HIIGHLIIGHTIING THE PARTNERSHIIP OF SAN DIIEGO STATE UNIIVERSIITY, HOOVER HIIGH, MONROE CLARK MIIDDLE, ROSA PARKS ELEMENTARY, PRIICE CHARIITIIES, AND THE SAN DIIEGO EDUCATIION ASSOCIIATIION

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BBeeccaauussee iitt’’ss nneevveerr ttoooo eeaarrllyy ttoo ppllaann ffoorr ccoolllleeggee Learn about how to start on page 6 Cover: Third and fourth graders from Rosa Parks Elementary learned about going to college with some help from SDSU’s Pre-College Institute and America Reads tutors. Story on page 3 Students Make Opera - page 5 Quilt Celebration - page 12 Cinco de Mayo - page 17 INSIDE June 2008

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level and to facilitate the From the Director’s Desk option to transfer to SDSU. To By Tim Allen, Ph.D. improve the conditions for Executive Director, SDSU City Heights Educational Collaborative grads attending City College, Connect will provide early his school year’s last issue of the were fortunate to be able to visits to the campus, prepara- TCity Heights Chronicle contains a transition Success for Life at tion for the entry/placement great deal of information on what is Rosa Parks from a K-1 pro- exams (currently over 70% of happening in our Collaborative. As we gram into a K-5 Parent enrollees need remediation), look back over the year, we see that: Academic Liaison (PAL)/SFL SDSU advisement (in addition model. For Rosa Parks, we to City College’s), and partici- ! Since the announcement of the have a comprehensive set of pation in a campus small College Avenue Compact, a health, social service, and aca- learning community. Connect guaranteed admission arrange- demic supports for parents. will increase the reach of the ment with SDSU, we are pro- ! The Collaborative also contin- Compact to encourage post- viding more focus on our cur- ued to fund fee support for secondary study for rent 9th graders who will be master’s degree work for Collaborative grads. the first class to benefit from Urban School Transformation teachers; additional key ! For this next school year, the this great opportunity. In addi- (NCUST). Dr. Joe Johnson, the resource teachers at each Collaborative will host a new tion to college-prep activities, a Executive Director, has visited school, and professional devel- website (thanks to our own key aspect of the Compact has schools and has provided feed- opment series such as math Kitty Gabriel), provide more been the curriculum and back to principals on ways to strategies at Clark and bilitera- support for arts education and instructional alignment work help our schools create the cy at Rosa Parks. for personalized education with SDSU undergrad and the conditions he has found in the ! Selecting the right leaders for models (e.g., we are supporting English and math departments highest-performing schools schools is one of the most criti- additional teachers at Clark to at Hoover. Staff from SDSU with demographics similar to cal decisions to make. Our sustain the “House” structure), worked with 9th grade teachers those of our schools. We want appointment of Dr. Chuck expand the p-16 Collaborative this year and will continue next this relationship to expand this Podhorsky as Hoover’s new Advisory to assist in decisions year adding teachers in 10th next year so that each school is principal has proven to be the regarding issues such as cur- grade with the goal of creating able to network, through visita- right decision and we look for- riculum and assessment, and a smoother transition to the tions and other communica- ward to even more great things collaboratively create a set of university and better prepara- tions, with these other high- happening at Hoover next year. K-12 articulated benchmarks tion for entry exams. performing schools. At Clark, while we lose Barbra and milestone indicators to Beginning at the end of this ! In order to support an articulat- Balser, we now have selected ensure our students are pre- year and continuing into next ed, coherent academic counsel- through a comprehensive pared for graduation. year, the Collaborative will ing program across our process the new leader, Tom extend systematic college schools, we were fortunate this Liberto, who we believe will Beyond test scores, our students awareness activities for stu- year to be able to work with be a great principal for our will need a balance of intellectual, dents to Rosa Parks as well as Dr. Trish Hatch of SDSU who middle school. social, and personal skills -- the the other schools, and it will is nationally known for her ! We are just completing the essential skills needed in the 21st support a comprehensive pro- work with the national stan- arrangements for SDSU-City Century. The Collaborative schools, gram for parents to learn more dards for counseling. We plan College Connect which will with generous support from Price about what they and their chil- to continue her work with all create additional pathways for Charities and SDSU, can create the dren need to know about of counselors this next school Collaborative graduates to conditions for that to happen! Please attending college. year. Similar work with our attend college. A large number take a moment to read an excerpt of a ! We have been very fortunate to librarians began and will also of our students attend commu- speech given by Hoover senior Jori be able to engage the services continue next year. nity colleges so we want to Cedillo in this issue to see how we of SDSU’s National Center for ! Thanks to Price Charities, we ensure their success at that can affect the future (see page 11).

table of contents

Program Profiles Hoover AOIT p. 11 Parent Pages Clark principal retiring p. 22 Rosa Parks students at SDSU p. 3 9th graders on track p. 11 Parent academic promoters p. 16 Why Johnny can't write p. 23 SDSU students teachers p. 4 Cinco de Mayo p. 17 Library links p. 24 Opera at Clark Middle p. 5 Curriculum Currents Hoover parent center p. 18 Junior Theater awards p. 6 Quilt celebration p. 12 Clark parent center p. 19 FUN ZONE p. 25 Consider college p. 8 Teachers earn degrees p. 13 A poem to my parents p. 19 Hoover college programs p. 7 Hoover VAPA p. 14 Rosa Parks Health Center p. 20 Cardinals Interact p. 8 AOIT teacher award p. 15 Dad's Club p. 20 Hoover scholarships p. 9 Poetry corner p. 15 K-16 Counseling p. 21 What's college like? P. 10 Helping stuck students p. 22

c i t y h e i g h t s . s d s u . e d u 3 0 6 . 1 2 . 0 8 prPROogramGRAM PROFIL EprS ofiles

trip to the SDSU campus on July 18. Rosa Parks Students Visit SDSU The highly interactive program includes a series of five lessons with topics including What Is College? t’s never too early to start thinking Benefits of a College Education, about college, and third and fourth I College Costs, Getting Ready for graders from Rosa Parks Elementary College, and Careers and Choices. got a head start with a trip to San These sessions will be taught by our Diego State University in April. The three College Avenue Compact special trip for the classes of teach- tutors: Velma Calvario, Charles To, ers Diana Yemha and Pam Forde and Diego Jacome who have been was the idea of SDSU student tutors working with Hoover 9th graders who have been helping with reading this year. Parents will participate in and literacy at Rosa Parks this year, their own workshop on July 11 and and was arranged by SDSU’s Pre- will get a taste of what their stu- College Institute and City Heights dents will be learning. Parents will Educational Collaborative. also get information on financial While at SDSU, the elementary planning for college. students went on a tour of the cam- Fourth graders will actually “ pus, watched a slide show on the apply” for college admission and for importance of higher education, and Third and fourth graders took a class about college presented by SDSU’s financial aid before embarking on met the Associated Students Pre-College Institute. the field trip, which will include a President James Poet, the head of and all you can see from outside is a Diego, but to many students on the guided tour of the SDSU campus SDSU’s student government, who glass dome. You go inside and down field trip it seemed small compared and classes designed to grab the asked them questions to see how some stairs and that’s where all the to SDSU. interest of elementary students. T- much they already know about col- books are. I also learned that you “It was a lot bigger than Rosa Shirts, new backpacks and college lege. Their visit even made the front have to get good grades to go to col- Parks,” noted Tomma Chea, a third dictionaries will also be part of the page of the Daily Aztec, SDSU’s lege, can live in a dorm in the col- grader in Ms. Forde’s class, “and it’s I’m Going to College experience. student newspaper! lege area, and there are lots of clubs harder too. You have to be a good “We went to Aztec Center where you can join. It was a nice trip and student to get in. My favorite part there is a bowling alley, pool tables we were happy for the opportunity was Aztec Center, where you can eat and other games, and the library, to visit SDSU -- I hope to go there lunch outside while listening to a which was my favorite part,” when I go to college.” music concert. I want to go to explained 3rd grader Annette Rosa Parks Elementary is one of SDSU after high school.” Garcia. “The library is underground the bigger elementary schools in San While Ms. Yemha’s and Ms. Forde’s classes enjoyed the SDSU tour, all fourth graders at Rosa Parks Elementary will soon have the same opportunity. A new program is start- ing called “I’m Going to College” that will help fourth graders and their parents learn more about SDSU. I’m Going to College is a new part of the College Avenue Compact, a guaranteed SDSU admissions program for Hoover stu- dents launched last fall by the City Heights Educational Collaborative. At Rosa Parks Elementary the goal is to help students set their sights on pursuing a college education as early as possible. This summer all Rosa Parks 4th graders will partici- Top: Inside the dome entrance to pate in the I’m Going to College the SDSU Library Students met SDSU Associated Students president James Poet program which begins with a stu- Above: Aztec Center where stu- and toured the campus. dents can eat, play games, listen dent assembly and ends with a field to live music, get coffee and more

0 6 . 1 2 . 0 8 4 c i t y h e i g h t s . s d s u . e d u SDSU Student Teachers Reflections of a Receive Recognition Student Teacher By Luis Valenzuela uide teachers from Hoover High and Clark Middle, along with SDSU fac- SDSU Student Teacher, Gulty and City Heights Collaborative staff, gathered at Hoover to recognize Monroe Clark Middle School the SDSU students teachers who completed their credentials this year. efore I started my student teach- Congratulations and welcome to the teaching profession! Bing I only had a small idea of what to expect. I had observed for many hours in high school classrooms but never in middle school. The biggest difference that I noticed was that student maturity levels varied greatly between 6th, 7th, and 8th grade. I needed to get to know my Mr. Valenzuela (left) with his guide students better to learn their interests. teacher Maurice Roundtree Connecting with students my first semester was a little challenging. I wasn’t sure how much of myself to great sixth and seventh graders in my show to students and still remain at a group and we enjoyed participating in professional level with them. With the many different activities the XDC encouragement from my guide staff had prepared for us. One of my teacher Mr. Roundtree, I began to team members even won an XBOX connect with students more and learn 360 at the end. more of what they are about outside The classes that I was able to teach the classroom. One of my most both first and second semester taught rewarding experiences this year was me a great deal about individual student going with our 8th grade classes to the needs, strengths, and personalities. Museum of Tolerance in Los Angeles. There is so much potential in my stu- Students were very interested in the dents, and I try to encourage all of them museum and had a lot of questions. I to succeed in school and attend college. noticed that many of them had been Many of my students experience emotionally affected by what they tremendous hardships outside of school saw there and the trip seemed to put and I find it absolutely amazing the their classroom experience into a level of enthusiasm, and effort they put The Student Teaching By Linda Alva more personal perspective. The other forth as individuals despite these chal- SDSU Student Teacher, experience that was really exciting for lenges. My experiences here at Clark Rollercoaster Hoover High School me was being a team leader with the have taught me a great deal about have fully realized through these dent teaching that much more diffi- XDC after-school program during myself as well as the teaching profes- Ipast months in which I have com- cult. The second semester lessens Spring Break’s intersession. I got to sion, and I am especially thankful to the pleted the Credential Program at San your class work load somewhat but hang out with students outside of the experienced teachers and staff at Diego State University that teaching is you still have classes to deal with classroom and encourage them in Monroe Clark who have shared some not everything that it seems. Before I along with lesson planning for both games and competitions. I had many of their valuable insights with me. even began the program, I knew that I classes which you take over. would be in for a crazy ride. I had The first semester of student teach under pressure and how you are heard various stories about the pro- teaching was interesting and somewhat able to handle random situations. gram and its rigorousness; unfortu- easy. For the most part, you observe The program has really tested my nately, I never really took the time to two classes, one of which you eventu- patience but more importantly, my realize how much work and effort it ally take over, and learn as much as abilities to handle students and the sit- would take from my part. The you can from your guide teacher. uations which arise when teaching. I Credential Program is broken up into During this semester, you begin to must admit, there were days when I two parts: the first semester mainly familiarize yourself with classroom did not want to come in to teach, and has you observe your “Guide management, lesson planning and the other days I loved teaching. Like I Teacher” (the teacher you work along- struggles that all teachers deal with said earlier, this has been a rollercoast- side the whole year) teach the class when teaching. The second semester er ride and I must admit -- I don't like which you will eventually take over is much more difficult and really tests rollercoasters that much. Now, I can and the second semester has you take how strong of a teacher you are. This say that if I was able to finish the over the entire class by yourself. semester has you completely take over Credential Program, I can do anything. Keep in mind that this whole time, two classes. From the first day of It has not only tested my ability to you have 4 to 5 classes to deal with class, you are in command, you overcome obstacles that come up after school. The classes and the large choose what you will teach and you when teaching but it has also strength- amount of work that come along with are the one in charge. This part of the ened me, making me into the teacher Ms. Alva reviews the class calendar with it are a major part of what makes stu- semester really tests how well you can who I have always wanted to be. Hoover students

c i t y h e i g h t s . s d s u . e d u 5 0 6 . 1 2 . 0 8 Urban Opera at Monroe Clark Rosa Parks Students Receive Middle School Junior Theater Awards By Ms. Robinson and her 8th Grade Class

s. Robinson’s eighth grade MLanguage Arts students are still gleaming with pride after watching San Diego Opera singers present their original adaptation of Romeo and Juliet on stage at Monroe Clark Middle School. The opera presentation was an impres- ongratulations to Anadela sive culmination of a five-week CNavarette, Alexis Fuentes, and partnership with the San Diego Jhonny Morales, who each received Opera Words and Music program. special recognition from the San Thirty-six House D eighth Diego Junior Theater program of graders began this extraordinary Balboa Park. adventure by first watching an opera Anadela and Alexis both were performance, The Pearl Fishers, at selected for a Christian Rowley the Civic Center in downtown San Scholarship that will let them par- Diego. Curriculum specialists from ticipate in Junior Theater for an the SD Opera then came to Monroe entire year, including an upcoming Clark Middle School for the second and Juliet libretto.” Dilan was one of riculum so it was an adventure to summer camp and a class next fall, year to support students as they five students selected to join the San work with the SD Opera to create a winter and spring. They will also be adapted William Shakespeare’s clas- Diego opera singers on stage. work of art.” able to audition for any of Junior sic play Romeo and Juliet into a Omar Herrera, also present on Monroe Clark Middle School is Theater’s shows. The scholarship contemporary opera. Students stage recalled, “It was exciting but indeed fortunate to have participated program was created to give stu- responded to this unique experience also I felt nervous being on stage in this special experience. The Words dents who may not otherwise have with enthusiasm and anticipation. with all my friends in the audience and Music program is a partnership a chance to explore the theater arts. For five weeks students worked in staring at me. I felt proud of myself between San Diego Unified School Although students at Rosa Parks small groups to collaboratively write when it was my turn to speak. “ District VAPA (Visual and Elementary learn quite a bit about the entire libretto and musical score All of Ms. Robinson’s eighth Performing Arts Department) and drama through School in the Park, for their version of Romeo and graders certainly have every reason San Diego Opera. The program inte- where 4th graders spend several Juliet including contemporary urban to feel proud. Their accomplishment grates music and performing arts weeks with the Junior Theater, an language. The students then joined a is impressive, resulting in a learning with literacy standards while empha- entire year with the program is an packed auditorium of 300 guests as experience that will not be forgotten. sizing group collaboration, idea amazing opportunity. professional opera singers per- Ms. Robinson has already noted exchange, and critical thinking. Ms. Jhonny, from Colleen Crandall’s formed their hard work on stage. growth in her students in terms of Robinson and her students agree that 4th grade class, was named Second Eighth grade student Dilan motivation, communication, writing, the Words and Music program was a Place Winner of the San Diego Carillo commented, “The most and appreciation of the arts. “My powerful and innovative way to Junior Theater essay contest. His memorable part of this experience students and I feel so fortunate to engage in literature and look forward assignment was to describe what was working as a team as my group have been recipients of this rare edu- to the continued partnership next character he would be if he was in composed the music to the Romeo cational opportunity. Art is so often year. the musical The Jungle Book and left out of the standards-driven cur- why, including what the costume would look like, what songs he would sings, and what emotions his character would experience in the play. His answer won him not only the honor of knowing he did an out- standing job, but also a $30 prize!

Top: Andela and Alexis with Ms. Yemha Ms. Robinson’s class with members of the San Diego Opera Above: Jhonny Morales

0 6 . 1 2 . 0 8 6 c i t y h e i g h t s . s d s u . e d u Consider College! Invest in Yourself and Your Future oover High graduation is only think about what kind of college you Hdays away. Most students have are interested in, where you want to been waiting for this important event go, how much it will cost, what schol- to celebrate the end of school and the arships are available, what classes and beginning of adulthood. But what tests you need to take, and what dead- then? Whether you are interested in lines you have to meet. history or horticulture, or being a Asking Questions: There are businessperson or beautician, continu- many choices and decisions to make, ing your education in a 4-year univer- and a lot of information you need to sity, community college, or trade or know and keep track of. Ask your technical school can help you get teachers, counselors, and coaches for there. Here are some things you help, call college admissions offices should know as you consider your with your questions, and talk with options. friends who already are in college. Not Just for Bookworms: Don't expect people to track you College is for everyone, not just SDSU’s Hepner Hall, one of the older and more famous buildings down, put a bunch of applications in straight "A" students. Four-year col- on campus. SDSU is one of many options that students have when your hand, find scholarships for you, leges look for community service, they consider continuing their education after high school. and call you every couple of days to extracurricular activities like sports, remind you about deadlines. All sorts clubs, or ASB, tutoring or mentoring, a wide variety of degrees and certifi- college to a 4-year college without of people are willing to help, but you volunteer work, and job experience as cates, good trade programs that are taking them. If you don't do well on need to take the initiative. well as grades and test scores. But often less expensive than those of standardized tests, this is a great way Why Bother: College will proba- don't wait until you're a senior to get trade schools, an introduction to what to get into a 4-year college through bly be one of the most challenging involved at school or in your commu- a 4-year college would be like, and the "back door." Just be sure to take and rewarding things you will ever nity. Through the new College Avenue the ability to transfer to one. the required classes in community do. No one ever says, "College, it was Compact, a program that guarantees Trade Schools: Many smart, cre- college that are needed to transfer. no big deal, piece of cake. Got a full SDSU admission to Hoover High ative and ambitious students aren't Transferring: What if you're not scholarship, partied 24-7 and graduat- graduates if they complete CSU interested in going to a 4-year univer- sure that a 4-year college is what you ed early at the top of my class." Be requirements, students start learning sity or a community college. Trade or want? What if you need some time to prepared to be pushed to your limits about college as early as third grade. technical schools are a great alterna- think about it? What if you missed the and beyond. But it is also a place to Deadlines: Colleges have dead- tive. You can learn advanced skills in application deadline, or your grades make life-long friends, have one of a lines for applications that cannot be everything from high tech computer or test scores fell a little short? You kind experiences, learn about things missed. University of California (UC) applications to cabinetmaking, and can attend community college and you never imagined, and set yourself and California State University (CSU) cosmetology to commercial art. If you then transfer to a 4-year college. You up for a successful career. Workers schools require applications by are seriously interested in a specific must complete required classes in with a two-year associate's degree November 30 for admission the fol- profession, trade school can be the math, English, science and other sub- earn about 50% more than those with lowing September. Private and out-of- best place to start. jects and have a "C" average to trans- only a high school degree, those with state colleges may have deadlines as Financial Aid: There are all kinds fer. But if you have at least 30 hours a bachelor's degree earn about TWO late as January or even February. of financial support available to con- of community college classes, you TIMES as much, and 75% of jobs in Community college applications are tinue your education. There are local, won't have to take the SAT or ACT to the future will require training beyond due in March. There are also scholar- state, and federal scholarships, grants, apply. a high school diploma. ship and financial aid deadlines. and work-study programs that can get Scholarships: This year Hoover For more information on college Community Colleges: City you through college for free, as well students were awarded over $750,000 options, start by talking with your College, Mesa, Grossmont, or one of as many government and private loan in scholarships, and there is even school counselor, and check out the the many other local community col- programs. They are not just for 4-year more money available. There are spe- specific college-oriented programs at leges are excellent options to continue colleges, but can also be used for cific scholarships for Hoover students Hoover High that are described on the your education. They offer flexibility, community college and trade school. to attend SDSU or City College made next page. There are also fee waivers for tests possible by Price Charities, and there like the SAT and ACT, as well as for are programs at Hoover like AVID, college application fees. The applica- AOIT, and VAPA, SDSU's College tion deadline for financial aid is in Avenue Compact and Talent Search, March. Cardinals Interact, and other organi- Tests: Almost all 4-year colleges zations and clubs that help students and universities require applicants to find and apply for scholarships. You take the SAT or ACT standardized also need to do some research on your tests. You have to register to take own, and must apply to college to these tests, and must take them before qualify. or at least close to the application Planning: If you wait until the deadline. However, community col- fall of your senior year to decide Community Colleges like San Diego City leges do not require the SAT or ACT, about going to college, you'll proba- Graduating from high school opens the College offer classes for job skills or to and you can transfer from community bly be overwhelmed. Start in 9th or door to college. Make sure getting a HS prepare for a 4-year university 10th or grade so you have time to diploma is your first priority.

c i t y h e i g h t s . s d s u . e d u 7 0 6 . 1 2 . 0 8 rience increased self-esteem, decision- sive advisement on financial aid, col- Hoover High College Programs making and communication skills. lege applications, testing, and require- Activities include outings to local pub- ments; test preparation for college If you want to go to college, lic and private businesses in their com- entrance exams and SAT/ACT munity, a summer leadership camp, Preparation Workshops for juniors; and here’s who can help community service projects, trips to scholarships for qualified students. SeaWorld, Petco Park, and cultural Thanks to partnerships with SDSU, Price Charities, San Diego Unified School events, college advising, and many District, San Diego Community College District,and other organizations, there other activities and opportunities. SDSU Talent Search are a wide variety of programs at Hoover High that can help you get to college. Behind the scenes tours are arranged The SDSU Talent Search Program is and panels of professionals share their an educational opportunity program AVID VAPA experiences. Students apply in the funded by the U.S. Department of AVID stands for Advancement Via VAPA is Hoover High's Visual and beginning of 10th grade and continue Education to assist middle and high Individual Determination. It is a col- Performing Arts academy. Its mission with the program for 3 years. Visit school students pursue postsecondary lege preparation program developed is to expose students to the visual and http://www.pricecharities.org/cardi- programs. The main purpose of Talent by a San Diego teacher that is now performing arts through nurturing, nals_2.html for more information or Search is to identify qualified youths used in over 3,500 schools across the artistic, and cross cultural experiences contact your counselor at Hoover and guide them in the process of country. At Hoover High it is one of that will generate a small learning High. enrolling in an institution of post-sec- the school's academic academies and community that inspires student ondary education and providing infor- students begin AVID coursework in achievement. It integrates arts with a mation on the availability of financial 9th grade. AVID targets students who rigorous standards-based curriculum Aaron Price Fellows aid. The program provides academic, want to go to college and are willing to that inspires students to succeed. The mission of the Aaron Price Fellows career, and financial counseling to stu- work hard, but you don't have to have Students receive college-readiness Program is to enrich the lives of a dents at Hoover High and Crawford a 4.0 to participate. Many begin with a advising and can participate in a wide diverse group of high school students High as well as other San Diego B or C average but make a commit- variety of internships with arts organi- so they will become responsible caring schools. The SDSU Talent Search ment to academic improvement. Many zations such as the Old Globe Theatre, members of their community. They are Program also includes a service learn- also will be the first in their family to La Jolla Symphony, and various art also encouraged to explore college and ing model in which 50 full-time under- go to college. Through AVID, stu- galleries. Class of '08 VAPA students other educational opportunities. The graduate and graduate students are dents visit colleges and universities, will attend Brown University, SDSU, program is open to students at Lincoln recruited, selected and trained to serve attend performing arts events, partici- UCSD, UC Riverside, CSU San High School, University City High as volunteer tutors to keep at-risk- pate in community service projects, Marcos, San Diego community col- School, Point Loma High School, and youth in school and increase their aca- prep for SAT and ACT college leges and many other schools. Hoover High School. Participating stu- demic skills. A Talent Search academ- entrance exams, work on college and dents learn about government, cultural, ic advisor is at Hoover several days a financial aid applications, and many and business institutions, learn about week to help students. Students who other activities that help them excel as College Avenue Compact career opportunities, and make lasting are interested in the program can email successful individuals. The SDSU College Avenue Compact is friendships with individuals from dif- coordinator Becky Esparza-Contreras a guaranteed SDSU admissions pro- ferent ethnic, religious, and economic at [email protected] or call AOIT gram for Hoover High students. It backgrounds. Interested students must (619) 594-0859 for more information. AOIT stands for Hoover’s Academy began this academic year with the apply in the second semester of 9th of Information Technology, which incoming freshman class who will grade, begin as Aaron Price Fellows in focuses on teaching advanced comput- graduate in 2011 and will continue the summer before 10th grade, and con- Step-Up er applications and information tech- with each incoming class. The College tinue in the program through 12th The mission of Step-Up, a program of nology. Among its many benefits, stu- Avenue advisors are current SDSU stu- grade. To find out more, visit SDSU's Consensus Organizing Center, dents can receive community college dents who help Hoover students meet www.aaronpricefellows.com is to engage, educate and empower credit for certain AOIT classes. One CSU admissions requirements by underserved high school juniors in hundred AOIT juniors participated in tracking their A-G classes, helping order for them to achieve a post sec- technology-related internships this with entrance exams, giving presenta- Cal-SOAP ondary education and develop the prac- year, and AOIT students also visited tions about the program to all 9th grade The California Student Opportunity and tical skills needed to solve health and some of San Diego’s most influential English classes, providing in-class and Access Program, or Cal-SOAP, is com- social problems in their low-income businesses as well as SDSU, City after-school tutoring and mentoring, mitted to providing information about neighborhood. Through Step-Up, stu- College, Southwestern Community and connecting with parents about col- post-secondary education and financial dents envision themselves as an impor- College and many other trips. lege. They are in Hoover's counseling aid, and raising the achievement levels tant asset to their community. Students Multimedia films by AOIT students center almost every day and are always of students from low-income families, in the Step-Up Program enroll in Social have won awards and been featured in happy to help. from schools or geographic areas with Work 120: Introduction to Social Work film festivals -- not a bad thing to put documented low eligibility or college course at San Diego State University, on a college application or resume! participation rates, or from families in for which students receive 3.0 general Seniors can earn scholarships for a 2- Cardinals Interact which they would be the first to attend elective college course credits. In addi- year or 4-year college -- this year The mission of Cardinal Interact is to college. To reach these goals, Cal-Soap tion, students are trained in mediation, AOIT awarded six $1,500 scholar- help youth at Hoover High School runs a variety of programs. These facilitation advocacy and other ele- ships to the Class of 2008. Nearly master leadership and academic excel- include: peer advisors who support ments of the consensus organizing 100% of the senior class plans to lence by developing teamwork skills school counseling personnel, serve as model. The course curriculum also attend college next year, with the only through small group interactions, peer role models, and work with more than includes 40 hours of community serv- exceptions being those who will enter coaching, and positive community 8,000 high school juniors and seniors in ice that must be completed in a com- military service or trade programs. experiences. Participating youth expe- small groups and for one-on-one inten- munity based agency in City Heights.

0 6 . 1 2 . 0 8 8 c i t y h e i g h t s . s d s u . e d u Cardinals Interact Celebrates at Senior Ceremony oover students from the Class of counselor for more information or H2008, along with parents and visit the Cardinals Interact site: guests, celebrated graduation cere- www.pricecharities.org/cardinals_2. monies for Cardinals Interact on on shtml for details. May 27. And like high school gradua- tion, there were speeches, awards, Cardinals Interact Class of 2008 certificates of completion, photos, Chaltu Abraham reminiscing and reflection, and more. Diego Ascencio That's because Cardinals Interact Marquis Blount involves three years of mastering Daniella Caballero skills and a commitment to achieve- Anthony Calderon ment that is almost as diverse and David Cornejo long as high school itself. Belgica Crespo The goals of Cardinals Interact, Viridiana Elizarraras made possible by Price Charities, are to: Gabriela Flores - Assist students in success- Maria Garcia fully completing graduation Addrely Hernandez requirements engaged in many more activities. The at Hoover High. When we first came in Natalie Hernandez - Help students create a com- investment made in them and by them to this program we were school mates, Semhar Kahassai munity of mentors and role has resulted in all planning to continue but now I’m proud to say we are fami- Nancy Khotsphom models their education after high school. ly. For some of us this is the closest Lauren Khun - Educate students about their “Coming into this program I was thing to family we have. It kills me to Kevin Monroe world and how to positively just another kid trying to get by in life know that we won’t be together next Angel Monroy impact their community doing the minimum amount of work, year. But although it hurts, I know it’s Jared Ocampo - Develop strong leaders who and still expecting something in for the best. Most of us are going on to Lizbeth Pastenes make positive choices return,” admitted Hoover senior a 4-year university or a JC, and one of Angel Soria The 28 Class of 2008 participants Anthony Calderon. “In the beginning us is even going in to the military, but Shirley Souriyamath applied to the program at the beginning of this program I started with a 1.3 GPA wherever we might go I know we will Tung Tran of tenth grade and have been together and now I’m proud to say I have a 3.1. bear the name Cardinals Interact Class Edgar Uribe for three years. During that time they Like my GPA flipped, so did my atti- of 2008 with pride.” Benjamin Valente visited businesses and colleges, partici- tude. I started being more involved in Any Hoover 10th grader can apply Nerly Victor pated in community service projects my school and became a leader and for Cardinals Interact, and applica- Eli Yang and leadership camps, served as men- now I’m the Cardinals Interact presi- tions are due in the fall of each year. Jovan Zavala tors and tutors for other students, and dent and the senior class vice president Students should contact their school Samuel Tesfamichael SDSU College Avenue Compact Offers Guaranteed SDSU Admission n the Fall of 2007, Hoover High 9th ! Presentations on what college The academic standards that each For more information on the SDSU Igraders learned that they will be the and requirements are all about Hoover student must meet for guaran- College Avenue Compact, contact your first freshman class to have an opportu- ! Parent and student visits to teed admission are: Hoover High counselor. nity that no other Hoover High students SDSU have had before. They will be guaran- ! SDSU college advisors working ! Attain a 3.0 CSU GPA and What Are A-G teed admission to San Diego State with Hoover counselors maintain it through senior year Requirements? University through a program called the ! Individualized four-year student ! Complete all CSU “A-G” A: US History, Government/World College Avenue Compact if they meet plans to meet requirements course requirements (see side- History -- 2 years. the requirements of the California State ! SAT/ACT test information and bar) B: English University (CSU) system. preparation ! Satisfy the ELM (Entry Level -- 4 years (ELD 7-8 may apply). During the year they learned of the ! How to complete financial aid Math Placement Test) C: Math (Algebra, Geometry, many benefits of a college degree, applications ! Satisfy the EPT (Entry Level Intermediate Algebra, Math including the ability to earn more money ! Tutoring, mentoring and guid- English Placement Test) Analysis, and Calculus) and have a much wider number of career ance ! Take the SAT or ACT test -- 3 years, 4 recommended. options. Each incoming Hoover High ! Collaboration between SDSU D: Laboratory Science (Biology, 9th grade class will have the same and Hoover faculty The College Avenue Compact is an Chemistry, Physics opportunity, and through the College outstanding opportunity for students to -- 2 years, 3 recommended. Avenue Compact, they will learn what This means that not only will every not only gain guaranteed admission to E: Foreign Language (other than they need to know about how to contin- incoming Hoover 9th grade student be SDSU, but also to strive for academic English) ue their education at SDSU as well as able to earn guaranteed SDSU admis- excellence that will prepare them for -- 2 years, 3 recommended. other 4-year colleges or 2-year commu- sion, but that they will have help at each anything that the future holds. F: Visual and Performing Arts nity colleges. Hoover High, SDSU, and grade level to reach the admission The City Heights Collaborative is -- 1 year. the City Heights Educational requirements, be ready for college, and also exploring closer relations with San G: College prep elective or addition- Collaborative will work together to pro- then gain the skills they need to gradu- Diego City College to promote further al year of any of the above vide support that includes: ate with a degree. options after high school graduation. -- 1 year.

c i t y h e i g h t s . s d s u . e d u 9 0 6 . 1 2 . 0 8 Hoover High Students Earn $750,000 in Scholarships!

Stephen Effron Scholarship University of Texas, El Paso Sponsored by Price Charities Athletic Scholarship - Football Maribel Arzola Corey Trisby Anthony Calderon Viridiana Elizarraras Walton Community Scholar Gabriela Flores Betty Hua Jose A. Flores Daunte Haynes WESTOP Scholarship Natalie Hernandez Kervin Ngo Dennis Hyman Ben Miranda Academic Distinction Angel Monroy (GPA 3.5 or higher) Danny Nguyen Chaltu Abraham Ammale Ali Stephen Effron Scholarship Anagelu Ali Honorio Luvianos Maribel Arzola Hung Banh Jesus “Chuy” Morales Hoover High vice principal Elba Vera announces students who have achieved academic distinction Marquis Blount Memorial Scholarship Shanika Brefford Sponsored by Price Charities Bryant Burgos Maria Garcia Blacks in Government Hoover Dollars for Scholars Jack Strand Memorial Kai Sheng Chuang Laura Lopez Anagelu Ali Sponsored by Hoover Alumni Scholarship Khanh Chi Dam Lizbeth Pastenes Sponsored by the Kensington Dina Daoud Booz, Allen & Hamilton General Scholarship Optimist Club Viridiana Elizarraras Cardinals Interact Scholarship Shanika Brefford Khanh Chi Dam Gabriela Flores Scholarship Blanka Lederer Khanh Chi Dam Kervin Ngo Ernesto Galvan Sponsored by Price Charities Kervin Ngo (computer) Laura Lopez Sunny Simok Mireya Galvan Chaltu Abraham Tesfom Mesfun Maria Garcia Diego Ascencio Brown University Sidney E. Angel Monroy John Johnson Memorial Mekeds Gashaw Marquis Blount Frank Scholar Janet Rayas Scholarship Daisy Gomez Daniella Caballlero Betty Hua Rosario Tablas Brandon Fox Natalie Hernandez Anthony Calderon Benjamin Miranda Belinda Herrera David Cornejo Rewarding College Dreams Adams Avenue Grill Kervin Ngo Betty Hua Belgica Crespo Sponsored by Cal-Soap Timothy Klepeis Scholar Christopher Huynh Viridiana Elizarraras Anagelu Ali Rudy Vargas Lima The Paula B. & Oliver W. Gloria Jimenez Gabriela Flores Jose A. Flores Jones Foundation Scholarship Lauren Khun Maria Garcia Blanka Lederer John Baker Humanities Scholar Blanka Lederer Quyen Le Adderly Hernandez Aradom Tesfai Ernesto Galvan Angel Monroy Truong Le Natalie Hernandez Blanka Lederer Semhar Kahassai Carol Simonides Memorial Alan Blackstock Scholar League of United Latin Luong Long Nancy Khotsphom Scholarship Sunny Simok American Citizens Johnson Lopez Lauren Khun Federico Osuna Scholarship Laura Lopez Kevin Monroe Bob Breitbard Scholar Athlete Jared Ocampo Zenaida Lopez Angel Monroy Charger Champions Benjamin Miranda Magali Lopez-Merecias Jared Ocampo Scholarship Mariachi Scholarship Xuan Luu (Valedictorian) Lizbeth Pastenes Anagelu Ali Sherald Bousfield Scholar Foundation Honorio Luvianos Angel Soria Rudy Vargas Lima Lauren Khun Michael Pelayo Benjamin Miranda Shirley Souriyamath Andres Monreal Tung Tran City of San Diego Engineering Thomas Brenton Burrell Scholar MTS - Coca-Cola High School Angel Monroy Edgar Uribe & Engineers and Land Viridiana Elizarraras Scholarship Kervin Ngo (Salutatorian) Benjamin Valente Surveyors of California Blanka Lederer Danny Nguyen Nerly Victor Scholarship Harry Cook Music Scholar Kathy Nguyen Eli Yang Kervin Ngo Quyen Le Reserve Officer Leadership Tinh Nguyen Jovan Zavala Star Award Xuan Nguyen Environmental Conservation Jack & Mary Goodall Scholar Sponsored by the H. & R. Bubel Jared Ocampo 15 de Septiembre Scholarship Award Michelle Morales Charitable Fund Christopher Ortiz Sponsored by Clark Middle Rudy Vargas Lima Diana Cervantes Michael Pelayo School ELAC Paul Hartley Scholar Daisy Gomez Berenice Perez Committee Doris Oatman Scholarship Jori Cedillo Bao Phan Honorio Luvianos Anagelu Ali San Diego County Citizen Erik Rios Maribel Arzola Hoover Class of 1963 Scholar Scholarship Foundation Abel Rueda AOIT Scholarships Natalie Hernandez Blanka Lederer Laura Lopez Jose Santos Diego Ascencio Betty Hua Don & Jane Robison ASB Alexiz Martinez Sunny Simok Holly Cao Xuan Luu Scholar Connie Sompasong Jori Cedillo Lizbeth Pastenes San Diego Lions Club Angel Soria Jose E. Flores Dollars for Scholars 2008 Community Service Award Iliana Tamayo Adderly Hernandez Community Service Award Evie Voeltzel School & Anagelu Ali Fatima Tellez Sunny Simok Betty Hua Community Scholar Maribel Arzola James Tran Natalie Hernandez Betty Hua Rudy Vargas Lima Architecture, Construction Ford Salute to Education Blanka Lederer Irene Vazquez and Engineering Scholarship Sponsored by the San Diego Clarence Watters Engineering & Laura Lopez Eli Yang Angel Monroy County Ford Dealers Science Scholar Mai Yang Betty Hua Kervin Ngo SDSU President's Diversity Jose Zuniga The Alex Smith Foundation Kervin Ngo Scholarship SDSU Guardian Scholar Xuan Nguyen Jose Zuniga Marquis Blount Hoover High School Math Hispanic American Achievement Awards UC Berkeley Regents Congratulations BECA Foundation Commitment to Education Huan Dinh Scholarship Viridiana Elizarraras Resources (HACER) Anagelu Ali Scholarship Horatio Alger Association Hoover High Best Buy Children's Sponsored by Ronald McDonald 2008 California Scholar UC Irvine Chancellor's Foundation Scholarship House Charities Betty Hua Excellence Scholarship Class of 2008! Christopher Huynh Maribel Arzola Michael Pelayo

0 6 . 1 2 . 0 8 10 c i t y h e i g h t s . s d s u . e d u What’s College Really Like? U.S. Military Service Can Help With Every college and university is differ- class. With that said, one of the biggest ent, and everyone’s experience at one temptations about college is that once Careers and College is also different. But one thing is for you are given all this independence sure -- it’s not the same as high you may suddenly become tempted to school. Hoover graduate Carolina get carried away. This means that you Bracamonte shares her perspective on may be tempted to choose to party or what college is really like. go out one weekend when you know you should study for your midterm on Carolina Bracamonte Monday. Basically, college is all about Hoover High Class of 2007 finding a balance between academics Attending College at: University of and having a social life. You can have California, Los Angeles. fun, but you have to be responsible to make wise choices because your num- began at UCLA in Fall 2007 and am ber-one priority at college is to get an Icurrently social-science undeclared, education. but I have pretty much completed just After a year in college I am not about all of my required General quite sure what career path I would like My name is Ivan Ruiz and I graduat- ed in 2007 from Hoover High School. Education classes in my first year, so I decide to attend, as well as to attend to pursue, but I do know I love work- I joined the military right after high ing with people so I would most likely am looking forward to potentially dou- Teaching Assistant and Professor school and went straight into the ble majoring. One of the majors that office hours if they have questions or pursue something along those lines. United States Air Force. I went into interests me is Sociology. are struggling with a class. The best advice my college peer coun- the medical field and I am currently The biggest difference I have In terms of social life, the biggest selor gave me is that if you don’t know in Nutritional Medicine. I would say found between UCLA and Hoover difference is that it may be hard to form what career path you would like to the biggest difference between high High School is the size of the campus. relationships and establish friendships take, then do internships during sum- school and the military is discipline, Because Hoover was a smaller campus within the setting of a classroom mer. Internships not only help you gain because in high school you are not we were able to develop more person- because classes tend to be really big. experience and develop skills, but you forced to have much discipline, but in al relationships with friends, coun- However, from my own personal expe- begin to network. Networking is the the military you do have to have dis- selors, and teachers. At UCLA I have rience, I have found that if you live in key because it is a stepping stone cipline and good physical fitness as found it challenging to develop those the dorms, you can meet a lot more stu- toward opportunities and often times a well. I am not sure for every branch, types of relationships because the cam- dents, who a lot of times tend to be in lot of internships may offer you a job but for the Air Force you are con- stantly taking tests, and getting pus is incredibly big. Also, another one the same classes as you. This can be upon completion of your degree. smarter as you progress in your mili- of the biggest differences is that you very helpful during midterms or finals As my freshman year at UCLA tary career. You will always be meet people from different cities, because you can form study groups comes to an end, I feel that I have expected to be in upgrade training or states, and countries. At Hoover, stu- and review the material that needs to become a much more responsible per- preparing for some kind of test either dents came from many different coun- be studied. I have also found that if you son. College has taught me to make for rank or just because you need to tries, but all shared the same neighbor- live on campus not only can you meet wise choices because every choice you for your job. hood and community. a lot more students, but you can get make has an impact on your future. It One big difference in military life One of the biggest differences more involved in different student and has definitely taught me that if you find is boot camp because you are far between college classes and classes at campus organizations. that you didn’t make a wise choice, the away from friends and family and Hoover is the size! I had a class my Along with all of these changes best thing to do is to make it a lesson under lots of stress and pressure. first quarter at UCLA with over five comes the thrill of independence. well learned and move on. Definitely Once you are done with all that and hundred students in it. The structure of Suddenly no one tells you what to do, learn from mistakes and have a differ- get to work you get back to almost your regular life, except while on classes is set up into large impersonal what time to wake up, sets any rules or ent approach to whatever situation you duty or if you get deployed. may be in the next time around. lecture classes and smaller more per- curfews on you, or forces you to go to I decided long before I entered sonal discussion classes that tend to the military that I want to be an engi- resemble the size of a high school neer, but at the moment that's not class. The workload of college work is what I am. That doesn't bother me very fast paced, especially at UCLA because my school gets paid for by because the year is separated into three the military, so by the time I get done quarters throughout the course of a serving my country I will be able to year, meaning that each quarter is ten finish off school, or almost be done, weeks long and every new quarter you and do what I want to do in life. So it get new classes and professors. Also, has helped me prepare for my the amount of reading material you get future. I have learned to be more assigned is incredibly different from appreciative for the men and women that have given their lives to make high school -- it’s like an AP Class in America a free country. I have high school times three! However, the learned to take care of myself and best advice I can give to a prospective be independent as well as disci- college students is to definitely take plined. I also have built character advantage of free tutoring services that UCLA has nearly 5,000 freshmen and a total enrollment and have pride in what I am doing. may be offered at the college they of nearly 38,000! But not all colleges and universities This helps me give it my all in life. are this big -- they come in all sizes.

c i t y h e i g h t s . s d s u . e d u 11 0 6 . 1 2 . 0 8 Hoover High’s AOIT Provides Who’s On Track for Outstanding Opportunities Guaranteed SDSU Admission? By Jori Cedillo, AOIT Class of 2008 ome students know that they want academic requirements. To meet them Sto go to college as early as elemen- all, it is important to stay on track in am a graduating senior from the deal with patients and attend to their tary school. For others in middle and high school, and meeting the require- IAcademy of Information needs by offering my assistance and high school it is an option they would ments will also help students gain the Technology. I am also the vice presi- my strength of mind. That experience like to explore, and some just don’t skills they need in life whether they go dent of the AOIT Student Advisory convinced me to become a nurse. If it know what their future will hold. But to college right after high school, Board. I joined the AOIT my sopho- weren’t for AOIT I wouldn’t have students stand a better chance of gain- enroll in a community college, or want more year. What I have learned in the decided to become a nurse because I ing admission to SDSU or another uni- to keep the option of college in their last 3 years can only be described as a have realized that helping others is a versity if they plan ahead. All univer- future. It’s never too late to continue life-changing experience. During this great feeling for the human soul. sities in the California State University your education, but here are the stu- time I have gained the essential skills AOIT has helped me develop the system, like SDSU or CSU San dents finishing 9th grade this year who in technology that are used everyday. potential and determination to do some- Marcos, as well as those in the are on track for guaranteed admission Through the Academy I completed an thing special with my life, something University of California system, like to SDSU through the College Avenue internship in my junior year at San that I can be proud of. AOIT has given UCSD or UCLA, have very specific Compact. Keep up the good work! Diego Futures Foundation and me motivation to achieve success, and received a free computer as part of my take the necessary actions to reach my Gutierrez, Anthony internship. The AOIT has many things goals and ensure a successful future. Arguelles, Jhordan Olague, Roberto Harding, Ashley to offer such as scholarships, field Not only have I become a hard worker Araujo, Martha Olea, Mayreni A Hernandez, Diana trips, job opportunities, internships, but I also believe I’m a good leader. I Aparicio, Marvin Onn, Savandy Hernandez, Javier community service, but most of all know my future will depend on every- Alehegn, Tamru Ortiz Diaz, Stephanie Hernandez, Jessica they have a wonderful staff of teachers thing I learned in the AOIT. Alatorre, Alfredo Penagos, Elidhet Hernandez, Rebeca and our own counselor. One thing As you can see this Academy Adan, Adan Nur Perea, Sergio Hernandez, Yaritza G unique about AOIT is that students changed my high school experience by Acosta, Thania Perez, Karina Lopez Herrera, Isabel have the same teachers from their showing me the joy of learning new Arredondo, Emlyn Perez, Nicolas Duenas Hudson, Vontece M sophomore year till their senior year, things. My academic subjects in AOIT Arteaga, Sandra Perez, Stephanie Jimenez, Abigail this way students become more famil- provided many more learning opportu- Avalos, Jennifer Phan, Trang Uyen Hoang Jocobi, Karen iar with their teachers. nities than my regular Hoover classes. Aviles, Leobardo Phengsavath, Nancy Jordan, Devin The AOIT has also helped me in I hope that in the future, more acade- Barragan, Robert Pimentel, Ivonne Kabandauli, Elie my other academic courses by raising mies will open at Hoover to give all Berhe, Eden Pino, Gabriela Khankeo, Katie my self-esteem, and giving me the students the type of enriching educa- Brizuela, Astrid Ponce, Carlos Lach, Salut confidence to know that I can accom- tional experience that I have been for- Bui, Katherine Poonsuk, Maytin Lawson, Ryan plish whatever I put my mind to. tunate to enjoy. I will take the experi- Bwayo, Benon Portillo, Keneth Le, Sam Bao I will be attending San Diego State ences that I have learned in the acade- Bwayo, Rogers Ramirez, Elliot Legorreta, Andrea University in the fall to fulfill my life- my wherever I go. Cadenas Leon, Leslie Rangel, Alay Loek, Chansopheak long career goal of Nursing, with a Lastly, I would like to give a spe- Calderon, Guadalupe Mayani, Kafara Lopez, Manuel minor in Psychology. Because of cial thanks to all the AOIT Teachers Castillo, Fernando Rosas Garcia, Abigail Renteria, Erendira AOIT I was able to complete a 2nd and Staff for supporting and having Castro Ramirez, Juan Rueda, Alfred Manzano, Danielle K internship at a local clinic run by faith on me, and of course my parents Castro, Christian Sanchez Gil, Guillermo Rivera, Jorge Scripps that helped me gain readiness for always supporting me all through Chan, Victor Sarabia, Francisco Meferia, Fereon for nursing school. I learned how to my high school career. Chavez, Beatriz Sytha, Steven Contreras, Juan Carlos Mejia, Jorge Teer, Kevin Coria Delgado, Melissa Mejia, Wendy Thang, Anjelica Cornejo, Star Mendoza, Jose De Jesus Torres, Luzmarieneid Cruz, Arnulfo Mercado, Daisy Torres, Yesenia Cruz, Lucas Molina, Kimberlyn A Tran, Lymen Ly Dam, Lan Anh Ngoc Morales, Luis Tran, Olivia Dang, Marlyn Moua, Leng Ture, Omar Daoud, Sami Munoz, Carol I Vo, Minh Hoang Diep, Bach Munoz, Jocelyn Williams, Bobby Doan, Lam Hoang Ngo, Trangkhanh Ta Woods, Nakia Douk, Davilyn Ngo, Truong An Woods, Nakita Fakhreddine, Hassan Nguyen, Duong Yang, Bao Felix, Wilfredo Nguyen, Kieu Yusuf, Laylo Flores Castro, Beverly Nguyen, Michael Vazquez, Vanessa Flores Soto, Angel Nguyen, Sonca Trujillo, Victor Osvaldo Galaviz, Hector Nguyen, Tina Kimxuan Siri, Brian Gandara, Kyara Nguyen, Trang Minh Tri, Michelle Garcia, Josefina Noriega, Esthefani Tran, Truc AOIT’s Academy Awards highlighted student accomplishments Garcia, Lorenzo Ocampo Mireles, Anahi Tran, Tina

0 6 . 1 2 . 0 8 12 c i t y h e i g h t s . s d s u . e d u cCuURrRrICiUcLuUMlu CmURR cENuTSrrents Language Learners Offer Inspiration at Quilt Celebration

America is not like a blanket drawing that represents their past life, The symbol that represents my past is a —one piece of unbroken cloth, present challenges, and future goals guitar surrounded by musical notes. The the same color, and dreams. Students discussed in weak notes stand for the obstacles I faced the same texture, class the idea of America as a quilt, when I came to the U.S. without knowing the same size. wrote essays about it, and painted English. I’ll never forget the day my dad America is more like a quilt designs onto pieces of cloth that would came into my room and said, “We have to —many pieces, many sizes, move to San Diego, so pack your stuff.” In be sewn together to form a quilt. that moment, I felt so sad and angry. all woven and held together Like their quilts, the ESL students Before we left, my mom cooked a special by a common thread. have been woven together by the chal- dinner so we could say goodbye to every- lenge of learning English, and also the one. Still, I was so angry with my parents. - Jesse Jackson struggle to adapt to a new country. I thought, “I won’t learn anything, and Many share painful memories of war everything will be ugly.” Since then, I have and death, having to make difficult learned a lot. Now, I speak English, not nspired by the poem of Jesse Jackson decisions, and being separated from perfectly, but I speak it. Most important, I and the promise of a brighter future, learned how to be successful in life. I parents, friends, family, and the cul- - Scarlett Chavez students in ESL 6 classes at Hoover ture and comfort of their homeland. High School complete a quilt of their All have experienced emotions of own each year. Their individual squares uncertainty, fear, loss and sadness In my quilt square is a closed lock in a reflect memories of the past, dreams black background. This represents the when leaving their former countries, absence of a friend and the lonely soul and goals, optimism and adversity. yet they also share new goals of grad- without friendship. The closed lock Each student stands in front of the audi- uating from high school, going to col- stands for the necessity to have someone ence to describe their piece of the quilt lege, finding rewarding careers, help- to talk to and share my confidence. The and how it expresses their goals and ing their families and communities, black background is symbolic of the shy hopes for the future. They also read and other hopes of a bright future. person that I was before I met my best poems they have written together that The annual event therefore is a friend. As I began to open up my feelings capture the process of learning a new very emotional time for the students, and my thoughts, my heart transformed language. into a colorful rainbow, beating with lively who bravely share their struggles and music. My best friend helped me to Planning for the quilt began proudly recall their triumphs. In the become a decisive person who loves to months ago when each student made a audience a dry eye is hard to find. have a lot of friends. The ice skates reflect, like a mirror, how I need a com- panion, a best friend, a second hand, to encourage me to continue and never give up. In the future, I will always remember this person who had faith in me, and reached out to me when I needed her. - Nicole Castillo

The candle represents the warm love of family and friends in my homeland, Ethiopia, my homeland. My grandfa- ther’s parting words were, “You are my only grandson. Be careful with your life.” These heartfelt words and the tears of my family and friends made that day both sweet and sad. The green background stands for the wis- dom of my loving community that con- tinues to give me hope each day. The blue river represents the long distance I have traveled, both from my homeland to America, and from the obstacles I faced to my present challenges. My candle’s flame lights my future as an During the Multicultural Quilt Celebration, students described the symbolism of their educated and knowledgeable person own square and read poetry that they wrote together describing the experience of who will guide other young men to learning English and adapting to life in a new homeland. change their lives, and to be a change in the world. - Fiseha Melese

c i t y h e i g h t s . s d s u . e d u 13 0 6 . 1 2 . 0 8

The Door A poem by Hoover High Teachers Earn Advanced ESL 6 Students Degrees and Credentials Either you will go through this door Failure will be your partner eachers of the City Heights Educational Collaborative are not only edu- To discover a new world coming That door will close Tcators, but are also students and life-long learners. This year more than To find your hidden strength To what? You will never know a dozen teachers at Hoover High, Clark Middle and Rosa Parks Elementary What do you have to lose? earned Master’s degrees, specialized certificates, or advanced credentials at Climbing toward the sky, but leaving It is possible to live worthily SDSU. Many others expect to finish next year, and a new group will begin others behind With your values classes at SDSU in the fall. Since the City Heights Collaborative began ten Giving up the challenge life put in years ago, more than 100 teachers have completed advanced degrees at Or you will not go through front of you SDSU through the Collaborative’s tuition support program. Congratulations This door of hope, of magic Living behind a closed door to the following: And lose what you were searching for Facing people who oppose you To live in loneliness, lost Leslie Hardiman, Hoover High MA in Curriculum & Instruction Without thinking, abandoning your But much will blind you Micheal Heu, Hoover High MA in Curriculum & Instruction dreams In every step you take forward Maria Javier, Clark Middle Reading Specialist Credential Friendships will fade Marilin Levitan, Parks Elementary MA in Curriculum & Instruction If you go through, Like the darkness of night blinding Alma Molina, Parks Elementary MA in Curriculum & Instruction There is no way back you to daylight Pam Forde, Parks Elementary Math Specialist Certificate You will realize who you are now Unless you listen to your heart’s truth AnnMarie Gasparine, Parks Elementary Math Specialist Certificate And find peace in your heart Candace Goss, Parks Elementary Math Specialist Certificate Carrie Hultgren, Parks Elementary Math Specialist Certificate Fighting for dreams and tasting the Much will evade you Joyce Ibanez-Roman, Parks Elementary Math Specialist Certificate flavor of victory And ignore you Carrie Smith, Parks Elementary Math Specialist Certificate Like clouds blocking the sunshine Katie Smith, Parks Elementary Math Specialist Certificate There is always the risk A star falling, DeWitt Yancy, Parks Elementary Math Specialist Certificate Of forgetting who you are, or were Far away from you Veronica Youso, Parks Elementary Math Specialist Certificate Or finding obstacles in your path Or losing your way, and your family The door itself makes no promises But take the chance - Let history Promises must come from you speak for you The door only offers an opportunity If you make the effort Students Contribute to Of remembering your name. And live what you believe An unforgettable name Canyon Clean-Up That came from generations of family It is only a door. Who have suffered long Another route to reach your future A name that holds a mysterious wishes secret of identity Silent, it still waits for you To open up If you do not go through To the promise of your dreams You will lose the way to infinity

Students from Rosa Parks Elementary, Clark Middle School, Hoover High and SDSU, along with other volunteers from around City Heights and San Diego, worked together in May on a clean-up of nearby Swan Canyon. The program, organized by Aquatic Adventures, is called Wetland Avengers and focuses on improving a different park or natural area each year. Many participants have been involved in Aquatic Students share poems and personal Adventures programs at school, such as SEA Semester at Clark Middle experiences during the quilt event. and the BAHIA program at Hoover High. Thanks to their efforts, Swan Canyon hopefully will become a safe place for youth to enjoy nature.

0 6 . 1 2 . 0 8 14 c i t y h e i g h t s . s d s u . e d u Hoover High VAPA Spent Year Showcasing Art and Achievement By VAPA Director Nancy Johnson and VAPA Faculty everal years ago a dream was born Sat Hoover High School. We Canyon, as well as the VAPA dreamed of a program that would allow Showcase, the Shakespeare Festival, for the artistic expression of our stu- and the Spring “Pops” Concert last dents, foster their creativity and passion week. Our musical groups brought for the arts, infuse them with the excite- home many “excellent” ratings from ment of being a community of artists all of their festivals and a “Best of that supported and encouraged one Show” trophy from the Disneyland another, and taught them to champion Festival competition in June. Four art in its many forms on camus and in guitar classes throughout the year per- the community. This year that dream formed at their own concerts in the became a reality in the form of winter and spring. Hoover’s Visual and Performing Arts We are especially proud of our Academy. seniors who were recognized at the As the end of the academic year is first annual Senior Recognition approaching, VAPA has showcased stu- Ceremony on June 3, 2008. Hearing dent achievements, and also has helped each senior tell his or her goals for the us reflect on all that has happened dur- Hoover’s guitar classes held a concert in May. future and how VAPA influenced ing our first year. his/her life was inspirational and emo- transcenDANCE, Mo’olelo Theater, complete with a jester, fabric seating, tional. Matt D-Arrigo from “A The Studio Art Program Evoke, Coronado School of Performing men playing Juliet, monologues and Reason To Survive” (ARTS) honored We started the year with energy and Arts, and Old Globe. Our first produc- excerpts from several Shakespeare four students with scholarships: excitement. As early as July, we began tion, “The Troubadours” evolved from a plays, and musical renderings from the Gabriela Flores with $1000, and $250 focusing on contacts to create venues small group of dedicated students who choir, the quintet, and several members to Michael Pelayo, Chris Huynh, and for the start-up of VAPA. The first show had the commitment to workshop with of the orchestra. Betty Hua. in October was a collaborative effort of artists Holly Rone and Jesse Johnson We are thankful to our principal, visual arts, drama, music, and poetry at for an intimate performance with on- The Music Program Chuck Podhorsky, who has supported the City Heights Weingart Library. In stage seating. The next production was We created new community part- our many requests and encouraged us November, we developed another show a collaborative effort between Mr. nerships with the La Jolla Symphony to persevere through our growing at the SDSU Collaborative offices on El Hernandez’s senior AVID class and Ms. and the City Heights Collaborative pains; Robert Price who has sponsored Cajon Blvd. for a “Day of the Dead” Flesh’s advanced drama class. The stu- schools. We also brought in music our music program and is continuing celebration of dance, poetry, theatre, dents wrote, directed, and performed in coaches to work with the students in to help shape our theater program; the visual arts, and folk arts. In February, a play called “Crossing the Line,” small wind, brass, percussion, and ARTS Corporation for our scholar- the advanced drawing and painting which focused on many of the issues of string groups. The beginning band, ships and the exciting internship possi- class highlighted the theme of immigration families as they cross their advanced band, orchestra, and choir bilities we are dreaming; our amazing “Disclosures” at The Art Produce homeland borders to come to America. performed several times throughout advisory board members, who have Gallery, and concluded the year with In May, the students performed the the year at such events as International given us their suggestions, their time, their May show, “Defining Self” at The musical theater production, “Godspell,” Winter Celebration, the Winter and their support in volunteer hours Sister Lodge as part of “Ray at Night.” directed by Holly Rone, musical direc- Concert, the Collaborative Cluster and financial donations; countless Students sold work at all of their art tion by Jesse Johnson. Ms. Flesh even Concert, the music festival at other volunteers and financial support- shows. joined her students as a performer in Cuyamaca College, the Music Festival ers; our VAPA teachers and support this age-old story. The year culminated Concert in the spring, the Dana staff, who have given their blood, The Theatre Program with the VAPA showcase in May, and a Middle School District Choral sweat, and tears; and most importantly We created relationships with com- festival to honor Shakespeare in June. Showcase, the Westland Avengers day our creative, crazy, lovable students, munity organizations, including The festival was held in the back quad, at Hamilton Elementary & Swan without whom we would not exist.

Students get some advice from director Holly Rone before a performance of Godspell Hoover’s choir performs during VAPA’s final concert of the year.

c i t y h e i g h t s . s d s u . e d u 15 0 6 . 1 2 . 0 8 Hoover High AOIT Teachers Thanks SDSU Mentors! Earn Economics Award he work of Hoover High's and budgets, savings and investing. TAcademy of Information One lesson, for example, has students Technology teachers Vicki Banks, develop a budget spreadsheet with Ellen Towers and John Michener their parents for their senior year in recently was recognized by the high school so that they will be pre- California Jump$tart Coalition. The pared for expenses like prom, buying a teachers were presented a Financial yearbook or class ring, saving for col- Literacy Award for a book they com- lege and other expenses. piled that is used as part of the senior “If students don't learn financial economics curriculum. The award was literacy, they don't have a full educa- presented at the annual conference of tion,” stated Ms. Banks, who teaches the California Jump$tart Coalition, a 10th grade World History and 12th non-profit organization that supports grade Government and Economics. The City Heights Collaborative hosted an end of the year lunch to say thanks K-12 finance education. “We live in a complex global econo- to SDSU students who have served as tutors and mentors with Hoover High’s The economics book includes nine my, and if students don't understand ESL, Foundations for Success, and College Avenue programs. Most are the lessons that help students learn the their own personal finances, they can't first in their family to go to college and they encourage others to do the same. skills they need to manage their per- understand the larger economic pic- Together they have invested hundreds of hours helping at Hoover. sonal finances. It includes chapters on ture and how they fit into it. Today's income and careers, checking voters have to understand money and Dear Reader, accounts, credit cards, income taxes, economics to be a complete citizen.” We are an eighth grade English class that attends Monroe Clark Middle School. Hoover’s Ellen Towers Our class is raising money for the “Survivor Mitzvah Project.” The Holocaust (center) and Vicki Banks survivors we are sponsoring live in extreme poverty and haven't recovered since (to her right) received World War II ended. Most of the survivors live in Eastern Europe. A woman named Zane Buzby, who is a famous producer from L.A, runs the project. She recognition at the 2008 takes time out of her day to help Holocaust survivors in Eastern Europe. One California Jump$tart hundred percent of the money goes to the Holocaust survivors. Our goal is one Coalition conference in thousand five hundred dollars. If you donate as little as two dollars you can feed Sacramento for their a survivor for one month. Any donation will be greatly appreciated, big or work on high school small. Thank you for your time and consideration. financial literacy. Sincerely,

Ms. Javier’s 3rd period 8th grade class, Monroe Clark Middle School Please Contact Ms. Javier via email at: [email protected] Poetry Corner I Wish… I Used to Be… Father: An Elegy By Karla Cruz By Karla Cruz 8th grade, 8th grade, By Nick Sua Monroe Clark Middle School Monroe Clark Middle School 8th grade, Monroe Clark Middle School

I wish I used to be a face That I won’t be another statistic With my green eyes staring far across Father, to you I plea Father, I miss you And wouldn’t be judged by the color the ocean Come back down with my brothers Yes it is true. of my skin. My lips speaking words from within and me. They say to move on I wont end up being another my body The five of us would go to the park And forget about you. pregnant teen And my nose quite different but And we wouldn’t come back until it Or lost myself because of drugs. special was dark. I’m going to be myself, But now I’m a heart Father I can’t And I'm going to show the world Waiting for someone to break me For you’re with me that I’m nobody else. Keeping the human alive Father, come down and play, And watching with glee. And feeling feelings that no other And if you leave come back down Father oh Father why did you body part can. again someday. leave?

0 6 . 1 2 . 0 8 16 c i t y h e i g h t s . s d s u . e d u PAREpNTaPrAeGEnS t pages Parents Become Academic Promoters Los Padres se convierten en promotores at Rosa Parks Elementary académicos en la Escuela Rosa Parks lmost every parent needs to help became better at helping them. They asi todos los padres necesitan ayudar en tercer grado. Los maestros selec- Atheir children with homework, also gained a stronger commitment Ca sus hijos con las tareas y en cionaron a los estudiantes que necesita- but sometimes they need help learning to supporting academics at Rosa muchos casos también los padres necesi- ban ayuda para ponerse al corriente. how. On the suggestion of the Parent Parks Elementary -- many wanted to tan aprender como ayudarles. De acuer- Una de las decisiones más impor- Advisory Committee at Rosa Parks continue to work with their students do a una de las sugerencia que hizo el tantes para la Maestra Levitan y Natalia Elementary, the PAL (Parent in the future and also help others. comité de padres en la Escuela Primaria Hernández fue que se fortaleciera el Academic Liaison) program decided Ms Cynthia Gonzalez, a parent par- Rosa Parks, el programa PAL (Parent conocimiento de los padres al trabajar to start a class that would help them. ticipator, continued working with a Academic Liaison - Enlace Académico con los estudiantes así los dos podrían But first some decisions had to be third grade student on multiplication de Padres) tomo la iniciativa para iniciar aprender juntos en vez de tener clases made by PAL leaders Marilín Levitan, facts even after the piloted program una serie de clases que ayudaría a los solo para los adultos. Ellas esperaban Natalia Hernandez, and the commit- ended. The participating parents had padres. Tanto la Maestra Levitan, Natalia que los padres trabajaran con sus hijos, tee. What grade, what subject, and become “academic promoters,” a Hernández así como el comité tuvieron pero como esto no fue posible, volun- what kinds of strategies to teach par- name that Ms. Hernandez believes is que tomar algunas decisiones. Tales tarias del comité de padres se dieron a la ents would be most useful? very appropriate for the connections como; ¿qué grado, cuál materia y qué tarea de apoyar a los estudiantes que no They soon decided to start with that PAL wants to encourage tipo de estrategias de aprendizaje serian estaban acompañados por sus papás en third grade math because multiplica- between parents, teachers, and stu- de más ayuda para los padres? cada una de las seis sesiones. tion and division concepts at this dents. Entonces se decidió iniciar con Se observó que los 14 estudiantes grade level can cause problems for “This was a pilot program to see matemáticas en tercer grado porque los que participaron mejoraron en sus habil- both students and their parents. One what methods are best for our par- conceptos en multiplicación y división idades con matemáticas y en la confian- issue that often comes up is this: ents and students,” explained Ms. pueden causar problemas tanto en padres za con ellos mismos, lo mismo se many parents can do the math, but Levitan, “but we hope to expand in como en los estudiantes. Una de las observó en los adultos al estar ayudando they learned it differently when they the future. To do that we will need situaciones más comunes es esta: a los estudiantes. Los adultos quieren were in school, so their child can get more participation, both from par- muchos padres saben matemáticas pero continuar en su compromiso de apoyar frustrated because it is not the way ents and teachers.” la aprendieron de diferente manera en la académicamente en Rosa Parks y their teacher does it. There are also More classes to help parents escuela y los niños se frustran porque no algunos continuaran reuniéndose con more steps to get to the answer, so it become academic promoters are es la misma manera que su maestra/o les el/la estudiante. La señora Cynthia is easier to make a mistake, causing being planned. In the meantime, enseña. Existen diferentes formas de lle- González una mamá que participa en el students to lose confidence, and PAL will celebrate the success of the gar a la misma respuesta y a veces es programa continuará trabajando con una once they fall behind, it gets harder first class of parents and students at fácil equivocarse, en este proceso los estudiante de tercer grado en matemáti- and harder to catch up. a recognition ceremony on June 24 estudiantes pueden perder la confianza cas aun cuando el programa piloto ya ter- With guidance from Rosa Parks’ for parents, students, teachers and en ellos mismos y si esto pasa se pueden mino. Los padres que participarón se Math Specialist, teacher Mario volunteers. For more information on quedar atrasados y será mas difícil para convierten en "promotores académicos" Borrayo, a curriculum also was PAL and its academic promoter pro- ellos ponerse al corriente. un nombre que Natalia Hernández con- designed around the main strategies gram, contact Ms. Levitan and Ms. Con la guía del maestro especialista sidera apropiado y de acuerdo a lo que and concepts of third-grade math, Hernandez at 282-6803 x 4304. en matemáticas Mario Borrayo se diseño PAL busca fortalecer entre padres, maes- and teachers selected students who un programa con algunas estrategias y tros y estudiantes. needed help getting back on track. conceptos principales para matemáticas "Este fue un programa piloto para But one of most important deci- ver cuales métodos serian los mejores sions that Ms. Levitan and Ms. para nuestros padres y estudiantes," Hernandez made was to build parent explico la Maestra Levitan, y esperamos skills by working together with actual que éste programa crezca en el futuro. students so both could learn alongside Para esto necesitamos más participación one another rather than through a class de maestros y padres. just for adults. They hoped that many Se planean más clases para que más parents would be able to work with padres se entrenen como promotores their own children, but when that was- académicos. Mientras tanto, PAL cele- n’t possible, volunteers from the par- brara con los estudiantes, maestros, padres ent advisory committee filled in and y padres voluntarios el éxito de la primera helped the same student for each of the clase de padres y estudiantes con una cer- six sessions. emonia de reconocimiento el 24 de junio. The result was a big success. Para más información acerca de PAL Student math skills and confidence y el programa de promotores académi- improved among the 14 students cos, comuníquese con la maestra Levitan who participated, and the adults Parents and students learned together with help from PAL y Natalia Hernández al 282-6803 x 4304.

c i t y h e i g h t s . s d s u . e d u 17 0 6 . 1 2 . 0 8 Parent Center Helps Celebrate Cinco de Mayo at Rosa Parks Elemenary

he Rosa Parks Elementary Parent Center helped the school celebrate Cinco de Mayo with food and Tfestivities, including a performance by an Aztec dance group who performed a variety of traditional dances in full costume. Principal Peggy Crane and vice principals Rick de la Pena and Lisa Uribe also served as judges for the salsa tasting contest. Although all the home-made recipes from Rosa Parks fami- lies were delicious, three favorites had to be chosen. The Battle of Puebla and Cinco de Mayo by Virginia Angeles Parent Center, Rosa Parks Elementary School would like to take the opportunity to talk about our history on this impor- uiero aprovechar esta fecha tan importante para hablar de nuestra histo- Itant date. Mexican history is truly fascinating and interesting. If many of Qria. La historia de Mexico es realmente fascinante e interesante, si us reencounter past epochs, characters, dates and heroic facts, we would muchos de nosotros nos reencontramos con épocas pasadas, personajes, know that the Battle of Puebla happened in an important moment of our his- fechas y actos heroicos sabríamos que la batalla de puebla se dio en un tory and that today it is a significant celebration full of happiness and fiesta. momento muy importante de nuestra historia y como mexicanos es muy sig- I will talk about what Batalla de Puebla was and how it happened. nificativo que lo celebremos así, con fiesta y alegría. Así que hoy hablaré Juárez, elected President in 1861, was well accepted by sobre lo que fue y cómo se dio la Batalla de Puebla. some countries such as Prussia, England, Belgium and El gobierno de Benito Juárez fue reconocido por Prusia Ecuador. President Juárez attempted to ease the financial chaos Inglaterra, Bélgica y Ecuador. Juárez intentó arreglar el caos caused by the civil war by suspending interest payments on financiero causado por la guerra civil suspendiendo el pago de foreign loans incurred by preceding governments. intereses a los préstamos extranjeros que los gobiernos anteri- Representatives of European potencies realized that the ores recibieron. Los representantes de las potencias Europeas Mexican government had a deficit of 400,000 pesos per moth interesadas en que se les pagara lo que se les debía dudaron que and that the nationalized church property was not enough to eso fuera posible cuando supieron que el gobierno tenía un pay off its debt. Angered by Juárez’s decree, France, Britain, déficit de 400 mil pesos mensuales y que los bienes de la and Spain decided to intervene jointly to protect their invest- Iglesia, con cuyo valor podía pagarse la deuda, se vendían a pre- ments in Mexico and decided to go to Mexico to collect the cios muy bajos. debt owed to them by this country. The English and Spanish En la convención de Londres los representantes de Francia, accepted Juarez's guarantees and quickly withdrew, however, Benito Juarez España e Inglaterra decidieron venir a México debido a que no the French officials did not accept the guarantees and held their position. existían condiciones para que se les pagara lo que se les debía y los Franceses The prime mover in this decision was Napoleon III of France, who vieron la oportunidad de apropiarse del territorio Mexicano e implementar believed that the Mexican territory would welcome the creation of a monar- una monarquía. El día 25 de febrero de 1862 los franceses emprendieron la chy. On February 25, 1862, the French started an invasion. Early on May 5, marcha hacia el interior del país. Por su parte los Españoles y los Ingleses 1862, General Laurencez led 6,000 French troops toward Puebla, Mexico, decidieron abandonar el país al aceptar un acuerdo con el Presidente Juárez; just 100 miles from Mexico City. The French encountered unexpected resist- sin embargo, Francia ya había designado al general Lorencez como coman- ance at Puebla, as General Ignacio Zaragoza repulsed the invaders. dante en Jefe de su ejército, quien fue derrotado por las fuerzas del General The fact that Mexicans could defeat one of Ignacio Zaragoza en Puebla en la gloriosa batalla del 5 de Europe's best armies surprised much of the interna- mayo de 1862, derrota muy dolorosa para Francia ya que su tional community and it was a painful experience for ejército era considerado el más poderoso del mundo en los the French Army that was considered the greatest mil- años anteriores y quien siempre consideró que iba a ser muy itary force on the globe in the previous years. fácil apoderarse de una nación que atravesaba por múltiples May 5 of 1862, known as Cinco de Mayo in problemas internos y que militarmente se suponía que era muy Spanish, henceforth became a popular national holi- débil. day. Year by year Mexicans celebrate Cinco de Mayo Es por eso que año con año los mexicanos celebramos el 5 as part of their history and culture. "Culture is a fun- de mayo y eso es parte de nuestra historia y nuestra cultura. damental part of the identity of the towns and it is a "La cultura es fundamental para la identidad de los pueblos y sample of the continuity of life." es una muestra de que la vida sigue."

0 6 . 1 2 . 0 8 18 c i t y h e i g h t s . s d s u . e d u experience from her years as a vol- Hoover Welcomes New Parent Center Director unteer at Rosa Parks, and Oscar Navarro an experienced social work- aura Angel-Zavala recently was er who is always willing to support Lchosen as Hoover High’s new students and families. Parent Center Director, although Since May, the Parent Center many parents, students and staff cer- has already organized a Mother’s tainly know her already. For the past Day event, a Hoover High campus seven years she served as director of tour for incoming parents, a dad’s the Parent Center at Monroe Clark softball game, staff appreciation day, Middle School, and also is the wife and the parent volunteer celebration. of Frank Zavala, who was a guid- Future plans include working with ance counselor at Hoover from 1997 parents on truancy, helping below to 2007. grade-level students, assisting teach- Her many years of experience at ers, and many other programs and Clark, and the many parents she events. All parents are encouraged already knows, will surely help Ms. Parent Center staff Felicia ElAton, Laura Angel-Zavala, and Oscar Navarro. to get involved. Hoover’s Parent Angel-Zavala in her new position, Center is located in the Hoover support each other to benefit their One thing that remains the same but she also is looking forward to Annex and can be reached by call- students. In addition, I want parents is that Parent Involvement will new opportunities. ing (619) 283-1297. “My vision for Hoover is to cre- to have a positive image of Hoover involve building relationships with ate a welcoming Parent Center and to know they have a voice here. parents, teachers, counselors, admin- where families from diverse back- I want to market our school to the istrators, plant operations, security, grounds feel comfortable dropping in elementary and middle schools, and the many other people at or coming to visit,” she explained. “I showcasing our fabulous academies, Hoover who work together to help want parents to share their needs and programs and personnel. We must students succeed. wants with us so that we can offer all work together to promote our “In order for our students to suc- the types of programs and services new College Avenue Compact at ceed academically and emotionally they are interested in. I also believe every grade level. I want parents to we must work in collaboration and we need to create a forum where know their students will be safe and keep the lines of communication parents and teachers can come they will thrive at Hoover High open,” Mrs. Angel-Zavala noted. together to discuss how they can School.” The Parent Center staff also includes Felicia ElAton, who has Moms enjoyed mariachi at Hoover High’s several years of parent involvement Mother’s Day celebration

Don’t Miss This Year’s Final Clark Concert! Featuring the Band and Orchestra Programs June 25, 6:00 PM in the Clark Auditorium

Hoover High’s teachers and staff enjoyed the Parent Center’s staff recognition event.

Parents, administrators and teach- City Heights ers are invited to attend the City Heights Educational Conference, Educational an event that will provide work- shops on quality education and Conference social justice, including - Immigration issues in education Hoover High School - The role of language and cul- ture in the learning process June 21, 2008 - Multilingualism - Parents as active participants in schools 8:00 am - 2:00 pm - Democratic schooling - Health issues and education

Sponsored by CABE. Contact the Center for Social Advocacy at 619 444-5700 xt 310 for more information

c i t y h e i g h t s . s d s u . e d u 19 0 6 . 1 2 . 0 8 Rocío Agíss: Parent Center Director at Clark Middle School

orn and raised in Mexico City, I promote new ways to enhance fami- ise in technology and to motivate their Bgraduated from the National lies’ skills that help their children children in careers in computers. University of Mexico in reach important goals: to make good Parents, who have attended my class, Communication Sciences and moved and non violent choices, to go on to are now communicating with teachers, to the U.S. about 10 years ago. I grad- college and pursue their dreams. I receiving minutes, agendas, and other uated from San Diego State University would like to have more influence on documents via e-mail. That makes me with a Master’s degree in Latin families because I really enjoy helping feel proud of them and very happy. As American Literature. I have served in them reach their goals and help them a member of a cultural ethnic group, I the field of education at Miracosta succeed socially, educationally, and personally experienced the assimila- College, Cuyamaca College, USD, and culturally. tion into a new culture, and the acqui- SDSU as a professor and at Rosa I enjoy perceiving City Heights sition of a second language. Living Parks Elementary as a newsletter edi- from different perspectives. My expe- and working in City Heights has given tor, translator, interpreter, and comput- rience as a professor has helped me me the experience to interact with Rocio Agiss er instructor. I also have been working provide families with tools that allow diverse ethnic groups. It is important for the Tariq Khamisa Foundation them to understand the steps to guide to me that parents of different races (TKF- an organization that provides plishments and I really like being part their children and themselves to col- feel welcome in their children’s violence prevention educational pro- of it by contributing with my ideas, lege, such as graduation requirements, school. Also I am a proud mom of grams and services to youth and fami- experience, and knowledge in order to university requirements, how to ease two daughters. Diana-16 years old and lies) as a Program Coordinator and continue growing and working togeth- the transition to college, etc. As a Amaya-5 years old. Diana attended Parent Educator. On April 7, 2008 I er with its great staff on behalf of our member of a Parent Center staff, I Rosa Parks and Monroe Clark now had the honor to start my new posi- families and their kids. I worked at learned about the needs of students she is a High School early graduate tion, Parent Center Director at Monroe Rosa Parks and Monroe Clark first as and parents. My work at Parks as with a GPA of 4.37. Amaya is attend- Clark Middle School. a volunteer and then I became part of newsletter editor, translator, inter- ing kindergarten; she is a very active I’ve been part of the City Heights their staff. I lived in City Heights for preter, and instructor allowed me to girl and a quick learner. The two of Educational Collaborative since its many years and feel that I belong to enhance communication between fam- them are fluent in both English and establishment. I know its history, its this community. My heart is here, I ilies and school. This has increased Spanish. As a parent, I can identify meaning, and its goals. I am a witness grew socially and professionally here, my vision on liaisons between school the special needs of parents, I know of how the Collaborative has been and now it is time for me to give back. and families. The instruction of a the way parents wish to be treated at supporting education. I am excited Being part of the Parent Center at Computer/Internet Classes for Parents their children’s school and I am able to because of the Collaborative’s accom- Clark has given me the opportunity to let families get knowledge and expert- enumerate parent expectations from schools. “I Remember” Since then the genes in our family “Okay, that would make sense.” I am combining all these different (a monologue) keep changing. As they smiled in my face and perspectives to implement a Parent My mother, who was fair skin, Pretended they understood. Involvement Program that offers par- I remember when my father took me Married my father who also had ents different and attractive roles, so And a friend to the movies. fair skin. I now remember my parents as two that they are able to participate As my friend got into the car, Their combined genes produced two courageous, intelligent, proud, actively in their children education. I I introduced my father to her. black children, stable, knowledgeable, caring, want to make parents understand that Her eyebrows rose While their last child received influential, encouraging, supportive, their participation in their children’s And her lips slowly parted. The same pigmentation as my parents. optimistic, and unique people. school is crucial and can make the Though her reaction lasted several My classmate accepted my story Along with the title “my parents,” difference in their achievement. I seconds, without They have also become My friends. want to let them see that parent I remember her hesitation Any further questions. involvement is a wonderful tool that Before shaking my father’s hand. I hope that I would be so privileged to improves student outcomes. The Then she tried to recover and quietly I remembered when I wished marry implementation of this Parent Spoke a shaky “Hello.” For a new set of parents. A man with similar characteristics as Involvement Plan will help students Her puzzled expression, I assumed, You see, in my eyes…my parents had my father. and families reach educational and Came from never encountering one flaw, And that I would be influential and social success by the creation of a A white father who had a black They were white. respected link between community, school staff, My daydreams consisted of scenarios daughter. Just like my mother. and families considering the needs of with families from diverse cultural back- My new black family. I remember showing my I love you mom and dad. grounds. Family photo to a classmate. With them I would never have to I would sacrifice my life for you. From my personal experience, Curiously she asked me why my par- Answer any of the following questions: If I have not expressed my THANKS to having a supportive family made a ents were white. “Are these your parents?” you, huge difference in my academic life. Why one sister was black. “Why are they white?” Please accept it now…I will always I am grateful for my parents, broth- With a serious expression on my face “Why are you black?” remember. I proceeded to tell her “Are they really your parents?” ers, and sisters who always support- That during slavery, my great, great And I would never have to say, Written for my parents and presented ed me during my school years and grandmother “I am adopted.” to them on their anniversary, April now for the support of my husband Was raped by her white master. Then I would never have to hear, 1996. By Mrs. Marilín Levitan-Vargas, Berna and my beautiful daughters He impregnated her with a mulatto “Oh, I see” Parent Academic Liaison, Rosa Parks who have inspired me and influ- child. or Elementary enced my vocation.

0 6 . 1 2 . 0 8 20 c i t y h e i g h t s . s d s u . e d u Health Center at Rosa Parks Provides Clinic Services he Health Center, although in a ing to help with just about any health Tnew and larger space this year, is problem a student might have. They not new to Rosa Parks. However it will even help parents decide if their provides a lot of services with which child is sick enough to miss school. many parents may not be familiar. It If that’s not enough, they can also is a lot more than just a school nurse help parents save money. office! It also is a Primary Care “Many parents take their child to Clinic that meets a wide range of an ‘urgent care’ clinic or the health needs for both uninsured stu- Emergency Room for things that we dents and those with Mid-City based can treat here at Rosa Parks Summer Health Hints Medi-Cal coverage. Elementary’s Health Center,” With both a pediatric nurse practi- explained nurse practitioner Janice from the tioner and a registered nurse and on Baietto, who has worked at the school Rosa Parks staff, the Health Center can do many of for five years. “If a student is ill, has Health Center the same things as community clinics Nurse Practitioner Janice Baietto an injury or asthma attack, for exam- and doctor’s offices, including: ple, they can come here during regu- With summer here, everyone lar hours instead of waiting a long enjoys spending more time out- Clinic: School Health Office: time or paying a huge bill at urgent side, and that also means taking - Conducting CHDP physicals - Vision and dental screening care or the ER. Of course life-threat- extra precautions to avoid some - providing treatment for chronic - Dispensing medication ening emergencies need immediate summer health problems. diseases like asthma - Assessing minor injuries and medical attention, but for many other 1. Wear sunscreen: Everyone, no - prescribing medication illness things, they can come here first.” matter what your skin color, should - administering childhood vacci- - Working with teachers on The Health Center is open every wear sunscreen when they are nations including flu shots academic issues day from 7:30 am to 3:30 pm for outside, and children are especial- - treating typical illnesses walk-ins and appointments, For more ly sensitive to the sun. Even peo- - making referrals to medical spe- On top of that, they also are information, call 619.282.6803, ext. ple with darker skin should wear a cialists if necessary friendly, caring, experienced and will- 4202. minimum of 30 SPF. Remember to apply it liberally (meaning use enough to fully cover all exposed Dad’s Club: Fun Continues in City Heights Schools skin) re-apply it every 3-4 hours, and also whenever you get out of y the end of July 2008, the Dads' By Ken Woods, Dad’s Club Director, Price Charities the water after swimming. Be sure BClubs for Florence Joyner to buy new sunscreen every year, Elementary School, Hamilton since old sunscreen loses its abili- Elementary School and Monroe Clark ty to provide protection. It’s also a good idea to wear a hat and sun- Middle School will have completed glasses to protect your head and their first school year with a Dads' eyes. Club in place. Each of the clubs has seen growth in participation. The Dads' 2. Drink plenty of water: Take Clubs encourage dads to get involved plenty of water with you if you will with the club as often as they can to be outside for more than a few enjoy time spent with the children and minutes, and drink it frequently. other dads. Water is the best fluid to drink at all times – sports drinks are This year the Dads' Clubs have loaded with sugar and other things gone in a direction that many found that your body doesn’t need. quite rewarding. Some of the activities Symptoms of dehydration (which included a balloon night where the Dads and kids team up to solve a math problem. means when your body has lost entire night's activities involved bal- Through Dads Club, learning is fun for everyone. too much fluid through sweat) loons which were used to develop exercised the minds of its attendees by Club meeting took place in the club include dizziness, headache and leadership, trust and teamwork. Oh, did holding a puzzle competition which house at the Pro Kids Golf Academy increased thirst. If you have any of I forget to mention fun? Another activi- involved assembling various shaped facility. The purpose of the meeting these symptoms, get out of the wooden blocks into a cube. The pur- was to introduce some of the opportu- sun, rest, and drink lots of water. ty involved an obstacle course that was designed by Dads' Club volunteer, pose of this activity was to help indi- nities available to children that are 3. Plan Ahead: Summer is also a Victor Ramos. The purpose of the viduals recognize space relations and FREE here in the community. Pro Kids good time to have the physical course was to challenge teams to trust sharpen memorization skills while Golf Academy offers golf lessons to exam that all first graders need at in their teammates to give them working as a team. children under the age of 18 years at the beginning of school. Summer instructions on how to navigate the The City Heights Dads' Clubs have no cost and instructions are given by vacation goes by fast, and if you course without running into objects formed partnerships with some of the golf professional. Pro Kids Academy is wait too long to make an appoint- and all while staying on course. The businesses in City Heights and will be not just golf; it also has a learning cen- ment, you can end up spending a individuals receiving the instructions seeking additional partnerships ter where children can go to use the long time in a health clinic waiting throughout the year. The most recent room. were blind-folded while their teammate computers for homework, research, instructed them only by the sound of partnership is the Dads' Club and Pro games and tutoring, all under staff their voice! The Dads' Club has also Kids Golf Academy. A recent Dads' supervision. Continued on next page

c i t y h e i g h t s . s d s u . e d u 21 0 6 . 1 2 . 0 8 teacher topicsTEACHER TOPICS Counselors Collaborate on K-16 Concerns ounselors at Rosa Parks students who may need guidance with CElementary, Clark Middle and issues that might not be as readily Hoover High have been working noticed.” together this year on K-16 collaboration Part of the ASCA model also to better serve students. With guidance involves collecting data on counseling- from SDSU professor Trish Hatch, they related subjects and how students have are implementing a national model been helped by counseling. SDSU designed to direct their focus away school counseling students are assisting from a service-centered approach that with collection of this data and imple- reaches some students and toward a menting the model while also working program-centered methodology for in classrooms and with students one- every student. on-one and in groups. Their paradigm is the American In addition, attention is being paid School Counselor Association’s to collaborating on the transition National Model for School Counseling between 8th and 9th grade. Counselors Programs developed by Professor L to R: Andrea Munoz, Amanda Robinson, Krista Pal, Amy Brunton, Mike Askey, Trina Lee, are helping students learn what will be Hatch and colleague Judy Bowers. Bill Navikas, Trish Hatck, Tawnya Pringle, Teri Clavell, Sergio Hernandez, Donna Peterson expected of them in high school, and Hatch serves as director of the Center are identifying those student who will for Excellence in School Counseling question, ‘How are students different as between students, teachers, families and continue to need help during their and Leadership (CESCaL) and SDSU’s a result of what we do?’” administrators, taking a proactive role freshman year and beyond. Attendance School Counseling Program. Counselors at Hoover. Clark, and to establish a positive school climate, in all grades is also an ongoing con- According to Hatch, “The model Parks are not only looking at what they and many other tasks. cern, and a wide variety of other issues provides the mechanism with which do at their own schools, and how to “The role of the school counselor is will be looked at as the counselors school counselors and school counsel- both implement and improve the much more than just reacting to crises work with students, parents, teachers ing teams design, develop, coordinate, model, but also how to better connect at a school site,” noted Clark counselor and administrators. implement, manage and evaluate their the schools, establish common goals, Tawnya Pringle. “We are working “It’s a pretty exciting time because programs for students' success. It pro- and promote continuity and consistency toward a more active and preventative we are actively trying to change the cli- vides a framework for the program in counseling. Through monthly meet- approach and taking on a leadership mate of the schools and become agents components and identifies the school ings, the counselors also have drafted a role that involves being available to of change,” noted Tawnya Pringle. “It’s counselor's role in implementation. It collective mission statement and philos- every student. We want to be able to a process that takes a long-term com- not only answers the question, ‘What ophy that commits them to advocating not only assist the students who have mitment, and we won’t be finished by do school counselors do?’ but requires for every student to maximize his or recurring academic, attendance or disci- the end of the school year, but we will school counselors to respond to the her potential, serving as a bridge pline problems, but also the straight-A keep going.”

Breaking Barriers the trimmings as we enjoy the evening. A few Hoover High School stu- that affect the safety of the children Language is not an issue with the In addition to the celebration, we dents have joined the Dads' Club to and the community as a whole. Any City Heights Dads' Clubs because there explain the purpose of the Dads' Club, help with planning, setup, and greet- input that the Dads' Club can provide are translators for those who need thank mothers for their support, and ing as well as clean up after the meet- which directly influence the safety of them. The uniqueness of the Dads' encourage families to send dads and ings. High school students get the children is shared with the AVTF Club allows translation for most lan- children to the meetings. involved, serve as role models for and discussion concerning the issues guages that need translating, and we elementary and middle school stu- conducted. The Dads' Club is looking will work on overcoming any other Looking Ahead dents, and earn community service forward to continuing its participation barriers that may hinder the growth of Next school year, the Dads' Club hours. In the 2008 - 2009 school year at the meetings. the dads and children who participate. will be getting a facelift. The Dads' the Dads' Club will be looking for The Monroe Clark Soapbox Linking with the parent centers at Club Advisory Committee will be more high school students willing to Derby is still in the planning stages each school has been an additional looking into having a few of the stu- join and support the Dads' Club in its and will take place in the 2008-2009 piece to the Dads' Club goals. At Rosa dents participate in the Advisory goal of leadership building and posi- school year. The Derby will be for the Parks Elementary the Dads' Club com- Committee meetings in an effort to tive alternative choices. Monroe Clark students and their dads bines its Dads' Club Fathers' Day cele- help us find ways to increase participa- For the past year, the City along with any other children within bration with the Parent Center's tion from other students and their dads. Heights Dads' Club has been repre- the family who wish to participate. Fathers' Day celebration. At this cele- These will be special meetings and sented at the City Heights Anti- For additional information and bration the entire family is invited to designed specifically for the purpose of Violence Task Force (AVTF) meet- becoming a part of the Dads' Club come out and celebrate. We have hot getting students involved in the process ings. The purpose of the club's repre- contact Ken Woods at 619-7052036. dogs and hamburgers with plenty of of planning. sentation is to stay informed of issues

0 6 . 1 2 . 0 8 22 c i t y h e i g h t s . s d s u . e d u Clark Teaching Team Helps Stuck Students hat can a school do when stu- doing in a profound and professional Wdents get “stuck” and stop way with an educator like Leif making academic progress on Fearn, to be supported by our princi- English proficiency? Rather than pal, Barbra Balser, and to have prob- give up, a team was assembled at lems and progress identified through Clark Middle School to identify the data analysis of Mike and Tessa.” such students, develop and imple- As a result of this teaching team, ment focused strategies, and analyze the Communications class, now in data to determine if efforts were its second year, has accomplished its successful. objective. Nearly 50% of the stu- The project was named the dents have moved up one literacy Communications class since its goal level or more, writing skills have was to build a solid foundation in improved significantly, many stu- the fundamental writing and literacy Clark Middle School teachers Pam Samuels and Stephen Burch used intentional dents have been reclassified, and skills that students need to communi- instruction and their decades of teaching experience to get students “unstuck.” average growth was larger among all cate effectively and make academic students than during the years when progress. A team of veterans was uphill battle. More than a few of smaller pieces, like writing one per- they were not in the Communi- recruited to tackle the difficult their 250 English language learners fect sentence, and then one perfect cations class. assignment: teachers Pam Samuels had attendance problems and nega- paragraph,” Mr. Burch noted. “We “It was a good experience,” and Stephen Burch, who have over tive attitudes about school related to used 5-minute writing assignments reflected 7th grader Jennifer Ramos, 40 years of teaching experience their lack of academic progress. rather than longer ones so that stu- who was in the program last year. between them; SDSU professor Leif They nevertheless began to imple- dents could learn how to organize a “Mrs. Samuels was really nice and Fearn, who began his long career in ment a curriculum that focused on sentence, spell each word correctly, was always there when you needed education in the 1960s; ELST intensive, concentrated work on sen- use it correctly, and then build from her. It helped me learn to like read- Maryann Jones and now Shelley tence elements and patterns, quick there.” ing and become a better writer. It Wamick; and Dr. Mike Corke and writing assignments, vocabulary, There were many challenges to motivated me to do good in Tessa Tinkler, who led the SDSU spelling, sentence and paragraph overcome. Both teachers regularly school.” City Heights Collaborative’s aca- structure, and eventually persuasive reflected on how things were going, The two-year initiative, there- demic analyses. writing and summaries. They also discussed problems and progress fore, showed that it is never too late, Corke and Tinkler began by identi- stressed student responsibility, disci- with one another and with the but concerns persist. How can stu- fying 6th and 7th grade students who pline, as well as understanding and administration of Clark Middle dents, many who have been in San had not made significant progress in then accomplishing the goal of School, and met once a month with Diego schools since kindergarten, English proficiency for three consecu- advancing their literacy skills and Professor Fearn, who also came to reach the 6th or 7th grade without tive years based on CELDT and CST reclassification into English fluency. their classes to give demonstrations attaining basic proficiency, how and testing. Samuels, Burch and Fearn “We focused only on language on specific approaches to instruction why do they get stuck, and how focused on what strategies to imple- and practice, practice, practice,” and “intentional teaching.” much must be invested to pull them ment that would help students get back explained Ms. Samuels. “There was “This has been one of the most up? Educators at Rosa Parks on track. With support from teachers, no emphasis on rushing through difficult things I have ever done as a Elementary, Clark Middle, Hoover counselors, and administrators at things to move on to a new unit, and teacher,” Ms. Samuels stated, “but at High, and SDSU continue to work Clark, the first Communications class then rushing through that and on to the same time it has been rewarding. together to find answers through the began in Fall 2006. another.” It was a very positive experience to City Heights Educational Ms. Samuels and Mr. Burch were “In the Communications class be able to climb out of the trenches Collaborative. well aware that they faced a steep we have been able to concentrate on and discuss what Stephen and I were

Clark Middle Bids Principal Barbra Balser a Fond Farewell

fter 33 years as an educator in San staff and students learn new ways of Fall of 2005 and has since led the staff ADiego Unified School District, interacting and positive methods of through No Child Left Behind reconsti- Monroe Clark Middle School principal managing conflict. These experiences tution efforts, the adoption of the Barbra Balser has made the decision to helped her sharpen her communication Scantron Assessment program, the retire this July. At the start of her career, and management skills and led her to acceleration of the mathematic pro- Ms. Balser was attracted to special edu- complete an Administrative Services gram, improvement of the counseling cation. After receiving a credential in credential. program, and many other initiatives. that field, she served as a resource spe- Since that time, Ms. Balser has Although she is retiring, she will cialist at the elementary and middle served as vice principal at Perry remain active in the education arena, school levels, and then took a District Elementary and Audubon Elementary, but also is thrilled at the prospect of pur- position in the Race/Human Relations and then principal at Tierrasanta and suing some of her other passions which department. In this assignment Ms. Nye elementary schools, followed by include golf, gardening, gourmet cook- Balser had the opportunity of working Taft Middle School. She was selected as ing and shopping! with schools across the District, helping principal at Clark Middle School in the

c i t y h e i g h t s . s d s u . e d u 23 0 6 . 1 2 . 0 8 Why Johnny Can’t Write

ata from high-stakes tests, ! Emphasize word study (vocabu- Dclassroom assessments, college lary and spelling) for writing, and university entrance protocols, which is distinct from word and feedback from employers indi- study for reading. cate that many students throughout the nation, and at Clark Middle and ! Focus and repeat instruction on other schools in San Diego, are sig- very specific tasks that fulfill nificantly below reasonable per- the first bullet and reflect the formance standards in writing skills. second and third bullets. Through ten years of work with the Beginning in the second grade City Heights Educational with sentences, and continuing Collaborative, and another thirty through the twelfth grade with years teaching in K-12 schools and larger pieces of writing, students the university, SDSU professor Leif should be held responsible for Fearn has definite ideas about why. “perfect” sentences, paragraphs, Fearn says that students who descriptions, analyses, and so have become “stuck” at low levels forth Ð all short pieces of writ- of writing proficiency, like those in ing and all focused on doing it Clark’s Communications classes and SDSU Professor Leif Fearn has worked with scores of teachers at Rosa Parks correctly. students who write badly but still Elementary, Clark Middle and Hoover High during the ten years he has provided guidance on instruction and professional development with the City Heights receive high grades in English class- ! Commit at least 10% of every Collaborative. es, are products of flawed curricu- day’s clock minutes to intention- lum and a writing teacher profession Merely writing frequently habituates their ineptitude. In turn, Fearn al instruction in writing, always that does not deliver information the way students write, so if they do believes some teachers develop directed at one of several learn- and guidance that young writers can not write well, doing it over and over implicit “agreements” with such stu- ing outcomes that enjoy empiri- use to become better writers. merely makes not writing well dents: they will not call attention to cal documentation (for exam- “Many low-performing writers increasingly automatic. Promoting a the student’s low proficiency in ple, teach paragraph thinking have been in our local schools from lot of writing and reinforcing the exchange for better conduct in the and writing without reference to the beginning, so we have to effort is unrelated to instruction.” classroom that allows the teacher to numbers or kinds of sentences, acknowledge that they are products Fearn contends that many stu- work with the rest of the class and geometric shapes, architectural of our educational system,” dents nevertheless figure out how to get through the curricular day. The designs, or fast-food metaphors). Professor Fearn points out. “In write reasonably well even though students are passed through but do many cases they are the result of they have not necessarily been given not improve. On the other hand, if ! Assess relentlessly, which means good teachers teaching the wrong the right tools to do so Ð sometimes their academic problems are describe students’ writing per- stuff very well. Many very good on their own and through their addressed, a light can come on, and formance, explicitly, and plan teachers believe writing instruction innate understanding of language behavior problems can be reduced. instruction based entirely on is reflected in classroom organiza- and communication. But for most As the success of the Clark what the assessments reveal. tion, wall charts, and tiny lessons. students, the writing light does not Middle School’s Communications If all our students are going to write go on, and the problem perpetuates classes indicate, when students get But by the time students are in better, we need to give their teachers through regular English classes that the right information about writing, the middle school, the time, effort the right information, because our fail to address it. It is not uncom- and are taught how to manage words and resources necessary and suffi- students are not figuring things out mon to hear adults say that they effectively, understand how words cient to bring up low writing profi- with the tools they learn in our started to learn to write well after and sentences fit together and why, ciency are beyond the capacity of classrooms.” school was over. and think in sentence and paragraph most middle schools. Fearn asserts that poor writing “Many students continue to fall structures, they can get back on “I’ve been awestruck by what skills are partly based on what hap- though enormous cracks because track. The right information has Pam Samuels and Stephen Burch, pens when most clock minutes in lit- accepted knowledge about writing nothing at all to do with what we who invested two years in their eracy go to reading, and writing gets provides them with the wrong infor- believe and the profile of the people Communications classes at Clark, vastly shortchanged. There is also mation,” maintains Fearn. “Even whose books we use. It is entirely have been able to accomplish,” the misconception that erroneously when superbly taught, the tools we about what the evidence tells us. Fearn acknowledges. “They made a links reading as the entre to writing, give them don’t work, and until they At the core of Fearn’s intention- commitment to change, to free these when it is far more likely to be the find someone to actually teach them al instruction strategy are several kids who were stuck, and it has been other way around. to write, they continue to founder. basic principles. no simple task. It would be a whole “Most of us have been taught to We need to give straight answers lot easier to prevent the problem believe that if students read a lot, they and the right information, or else the ! Establish responsibility in stu- than to try to fix it later. It would be will be good writers,” Fearn notes, light just won’t go on.” dents for themselves and their far more effective if we put the “and that if students write a lot, they The result is students who are own work. intentional instruction effort, sum- will be good writers. Teachers know among the most difficult to teach by marized in the bullets above, in the perfectly well that the first belief is the time they reach middle school. ! Set and support the expectation elementary grades.” false, and there is no evidence what- Behavior problems in class are com- that students will advance soever to support the second. mon as students try to create distrac- because we teach them how, and Students must be taught to write. tions that they hope will disguise what we teach them is accurate.

0 6 . 1 2 . 0 8 24 c i t y h e i g h t s . s d s u . e d u Librarians Explore K-12 Connections hroughout the 2007-08 school from library assistants Cory Volper, Dr. Barbara Moss, SDSU literacy ducing an in-common reading selec- Tyear, the library staffs from Alma Cisneros, and Chris Arreguin, specialist, and Darlene Bates, tion, similar to the One Book, One Hoover High, Monroe Clark Middle, the group explored the potential for Program Manager, Instructional San Diego project which has become and Rosa Parks Elementary Schools improved articulation among the Media Services for San Diego very popular in the public library have been meeting on a regular basis three schools to provide a seamless Unified School District, have also realm. An in-common read could to share information and to explore program of library support for stu- been regularly attendees at these ses- serve as a catalyst for discussion new avenues for collaboration. Led dents and teachers. Also discussed sions and have offered the university among staff, students and parents. by librarians Dennis Donley, Stacy were possible ways to extend servic- and the district perspectives. The The Collaborative library staffs Rindfleisch and Rose Pope, library es to parents of Collaborative stu- library staffs intend to continue their understand the pivotal role libraries staffs have compared physical struc- dents through access to computers K-12 collaboration into 2008-09 and play in the instructional program and tures, resources and collections, dis- and technology, as well as to the will begin to investigate grant oppor- how critical library services are to cussed issues related to staffing and print collections, and the feasibility tunities which will improve and improving literacy achievement of funding, and reviewed the K-12 of offering a summer reading pro- enhance library resources and servic- our students. library skills continuum. With input gram. es. Also under consideration is intro-

By Rose Pope, Supporting Learning at the Rosa Parks Library Rosa Parks Elementary

osa Parks Elementary has one of sons focus on literature or informa- All of these primary grade students picture book. We also provide title Rthe largest collections on books tion literacy. Studying literature choose a favorite rhyme and we cre- lists or a box of books that support and reference materials in the school includes experiencing and identifying ated pocket poems on small foldable the topic. Upper grades have been district. We are also lucky enough to a wide variety of genres and author card stock. working on Native Americans, mis- have enough computers so that every styles. We support author studies in Earth Day was our opportunity to sions, the California Gold Rush, and student can work independently at his the classroom, read and write poetry, use online resources with some excel- the American Revolution. Our fic- or her own station. learn about the features of non fiction lent fiction and nonfiction titles. tion and nonfiction collection How is this possible? Because text, including reference books, and Third graders learn about climate includes many titles that expand and we are part of the City Heights support the classroom teachers in change and recycling at this time of enhance the social studies textbook. Educational Collaborative, we have teaching about just-right-books. the year from Mrs. Bowes at the zoo. Electronic resources certainly offer a funding for technology. We have We have recently completed a This is one of our favorite topics for great deal but how much of it is always had a tech plan in place and series of poetry lessons. Our 4th and embedding information literacy skills. worthwhile for elementary students? we have used our resources very well. 5th graders wrote Haiku poems. The These lessons continue for several How much can they really read and The mission of the library media classes that were collaborating with weeks as we explore websites such as comprehend? We subscribe to center is to ensure that an ever- the library on missions studies wrote the Environmental Protective resources that are developed for ele- expanding supply of books and multi- Haikus in the voice of either a Agency’s site for Children. Students mentary school students such as media resources are available to our Native American or a missionary. locate the website, and with their World Book online, Brain Pop, and students and school community in The primary grades read Mother handouts, find information by navi- Ebsco’s Kids’ Search. order to support the growth of infor- Goose and compared Mother Goose gating through the site. Our library is open before school, mational literacy and the love of and Monster Goose. This was a lot Since the primary mission of a during recess and lunchtime, and after learning. All of our classrooms come of fun for 2nd and 3rd graders. The school library media center is to sup- school. We have bookstores in the to the library every two weeks for a kinder and first grade students were port classroom curriculum, we often library throughout the school year for sixty-minute period. loyal to the original Mother Goose work with teachers to introduce a our students and their families. Our Just what goes on in our school rhymes and didn’t think Monster research topic, or enhance the intro- student volunteers help run both our library media center? All of our les- Goose rhymes were all that funny. duction with multimedia and/or a library store and our bookstore.

Checking out books is good; owning them is even better. The library at Rosa Parks Elementary regularly has a book store after school where students can buy books for $.25 -$1.50. Students are invaluable bookstore assistants.

c i t y h e i g h t s . s d s u . e d u 25 0 6 . 1 2 . 0 8 F U N Z O N E

J u s t f o r L a u g h s For weeks a six-year old boy kept telling his first-grade teacher about the baby brother or sister that was expected at his house. One day the mother allowed the boy to feel the movements of the unborn child. The six-year old was obviously impressed, but made no comment. Furthermore, he stopped telling his teacher about the impending event. The teacher finally sat the boy on her lap and said, "Tommy, whatever has become of that baby brother or sister you were expecting at home?" Tommy burst into tears and confessed, "I think Mommy ate it!"

0 6 . 1 2 . 0 8 26 cityheights.sdsu.edu Artistic Illusions Brain Busters

Join Us! 3rd Annual Monroe Clark-Rosa Parks Puppet Parade!

Tuesday, July 15 at 9:00 am.

Parade Route: Monroe Clark to Rosa Parks via 45th Street

c i t y h e i g h t s . s d s u . e d u 27 0 6 . 1 2 . 0 8 Lessons Learned By A Mother

1. A king size waterbed holds enough water to fill a 2,000 sq. foot house four inches deep. 2. If you spray hair spray on dust bunnies and run over them with rollerblades, they can ignite. 3. A 3-year-old's voice is louder than 200 adults in a crowded restau- rant. 4. If you hook a dog leash over a ceiling fan, the motor is not strong enough to rotate a 42 pound boy wearing Batman underwear and a superman cape. It is strong enough, however, to spread paint on all four walls of a 20X20 foot room. 5. You should not throw baseballs up when the ceiling fan is on.When using the ceiling fan as a bat, you have to throw the ball up a few times before you get a hit. A ceiling fan can hit a baseball a long way. 6. The glass in windows (even double pane) doesn't stop a baseball hit by a ceiling fan. 7. When you hear the toilet flush and the words "Uh-oh", it's already too late. 8. Brake fluid mixed with Clorox makes smoke, and lots of it. 9. A six-year-old can start a fire with a flint rock, even though a 36-year- old man says they only do it in the movies. A magnifying glass can start a fire even on an overcast day. 10. Certain Lego's will pass right through the digestive tract of a four- year-old. 11. Play Dough and Microwave should never be used in the same sen- tence. 12. Super glue is forever. 13. No matter how much Jell-O you put in a swimming pool you still can't walk on water. 14. Pool filters do not like Jell-O. 15. VCR's do not eject PB&J sandwiches even though TV commercials show they do. 16. Garbage bags do not make good parachutes. 17. Marbles in gas tanks make lots of noise when driving. 18. You probably do not want to know what that odor is. 19. Always look in the oven before you turn it on. Plastic toys do not like ovens. 20. The fire department really CAN get to your house in 5 minutes. 21. The spin cycle on the washing machine does not make earth worms dizzy. It will however make cats dizzy and cats throw up twice their body weight when dizzy.

Don't Forget Dad!

The Dead Sea Gull

A father was at the beach with his children when his four- One evening a little girl and her parents were sitting around year-old son Bob ran up to him, grabbed his hand, and led the table eating supper. him to the shore, where a sea gull lay dead in the sand. The little girl said, "Daddy, you're the boss, aren't you?" "Daddy, what happened to him?" Bob asked. Her Daddy smiled and said yes. "He died and went to Heaven," the dad replied. The little girl continued, "That's because Mommy put you in Bob thought a moment and then said, "Did God throw him charge, right?" back down?"

0 6 . 1 2 . 0 8 28 cityheights.sdsu.edu STUDENT ART SHOWCASE

Adrienne Laws’ 3rd Grade Class, Rosa Parks Elementary

Ron Moya’s advanced art class, Hoover High School

City Heights Collaborative Chronicle What’s YOUR Newspaper articles from The City Heights Collaborative Chronicle is a publication of the City Heights K- 16 Educational Collaborative, a groundbreaking partnership of San Diego State students, University, San Diego Education Association, San Diego Unified School District, Story? teachers and Price Charities, and three City Heights schools—Rosa Parks Elementary, Monroe staff are Clark Middle and Hoover High. The goals of the Collaborative are: welcome! ü Improve literacy and increase student achievement. ü Identify and address barriers to academic success ü Enhance the quality of teachers and educational personnel ü Demonstrate leadership in the management and administration of schools. Stories The content of the Collaborative Chronicle reflects the numerous innova- should be tive strategies of the City Heights Educational Collaborative, as well as the school or ? many other positive attributes of these schools and their students, staff and ? teachers. education-related. City Heights Educational Collaborative San Diego State University 4283 El Cajon Blvd., Suite 100 San Diego, CA 92105 phone: (619) 594-7179 fax: (619) 594-8810 Questions? Contact Bruce Edwards (619) 594-7179 email: [email protected]