calendar.pdf
August 23, 2021 School Begins
September 3-6 Student Holiday (Labor Day Break)
October 11 Student Holiday (Professional Development Day - Indigenous Peoples’ Day)
October 29 End of First Quarter - 2-hour Early Release
November 1 Student Holiday (Teacher Workday)
November 2 Student Holiday (Teacher Workday)
November 11 2-hour Early Release (Veterans Day)
November 24-26 Holiday (Thanksgiving)
December 20 - 31 Holiday (Winter Break) - Classes Resume on January 3, 2022
January 17 Holiday (Martin Luther King Jr.'s Birthday)
January 20 End of Second Quarter - 2-hour Early Release
January 21 Student Holiday (Teacher Workday)
January 24 Student Holiday (Professional Development Day)
February 21 Holiday (George Washington’s Birthday and Presidents’ Day)
March 3 2-hour Early Release
March 4 Student Holiday (Professional Development Day)
March 31 End of Third Quarter - 2-hour Early Release
April 1 Student Holiday (Teacher Workday)
April 4-8 Holiday (Spring Break)
May 30 Holiday (Memorial Day)
June 10 Last Day of School (Early Release)
Health & Safety Procedures:
Visitors in the Building
Beech Tree visitors may enter by appointment only, with limited access to the building. All must have an ID, such a driver’s license or passport, and will be asked to respond to a Health Screening Questionnaire. Parents may drop off and pick up materials, as needed, by ringing the doorbell and communicating with office staff. Office staff will then bring the materials to you at the door or receive the materials from you at the door.
Water Fountain Use
Students should bring their own water bottle for use during the day. School staff will supervise the refilling of water bottles, as necessary. Water fountains should not be used as usual. Water fountains can be used to refill water bottles when practical, but students and staff should not drink directly from any water fountains or faucets, which could contribute to illness transmission; individual water bottles should be used instead.
Lunch Time
- Students will be required to wear masks in the cafeteria when not actively eating and drinking.
- They will need to wear their masks while going through the serving line.
- Students will put their mask back on when they finish their meal.
- Cafeteria spaces will be regularly and thoroughly cleaned with a sanitizing solution.
- It is recommended that students wash their hands with soap and water or use hand sanitizer before and after eating.
- FCPS Food Nutrition Services works closely with the Fairfax County Health Department to ensure proper food safety and sanitation.
- The U.S. Department of Agriculture extended the offering of no-cost breakfast and lunch to all students through school year 2021-2022. Visit the FNS website.
CDC Requirements for Playground Areas
- Face masks are not required on the playground
- Handwashing and Hand Sanitizing
- Students are to wash hands before going to playground areas and immediately following with soap and water for at least 20 seconds.
- Hand sanitizer that contains at least 60% alcohol is to be made easily accessible in playground areas for students and staff.
Daily Health Screening
The CDC recommends that parents, caregivers or guardians, should be strongly encouraged to monitor their children for symptoms of infectious illness every day through home-based symptom screening and students who are sick should not attend in-person instruction.
Parents/guardians are required to complete the daily health screening questionnaire prior to sending the student to school each morning. The required screening must be completed for all school-aged children in the household. In order to reduce the spread of communicable disease to student and staff, it is critical that parents/guardians accurately complete this screening daily and keep their student home from school when exhibiting any symptoms. The daily health screening questionnaire will be completed on an honor basis and will not be required to be submitted to the school.
A daily health screening questionnaire is available in the following languages: English, Amharic, Arabic, Chinese, Farsi, Korean, Spanish, Urdu, and Vietnamese.
Parents/guardians will receive frequent reminders from FCPS via multiple modes of communication, reminding them to complete their daily health screening questionnaire and to keep sick students at home. These communications will be developed in collaboration with the Office of Communications and Community Relations (OCCR), Office of Professional Learning and Family Engagement (OPLFE) and Language Services.
All staff and visitors must complete the daily health screening questionnaire prior to arriving on campus. The daily health screening questionnaire will be completed on an honor basis and will not be required to be submitted to the school.
Any student, staff or visitor demonstrating symptoms of illness should stay home to help “Stop the Spread” of COVID-19.
Care Rooms
The predetermined care room is a designated location and must be separate from the health room. It may be necessary for schools to identify a second care room due to the requirement for physical distancing and room capacity.
A designated staff member must be assigned to supervise students while in the predetermined care room should the need arise. The staff member will be provided with a gown or lab coat, gloves, and a face shield as appropriate. Staff will need to be available at various times throughout the day to supervise any student exhibiting symptoms of COVID-19 while awaiting pick up by the parent or guardian.
*At Beech Tree, the designated Care Rooms, so as not to impact student instruction, are the principal’s conference room and the principal’s office. The designated staff, so as not to impact student instruction, are the assistant principal, Maureen Lopez, and the principal, Karim Daugherty.
Student Return to School After Illness
In order to return to school, the parent/guardian must provide to the school, a completed SICK STUDENT NOTIFICATION and RETURN to SCHOOL FORM.
This form will be completed by the child’s healthcare provider and returned to the school.
This form is to be filed in the student’s cumulative folder.
Copies of FCHD clearance letters (SARA alert forms) provided by the FCHD or a healthcare provider note will also be accepted. These documents should be stapled to the Return to School Form and filed in the student’s cumulative folder.
The Sick Student Notification and Return to School Form is available in English, Arabic, Chinese, Farsi, Korean, Spanish, Urdu and Vietnamese.
*FCPS will no longer require the SICK STUDENT NOTIFICATION and RETURN to SCHOOL FORM for students who are called in absent with COVID-like symptoms/illness.
Students who have been diagnosed with COVID-19, may not return until:
- It has been at least ten (10) days since my child first had symptoms AND
- My child has had no fever off anti-fever medicines (ex: Tylenol, Ibuprofen) for 24 hours AND
- My child’s symptoms are getting better
*If someone in the household has been diagnosed with COVID-19, or the student is exposed, the student must remain home for 14 days after their last exposure to the household member.
Protocols for Potential Temporary COVID-19 Closure
- VA public schools required under SB 1303 to provide five days a week of in-person instruction.
- FCPS is committed to continuity of learning during the 2021-22 school year and the school division is using layered prevention strategies to do everything possible to ensure our schools remain safe, healthy and open. Our plan is to remain open using these strategies unless directed otherwise by health officials or Executive Order.
- FCPS has plans in place to ensure continuity of learning in the event health authorities or an Executive Order require a temporary closure to protect the health of students, staff, and the community.
INDIVIDUAL STUDENTS
Threshold to Initiate Closure: If student is directed by healthcare provider or FCHD to quarantine or isolate, or FCPS is directed by FCHD to pause that student’s in-person learning as a matter of public health, but school and class remain open.
Support: Asynchronous assignments
INDIVIDUAL TEACHERS
Threshold to Initiate Closure: If teacher is directed by health provider or FCHD to quarantine or isolate, or FCPS is directed by FCHD to pause teacher’s in-person teaching, but the teacher’s school and class remain open for students.
Support: Schools will secure a substitute/alternate coverage.
CLASS
Threshold to Initiate Closure: FCPS is directed by FCHD to temporarily close the class as a matter of public health.
Support: All students/staff in the impacted class will transition to virtual learning for that class (period for secondary students) until the class can reopen. Students would access asynchronous assignments.
SCHOOL
Threshold to Initiate Closure: FCPS is directed by FCHD to temporarily close the entire class as a matter of public health.
Support: All students and staff at the school will transition to virtual learning.
DIVISION
Threshold to Initiate Closure: FCPS is directed by FCHD or VDH, or Executive Order to temporarily close the division as a matter of public health.
Support: All students and staff will transition to virtual learning until in-person instruction can resume.
HVAC System
FCPS designs and operates many different types of equipment to maintain an acceptable indoor air temperature and indoor air quality in buildings.
- FCPS operates 220 facilities every day of the year
- At 27 million square feet of covered space, FCPS is larger than 4 Pentagons
- There are nearly 37,000 pieces of HVAC equipment in FCPS
- Including over 5,000 different types and models of HVAC equipment
- There are more than 45,000 active air filters in FCPS
- Including nearly 800 different sizes and types
- Air filters are changed every 90 days
- FCPS replaces over 180,000 filters each year
All HVAC systems are maintained and operated efficiently and effectively using the latest procedures and technology. FCPS performs scheduled preventive maintenance to all HVAC systems. OFM uses a maintenance management system that documents HVAC maintenance requests and actions.
Portable air filters (based on HEPA or UV technology) have been considered and purchased. I purchased county approved, portable air filters for the two classrooms that do not have windows and the division purchased them for our two CARE rooms which Ms. Lopez and I have to monitor when we have students exhibiting COVID symptoms, since those students may not remain in the clinic.
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