Cambridge Elementary Newsletter Mar-April 2014

Cambridge Connection – School Newsletter

March/April 2014

***Pirate PRIDE***

Contents

Announcements 1

Pirate Principle 1

School News 2-6

Health & Wellness 7-13

Box Top Collection 14

Bus. Memberships 15

Upcoming Events

♦ 4/14-17 – Book Fair ♦ 4/16 – Kindergarten Show ♦ 4/16 – Art Show ♦ 4/18 – No School ♦ 4/21 – No School ♦ 4/22 – Earth Day

Cambridge Elementary

109 W. Cambridge

Belton, MO 64012

Phone: (816) 348-1008

Fax: (816) 348-1093

April 14th through 17th Cambridge Library

April’s Pirate Principle: Compassion

Compassion means, sorrow or pity caused by the suffering or misfortune of another.

• Be friendly to someone who needs a friend. Stand up to bullying.

• Do helpful things at home without being asked.

• Be generous with your time and your belongings.

• Create and participate in a litter control program.

• Plan and participate in food drives.

• Look for ways to help in any situation without being asked.

• Put someone else's need before your own.

• Look for ways to help in your community.

• Try to understand why a family member or friend is sad.

• Forgive someone who has hurt you.

• Talk with your family about the problems of the homeless and find a way to help.

• Try to understand someone who you disagree with or don't like.

GET YOUR YEARBOOK NOW!!! Yearbook sales are still going on. If you haven’t placed your order yet, don’t worry! You can place your order at the book fair during the week of April 14 – 17 in the

Library.

Cambridge Connection School News Page 2 of 15

Kindergarteners Write Opinion Papers Laurie Fievet's kindergarten class worked on writing opinion papers. The students listen to a story and then share/write their opinion about a detail from the story. Mrs. Fievet read the book The Mitten by Jan Brett to students. From this reading, they drew a picture and

wrote opinion papers.

Second Grader Learn Time Kelly Daniels' second grade students worked on telling time. To review for their test, students participated in a clock scavenger hunt. Bright green clocks were hidden throughout the room and the student investigators had to locate, read and record the times on their data sheets. Students were able to locate all of the clocks and their data showed that they should do great on

the upcoming test.

Art Show Preview Cambridge is privileged to have a fantastic art teacher! During the art show on April 16, you will see some of these fine works of art created by students under the tutelage of Mrs. Sullentrup. We hope you enjoy!

Page 5 of 10Cambridge Connection Grade News Page 10 of 17Cambridge Connection Student Art Work

Respect EffortEffortRespect


P.E. Fun It may be cold outside, but Robbie Corder and his P.E students are staying warm in the gym. Students have been working hard the last few weeks on the Fitnessgram Test. So far, the sit up, push up, and Pacer Test have been completed. In the second round of testing Mr. Corder has seen a significant number of students make strength and endurance gains from their scores earlier this year. It is exciting when the students are able to make strides towards becoming healthier and physically fit. Over the next few weeks students will move towards the jump rope unit and begin preparing for the Jump Rope for Heart fundraiser and celebration event.

4th Graders Go to Missouri Town Fourth grade students attended a field trip to Missouri Town 1855 last week. This living history museum uses original structures, furnishings and equipment and also depicts the 19th Century lifestyles in period attire, authentic field and garden crops, and rare livestock breeds. This field trip allowed the students to experience first-hand how life was in the 1800's.

‘Bunches’ Make Flowers

Cambridge Elementary demonstrated the March character trait "Citizenship" during their monthly 'Family Bunches' meeting. There are 29 'family bunches', each including a staff member and two or more students from each grade level. This allows students and staff to interact with others outside of their grade level, creating a family atmosphere at the building. This month, each 'family bunch' created tissue paper flowers for the Spring Senior Citizen Lunch, that took place last Friday, March 28.

MARK YOUR CALENDARS!!

Art Show – 5:00 Kindergarten Show – 5:30 Book Fair – 5:00 – 7:00

(Yearbooks orders can be placed during the book fair!!)

Annual Bingo for Books Night On Feb. 28, Cambridge PTA hosted its annual Bingo for Books event. Elaine Wilson created challenging bingo games such as picture frame, make an X, four corners and others. The event was a great success with every participant leaving with a book. Cambridge PTA would like to thank everyone who attended as well as Cambridge staff for helping make the event a success.


All kids should feel safe at school and in their communities. Our platform gives them the tools they need to report bullying and other safety threats

anonymously at www. sprigeo.com/

Second Grade Making Music

During the week of Feb 24th, second grade students were busy preparing for their musical. The show was called Making Music and took place at Belton High School on March 13. Students sang, played instruments, danced, and acted out parts. Many of the students auditioned for solo and group parts in the musical. Word on the street was that the musical was a big hit!

Go to http://www.beltonschools.org/Page/848 to learn

about the impacts of bullying Together, we'll empower kids to speak out and spark change. Let’s prevent bullying!

April 16, 2014 Fiesta Fun 5:00 - 7:00


The D.O.G.S. Host Donuts w/ Dads It was a great turnout at the annual Watch D.O.G.S Donuts with Dads event hosted on Feb. 28. Students enjoyed having their loved ones come and spend time with them at school. Top D.O.G., Levi Borntreger, encourages every parent to spend a full or half day with their student at school. Mr. Borntreger would also like to thank Quiktrip, Hy-vee, and Lowe's for their generous donations and all of the staff for their help in making the event a success.

Bus Drivers Visit Cambridge In March, Cambridge Elementary invited the bus drivers to have a meet and greet with students and staff. Bus drivers were given the opportunity to explain their expectations while students are on the bus and students were given the chance to ask questions. The activity is a way to help build positive school, bus and student relationships.

Cambridge Art Show

Cambridge Elementary will host its annual art show on

Apr.16 at 5 p.m. Teacher Samatha Sullentrup will

display artwork in celebration of the projects that students have created throughout the year. A kindergarten music performance and the spring book fair will also take place at the event. To continue students' interest in art, the Kansas City Art Institute offers summer classes for students ages 6-18. Classes include (but are not limited to) drawing, painting, and sculpture. Scholarships are available.


March Pirates of the Month

The following students became the November Pirate of the Month by exhibiting exemplary behavior in CITIZENSHIP. They will get to have lunch with Mrs. Biondo as their reward. Way to go Pirates!

Cambridge Celebrates Reading

Recently, Cambridge Elementary celebrated Read across America Day and Dr. Seuss's birthday with a day of guest readers. Guest readers consisting of community members, school district officials, parents, teachers, and students helped celebrate the love of reading with students. Readers chose their favorite Dr. Seuss or other children's book to read to a class. The Cambridge student government representatives escorted the readers to the classes and assisted with celebrating Read Across America Day.

Eating ‘Green’ for Special Days

On Mar. 14, second grade students celebrated Dr. Seuss's birthday and St. Patrick's Day with a lunch of all green food. Students ate green eggs and ham, lime sherbet punch, chocolate mints, pistachio marshmallow salad just to name a few. They also watched a video of President Barrack Obama reading the Dr. Seuss's book Green Eggs and Ham. The students enjoyed the lunch, which gave them an opportunity to try new foods.

Page 7 of 15Cambridge Connection Health and Wellness

Healthy Recipe: Sun-Dried Tomato-Olive Hummus Recipe

Ingredients

2 15-ounce cans chickpeas, drained 1/2 cup plain low-fat yogurt 1/4 cup freshly-squeezed lemon juice 2 tablespoons olive oil 2 cloves garlic, chopped 1 teaspoon cumin 1/2 cup finely-chopped sun-dried tomatoes (not oil packed) 1/4 cup sliced kalamata olives 2 tablespoons chopped fresh cilantro or Italian (flat) parsley 2 tablespoons pine nuts for garnish (optional) 1 teaspoon paprika (optional)

Directions

1. In a food processor or blender, combine chickpeas, yogurt,

lemon juice, olive oil, garlic and cumin. Process until

smooth. Consistency should be smooth but not runny.

2. Stir in tomatoes, olives and cilantro.

3. Refrigerate for 1 hour or longer to blend flavors.

4. To serve, top with pine nuts and/or paprika, if desired.

Healthy Recipe: Salmon Hash

Exercise: With Winter still upon us, here are some great suggestions to keep us moving, while making it fun for the kids...

1. Headstands – Great for your core muscles and gets blood going to the brain.

2. Jump Rope – To make it more fun, pick up a book of jump-rope rhymes.

3. Balloon Ball – There are endless ways to play with balloons indoors. Try to keep it off the ground or just play catch.

4. Wheelbarrow, Crab and Bear-walk Races – These tough positions mean you get a real workout.

5. Animal Races – Hop like a bunny or a frog, squat and waddle like a duck, etc.

6. Obstacle Course – Create a furniture course in your apartment or take chalk and make a course outside.

7. Follow the Leader – Add to the workout by doing energetic movements like jumping, stomping and squatting.

8. Dance Party – Turn on the music and shake your groove thang.

9. Freeze Dance – When the music stops, freeze in your pose and hold it until the music starts again.

10. Scavenger Hunt – Write up clues and hide them around the apartment. Kids can race to find each clue for a small prize at the end.

11. Jumping Jacks – Simple but good for coordination and they get your heart going.

12. Silly Shakes – Just like the old Raffi song, shake your sillies out. If you do it long enough, you'll probably end up in a pile of giggles.

13. Bubble Wrap Attack – If you get bubble wrap in the mail, jump on it until it's all popped.

14. Clean-Up Race – Set a timer or put on a song and see who can right the room the fastest.

15. Tickle Tag – Chase your children and when you catch them, it's tickle time.

16. Carnival – Set up carnival games like knock down the milk cans (we used Tupperware).

17. Hallway Bowling – Fill up water bottles and use any ball you have.

18. Hopscotch – Use chalk or tape to make a game on your floor or outside your building.

19. Pillow Fight – No explanation needed.

20. Sock Skating – If you have hard floors, put on socks and skate around. Do spins or hockey stops, or who can slide the farthest.

21. Bubble Bashing – Blow bubbles and let your child try to smash them.

22. Wrestling – Put down a mat, or play on a rug or bed. See if your kids can wrestle you to the ground.

23. Pushover Mom and Pop – Plant your feet and see if the kids can budge you. To make it easier for little kids, you can stand on one foot.

24. Popcorn Pushups – Put a small bowl of popcorn on the floor. Lower yourself down and stick out your tongue to get a piece of popcorn

with each thrust.

1/4 cup nonfat plain Greek yogurt 1 tablespoon dijon mustard-2 tablespoons chopped fresh dill 2 tablespoons extra-virgin olive oil 3 cups frozen cubed hash browns Kosher salt and freshly ground pepper 1 red onion, thinly sliced 2 bell peppers (red / green), chopped 3/4 pound skinless salmon fillet, cut into 1/2-inch pieces 8 cups baby arugula

March is National Nutrition & Dietetics (Dietitian) Month


National Nutrition Month® is a nutrition education and information campaign created annually in March by the Academy of Nutrition and Dietetics. The campaign focuses attention on the importance of making informed food choices and developing sound eating and physical activity habits. Below are easy steps to keep your taste buds excited while making sure your body is getting the nutrients it needs. At the grocery store: When shopping, make it a point to try one new fruit, vegetable or whole grain every week. You can start small by picking a different type of apple, a different color potato or a new flavor of whole-grain rice until you are comfortable picking entirely new things that you’ve never tried or heard of before. Eating at restaurants: The next time you and your family head out to eat, choose a restaurant that features ethnic foods from Asia, Europe or Africa. These restaurants often feature menus filled with healthy options that will be new to you. Cooking at home: Add variety to your staple dishes by varying the ways you cook them. Grill or broil the chicken you typically bake. Mash the potatoes you typically roast. Steam the vegetables you typically sauté. And get to know your spice cabinet

Remember, you have about 10,000 taste buds. So don't be afraid to experiment with new flavors and foods. Enjoying the healthy foods we eat and the physical activities we engage in is key to developing a healthy lifestyle we can maintain for years to come. Nutrient-rich foods and beverages provide vitamins, minerals, protein, carbohydrates and other essential nutrients that offer health benefits with relatively few calories. When your daily eating plans include foods like vegetables, fruits, whole grains, lean meats, poultry, fish, eggs, fat-free or low-fat dairy, beans, nuts and seeds in the appropriate amounts, you are able to get many of the nutrients your body needs, all with relatively low amounts of calories. Make oatmeal creamier by using fat-free milk instead of water. Mix in some raisins, dried cranberries, cherries or blueberries, too. Make sandwiches on whole-grain bread, such as whole wheat or whole rye. Add slices of avocado, tomato or cucumber to lean roast beef, ham, turkey or chicken. When eating out, look for nutrient-rich choices, such as entrée salads with grilled seafood and low-calorie dressing, baked potatoes topped with salsa, grilled vegetables and reduced-fat cheese and yogurt parfaits made with strawberries and blueberries. Drink nutrient-rich, low-sugar beverages such as low-fat or fat-free milk or 100-percent fruit juice. Top foods with chopped nuts or reduced-fat sharp cheddar to get crunch, flavor and nutrients from the first bite. Spend a few minutes to cut and bag vegetables so they are in easy reach of every family member: some ready-to-eat favorites include red, green or yellow peppers, broccoli or cauliflower flowerets, carrots, celery sticks, cucumbers, snap peas or radishes. Serve meals that pack multiple nutrient-rich foods into one dish, such as hearty, broth-based soups that are full of colorful vegetables, beans and lean meat. Make chili with a dollop of low-fat yogurt. Serve these with whole-grain breads or rolls. For dessert, enjoy a tropical treat by blending mango, plain low-fat milk, ice and a splash of pineapple juice, or stir chocolate syrup into a cup of coffee-flavored yogurt, freeze and enjoy. You should enjoy the foods you eat. In choosing nutrient-rich foods, you'll find they are familiar, easy to find and represent the five MyPlate food groups. Limit added sugars and reduce the major sources of solid fats. Drink few regular sodas, fruit drinks and sports drinks, and cut back on cakes, cookies, ice cream, cheese and fatty meats like sausages, hot dogs and bacon. You don’t have to give up these foods entirely, but find ways to enjoy small amounts occasionally. Research shows that family meals promote healthier eating – more fruits, vegetables and fiber; less fried food; and often fewer calories. Mealtimes offer time to talk, listen and build family relationships. And it’s a chance for parents to be good role models for healthful eating. Plan tasty menus together. Let every member of the family choose a favorite item and build simple, delicious meals around them. Even small children can pick a main dish like tacos or pasta, a vegetable like a green salad or cooked carrots and sliced apples or fruit salad for dessert. Set the right mood. Your table setting can improve the mealtime mood with very little expense: a candle, colored napkins and wipe-clean plastic tablemats for children. Talk! The conversations families have while eating together have a huge impact, as you share experiences and ideas, and pass along family values. Pick topics that are positive and allow everyone to talk. Even toddlers like to discuss topics like ‘What is your favorite color?’ or ‘What made you laugh today?’ Turn off the TV, phones and anything else that makes noise. They create distractions that can throw off any family’s mealtime routine. Declare mealtime a TV- and phone-free zone, except for emergencies, of course. Instead, put on some background music, played at low volume, to add a relaxing atmosphere.

What is Autism? What is Autism Spectrum Disorder? Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art. Autism appears to have its roots in very early brain development. However, the most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age. Autism Speaks continues to fund research on effective methods for earlier diagnosis, as early intervention with proven behavioral therapies can improve outcomes. Increasing autism awareness is a key aspect of this work and one in which our families and volunteers play an invaluable role.

How Common is Autism? Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 88 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years. Careful research shows that this increase is only partly explained by improved diagnosis and awareness. Studies also show that autism is four to five times more common among boys than girls. An estimated 1 out of 54 boys and 1 in 252 girls are diagnosed with autism in the United States. ASD affects over 2 million individuals in the U.S. and tens of millions worldwide. Moreover, government autism statistics suggest that prevalence rates have increased 10 to 17 percent annually in recent years. There is no established explanation for this continuing increase, although improved diagnosis and environmental influences are two reasons often considered.

What Causes Autism? Not long ago, the answer to this question would have been “we have no idea.” Research is now delivering the answers. First and foremost, we now know that there is no one cause of autism just as there is no one type of autism. Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated with autism. A small number of these are sufficient to cause autism by themselves. Most cases of autism, however, appear to be caused by a combination of autism risk genes and environmental factors influencing early brain development. In the presence of a genetic predisposition to autism, a number of nongenetic, or “environmental,” stresses appear to further increase a child’s risk. The clearest evidence of these autism risk factors involves


Autism Awareness Page 1

events before and during birth. They include advanced parental age at time of conception (both mom and dad), maternal illness during pregnancy and certain difficulties during birth, particularly those involving periods of oxygen deprivation to the baby’s brain. It is important to keep in mind that these factors, by themselves, do not cause autism. Rather, in combination with genetic risk factors, they appear to modestly increase risk. A growing body of research suggests that a woman can reduce her risk of having a child with autism by taking prenatal vitamins containing folic acid and/or eating a diet rich in folic acid (at least 600 mcg a day) during the months before and after conception. Increasingly, researchers are looking at the role of the immune system in autism. Autism Speaks is working to increase awareness and investigation of these and other issues, where further research has the potential to improve the lives of those who struggle with autism.

What does it mean to be "On the Spectrum"? Each individual with autism is unique. Many of those on the autism spectrum have exceptional abilities in visual skills, music and academic skills. About 40 percent have average to above average intellectual abilities. Indeed, many persons on the spectrum take deserved pride in their distinctive abilities and “atypical” ways of viewing the world. Others with autism have significant disability and are unable to live independently. About 25 percent of individuals with ASD are nonverbal but can learn to communicate using other means. Autism Speaks’ mission is to improve the lives of all those on the autism spectrum. For some, this means the development and delivery of more effective treatments that can address significant challenges in communication and physical health. For others, it means increasing acceptance, respect and support.

How is Autism Diagnosed? Presently, we don’t have a medical test that can diagnose autism. Instead, specially trained physicians and psychologists administer autism-specific behavioral evaluations. Often parents are the first to notice that their child is showing unusual behaviors such as failing to make eye contact, not responding to his or her name or playing with toys in unusual, repetitive ways. The Modified Checklist of Autism in Toddlers (M-CHAT) is a list of informative questions about your child. The answers can indicate whether he or she should be further evaluated by a specialist such as a developmental pediatrician, neurologist, psychiatrist or psychologist. We encourage parents to trust their instincts and find a doctor who will listen and refer their child to appropriate specialists for diagnosis. Unfortunately, doctors unfamiliar with diagnosing autism sometimes dismiss parent concerns, delaying diagnosis and the opportunity for early intervention therapies. Autism Speaks and other autism organizations are working hard to raise awareness of early signs among physicians as well as parents. From birth to at least 36 months of age, every child should be screened for developmental milestones during routine well visits. When such a screening—or a parent—raises concerns about a child's development, the doctor should refer the child to a specialist in developmental evaluation and early intervention. These evaluations should include hearing and lead exposure tests as well as an autism-specific screening tool such as the M-CHAT. Among these screening tools are several geared to older children and/or specific autism spectrum disorders. A typical diagnostic evaluation involves a multi-disciplinary team of doctors including a pediatrician, psychologist, speech and language pathologist and occupational therapist. Genetic testing may likewise be recommended, as well as screening for related medical issues such as sleep difficulties. This type of comprehensive helps parents understand as much as possible about their child's strengths and needs.

Page 10 of 15


Sometimes an autism spectrum disorder is diagnosed later in life, often in relation to learning, social or emotional difficulties. As with young children, diagnosis of adolescents and adults involves personal observation and interview by a trained specialist. Often, a diagnosis brings relief to those who have long struggled with difficulties in relating socially while not understanding the source of their difficulties. A diagnosis can also open access to therapies and assistive technologies that can improve function in areas of difficulty and, so, improve overall quality of life.

What Are the Symptoms of Autism? Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life.

By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways. Research suggests that children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering. Many persons with autism have similar difficulty seeing things from another person's perspective. Most five year olds understand that other people have different thoughts, feelings and goals than they have. A person with autism may lack such understanding. This, in turn, can interfere with the ability to predict or understand another person’s actions. It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control”

As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity. While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to begin intervention as soon as possible, the benefits of therapy can continue throughout life. Social Challenges Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in

the give-and-take of everyday human interactions.


Page 11 of 15

may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting. Communication Difficulties By age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.” By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language

and all can learn to communicate. Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speech-generating devices. When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they

repeat what they hear verbatim (echolalia). Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers. Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great. Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. Repetitive Behaviors Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and


Page 12 of 15

twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes. The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics. Learn the Signs Autism Speaks' multi-year Ad Council public service advertising campaign stresses the importance of recognizing the early signs of autism and seeking early intervention services. Recent research confirms that appropriate screening can determine whether a child is at risk for autism as young as one year. While every child develops differently, we also know that early treatment improves outcomes, often dramatically. Studies show, for example, that early intensive behavioral intervention improves learning, communication and social skills in young children with autism spectrum disorders (ASD). One of the most important things you can do as a parent or caregiver is to learn the early signs of autism and become familiar with the typical developmental milestones that your child should be reaching. The following "red flags" may indicate your child is at risk for an autism spectrum disorder. If your child exhibits any of the following, please don’t delay in asking your pediatrician or family doctor for an evaluation: No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles or other facial expressions by nine months No babbling by 12 months No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months No words by 16 months No meaningful, two-word phrases (not including imitating or repeating) by 24 months Any loss of speech, babbling or social skills at any age If you have any concerns about your child's development, don't wait. Speak to your doctor now about screening your child for autism.


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The school earns The school earns The school earns The school earns 10 cents10 cents10 cents10 cents for each Box Top!for each Box Top!for each Box Top!for each Box Top!

Last year, Cambridge Elementary earned over $1000 thanks to you!!!

Please CLIP and SAVE Box Tops, Best Choice and Campbells labels and send them to school with your child. Use the Turkey sheet below to save the Box Top labels. Save Best Choice and Campbell Soup Labels too!

The more we earn, the more we can do!

Page 12 of 6Cambridge Connection

Page 14 of 15Cambridge Connection Box Top Drive

Page 11 of 11Health & Wellness

We would like to extend a BIG THANK YOU to our PTA business supporters!

Like us at: http://www.facebook.com/pages/Cambridge-Elementary-

PTA/131293620241357

Page 15 of 15Cambridge Connection PTA Business Members

Documents

Cambridge Elementary Newsletter Mar-April 2014