Extra! Extra! Village Staff News

December 13th-17th

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Upcoming Dates

This Week:

Village Spirit Week

Monday: Bundle-Up Like a Snowman Day and wear white!

Tuesday: Holiday Socks and Hat Day

Wednesday: Holiday Sweater Day

Thursday: Holiday Pajama Day

Friday: Splash of Holiday Colors Day (wear your festive holiday colors


All Day- Diagnostic Center Meetings with Nicole Ward per zoom

11:30 AM 2nd Grade WIN Time Discussion

1:00 PM Kinder WIN Time Discussion


CUSD Board Member Whitney Antrim School Site Visit

8:15 5th Grade WIN Time Discussion

11:00 1st and 12:30 5th Grade WIN time discussions

4:00 Village CUSD Governing Board Presentation


8:10 3rd Grade WIN time Discussion

Early Dismissal: 1:40 on Wednesday

Brainpop Training 2:00-3:00 PM

Staff Holiday Party- for ALL staff, Certificated and Classified


715 H Ave (Super close to school)

Taco Cart will be provided


1/2 day MTSS Training at 12:00 pm

December 6th-17th -Elementary Assessments for ELA Units 1-3

December 15th: Brainpop Training (Wednesday Meeting)

Dec 20-January 3, 2022 Winter Holiday/No School

January 17, 2022 Dr. Martin Luther King, Jr. Holiday/No School

January 27, 2022 End of Semester 1

January 28, 2022 Teacher Workday/No School for Students

January 31, 2022 Start of Semester 2

February 18-21, 2022 Presidents’ Weekend Holiday/No School

March 28-April 1, 2022 Spring Break/No School

April 13-15, 2022 Parent Conferences as Needed/Early Release 1:40

April 18, 2022 District Holiday/No School

May 30, 2022 Memorial Day Holiday/No School

June 16, 2022 5th Grade Promotion/Last Day of School/Early Release

Donations Needed

Donations Needed

Mrs. Trinidad is in need of donationd for the ILAB!

Cloth (old clothing, rags, towels, knit materials, etc.)



Wood (small planks, wood shavings like animal bedding)

Rubber of any kind (small pieces)

Plastic (soft or hard, bags, clean to-go containers, etc)

Foam of any kind, including packing peanuts, hard or soft foam, clean to-go containers, or cups)

cardboard, paper (boxes, TP or Paper towel rolls)

bags of dry rice or dry beans


Anything else you can think that might be a good insulator!

Please send any of these items to school with your student for our ILAB projects!

Benchmark Advance Interim 2 Assessment Details

Benchmark Advance Interim 2 Assessment

  • December 6th-17th
  • Assesses Units 1-3
    • Give the assessment in the window even if you are not completely done with unit 3
  • Students should complete on Benchmark Universe
  • Audio (text to speech)
    • All students in grades K, 1 and 2
    • Create a separate assignment for your students whose IEP requires text to speech as an accommodation

  • The Interim Assessments may be administered in two or more sittings.
    • In Grades 1 and 2, for example, the three parts of the test could be administered in three separate sessions.
    • In Grades 3–6, the Reading section could be administered in one sitting and the Writing Prompt in another. If necessary, the Reading section may be administered in two parts by having students read the first passage(s) and answering the associated questions.
  • See here for more information and resources:

Please let me know if you need anything or have questions.

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Instructional Focus-Academic Discourse Routines and Strategies

Review what accountable talk looks and sounds like.

See sample bookmarks that can be printed and used in your classrooms.

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MTSS Weekly Focus

Weekly Campus Expectation Review: Playground Sportsmanship

"Good Job, Nice Try" and use of kind words, hands to self.

December Monthly Focus for Rewards: Respect

See Lesson suggestion below. Each week, a new lesson will be highlighted for you to use if you choose.

Behavior Support Resources for our PBIS

Character Education: Respect- Month of December

Character Domain: Respect

Students believe that the well-being and dignity of all people is important simply because they are fellow human beings and they treat every individual with respect, judging them on their character and ability without regard to race, religion, sexual orientation, political ideology, gender, age, or other physical or personal characteristics.

Key Beliefs:

I will be a better student if I act on the following beliefs:

  • I will treat others the way I want to be treated.
  • It is important to treat everyone with respect, even if I feel they don’t deserve it.
  • I need to treat everyone the same by accepting their differences, whether they are my friends or people I don’t know very well.
  • I must respect the personal space of others and keep my hands to myself.
  • It is important for people to be included.

Respect Lessons-Week Two

Option 1:

Practice using Respectful Responses and Questions

Option 2:

Writing Prompt- You can use the writing prompt FOLLOWING a classroom discussion. Suggestion is to split the writing prompts over three days after you have discussed each one in a circle up activity.


Day 1: I respect myself by..

Day 2: I respect others by...

Day 3: I respect my school by...

For older students, consider using these writing prompts for quick writes and tickets out the door.


1. Write down the name of someone in your life right now who you respect very much. Name two things that person does that cause you to respect him or her. Do you share either of those traits with that person?

2. Write about a time recently when you felt you didn't treat someone with respect. Describe the situation. Why did it happen? Was it the right thing to do? What were the consequences? How did it make the other person feel? Would you behave differently if you were given another chance? How, and why or why not? What did you learn from the experience?

3. Write about a time when you felt you were treated disrespectfully. What suggestions would you have for the other person to treat you better?

4. Write about something you see in your school, your neighborhood, or the world that shows a lack of respect. What would you do to change it?

5. Write a letter to someone in your life whom you respect. Tell why and how you respect him or her. Send the letter to that person.

6. Often people make assumptions that aren't necessarily true about other people. Write about a time when someone made an assumption about you, or you made an assumption about someone else. What does this situation have to do with respect?

8. Describe three things you could do to be a more respectful person. How would that affect your relationships with others? How does it benefit you to be a respectful person?

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COVID Infromation

Interactive COVID Link:


Absences NOT Related to Illness should be reported via pre-COVID protocols (phone/email/paper absence notes). Contact Attendance Technician, Melinda Clay @ melinda.clay@coronadousd.net

Absences - STUDENT ILLNESS: Student Absence Reporting Form:

  • USE THIS Village Absence Reporting Form. A member of our COVID Response Team will review the information you submit and contact you for additional information, if necessary. Students who are sick must be cleared before returning to campus. All students who have been absent from school must report to the office before going to class. If their absence has not been cleared, parents will be notified. Thank you for your support in adhering to this policy.

Student Returning to School After CCD: All students must check in at the front office with Mrs. Clay in attendance to receive their health pass if they did not print thiers out when sent to them.


Students Presenting Symptoms of COVID19 (Symptomatic)

Students with Covid-related symptoms must provide documentation of a negative molecular test (PCR, NAAT or LAMP) to return to school. Test results should be emailed to COVIDteam@coronadousd.net. Once the test is accepted, students will receive a “pass” to return to school.

Vaccination Status: The current decision tree allows close contacts who are asymptomatic and vaccinated to remain in school. Please complete this optional form to verify your student’s vaccination status. https://bit.ly/3jBGytn

MASK Protocols: Please take the opportunity to review the district’s mask enforcement protocols and mask guidelines from the CDC with your student. Information can be found by following this link: https://bit.ly/2W2d0MA

Concurrent Curriculum Delivery (CCD) CUSD in collaboration with our teachers, have agreed to provide Concurrent Curriculum Delivery via Zoom to students if they are directed to quarantine or isolate. This program is only available to students directed not to attend in person by the COVID Command Center.

Sample CCD Format for the Elementary Aged Student:


ELA: 1 Hour of Whole Group Instruction with Benchmark and Writing Instruction

Math: Whole Group instruction for 1 Hour and 15 minutes of Number Corner

Sanford Harmony: 15-20 minutes


Specials on Googel Classroom


Silent Reading

Independent Practice/Homework

Social Studies and Science

COVID Team Center: The center is open daily from 8-3. Parents/staff can leave messages and a team member will follow up. Phone: 619-437-1305 Ext:1040

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Frontline Absences

Access the Frontline website go to https://app.frontlineeducation.com

Logging your Absences and Getting a Sub

  • Frontline can be used by calling in, web access, or mobile app

  • Frontline must be used before 6:00 am on the day of the sub need.

  • You are to set up your subs for the following:

    • Planned absences, sick, personal necessity and business, conference attendance or on site release days

  • REMINDER: If you don’t require a sub, YOU MUST log in since this is now where you will log your absences

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MTSS Tiered Curriculums for ELA

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Updated Decision Trees

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Lunch Menu

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