District News

“Education is going to change forever,” says sixth grader Tesfay when talking about his team’s project that looks at schools of the future. He and his partner, Aaron, envision a completely new reality for where and how students will learn one day. The two Monroe Middle School students are among hundreds participating in Campbell Union School District’s Centennial Celebration Design Challenge. 

“Student Design Challenge teams are creating exhibits for the Campbell Historical Museum that will celebrate the past, present, and future of our students and schools,” says Julie Goo, the district’s Coordinator of Innovation, Teaching, and Learning. Using the engineering and design thinking process, the students are designing exhibits that explore and amplify the stories of teaching and learning in the community. Some, like Tesfay and Aaron, create a vision for what education may be like for students a 100 years from now.

“There will be plenty of money for schools,” Tesfay says. “The facilities will be great and have everything students need for learning.” Holographic teachers, artificial intelligence, virtual reality devices, and 3-D printers will be as standard as laptops, pencils and projectors are today, says Aaron. In their vision, students will have much more real-life and virtual learning experiences that take place anywhere in the world. And while students will be more self-directed, they will still need live teachers to bond with students and guide them in learning.

“We are giving our students more opportunities to collaborate, think critically, and problem solve through a focus on our Profile of a Graduate competencies,” says District Superintendent Shelly Viramontez. “It is encouraging to hear the ways in which they envision school in the future.“

Coming in April: Student teams are presenting their digital and physical prototypes for selection in a special exhibit in the Campbell Historical Museum’s Carriage House. The exhibit opening and Centennial Celebration is scheduled for the afternoon of April 30th. Details online at www.campbellusd.org/centennial

Beginning Monday, March 14th, students and staff will not be required to wear a mask indoors. According to the CDC, masks remain a strong recommendation, especially for those who are at higher risk for COVID-19. The decision about masks should be based on the individual needs and preferences.

What to Expect on Monday, March 14:

• Some people may not continue to mask. As each family/household has its own health considerations, some students and staff may choose to no longer wear masks.  We honor individual choice and will ensure students feel supported regardless of the decision made.  
• Testing for the virus will continue. While some experts are beginning to question the need for surveillance testing, we will continue to offer weekly on-campus COVID-19 testing through Grapefruit Testing, and will notify close contacts about what actions they should take. 
• Updates to quarantine guidance. The K-12 Guidance also provides information about close contacts and quarantining, making some distinctions around whether the individual is fully vaccinated or not, and symptomatic or not. 
• Multiple layers of protection continue. The new guidance states that “the next phase of mitigation in schools focuses on long-term prevention and our collective responsibility to preserve safe in-person schooling…To mitigate in-school transmission, a multi-layered strategy continues to be important, including but not limited to getting vaccinated, staying home when sick, isolating if positive, getting tested, and optimizing indoor air quality.
• Encourage vaccination. Health experts continue to encourage all eligible people to be vaccinated. For local dates and locations, visit sccfreevax.org or phone 2-1-1.

Click to see the updated COVID-19 Public Health Guidance for K-12 Schools in California, 2021-22 School Year from the California Department of Public Health.

Russel, a CSI 3rd grader, reads his class letter to Senator Cortese about their solution to having more yard duty staff at school.

“You’re learning to put progress before ‘who’s right’, and that is a mindset change that more of us could use,” said Senator Dave Cortese to his student tour guides, Roman and Zoey, during a visit at Campbell School of Innovation (CSI). The TK-8 school teaches academics through design thinking and growth mindset and shares those teaching techniques through professional development with teachers across the district.

“We’re preparing all of our students for an undefined and fast-paced future,” said Superintendent Shelly VIramontez. “Our Profile of a Graduate competencies—self directed, innovative, critical thinker, collaborative, and empathetic—are designed to help students learn how to learn and solve problems creatively.” 

Roman described how he and his classmates solve problems at school. “There usually isn’t just one idea that has all of the right answers. It’s usually part of one person’s idea and part of another person’s, and we try it out, and we collaborate to come up with a solution that works.” 

That process resonated with the Senator. “By being able to put progress before perfection, you’ll be much better off than the older generation in being able to solve problems like climate change and adjust to situations like the ones we've seen with the pandemic. This is great stuff you’re growing up with.”

 Students at the MMS Wellness Center explain its benefits to State, County and District leaders.

Senator Dave Cortese visited Monroe Middle School’s new Wellness Center to see how a partnership between Campbell Union School District, Santa Clara County Office of Education, and School-Linked Services is bringing more access to mental health support to students and families.

“Adolescence has never been easy, and we know that the impact of the pandemic has made it even more challenging,” said District Superintendent Shelly Viramontez. “The Wellness Center gives them an on-demand place to decompress, regroup, and develop skills for re-engaging in school activities.”

The grant-funded Wellness Center, one of a few pilot school-based centers in the county, is staffed full time. Students can drop in or they can be referred by a teacher. Wellness Room Liaison Daisy Urisar Esquivel noted that some of the students are discovering they have leadership skills and are helping to govern operations as Wellness Student Council members. 

“This is a great place to get away from worries, do homework, and focus on wellness,” said Geonnie, one of the 20 students comprising the sixth grade Council. “There are a lot of different things to do here,” said Council member Elda, who pointed to choices such as listening to music, having a snack, drawing, talking with a friend about something troubling, getting homework help, or just being quiet and relaxed. Mike, who joined the Council because he wanted to help others know about the Wellness Center, wants to see it continue as a safe, positive place for students to relax.

“There should be more of these all across the country,” Council member Jose added. “Students need this. If there’s trouble at home or they can’t do work at home, they can come here. It’s a place where you can belong.”

The program is one of many examples of our district’s continuing commitment to support students through community partnerships, according to Student Services Director Rosanna Palomo. “Our community partnerships are incredibly valuable in helping to support the whole child. Student well being is critical to student success in and out of the classroom.”

“Schools are, and must continue to serve as, centers of wellness and centers of resilience for our students and families,” said Senator Dave Cortese after visiting our District’s new Wellness Center at Monroe Middle School. “I am so pleased that our county was able to take advantage of state funding through the Community Schools Partnership Program and the Mental Health Student Services Act to stand up these Wellness Centers across our County. I have fought hard to ensure adequate funding and augmentation of these programs.” 

Funding is at the crux of expanding programs like this, according to Dr. Viramontez. She noted that the partnership with School Linked Services of Santa Clara County has been especially helpful in “leveling the playing field” for children and youth who are burdened with economic, social and other inequities. 

Community partnerships help the district address students’ physical, mental, emotional, and social needs, allowing teachers more time to focus on teaching and learning, Viramontez said. “We value these partnerships because we know it's what our community needs. We can provide the space to improve access so the experts can do what they do best. Providing this necessary, easy-to-access support would require funding sources beyond grants.”