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Updated Wed, Jul 18th
Updated Wed, Jul 11th
Updated Wed, Jun 27th
Updated Wed, Jun 20th
Updated Wed, Jul 18th

On behalf of the Village Community, we offer a huge congratulations to GiGi, who received Project Cornerstone’s Trailblazer Award at this year’s 2018 Project Cornerstone Volunteer Celebration in honor of the work she has done to develop this program. Thank you, GiGi, for your tireless efforts in support of our students and community!

By Gigi, Village School Parent and ABC/Project Cornerstone Lead

The Project Cornerstone ABC program has been a great success at Village. So much so that last year teachers began to wonder whether we could expand the program by supplementing alternative, more substantive books for our most avid and capable readers. After consultation with Project Cornerstone, the ABC Book club was born! 

The ABC Book Club is a set of chapter books that parallel the themes presented in the regular ABC picture books. Our 4th and 5th grade students can opt to read the chapter book and participate in a group discussion with other ‘Book Club’ students each month. 

We initially started the program with only four of each book per class, but it quickly became apparent that we would need at least twice as many! Fortunately, we were able to get additional funds from the PTA and we quickly doubled our Book Club participation for the remainder of the year. Even at eight copies of each book, not everybody who wants to participate can always be accomodated. However, oftentimes we’ve been lucky to find a spare copy of a book at the local library or in one of our Village teachers’ personal collections. 

This year, we have had nearly 24 students participate in Book Club each month! The themes and topics within each book, although reflective of the ‘regular’ ABC picture books, are much deeper and geared towards older kids. So the discussions – facilitated by three amazing parents (one in each class) – have been wonderful, deep and touching!

Feedback from both students and staff has been overwhelmingly positive, so Book Club will continue into next year and, hopefully, well beyond. Thank you to all of the parents and staff who have supported this program and to the students who have challenged themselves to read not only longer and tougher books, but to read more deeply and thoughtfully than ever before. It is truly you who have made this program a success!

What is the ABC Book Club?

The ABC Book Club is a set of chapter books that match the theme of each month’s corresponding ABC picture book. Each 4/5 class has an ABC parent that will, every month, read the traditional ABC book in the class, do activities and have a discussion, much like the rest of the classrooms at school. In addition, each 4/5 class has an ABC Book Club parent that will, every month, have a Book Club discussion using a complementary ABC Book Club chapter book and a subset of the students.

The original intent was for the Book Club discussion to occur at the same time as the ABC lesson so as not to take up additional classroom time. However, some teachers have chosen to have the Book Club and ABC lesson happen at different times so that students can participate in both. This scheduling is entirely at the discretion of the teacher.

Here is this year’s set of ABC Books that were read in the classroom every month and their corresponding ABC Chapter Book:


What do you mean by complementary?

Each ABC book and lesson plan has key goals that are intended to be the focus of that month’s discussion and asset building. One of the key factors in choosing an ABC Chapter Book was how well it conveyed the same messages as the ABC book. For example, September’s ABC book was Friends to the End and the goals of that lesson plan were:

  1. Respect
  2. Ways to be kind to each other
  3. How to make and keep friends

It’s corresponding ABC Book Club book, A Long Pitch Home, also addresses those same themes in its story.

How were the ABC books chosen?

The monthly ABC books that are read in the classroom were chosen by Project Cornerstone. The ABC Book Club books were nominated and chosen by the Village Community! Last year, ABC Book Club books were nominated and chosen for this year’s book club and, this spring, we are going through the same process again to select next year’s Book Club books.

Project Cornerstone has provided their ABC scoring rubric for us to use in ranking the ABC Book Club books that were nominated by the Village Community. If we end up with more than one option for a particular month’s book, then the 3rd/4th/5th graders will get to vote on which books they are most interested in reading. 

This year, the Village Community has nominated 28 books for consideration for next year’s Book Club. Using Project Cornerstone’s scoring rubric, these books were consolidated to a top 14 and then the 3rd/4th/5th graders were given a brief overview of each book and the opportunity to vote for their favorites. 

The 2018-19 ABC Book Club books will be:


We are in the process of purchasing eight copies of each book so we will be able to provide eight students with a copy for any Book Club month next year. 

Who can be part of the Book Club and how are students chosen?

Anyone in the 4th and 5th grade classes can choose to be part of the ABC Book Club but they may not be able to read all the books (unless they are able to find their own copy of the book). At the beginning of the year, students can opt to be part of the book club and are then asked to rank all the Book Club books in order of preference. Then the participating students are assigned to the Book Club books as close to their order of preference as possible. 

So a student may indicate they would like to participate in eight book clubs but we may only have enough books to allow each student three turns in the book club. That student would probably get three books in their top five and then would need to find their own copy of the book for the remaining months. 

Will ABC Book Club books be nominated and chosen every year?

The Project Cornerstone ABC program repeats every three years so the ABC Book Club will also repeat every three years. This means we will have one more major nomination year where a whole set of ABC Book Club books will be nominated and selected. After next year, we will have three sets of ABC books and three sets of ABC Book Club books and I would anticipate some books may be replaced here and there but the rest of the set will remain intact.

Where would you like to see the Book Club go next?

After the basic years have been established, I would love to see the Book Club expand to offer choices for all types of readers. This year, we had one graphic novel as part of the Book Club and this was very appealing to some readers so I’d love to see one graphic novel offered each year in the Book Club. I’d also love to see if we could offer audio or eBook versions of the Book Club books as well. I believe encouraging reading in whatever format is beneficial to students and, especially since this is a choice, I’d love this to be as open and appealing a choice as possible.

Diversity and social issues may evolve over the years so I would expect to see the Book Club evolve with those changes and include books that are meaningful and relevant to the students reading them.

Finally, I hope, as with the traditional ABC readings and other activities at Village, parents bring their own talents and passions to the Book Club. One month, I brought a Pakistani dessert to a Book Club meeting because it had been discussed in the book. This year, we also had an informal outing to see the movie Wonder and we had an after school viewing of the Hidden Figures movie because we had read both books in the Book Club. Those are examples of how I brought my own interests to the Book Club but I hope others will continue to bring their unique ideas as well.

Updated Wed, Jul 11th

Photography Fun is a brand-new lower grade center this year. Learn more about it in this Q&A with two of the parents who teach this Center each week.


Tell us about Photography Fun. How was the curriculum developed? What are the goals of the Center, and what are you hoping students gain from the Center?
We wrote this curriculum and then realized how important it was for the kids to have something to take home and show their work. We came up with the idea for the photo book and made a sample and the rest is history!
The goals are to help kids gain a stronger understanding of photography — how to take a photo and focus on a different subject each week.

We are hoping to set off a new spark for kids and taking photos. We are showing them little tips regarding focusing, perspective, and framing, and we really try to use language commonly used in photography to challenge the kids to see life through a camera lens.


What are some of the projects/types of photos students in the Center complete?
Week One: Portraits or selfies!
Week Two: Nature
Week Three: Abstract or Urban – mainly abstract for my (Staeci’s) week. It’s a difficult concept to convey, but we come out with some excellent photos!
Week Four: Compile all photos in a personal photo album!


What do you like best about leading the Center? Are there any highlights of the Center you are especially excited about?
I love it when I get to witness a student embrace the process of taking photos — trying different things, thinking outside of the box (which is especially fun with abstract). I also love sitting with them and reviewing their photos while challenging them to find a different angle, different lighting, or even different framing. I want to also say that I have a great Center Assistant and teammates! Teamwork makes the dream work! 


Is there anything else you’d like to add?
I especially love getting positive feedback from parents. I have been told that a student used the language we taught them on field trip to an art museum!
My favorite day of the center has been the last day of the rotation, when the kids get to see their photos printed out and make their books. There is something about seeing a photo you took printed out — it gives it life to the process and the kids swell with pride over their product. Every photo book has been unique and creative. This center has truly been a pleasure!


Selection of photos from the Center. All student photos are taken on iPads.

Updated Wed, Jul 4th

The same female peregrine falcon has been laying eggs in a man-made nest box on the roof of City Hall since 2007. She has had a total of 42 babies over those years.

The 4th and 5th grade Talented Toucans class have been watching the babies hatch and grow, and have now entered and won a competition as a class to name one of the babies. The Toucans decided to submit the name Aquila, and Aquila was selected for one of the babies!

On May 20th, some of the Talented Toucans, along with Teacher Michele and beloved, retired Village teacher and bird watcher extraordinaire Sherry, gathered to watch the babies take some of their first flights.


(Written by two of our Talented Toucans)

Aquila is the eagle constellation. In Greek Mythology Aquila represents the Roman god Jupiter. Aquila is a good name for a peregrine falcon because they have made a comeback and that makes them stars in the bird world.

It is a good name because constellations last for a long time and we hope that  peregrines will last long too. Aquila is the 22nd biggest star in the sky and it relates to the peregrines because they have made one of the biggest comebacks in all of life. They were almost extinct because of the chemical DDT that made their egg shells soft. When the parents sat on the eggs they would break. Therefore, Aquila would be a great name for a Peregrine Falcon. We hope that this name gets chosen for a peregrine.



Updated Wed, Jun 27th

By Aline Cardia, 1st Grade Village School Teacher

“The most challenging moments in our lives can become opportunities to deepen our self understanding and our connections with others” ( Siegel 36). 

I could tell right away that my son,  a 5’ 10’’ freshman at the time, was in a dark mood. He sulked in the passenger seat next to me, and sighed. I immediately asked him, almost as a reflex, “What is wrong?” “Nothing. I just want to go home,” he replied in a defeated voice. In my head all sorts of scenarios started to play; my son has always been perceived as different and has always struggled with social interactions and friendships. Was he being bullied at school? Was he being cyber bullied? I tried again, “You know you can tell me anything, right? I am here for you.” Silence. His face showed signs of distress. I know this kid so well, I could tell he was in pain. After a few more stop lights and intersections, I tried again. “MOM, can you just leave me alone!?! I am fine, I just told you so!!” Well, you may know the rest of the story because, as moms, we can’t just shut-up. So, I insisted until he exploded in a fury of colorful words directed against me. My heart skipped a beat at first and then sped to my throat. I started sweating and I felt not only my anger rising but also my frustration. How did my joyful and upbeat kid become so aggressive, especially towards me?  

What happens next is always the most important. After your child falls, it is your reaction that sets the tone and duration of the cries. Focusing on solutions is the tool card I take when the situation seems dire. It is hard to resist the easy path of blaming. Equally difficult is to redirect that inner voice to focus on improvements, not perfection. Positive discipline offers four problem-solving steps. 

First, Cool Off: One must try to walk away or take a cooling-off period before attempting to talk it over. So, I took a deep breath and looked straight forward into the endless 101 bumper-to-bumper southbound traffic. I murmured something like, “There is no need to yell,” held back tears, but did not say anything else for the next 40 minutes of our commute back home.   

Second, Have an Open Discussion: The next step is perhaps the most difficult in any situation — at home, school, work or among friends. To conduct an honest conversation means to be vulnerable, and it takes courage. We must be open to and aware of this challenge, especially when attempting to facilitate it with children or teenagers. It takes courage to express our feelings in first person (it is much easier to say, “You make me sad!” than “I feel sad when…). However, this is where the power of this approach resides. My son and I had an honest talk when we got home. I validated his feelings by saying that he had the right to keep his feelings to himself and to choose not to talk to me if he did not feel like it. I said I was sorry for insisting. Then I stated how I felt when he refused to share his feelings, and how I felt when he then lashed out at me for trying to help him. To my surprise, he broke into tears, apologized and finally told me what was wrong. He was feeling extremely stressed with his school workload, and he “knew” he had to do it all himself, and no one could do anything to help. 

Third, Brainstorm Solutions: After I thanked him for acknowledging his mistake, I shared with him a couple of my embarrassing personal mishaps as a teenager “doing” school, and how I figured out a system that worked for me. He laughed at my awkwardness. I knew then we had bridged a gap. We sat down together and I helped him prioritize assignments using the rubrics so he could get the best grade possible given his time and energy restraints. Although I was not going to do his assignments for him, I was able to teach him how to prioritize. Most importantly, I modeled how to be vulnerable, and how to express frustrations without blame.

As social animals, we have been wired to mimic one another. “Based on sensory inputs, we can mirror not only the behavior intentions of others, but also their emotional states. In other words, this is the way we not only imitate others’ behaviors, but actually come to resonate with their feelings —  the internal mental flow of their minds” (Siegel 61). Our brain relies on mirror neurons to make sense of others’ experiences and have empathy. When we activate them to look for solutions, not punishment or blame, we support the healthy development of empathy in children, teens and adults alike. To be vulnerable means to state what you are feeling in first person and to listen to how the other party feels about you without immediately responding (often defensively). It takes courage to agree that you are willing to act differently from now on, taking responsibility, not blame. It is not easy; it requires some training of your mind not to react and trust in the process. And it doesn’t work smoothly all the time, but we need to keep in mind that we are role models, and our actions and behavior “speak” louder than any well-intended lecture. We must show up and talk over problems because it is the most effective and respectful way to act. 

At this busy time of so much needed collaboration and cooperation, I challenge you to capitalize on these mirror neurons by teaching our children by example. Anytime you feel that those around you have not quite fulfilled your expectation, there is your opportunity to model a “focus on solutions” approach, by having a face-to-face, honest conversation. A face-to-face conversation is what defines and structures a community, “is an occasion to practice empathic skills. If you are the penitent, you are called upon to put yourself in someone else’s shoes. And if you are the person receiving the apology, you, too, are asked to see things from the other side so that you can move toward empathy … on face-to-face conversations, you get to see that you have hurt the other person. The other person gets to see that you are upset. It is this realization that triggers the beginning of forgiveness,” and the beginning of long lasting solutions.  (Turkle 32) 

Fourth, Evaluate: The last step in this process is to ask for help if you can’t solve it amongst yourselves. So, remember, it takes a Village. With that in mind, keep reaching out and  talking it over, not only with the children, but also with your fellow friends, focusing on solutions so we can together build a vibrant and mindful community.

Work Cited

Siegel, Daniel J. Mindsight: The New Science of Personal Transformation.Bantam Books Trade Paperbacks, 2011.

Turkle, Sherry. Reclaiming Conversation: The Power of Talk in a Digital Age. Penguin Press, 2015.

For more about the “Focus on Solutions” tool card, visit the Positive Discipline web blog. For more Positive Discipline Parenting tool cards, visit the Positive Discipline website.

Updated Wed, Jun 20th
By Susan, Village School Parent and Parent Education Lead

I just recently finished facilitating a Positive Discipline at Home class, and the concept of Family Meetings came up often and seemed to really resonate with the class. They are one of the most effective strategies we’ve used for problem solving in my household. So, as a refresher for those who have taken the class and a preview for those who haven’t, I wanted to write about the whys and hows of family meetings.

Why have family meetings? There are many reasons, but for us they are a way for us to check in and work together to solve issues that arise. They are similar to the class meetings at Village, so it’s a familiar concept to our kids. Everyone gets their say, as opposed to solving problems via decree from us, the parents. It’s also a time we set aside for family bonding, which is so easily neglected when we’re all so busy.

How does a family meeting work? There isn’t just one method, but what is suggested in the Positive Discipline books and curriculum is that you begin with compliments, from each member of the family to each member of the family. This requires everyone, particularly siblings who don’t get along easily, to come up with something they can appreciate about each other, and it creates a positive atmosphere. Another idea is to alternate compliments one week with stating something each person is grateful for the next week.

Next, move on to solving problems that have arisen during the week. Keeping a running list on paper or a dry erase board is a good way for everyone to add his or her concerns to the agenda. Define the problem and brainstorm solutions. Every suggestion gets considered and written down, regardless of how impractical it might seem. Then go through all the suggested solutions and cross out any that anyone can’t live with. Discuss the remaining solutions and choose one (or more) by consensus. If consensus can’t be reached, try again at the next meeting after everyone’s had a chance to think about it.

Follow problem solving with going over the calendar for the week and planning a fun outing to do as a family. We do family meetings as part of Family Night, so we follow them with a game, show or movie we all watch together. Keep in mind that the meeting should be short, maybe 15-30 minutes.

Sometimes it’s tempting for my husband and me to just come up with solutions on our own and inform the kids. However, my experience has shown how much more willing our children are to comply if they’ve helped solve the problem. Sometimes they come up with really great ideas I never would have thought of. If the solutions we come up with don’t work, then we can try again, and we get a wonderful reminder that mistakes are opportunities for learning.

I see family meetings and family nights as an investment in the present and the future. It can be hard to make the time when there is so much going on. We are working to create a tradition of regular family time now that we plan to carry on when our kids are teenagers with their own competing priorities.

There is much more to say about family meetings. If you are interested in learning more, please see Chapter 9 in Positive Discipline by Jane Nelsen, which is devoted to family meetings.

Updated Wed, Jun 13th

From David Wilce, Village School Principal

In our fall edition of the Village Voice I wrote about Universal Design for Learning (UDL). This educational framework is based on research in the science of learning and guides the development of flexible learning environments and opportunities that accommodate individual learning differences. 

While UDL does ask that we consider the physical space, the classroom configuration, it also requires that teachers provide a choice of tools, materials and resources. Then they must work with students to help them reflect on how the use of these resources impacts their learning. 

Another key feature of UDL is the integration of digital resources and materials. Digital resources offer greater flexibility than traditional print media, which in turn provides greater access for a variety of learners. Learners are provided with frequent, formative feedback and encouraged to share their learning process at stages. Celebrating that the process of learning is valuable, not simply the outcome, builds stamina and encourages persistence while stressing that learning is a continuous process. UDL actively involves the student in their learning by ensuring that the learning goal is clear and accessible. Learners are taught to frequently reference the goal and work purposefully toward it. 

I am excited to tell you that this summer most of our teachers will be attending a course presented by the CAST Institute on implementing UDL. Learn more about UDL.


Time Well Spent

On a separate note, it is time to say goodbye to our soon-to-be-sixth-graders, who have risen through the ranks of Village far too fast.

Whenever I meet new Kindergarten parents, I often talk about how quickly time passes and remind them how fortunate they are to have the opportunity to spend time with their child at Village School, time that they can never get back.

It really is ‘in just in the blink of an eye’ that children grow and leave. In my mind, it was just last month that my wife and I took our son, Cooper, to his first day of Kindergarten. It was only last week that we moved him into the dorms at Chico State. It was just yesterday, ‘in the blink of an eye,’ that he graduated.

The same rings true of our fifth grade students. Only six short years ago, they were in Kindergarten. Only three years from now they will be preparing to enter high school. How quickly these years have passed, and how fast those to come will fly!

Departing parents, you chose to be part of the Village School community. And, in doing so, you created time to spend with your children inside and outside of the classroom, not simply content to see them before and after school. You were purposeful in ensuring that ‘the time you can’t get back’ was time well spent and, in the process, you nurtured both your own children and those around them. In turn, these children and their families have shaped, formed and influenced you and your child. Everyone learned and grew together. You made an investment into your children’s future, while also banking memories of shared experiences that are unique to a parent participation school.

By spending your time invested in your children’s ‘everyday,’ you were able to slow time down, stretch it out. The memories of your shared experiences will last a lifetime. As we move into the summer months, I encourage you to cherish time with family and friends. Remember to celebrate, not to dwell on the details. Relish the big experiences that create lasting memories. You can’t get the time back, so make the most of it. Everyday.

Updated Thu, May 24th

Under the twinkling lights party goers wandered the enchanted forest, feasting on magical bites, drinking potions, and casting spells in hopes of winning prizes.

From Snow White, to forest elves, to horned deer people, the Village party goers arrived in fine fantastical form. There were class snack services, margarita and tea party invites, and a year’s supply of Ike’s sandwiches to be won. A marvelous time was had by all Villagers at the Enchanted Forest.

And in the end, at final tally, we raised over $20,000 to support our children’s education. Thank you to the Auction Team for their tireless efforts to make this a memorable evening, and to all of our wonderful community for your support.

Updated Thu, May 10th

Our Village community is wonderfully diverse! Our families hail from all around the world, practice a variety of religions, and speak many different languages. We’ve compiled a fascinating glimpse into the lingual diversity of our student body. Prepare to be amazed!

Data does not reflect all of the languages spoken by students at Village. It was compiled by survey of raised hands in each classroom and teacher/parent input. Results may not be 100% accurate.


Updated Thu, May 3rd

By Amilia, Village School Parent

Our second graders are officially engineering geniuses — at least, that’s the conclusion perpetuated by my proud-mom-bias. Last month, in a culmination of their one-month STEAM study on structures, the Surfin’ Second Graders and Wise Watermelons presented their popsicle stick bridges for strength testing in front of the entire school and throngs of excited parents.

For those of you new to Village, our second grade curriculum consists of a unit on Structures. Although science and engineering is the focus, the unit incorporates geography, art, reading, writing, public speaking, teamwork and social emotional learning. It really is a classic example of cross-disciplinary, project-based learning.

Students begin with a study of bridges. They learn about the different types of bridges, how to identify them, their design and structural integrity and the pros and cons of each. They visit the Tech Museum to learn about roller coaster design. Their focus then moves to structures around the world. Students bring in examples of structures that are meaningful to them, their families or their cultural heritage. In class, they arrange these structures on the wall by continent to get a view of aesthetics and design from around the world. They each pick a structure to research in depth, creating both a written report (showcased to parents during a publishing party) and a slideshow (presented complete with microphone and movie screen) in front of their classmates. Finally, students study science and engineering, learning about different materials and their properties, and about shapes and which create stronger and more stable structures. They are visited by an architect (also, a former Village parent), who discusses this topic in more depth and — as a prequel to their popsicle stick bridges — the students endeavor several challenges to build towers and other structures out of various classroom items for strength and stability. Finally, just a couple of weeks before the 100th day of school, students are presented with their 100 popsicle sticks to be used to build a bridge of their choice using only glue. The goal? To support 50 pounds of weight for at least 5 seconds!

Although some bridges survived and others didn’t, all of these students triumphed. Their pride and bravery were inspiring. Their joy at each others’ successes, and their empathy for those whose structures fell short of the 50 pound mark, were touching. And their love for their friends, teachers and this wonderful learning community was palpable. I felt so grateful to be a part of the experience.

A huge thanks to Teachers Chris and Elizabeth for their energy and enthusiasm. They were as excited as their students on Bridge Strength Testing Day!

Updated Thu, Apr 19th

By First Grade Teacher Talia

It was a typical morning. The kids were eating breakfast at a snail’s pace. “We have five minutes until we have to leave, and you still have to brush your teeth. Please finish eating!” I said to them as I walked out of the kitchen and down the hall to brush my own teeth. An all too familiar feeling of anxiety was beginning to creep in, and I silently told myself that today would be the day we get out the door without a fight. A few minutes later, Robby came into my bathroom.

“Mom, I have a ques-”

“Have you brushed your teeth yet?” I interrupted.

“No but-” he answered, trying to ask me again.

“Go brush your teeth! We’re going to be late!” I could feel my voice and anxiety rising. We were about to fall into our same routine of me shouting to get the kids to finish their tasks, and all three of us leaving the house a little grumpy.

“But Mom, can I ask you a question first?” He tried again. To be honest, I wanted to say no. I wanted everyone to just focus on the tasks until they got done, and for no one to complain or say another word. But today was going to be the day that we changed that routine, I reminded myself. I took a deep breath.

“Of course you can. What’s your question?” I said.

“If the same water has been on Earth for millions of years, then is it possible that there is a drop of water somewhere that has never been touched by a living thing?” he asked me earnestly.

Wow. Where did that come from? Although the question seemed to come out of nowhere, it didn’t really surprise me. Robby has always asked thought provoking questions, questions that I have no clue how to answer sometimes.

“Hmmm. I’m really not sure. That is such an interesting thing to think about!” I answered. “Maybe we should try to find the answer after school today.”

“Ok. I’m going to brush my teeth now.” he said.

As he walked away, I couldn’t help but wonder how many of his thoughtful questions I’d missed, simply because I was unwilling to take the time to listen. Although I do my best to use Positive Discipline to influence my parenting, I’m human and I’m guilty of sliding back into what seems easy in the moment. Taking a moment to connect with my children before offering a criticism or giving feedback sometimes seems to take too long. It’s quicker to just shout to get what I want. But that’s not what I really want. I want to build a trusting and caring relationship with my children, and that won’t happen without taking the time to remain calm and listen, especially when times get stressful.

Later that day, I saw another example of connection before correction at work. This time it was on the softball field. Aubrina is on a new team this year, with a coach who has a reputation for always having a winning team. He has a loud voice, and he always knows what every girl is doing. Aubrina is on a team with girls who are taller, stronger, and older, so it’s not hard for the coach to find things to coach her on. Watching practice that day I realized a pattern with how the coach communicated with each girl. He would first say something positive, and then afterward he would give his feedback. For example, when Aubrina fielded a ball and then threw it to first base, he said “Aubrina! Nice job getting behind that ball. Next time follow through with your whole body on the throw and you’ll have more power.” The entire interaction was simple, quick, and demonstrated that he sees the positive and not just what needs to be fixed — a way to connect before offering correction.

It’s easy to forget that as adults we don’t get a lot of feedback on our behavior from others, whereas kids get criticism and correction all day, everyday. Connecting with our kids first is one sure way to build a relationship where they feel safe, supported, and loved.
For more about the “Connect before Correct” tool card, visit the Positive Discipline web blog. For more Positive Discipline Parenting tool cards, visit the Positive Discipline website.

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  • In Session8:25–10:40
  • Snack Recess10:40–11:00
  • In Session11:00–12:40
  • Lunch & Recess12:40–1:20
  • In Session1:20–2:30 *

* Wednesdays end at 1:30

  • In Session8:05–10:40
  • Snack Recess10:40–11:00
  • In Session11:00–12:40
  • Lunch & Recess12:40–1:20
  • In Session1:20–2:30 *

* Wednesdays end at 1:30


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