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Updated Wed, May 10th
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Updated Mon, May 8th
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Updated Wed, May 3rd

Restoring the Emotional Connection With Your Child

By Steve S., Parent

I do my absolute best as a parent to try and remain calm and not react in anger or frustration, but there are times when I fail at this. Sometimes in these moments I react in such a way that causes my daughter pain and suffering. Hurting my child is one of the more difficult situations for me to deal with, and I feel much guilt and shame when it happens. As much as we try not to, we are all very likely going to hurt our children at times. But I have learned that what is most important is to restore the emotional connection afterward with sincerity.

Following are a few key concepts that may help in the process of restoration:

Focus on the emotional connection
Restoration is primarily about repairing the relationship back to respect, love, appreciation, etc. Sometimes it is necessary to put the issue or problem (if there was one) aside for a while, and come back to that later. For example, if the issue was that my daughter did not pick up her items and I got angry and yelled at her, my repair would focus on my treatment of her — NOT the issue of her failing to pick up. Even if she made the initial “mistake” or misbehaved in some way, we can deal with that issue after we have restored our emotional connection. Combining the two often ends up diluting the repair.

Readiness/willingness
Ask yourself the question, “Am I emotionally ready and willing to repair?” This requires an honest self-assessment as to your emotional state and willingness to engage in a meaningful way. If you are not at this point of readiness it usually does little good or causes even more harm to attempt, so it’s best to wait until you are ready. Your child must also be emotionally available, so assess their readiness as best you can. If they are still reactive you may have to wait until they are in a calmer emotional state.

Ownership/Responsibility
In your mind and heart accept full ownership of your feelings, actions, and contribution to the situation, and this must be reflected in any words you use. If you use words that are blaming, lecturing or criticizing, it will likely derail or prolong the repair. When words are required, it is best to speak more about yourself and your experience and less about your child. This is not to say that you should blame or criticize yourself either. Self responsibility does not equal self blame. If an apology feels appropriate, which it is not always, be certain it is heartfelt–no hollow apologies! Be careful not to put a “but” in your apology. For example, “I am sorry that I reacted and got an angry tone with you, but I have told you many times not to leave your clothes on the floor.” You have just negated your apology with the “but.” The best way for your child to learn self responsibility is through your modeling.

Although this process of restoring the emotional connection with your child can be very challenging, I recommend continuing to make the effort until you believe it is repaired on both ends—yours and your child’s. Your child may not be able to articulate where they are in this process, but you may be able to gauge it through their demeanor and language.

Updated Mon, May 1st

By Amilia F., Parent

For those of you unfamiliar with the story of Flat Stanley by Jeff Brown, let me fill you in… Stanley is a boy who accidentally gets flattened when a bulletin board falls on him during the night. But what initially appears a disaster quickly becomes the source of great adventure. Stanley can slip under locked doors, fly like a kite, and he even gets folded up and mailed to friends in California.

In 1994, this classic children’s book inspired Dale Hubert, a third grade schoolteacher in Ontario, Canada to create the Flat Stanley Project. He had children create their own Flat Stanley dolls and mail them to friends and family around the world. “In the book,” Hubert explained in 2005 CNN interview, “Stanley gets… put in an envelope and mailed him to his friend in California. And that just seemed like a way of communicating that grade-three students might enjoy.”1 Hubert enlisted teachers from other schools in his endeavor and the project quickly gained enormous popularity. Today the Flat Stanley Project is a “global literacy activity that engages hundreds of thousands of children on a daily basis. The project encompasses more than 6000 schools registered in 88 countries around the globe, and is included in the curriculum of more than 15% of elementary schools in the U.S.”2

The Flat Stanley Project is designed to get kids reading and writing in a real-world setting. Students are immediately engaged and excited because they have a personal connection to their flat doll’s adventures. But this project encompasses so much more than literacy education. Students learn geography, history, and culture. They gain an interest in diversity, learning about people and places around the world in a very direct and personal way.

Just before winter break, our Kindergarten students crafted flat dolls in their own likenesses and mailed them to family and friends around the world. They are now beginning to receive mail from their flat dolls, detailing their many exciting and varied adventures. Below are just a few of their special stories:


Adventures of a Flat Cupcake

Flat Lilah arrived in Minnesota, where she was terribly under-dressed for the cold winter. Luckily her hosts helped to craft a much needed winter hat and coat to help keep her warm. She was then set to visit the sites of St. Paul and Minneapolis, including a trip to the Science Museum, the University of Minnesota and – of course – to school, where students often sled or ice skate on the frozen pond after school! She’s now off to visit cousins in London, England and then to France, ooh-la-la!

After a long and tiring flight, Flat Yui arrived in Yokohama, Japan. Auntie Yuka took her to the Minato Mirai area of town, where the real Yui was born. From there, she went to visit her grandmother, who lives in Nara, Japan. Grandma took her to see the beautiful sights of Nara. They visited the famous Tōdai-Ji Temple, constructed 1300 years ago, which houses the world’s largest bronze statue of the Japanese Buddha, Daibutsu. They also tried to feed the many deer that roam freely in Nara, but had to stop when the deer tried to eat Flat Yui! Yui’s grandma sent her off on her journey, wishing her good-bye and Happy Osho-Gato (New Year).

Flat Naol arrived in Addis Ababa, Ethiopia just in time for the annual Timkat celebrations. He joined his host sister, Yoliana, and her family in a big procession. Everybody was dressed in special clothing! Children wore crowns and the robes of their local church youth groups. Adults also wore ‘shammas’. And the priests wore red and white robes and carried beautifully embroidered fringed umbrellas. There was music too! Priests carried the makamiyu, a long T-shaped prayer stick that is used to keep the rhythm, while people played the sistrum, a percussion instrument with tinkling metal discs, a bit like a vertical tambourine. After Timkat, Flat Naol said farewell to his hosts and set off for his next adventure in Ancona, Italy.

Flat Artella flew a passenger plane to San Diego, where she frolicked on the beach in front of the famous Hotel Del Coronado and even visited California’s first mission, the Mission San Diego de Alcala. Flat Artella’s next adventure took her from the sunny beaches of San Diego to the snowy peaks of Park City, Utah where (after waiting out the snowstorms at a local bowling alley), she went tubing, skiing, made a snowman and even rode a sleigh.

Flat Athena explored sights closer to home in our beautiful city by the Bay, San Francisco.

Flat Cody went on a grand adventure with, well, his grand parents of course! His first stop was Bavaria, Germany where he visited Neuschwanstein Castle, the famous castle of King Ludwig made recognizable worldwide by Walt Disney. From Germany he was off to Africa, where Flat Cody went on an epic safari adventure. Driving through the Serengeti desert, Flat Cody got up close and personal with the wildlife – hippos, lions, elephants, monkeys, wildebeests, impalas, hyena, giraffes, zebras, cheetah, ostriches, buffalo and so much more! And he even met some locals – Masai warriors, who performed a traditional dance for him.

In Atlanta, Georgia, Flat Mackenzie was learning and exploring all there is to know about the home of the Atlanta Braves, sweet Georgia peaches and “Buzz the Yellowjacket.” She visited the World of Coke, the Martin Luther King, Jr. Memorial, President Jimmy Carter’s Library and the Centennial Olympic Park. She ate at Atlanta’s famous Waffle House, took a beautiful walk along the Chattahoochee River, gazed at the Blue Ridge Mountains before heading off on her next adventure.

Flat Madeline took a 22-hour road trip with her aunty and uncle, from their home in the Ozarks (in Arkansas) to Florida. On the way, they passed through Tennessee, Mississippi, Alabama, and Georgia before finally arriving at a small beach town on the east coast of Florida, New Smyrna Beach. After numerous beach adventures, she set off by mail to her next destination – Plano, Texas.

Flat George flew by post all the way to Beijing, China where his hosts took him to see the famed Tiananmen Square and to visit the Forbidden City.


Adventures of a Flat Bird

Flat Lucy spent the Christmas holidays with her family in Mission Viejo. She went to see the Christmas lights downtown and helped Great Grandma Gigi wrap loads of Christmas gifts.

Flat Nolan began his adventures in a small town called Gig Harbor, just outside of Seattle, where his cousins Avery and Sebastian live. In Gig Harbor, he learned all about the Native American tribal chief for whom the city of Seattle was named, and about totem poles – a Native American art form in which stories are carved into large tree trunks for all to see. After travelling by ferry, and exploring Seattle, Flat Nolan accompanied his Nana Sandy to England to celebrate Christmas with family. They drove through Ashdown Forest where Winnie the Pooh lives, saw sheep grazing in the countryside, and did lots of shopping. Aside from a run-in with the house elf, who grabbed him one night and wouldn’t let go (Nana had to rescue him the next morning!) – it was a fun and exciting trip!

Flat Tayla’s adventures took her from San Jose across the pond to the old city of Haarlem in The Netherlands. A couple days after she arrived, an unusual wind system washed 1000’s of starfish from the North Sea onto the beach near where she was staying. What a sight! In true Dutch fashion, Flat Tayla took a bike ride into the town centre to shop. On her return, her host Mirjam made a beautiful, multi-layer Christmas cake decorated with gingerbread cookies made to look like Dutch canal houses. On New Year’s Eve, Flat Tayla stayed up late eating traditional Dutch doughnuts, called ‘oliebollen’ and when the clock struck midnight, their entire household went outside to wish neighbors a Happy New Year and to enjoy the fireworks. Over the course of the next week, Flat Tayla explored the beautiful sights of Haarlem, including the River Spaarne, The Jewish Memorial, and the old Concert Hall. She celebrated Three King’s Day, attending a party with a traditional cake. In the cake, a bean is hidden and whoever gets the bean gets to be King (or Queen) for the day! Mirjam even made Flat Tayla a traditional Dutch costume before she took off on her next adventure – a train ride all the way from Salem, Oregon back home to San Jose.

Flat Trinity visited her family in Maryland, where she met all of their many animals, including Moonpie the horse, Oliver the donkey, and many chickens (the friendliest of whom is named Checkers). From there, she went to Pennsylvania where (among other things) she got to go sledding, sing Christmas carols and visit an Amish market.

Flat Abby began her travels with a visit to Grandma and Grandpa in Colorado. They were out for a walk when a great gust of wind blew Flat Abby up, up into the air. Grandfather had time to snap a quick photo before she sailed away. Grandma and Grandpa feared they would never see Flat Abby again and were very sad until she miraculously appeared in a tree on their way home. Flat Abby was excited and thrilled by this unexpected adventure; and Grandma and Grandpa were glad to have her safely back in their home. For the rest of her stay, Flat Abby enjoyed the Colorado snow and even tried out Grandpa’s skis.

Flat Kai first visited Gilbert, Arizona, where he played video games, explored the local Natural History Museum and listened to his cousins play music on their many instruments. From Arizona, he took a long flight to Bangor, Ireland to spend Christmas with his Gran, Papa and the rest of his dad’s family. While in Bangor, Flat Kai toured the many historical landmarks. Most excitingly, he got to visit a real-life castle – Bangor Castle – built in 1832. From Ireland, Flat Kai made a quick hop across to Leicester, England to visit his other set of grandparents before heading home to San Jose.
 

Oh, The Places We’ll Will Go

Take a look at all of the places, both home and abroad, that our flat dolls are slated to travel.


 


Oh, The Places We’ve Been
    
    
    
    
    
  
     

 
 

References

  1. The Flat Stanley Project, Wikipedia
  2. Flat Stanley, Website
Updated Wed, Apr 26th
  • Three parent meetings have been scheduled for May 8, 9 and 10 to provide information and discussion about recent decisions affecting thw 2017-18 school year. Letters will more details will be sent to middle school families on Thursday, April 27th.
  • Meeting notes, key dates, and other information about the school transformation is available on the Transformation web page.
Updated Wed, May 24th

By Amilia F., Parent

Equality and Equity… Does anybody know the difference?”

I was cleaning up dropped pencils and paper scraps on the back table, but my head popped up at the question. “That’s a pretty big concept for six-year olds,” I thought, intrigued. Teacher Aline was introducing the new Hokki chairs that had been delivered to her classroom earlier in the week. There were only 4 of these special chairs, and 24 eager bodies.

“Equal is when everybody gets the same thing,” she continued, pointing to a poster of three kids watching a baseball game from behind a fence. Each kid was standing on a box to get a better view. “In this photo, even though each child received exactly the same thing – one box – the result is that the shortest kid still can’t see.”

“Now look what happens if we take the same three boxes, but give them to the kids who need them.” In this version, all kids ended up with a clear view of the baseball game. “This is Equity,” Aline explained. “The kids may not have received the same thing, but they all have the same outcome.”

When it was clear that the students were following her logic, she showed them the new chairs. “You will all get a chance to try out these chairs and, when it’s your turn, I want you to think about whether you like the chair or whether you need it.”

“Some of our friends have a harder time sitting safely in regular chairs,” she continued, “so maybe they need these chairs to sit safely and to focus. Other friends like the chairs, but they don’t need them. Since we only have four Hokki, I need your help deciding how to share them equitably so that the end result is that all of our friends can be safe and learn.”

 
I can’t find words to explain how profoundly, even emotionally, these words affected me. I’d never really had it broken down quite so simply, visually, un-disputably. It made me see the classroom, and so many other every-day happenings at school in a whole new light…

Where before I saw an over-abundance of choice, I now saw opportunity for self-reflection and focus in the varied seating options — from the aforementioned Hokis, to bean bags, to swivel chairs, to standard-issue classroom chairs. I watched a single math lesson, reconstructed as an art activity, as word problems, as dice games, and even reinforced in small, teacher-led groups — an attempt to individualize instruction to a wide range of learning styles. I participated in group snack, where all children ate together until their tummies were full, regardless of allergies and of parent-ability to provide food. In this revised context, popsicle sticks with names written on them became ‘equity’ sticks to ensure students were called on at random (not subconscious bias) and Kindergarten Book Browse (which recently went parent-free) became an empowering moment for students to read the “just right” books selected specifically for them, tailored to their individual reading levels.

Equity is not a new concept, but it has become a big buzzword in the educational community over the last several years. “If equality means giving everyone the same resources, equity [has meant] giving each student access to the resources they need to learn and thrive.”1 The philosophy has gained enough traction that, this past year, the Campbell Unified School District hired a full-time Equity Administrator, April Mouton, in addition to the Equity Coach staff position at each district school. (At Village, Teacher Andy fills this position.) But what impact have these positions had in terms of reform and what really is their function?

April describes her job as analyzing statistics on student performance, identifying demographics that are not succeeding and then developing ways to address or compensate for these disparities. This could mean anything from connecting families with community resources and local support organizations to coaching teachers on how to modify their teaching to target a struggling demographic. She makes regular visits to all of the classrooms in our district to observe teachers, identify successful practices and coach teachers.

She speaks directly and honestly about the importance of identifying one’s own individual triggers and biases, and about how self-evaluation and awareness can help a teacher to better serve her students.

She is also passionate about supporting minority populations and is a proponent of ‘culturally responsive teaching,’ a practice that recognizes the importance of including students’ cultural references in all aspects of learning. She advises teachers to be intentional in their lessons to make the curriculum relatable for students.

And, finally, she deeply believes that every child can succeed if they feel that they are valued. She describes Individual Educational Plans (IEPs) not as a sign that a child can’t learn, but as a reminder that every child learns differently. In this revised framework, the question of how to support an underperforming child (or demographic) becomes, “How can we change our teaching to accommodate this child’s (or demographic’s) uniqueness?”

As for our School Equity Coach, Teacher Andys job is to be both an advocate for our students and an on-site resource for our staff. He provides coaching, feedback and support to teachers in their work with our students. He advises and models for them to how to provide ‘differentiated instruction’ — that is, how to tailor their teaching methods, lesson plans or classroom to students’ varied individual needs. His coaching job is to support our teachers in planning and delivering equitable instruction.

Every day — both in obvious and apparent ways, as well as in hundreds of small, barely noticeable, but deliberate ways — the teachers and staff in our Village work diligently to ensure that all of our children succeed. Because, despite our many individual differences, ‘We all belong; we are all significant.’
 
 
References
1. “Equity vs. Equality: 6 Steps Towards Equity” by Shane Safir

Updated Fri, Apr 21st

By Lynne Marie S., Parent

Under the Big Top, Village parents and friends gathered. In the weeks leading up to the notoriously fun event, ticket-holders researched many possible costumes. Some made expert use of the internet and found themselves newly familiar with the darker side of turn-of-the-century, traveling circuses. Costumes included corsets, feathers, top hats, striped tights, mime make-up, and tutus. One guest even treated himself to a ride on an elephant. (Well, sort of). Whether guests were in costume or spiffy cocktail attire, all looked happy to be foot-loose and child-free.

As the guests poured into the doors of the appropriately historic San Jose Women’s Club, they were treated to a circus performer on stilts (happily no accidents were reported!), a magician, and a fortune teller predicting bursts of sunlight and happiness in our lives.

The event had everything it promised — a silent auction, a raffle, and a live auction as well as a bar, hors d’oeuvres, and dancing. Guests walked away as proud “winners” of such items as a 12-person nerf party, a bourbon basket, a train experience, and much, much more.

Not only was fun had and goods acquired, Village PTA funds were raised, in a big way.  According to Ringmaster Shannon S., we increased our profit from 2016 by nearly $800! 

And so it was another successful tour stop for this Village circus.

All credit to Village’s Silent Auction team!

Updated Mon, Apr 24th
Rise Against Hunger Community Service Project


Village school students, parents and staff came together on March 7th to ‘Rise Against Hunger.’ This is the second year that Village School has participated in this wonderful all-school, hands-on volunteer global service project. Students, parents and teachers raised money to pack 16,000 meals, which will be distributed to communities in need in Southeast Asia.

Here are some fun facts:

  • Students and their families raised over $4,600. (The initial goal of raising enough money to pack 10,000 meals was greatly surpassed!)
  • Each meal cost $0.29. (With a $4,600 fundraising total, we were able to purchase enough food for 16,000 meals!)
  • Reading buddies worked side-by-side to fill, seal and package bags. Each bag contained soy protein, dehydrated vegetables, a vitamin pack and rice — enough for 6 meals.
  • Each sealed bag contains soy protein, dehydrated vegetables, one vitamin pack and rice — enough for 6 meals.
  • 36 bags (or 216 meals) were packed into each cardboard box. As a school, we packed 74 boxes of food!
  • After every 500 meals packed, students rang a gong and everyone cheered or danced in celebration.
  • Students packaged 16,000 meals, all before lunch time! They made memories, working together tirelessly, dancing and singing along to the fun, upbeat music!
  • The food we packaged will be sent from Rise Against Hunger’s west coast facility to Southeast Asia. Representatives said they will notify our school with the exact shipment destination once it has shipped. Last year, meals were sent to the Children of Vietnam organization.
  • The truck, packed full of nutrition and sustenance, drove honking through the Village parking lot and alongside the courtyard, garden and fields at the end of lunch recess, bidding a final adieu to the waving students.
  • Sons of Norway, the organization that meets at Nordahl Hall (with Viking property management, who run the Hall) gave us the use of the space, rent-free (usually at least $250)!!
  • Green hair nets rock!!

Thank you to all the families for your support of bringing this program to Village with your generous donations.

Thank you to all the parent volunteers — from the early set up crew to the parent who brought muffins for volunteers, from those who packed meals alongside the kids to those who lifted the heavy rice and soy bags to replenish ingredients, and from photographer, to the clean up crew who helped to make the event run smoothly.

Thank you to our teachers who supported this event and used this as an additional learning experience, whether for math, social studies (global health issues, cultural awareness), reflective writing or for emphasizing how children CAN make a difference.

Thank you to David, Becky, and Michelle, and all the staff for their support. Thank you to Fred who came over without hesitation with his backpack vacuum for the final clean up!

Thank you to Mary I. and family, and Aine O. for bringing this program to Village School, and to Mandy U. for her amazing help coordinating the event this year. 

Thank you to every student at Village for packing the meals with a fun attitude while dancing away. Whether you raised donations or just told someone about Rise Against Hunger, you inspired people to learn more, and YOU made a difference in the world.


Reflections from Student Bloggers

Rise Against Hunger

Today the class went to the rescue! We put on some gloves and hairnets, and started packaging! First, we put a small bag of vitamins inside the bag. Then we put in some soy, next something healthy, and finally, we put in the rice. We passed the bag to the measuring station. At the measuring station, we put the bags on a scale, and had to make sure that the weight of the bag was between 389-394 pounds. And lastly we passed the bag down to the final station, sealing. There was a big machine that looked like a stapler. We pushed on it to seal the bag. We gave it to the people who put the sticker, that said when it expired. They put it into the box. We did that again and again, until we had 500 boxes. Every time there were 500 boxes, somebody, (every time someone new) hit a big bell called the kong. That is how we stopped hunger.

We Went to Rise Against Hunger!

Today we went to rise against hunger! They used to be stop hunger now but they changed. First we put on hair nets than we sanitized and started packing! First we put in a vitamin package than we put in SOY than we put in VEGGIES than RICE and we weighed we need to have the package weigh between 389-394 and if it’s less than we put in some more rice if it’s to heavy than we take some rice out. Than onto the sealing we put it into this machine that seals it. Than we put a sticker that said when it expired. And we packaged them into a box that can hold 36 packages. I had so much fun!

Updated Fri, Apr 21st

By David Wilce, Principal at Village School

Where, Oh Where, Did My Teacher Go?

Many of you have wondered or even asked about where our teachers are and what they are doing during ‘planning’ or ‘collaboration’ days. Although not in the classroom, our teachers are on campus doing important work. They spend the day in grade level teams, called Professional Learning Communities (PLCs), working collaboratively to review student work and to discuss how to adapt their teaching and curriculum to better support students struggling with specific lessons, while still engaging students who have mastered the concepts.

At Village, our school philosophy embraces a hands-on, project-based curriculum, rather than a traditional top-down, worksheet-oriented approach. Our teachers excel at this practice — planning, developing and delivering an engaging multi-sensory curriculum that continually motivates our students. Delivering a fun lesson, however, is the easy part; the tricky part is ensuring that the curriculum has met the needs of all students.

How do we know which students have learned? What do we do for the students who understood or excelled at the lesson, and how do we support the students who didn’t get it? Most importantly how do we identify these different needs in a timely enough manner to do something about them? This is the where ‘collaboration days’ come in. Our teacher-groups use a protocol that not only ensures these questions are answered, but that also develops and refines their practice, allowing them to become better at meeting the unique needs of each students as they teach. Using student work samples as an authentic assessment and collectively discussing student outcomes, our teachers purposefully uncover professional practices that result in greater student engagement and success. As a result, teachers improve their practice and all students benefit.

Our Village teachers work hard to create lessons and learning environments that foster the 21st century skills of communication, collaboration, creativity and critical thinking. ‘Collaboration days’ build on these lessons, allowing teachers the time and tools to differentiate the curriculum and delivery, ensuring that all students have not only access but also success.

Updated Mon, Apr 17th

Students had equal say as adults as more than 100 parents, students, staff and neighbors gave input at a March 23 community forum about creating a new Preschool–8th-grade school in the District.

The meeting began with attendees using stickers to vote on the Guiding Principals the Transformation Team will consider as it develops recommendations for the Governing Board. Then, participants and facilitators separated into affinity groups—parents with other parents, students with students, and so on—so they could discuss hopes, concerns and ideas for the new school. They consolidated their input and reported it back to the whole group. Their responses are posted on the District's Transformation web page in the March 23 meeting notes.

In April, the Transformation Team will review the responses and identify common themes to address in recommendations it sends to the Board in June.

Updated Tue, Mar 28th

State testing will happen from mid-April through May, and we're doing our best to ensure our students do their best.

Each year, students in grades 3–8 will participate in the statewide testing program called the California Assessment of Student Performance and Progress (CAASPP). The tests cover English language arts/literacy (ELA) and mathematics for grades 3–8, and science fore grades 5 and 8. They provide information to teachers, parents/guardians, and students about students’ progress and readiness for college and career.

The principal will send information about specific testing dates and times at your child's school.

Meanwhile: Don't Fret. Stay Informed.

Updated Thu, Mar 23rd

Strategic Plan Committee noted progress during its review of strategic goals and objectives, including STEAM, standards and student support.

The Strategic Planning Committee—35 students, employees, parents, community members, and Board members—met on March 7, 2017 to discuss progress, challenges, and next steps toward achieving the District’s strategic goals.

As part of the semi-annual review, the group created objectives to be completed by September 2018 and a list of current “Perceived Strengths and Accomplishments”.

More details about the Strategic Plan are on the Strategic Plan Web Page

Bell Schedule

  • In Session 8:25–10:40
  • Snack Recess 10:40–11:00
  • In Session 11:00–12:40
  • Lunch & Recess 12:40–1:20
  • In Session 1:20–2:30*
  • * Wednesdays end at 1:30
  • In Session 8:05–10:40
  • Snack Recess 10:40–11:00
  • In Session 11:00–12:40
  • Lunch & Recess 12:40–1:20
  • In Session 1:20–2:30*
  • * Wednesdays end at 1:30
 

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