As February comes to a close, we're excited to reflect on a month filled with learning, growth, and community spirit. From celebrating Black History Month with inspiring projects and activities to sharing kindness during Valentine’s Day, our students have shown incredible creativity and compassion.

With spring just around the corner, we’re looking ahead to new opportunities for exploration and discovery.

Thank you for your continued support in making our school a vibrant place to learn and grow!

Dear GMES Families,

Passed by the Washington state legislature in 2018, Erin’s Law (HB 1539) addresses child sexual abuse prevention education in Washington state schools. The law recognizes the importance of child sexual abuse prevention. Our counselor, Michelle Fayette, will be teaching the units in March using the Second Step Child Protection Unit materials, which are approved by the state of Washington and include:

Personal Safety (Grade 3). Students will learn important safety rules, such as safety with guns, sharp tools, fires, and when riding on wheels or in cars. They will also learn ways to help them decide if something is safe or not. 

Touching Safety (Grades 3-5). Students will learn about safe, unsafe, and unwanted touches, and rules about teaching private body parts. They also learn to say no to unsafe or unwanted touches, and to tell an adult if someone breaks rules about touching private body parts. 

Assertiveness (Grades 3-5). These lessons will also give students a chance to practice asking an adult for help, telling an adult about an unsafe situation and being assertive to get out of unsafe situations. 

You can go online to secondstep.org and log in with the activation keys below if you’d like to explore the materials. 

If you have any questions about the Child Protection Unit or the Second Step program, please contact our counselor, Michelle Fayette. 

Activation Keys

3rd Grade: CPU3 FAMI LYG3

4th Grade: CPU4 FAMI LYG4

5th Grade: CPU4 FAMI LYG5

Sincerely, 

Dan Aragon

The academic calendar contains important dates to know regarding the academic schedule. Also note that we have incorporated non-student day such as teacher preparation days, teacher trainings days and professional development days.

https://www.rochester.wednet.edu/o/rsd/page/academic-student-calendar

Everyone has a story about a meltdown that they witnessed or participated in. We usually walk by thinking, “I am so glad that is not my kid right now.” I am here to tell you that meltdowns happen to all kinds of kids in all kinds of circumstances.                                     

Interestingly, a meltdown is the brain's way of trying to regulate itself. The trouble is the child’s brain can’t regulate itself.  “I NEED HELP- THIS IS TOO MUCH”   The child’s brain is in flight/fight/ freeze which means they sense danger and are in survival mode                            

The three R’s will help as you go forward in dealing with meltdowns.

First is Regulate, Until a child is calm there is nothing you can say that will help. Practice using deep breaths, counting to 10, any thing you do to calm down might help,distracting or diverting attention to help the child get back to a calmer state. Quietly sitting with a child and modeling deep breathing may go against your intuition to quickly react but it is the most effective practice.

Next is Relate, This is where the calm, reasonable voice of “I know you are upset”, “I can see you are really mad, I know what it feels like to be mad.” “How about I just sit here with you until you feel calm” This is not the time for questions or accusations, punishment or consequences. They need a calm presence at this point. Speaking quietly with a few simple words is the goal at this stage. This is not a time to be impatient,get angry, make sweeping statements.This is where you display the trust your child needs. “I am here with you and for you no matter what-”

Lastly is Reason, this is where you can explain the facts of the situation. “ I can’t let you do that because you could lose your balance and hit your head and get really hurt.” This is the place that we want to start with our kids but they need the first two parts before they can hear you. This is also the place where you can talk more because the child can actually listen.  Being logical and sequential helps your child's brain track what is happening. In the long run taking a few extra minutes to do this process will help everyone keep emotionally regulated. Teaching these steps will also encourage your child to do this independently which is the end result we want.

Mrs. Fayette

mfayette@rochester.wednet.edu

360-858-1825

Are you looking for exciting sports or extracurricular activities for your child? Engaging in sports or other after-school activities provides children with more than just physical exercise—it boosts confidence, fosters teamwork, and helps them explore new interests. Whether they're interested in team sports like soccer or basketball, arts and music programs, or even STEM clubs, these activities provide valuable learning experiences outside the classroom. Not only do they promote social skills and resilience, but they also give kids a chance to develop lifelong passions. Start exploring options today at http://www.rochesteryouthsportsandrec.com/

Grand Mound Boosters is hosting the 3rd Annual Read-A-Thon with main sponsor Weyerhaeuser Giving Fund at GMES! Kick off is on Monday, March 2nd, 2026! Join us at the Friday assembly on March 20th, 2026 as we wrap it up with lots of prize drawings and fun!

More info on the Booster website now http://www.gmesboosters.com/ & coming your way soon!

Important Reminders:

• The gate to student drop off will open at 8:30

• Parents that will be doing parent drop-off/pick-up that have children at both RPS and GMES will drop-off/pick-up their RPS student first, then continue onto the GMES pick up area.

• Please be patient in the drop-off/pick-up area, sometimes it goes slow. Zippering in line and being kind makes things go so much quicker. 

   

Rochester School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, the use of a trained guide dog or service animal, or any other basis prohibited by law. We also provide equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Coordinator: Jennifer Bethman (360) 273-9242, jbethman@rochester.wednet.edu; Title IX Coordinator: Kelsey Lincoln (360) 273-5534, klincoln@rochester.wednet.edu; 504/ADA Coordinator: Laura Staley (360) 273-5536, lstaley@rochester.wednet.edu. Gender-Inclusive Schools Coordinator: Jennifer Bethman (360) 273-9242, jbethman@rochester.wednet.edu Address: 10140 Highway 12 SW, Rochester, WA 98579.