Originally published on 24 September 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
Slamming doors, running feet, one revolving bed platform, screaming women, a gun-toting husband, a trysting place, and mistaken identities – all these are what make A Flea in her Ear such a fun and hilarious treat of a play.
Hailed as the greatest of French farces, Georges Feydeau’s timeless classic will debut on September 12 at A Noise Within in Pasadena. This new version, written by David Ives was commissioned by the Chicago Shakespeare Theatre, and is the first show in the repertory theatre company’s 2015-2016 Breaking and Entering season.
A Flea in her Ear tells the story of Victor Chandebise and his wife, Raymonde. After Victor’s brief bout of impotence, Raymonde suspects him of having a wandering eye. She asks her friend, Lucienne, to send him a letter luring him into a rendezvous with a mysterious lady at a hotel to see if he will show up. While this piques his curiosity, he takes the precaution of sending someone in his stead. The ensuing mishaps – a Victor look-alike bellboy and several miscommunications – all make for a madcap production.
For Julia Rodriguez Elliott, who is directing A Flea in her Ear, it is the realization of a long-held dream. “I have long wanted to do this play,” says Rodriguez Elliott, “because I’ve loved it from the very first time I saw it. Frankly, there are funny shows – and then there’s A Flea in her Ear. While it is a great source of naughty fun and every single element of farce is here in force, David Ives’ recent translation is available to us which makes it truly performable for our audience.”
As reimagined by Rodriguez Elliott, this Flea in her Ear, originally set in La Belle Epoque, takes place in 1950s Paris. She explains “… I wanted to take it out of the stuffy drawing room and set in the ‘50s – before the sexual revolution, when married people didn’t go to couples therapy and didn’t talk about intimate issues. It was a time period when gender roles were clearly defined.”
Rodriguez Elliott likens A Noise Within’s iteration of Flea as reflective of the comedy in the 1950s era. She says, “The two female leads – Raymonde and Lucienne – crazy, scheming closest friends, are a bit reminiscent of Lucy and Ethel from I Love Lucy. Just as in that show, there are gender differences afoot – and they are somewhat ahead of their time in taking matters into their own hands. What breezes in as a minor misunderstanding blows into a comic whirlwind of gale force.”
That A Noise Within has a pool of resident actors has ensured a seamless production. Rodriguez-Elliott says, “While Ives has taken into account modern humor, he also knows that in great comedy the laughs come out of the essential humanity of the characters, and this has to be played along with a split-second timing. All of this is helped greatly by a sense of trust among the cast – 80 percent of the cast come from our repertory actors – that allows them to have a great safety with each other to perform the precise physical comedy of the piece…. This absolutely underscores the underlying premise of repertory theatre, and A Noise Within is proud to be among the few national companies that adhere to this time-honored, but increasingly rare theatrical concept.”
To prepare her actors for the demanding and grueling physical effort required for this play, Rodriguez-Elliott had them throwing tennis balls at each other around in a circle. As soon as they were adept at that, she added layers of complexity like having two tennis balls going around at the same time, or changing the workout to a hot potato mode. The actors did this while committing their lines to memory – physical motions and spoken words became one effortless exercise.
Actors go through intense rehearsals for several weeks. During dress rehearsals, typically held about five days before preview week, actors don their costumes, props appear, and the lighting comes on. All the elements slowly come together as the play comes alive. As exciting as that sounds, Rodriguez-Elliott says, “The first day of dress rehearsal is usually a disaster!” All of a sudden actors realize they need to change parts of what they had practiced to allow for costume requirements. The clothes they’re wearing may be difficult to walk in, or the prop might be cumbersome to hold. This is when they need to make adjustments and integrate these to the flow of the play.
During playpreviews, Rodriguez-Elliott would be furiously making notes, determining what works and what needs tweaking. According to her, “… sometimes the play the audience sees on Opening Night is very different from what we started out with. If we find that there are things that are not working with audiences on several nights, we’ll make changes.” The Opening Night production of A Flea in her Ear will have been the culmination of rigorous rehearsals and various changes. The process gives true meaning to the phrase ‘work in progress.’
A Flea in her Ear reflects the theme of the 2015-2016 season at its most literal. Rodriguez-Elliott describes it as a show where “the characters are breaking conventions in terms of their sexuality but by the end of the play the couples enter a new phase of their life together.”
But not before much mayhem occurs, to the delight of its audience. Rodriguez-Elliott laughingly refers to the massive confusion that unfolds before us, “… it is a beautiful chaos.”
Originally published on 17 September 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The city of Alhambra, about eight miles northeast of downtown Los Angeles, started out as a small residential town when it was first established in 1903. Today it has grown into a bustling community where businesses and residents amicably co-exist.
While Alhambra’s roots were largely Spanish, the 2014 U.S. Census figures show its population is about 53 percent Asian, 34 percent Hispanic or Latino, 10 percent white, 1.5 percent Black or African American, and a sprinkling of other ethnic groups.
The Alhambra Unified School District (AUSD) encompasses 13 elementary, three comprehensive secondary, and two alternative high schools servicing Alhambra, and adjacent Rosemead, Monterey Park and San Gabriel. It is a middle-size district with close to 18,000 students under the leadership of the superintendent, Dr. Laura Tellez-Gagliano.
An award-winning district, AUSD has earned numerous accolades as California Distinguished and Blue Ribbon Schools – in 1993; 2002 through 2008; in 2010 and 2014. From 2002 through 2013, several of the district’s schools received the Title I Academic Achievement Award (AAA).
This year, U.S. News & World Report-America’s Best High Schools awarded all three AUSD high schools a Silver Medal. Newsweek’s America’s Top High Schools named San Gabriel High School #9, Mark Keppel #107 and Alhambra High School #165, in Beating the Odds.
AUSD has received five Golden Bell Awards from the California Board Association in 2005, 2006, 2008, 2010 and 2013. Its three high schools have also garnered an impressive array of achievements – they placed in the LA County Academic Decathlon annually beginning in 2008 through 2015. Alhambra High and Mark Keppel High Schools reached state level in 2009 and 2010; Mark Keppel got to state finals in 2013 and, in 2015, with Alhambra High as well.
Programs in the school district address the needs of its students. According to Dr. Gary Gonzales, Assistant Superintendent, the Local Control and Accountability Plan (LCAP), a critical component of the Local Control Funding Formula (LCFF), designates Alhambra as having 72 percent unduplicated count in English learners, socio-economically disadvantaged, and foster youth. Because of this, the district is able to get a supplemental and concentration grant which enables administrators to develop programs, hire teachers and teacher assistants as well as non-certified certificated personnel in their various schools, to provide extra education. Eligible students can take summer classes or extended school days.
According to Brad Walsh, Director for Secondary Learning, AUSD offers four California Partnership Academies – International Business, Business and Technology, Medical Careers, and Green Construction. Students who take classes in any of these academies get real life experience as they practice what they learn in the classroom made possible through partnerships with the business community. Graduates not only receive a high school diploma, they leave school with higher employability skills.
Career and Technical Education courses provide not only classroom learning but practical skills for students who choose these paths – architecture/computer-aided drafting; automotive technology; business; computer applications; culinary arts; drafting; emergency medical responder; emergency medical technician; heating, ventilation and air conditioning (HVAC); health careers and medical terminology; restaurant; retail; and wood technology.
AUSD is currently developing its Dual Immersion Initiative which it will implement in a pilot program in two elementary schools during the 2015-2016 school year. Mandarin and Spanish will be offered as early as kindergarten, preparing students for a global society and economy.
An open enrollment procedure for Honors and Advanced Placement (AP) courses started during the 2007-2008 school year. According to Walsh, AUSD has a total of 122 AP classes offered at their three comprehensive secondary schools – Alhambra, Mark Keppel and San Gabriel High Schools. An AP course in Human Geography is available as early as 9th grade.
A Special Education Collaboration Model from 8th grade through high school supports students with learning disabilities. Teachers and credentialed facilitators help these individuals keep up with class work and assist students in the classroom. Online education tools, like APEX and ACELLUS, are especially helpful for all students.
Partnerships with community colleges, including Cerritos, Citrus, Rio Hondo, Mount San Antonio and PCC give AUSD high school students an edge in college. Through classes offered on their high school campus, they earn credits towards an Associate or Bachelors degree.
All AUSD teachers have been involved in intensive professional development for three years to get their students up-to-speed on the Common Core curriculum. The recently-released results of the new standardized assessment put in place by state superintendent of Public Instruction, Tom Torlakson, indicated that all their hard work have paid off. The publicized numbers were met with jubilation at the Alhambra Unified School District as their assessment scores showed that they outpaced county and state levels.
Fifty-eight percent met or exceeded county and state levels in ELA (English Language arts).
Among Latinos, 43 percent met and exceeded county and state levels; 29 percent English learners exceeded county and state levels; and 53 percent socio-economically disadvantaged (SED) met or exceeded county and state levels.
In the Math exams, 50 percent of AUSD students met or exceeded county and state levels. Among Latinos, 26 percent met or exceeded county and state levels; 35 percent English learners met or exceeded county and state levels; and 45 percent SED met or exceeded county and state levels.
According to Gonzales, “This new standardized assessment is completely different from the tests given in the past. It wouldn’t be fair to compare the results with past scores; it’s not a pen and paper test, it’s all online. It’s more than a multiple choice exam where students can answer with some guesswork; it’s analytical. It makes students go beyond the procedural; they utilize the conceptual part of learning. It forces them to be critical thinkers – a great way to prepare for college and careers.”
“College and career preparation at AUSD begins even at the elementary school level,” says Judy Huffaker, Nutrition & Career Technical Education Specialist at Alhambra High School. According to Ms. Huffaker, AUSD college counselors invite 8th grade students to come to the high school they will be attending for a day-long event that introduces them to College and Career Readiness. They start 9th grade with the mindset that they will be going to college. High school freshmen get acquainted with an online process called Career Cruising.
On October 15 this year, approximately 3,000 senior students and parents will be on the San Gabriel High School campus for a College Fair. From 6:00 to 8:00 in the evening, they will meet with about 70 college representatives and attend workshops on planning for college, financial literacy, difference between the ACT and SAT exams.
AUSD’s Career Center conducts college tours at local universities (UC, Cal State and other private institutions). Counselors hold workshops on resume writing, preparing the personal statement, and available scholarships; they provide assessment orientation and counseling.
Each school year, the approximately 1,800 AUSD seniors attend Cash for College events. With 68 percent socio-economically disadvantaged students in the district, all seniors complete the FAFSA, which may provide financial aid to qualified students.
The Alhambra school district has an impressive academic record. In 2015, it produced nine National Merit semi-finalists; annually, 43 percent of seniors meet the A-G requirements. Graduates from the three high schools go on to some of the most prestigious universities in the country, including Harvard, Yale, Columbia, USC, Cal Berkeley, and Stanford. Additionally, students attend many local colleges and universities like Cal Poly Pomona, Occidental, Azusa Pacific, Cal State Los Angeles, and Whittier College.
So while the recent state-administered exams showed there is still a gap in academic skills between AUSD’s Asian and Latino students, that divide is narrowing. Administrators are working feverishly to put in place action plans and services to close that learning difference.
As Gonzales points out, “Each and every student in the Alhambra School District believes he or she will go to college.” Initiatives and programs are in place to ensure students harness their potential to realize that dream. Indeed they have much to look forward to and celebrate!
Originally published on 17 September 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
“Duarte is poised to be a model for work-based learning that transcends socio-economics, race and culture. We have 21st century learning going on, connecting students with college and career opportunities,” states Dr. Allan Mucerino, newly installed Superintendent of Duarte Unified School District (DUSD).
Barely three months into his term of office, Mucerino has held numerous talks, attended several symposia, and established additional partnerships with organizations to expand on the many programs already in place. He came to Duarte on the first of July to occupy the post vacated by Dr. Terry Nichols, who retired at the end of June. And while Mucerino is cognizant of the great responsibility he has undertaken, he is confident that his expertise and past experience, coupled with all the district resources, will serve him well.
“We have several wonderful projects in place – a collaboration with City of Hope that has created SEPA (Science Education Partnership Award); an Early College Program established with Citrus College; the Pathways in Technology with City of Hope and Citrus College; a mentoring program called STEP (Shoulder-Tapped Empowered Proteges); and LIFI (Latino International Film Institute) – all of which give our students opportunities to not only acquire classroom education but also practical training,” Mucerino explains.
In addition to those excellent programs, Maxwell Elementary recently received its International Baccalaureate designation – a distinction that makes it a much sought-after school. A $19,000 Advancement Grant from Los Angeles County “Arts for All” was awarded to the district, augmenting their arts funding through Mr. Holland’s Opus Foundation.
As he hit the ground running, Mucerino immersed himself into enlarging the building blocks already begun by his predecessor. He says, “Using Linked Learning as a framework, I am looking to get in on the stackable certification movement.” He wants to expand on the Early College Program by collaborating with community colleges to create stackable certifications, giving secondary school students the option to take courses on their campus to earn a certificate for a particular career while in high school.
As Mucerino further expounds, “Someone can take a nursing course beginning in high school and earn a certification as a CNA (nursing assistant). He or she can take further studies to stack additional certifications from LVN (licensed vocational nurse), to RN (registered nurse), to a BA in Nursing with our higher education partners. Earning certifications in high school provides students with employable education and skills. We aim to prepare all of our students for college, but this approach readies graduates for the work force if higher learning is not an immediate option, for one reason or another.”
Mucerino is also looking to collaborate further with the community colleges to offer capstone classes in high school. He says, “as part of our College and Career readiness in STEM fields, I would like to see classes that focus on one specific industry woven throughout. So as students satisfy the A-G requirements, they can study a particular course of interest progressing each year. An internship with our business partners in the community, will cap their senior year.”
Of notable interest to Mucerino is the Healthcare Workforce Initiative. He is involved in a healthcare minority consortium to help develop youth for healthcare professions. As the recipient in 2012 of the Science Education Partnership Award supported by the National Institutes of Health, DUSD is in an unparalleled position to take full advantage of the partnership between City of Hope (COH) and the San Gabriel Valley, and the SEPA Collaborative. This grant established a two-stage research education program for rising high school juniors and seniors. It gives students solid background in the theory and practice of science as they conduct real discovery research.
SEPA also led to a professional development agenda for K-12 teachers. Workshops for elementary, middle and high school teachers educate them on skills and techniques for critical reading of science texts. There are also workshops focusing on implementation strategies for the K-8 Genetics curriculum, which are aligned Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). The grant also provides for a K-12 education program. This involves visits to classrooms by COH scientists and field trips top COH by 2nd, 5th and 8th grade students designed to get them interested in research and applying for summer research program during their high school years.
According to Mucerino the healthcare sector is paramount in DUSD. The district’s STEM Academies have made it possible for more students to pursue health careers. While Duarte previously only had a handful of students doing summer work, there are now hundreds of them working in the various hospitals in the region. He points out that Jeff Radsick, Biotech teacher at Duarte High School, who oversees the summer program, is constantly looking for internship opportunities. Ann Miller, Senior Director for Talent Acquisition and Workforce Development at City of Hope, works closely with the district in encouraging students to consider a career in the healthcare and biomedical fields.
There are countless programs offered in Duarte schools and partnerships the district has formed through the years. Not only do these opportunities put DUSD on the leading edge of work-based learning, they also prepare students to fill the one million STEM jobs that will become available in 2025. What better incentive could there be for children to attend school?
Originally published on 27 August 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
Giselle Boustani-Fontenele had an amazing summer. No, she didn’t do anything daring at some exotic locale like swim with sharks at Ambergris Caye in Belize, or climb the peaks of Mt. Kilimanjaro in Tanzania. Giselle spent ten weeks as The Pasadena Playhouse’s Community Organizer (CO) summer intern. She did, however, brave the daily commute from her home in Tarzana to Pasadena.
For the first time, the internship program at The Playhouse was financed through a grant from the Los Angeles County Arts Commission (LACAC). Gisele reported to Seema Sueko, Associate Artistic Director, who joined The Playhouse in January 2014 from the Mo’olelo Performing Arts Company in San Diego. Sueko originated Consensus Organizing for Theatre as a means to build partnerships with the community which, in turn, translates into higher ticket sales.
During her internship, Giselle learned about Consensus Organizing by asking questions and by watching Sueko, and Victor Vazquez, The Playhouse’s Real Women Have Curves (RWHC) Community Organizer. She attended meetings with potential RWHC, the first show slated for the 2015 season,CO partnerships. According to Sueko, “…our summer intern had an up-close opportunity to experience CO and support these efforts.”
Giselle created the Master Colleges and Universities CO Contact Spreadsheet, a document which consolidates contact information for all the schools The Playhouse has collaborated with in the past or which have shown interest in becoming CO partners. This document lists institutions, including Stanford, USC, The Claremont Colleges, Azusa Pacific University, Cal State L.A. and Pasadena City College, and others.
Another interesting job Giselle worked on was preparing the Dramaturgy Starter Kits (DSK) for Real Women Have Curves and Breaking Through. A DSK is an internal document created by the Artistic Department for The Playhouse staff which helps them frame and promote the stage play or musical they are putting on. This includes information such as the themes of the play and the inspiration for it. Giselle interviewed the artists of two shows – Sueko, who is directing RWHC; Sheldon Epps, Artistic Director of The Playhouse and director of Breaking Through, Kirsten Guenther, playwright and Katie Kahanovitz, who is working on music and lyrics along with Cliff Downs.
Additionally, Giselle produced two Learning Community gatherings involving 10-15 trainees who, like her, received their internships from the LACAC. She produced one of these gatherings herself, and the other, she assembled with a fellow-intern in the Pasadena area, Jessie Fontana-Maisel, who apprenticed at California Alliance for Arts Education. In the first Learning Community, Giselle led a tour of The Playhouse, facilitated the Q&A Session with Epps and Sueko, and handled logistics.
Giselle also worked on Walk and Learn Notes, an internal document with information for staff members on how they can ensure the safety and security of The Playhouse. This document includes emergency contact information, among other things. She was also involved in managing the reservations list of over 240 guests for the reading of Fabric at The Playhouse; assisting in preparations for CO receptions during Waterfall and CO rally meetings for RWHC; and assisting with RWHC auditions. She also took on stage managerial duties for the reading of Fabric on the night the Stage Manager could not be present.
A theatre enthusiast herself, Giselle conducted interviews with Director of Finance, Meredith Min, and Producing Associate and Company Manager, Kirsten Hammack, to learn about their positions and their work – invaluable information for someone who might want to start a theatre company in the future. From Min, she learned how to keep track of accounts and ticket sales; the importance of creating balance sheets and P&L (Profit and Loss) statements. With Hammack, she learned about the requirements and details concerning various unions like the AEA (Actors’ Equity Association), the SDC (Stage Directors and Choreographers Society), and the USA (United Scenic Artists); writing contracts for artists; and maintaining a clear head in times of stress.
Meet and Greet for Real Women Have Curves fell on the last day of Giselle’s internship. She was there to welcome the artists and the community who came to listen to the table read.
This month, Giselle will head back to Boston University as a Junior where she is pursuing a joint degree in Anthropology and Religion, and a minor in Theatre. She can’t wait to talk about her transformational ten weeks at The Playhouse with her Acting and Performance professor and mentor, Johnathan Solari. He had encouraged her to intern at a theatre company during the summer.
As a high school student at Sherman Oaks Center for Enriched Studies, Giselle was deeply involved in its theatre department. She was president of its International Thespian Society and performed in many productions – Shakespeare and contemporary plays, and musicals – under the direction and guidance of John Beckman, Jill Cunningham and Frank Dion.
Giselle hopes to continue learning about and pursuing her interest in theatre while at Boston University. She aspires to take a Stage Directing MFA program in the future. So Giselle didn’t scale the mountains or swim in the deep this past summer, but she certainly got fully immersed in a rare and exciting theatre adventure.
Originally published on 3 September 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The road to college
September marks the beginning of the fall season and, for most students, the beginning of a brand-new school year. Hopefully, for your children, it is a time of great anticipation and excitement. In our household, the days before the new school year were spent getting all the books, school supplies, and backpacks ready. My daughter always looked forward to receiving the school packet from the director which contained her class schedule, roster, and teachers. This was when her mind finally got set for the upcoming year.
FRESHMAN
If your children didn’t develop good study habits in lower and middle school, they need to hunker down and be serious about academics. Encourage them to immerse themselves in the culture of their high school and get involved in various extra-curricular activities that support their interests, and which they can carry on into the next three years.
Your children should find the time to meet with their school’s counselor to map out a four-year curriculum that meets all the requirements for graduating and going into college. They should take the most challenging courses they could handle. Some high schools offer Advanced Placement subjects in 9th grade and they have to be ready to take the exams after they complete the AP course.
SOPHOMORE
By this time, your children should be fully transitioned into high school. They should be picking up where they left off – taking advanced placement courses, working on extra-curricular activities they had identified in their freshman year, playing sports for their school, etc.
Practice exams for standardized tests are given in your children’s sophomore year so make sure they are registered for the PSAT. Taking these tests will help them identify their weaknesses and study for them. Several companies and organizations offer test preparation courses; your children should register to one if they need help getting ready for these exams (ACT: www.act.org; PSAT: www.collegeboard.com; Educational Testing Service: www.ets.org; Kaplan: www.com; National Association for College Admission Counseling: www.nacacnet.org; The Princeton Review: www.princetonreview.com)
It may seem too early to do this, but your children can start looking at colleges that offer courses in their fields of interest; or are considering all possible options, if they haven’t determined what they are thinking of taking in college.
JUNIOR
This is a very hectic, even stressful, time in your children’s high school life. It is also the last complete year that college admissions officers will see your students’ grades and accomplishments. It is a decidedly important year for them; they need to put the effort to show admission officers that they are capable of doing the work and are qualified for admission to the university to which they will be applying. If your children are thinking of applying to universities through early action/decision, their junior year grades and work will become all the more significant.
Aside from the rigors of school, sports, extra-curricular activities, there are standardized tests to take. Your children should be taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) early next month. I would like to remind parents not to put extra pressure on their children as they get ready for the standardize exams – they are stressed enough as it is and a higher than average SAT score does not guarantee admission to their dream university.
You and your children should be going to College Fairs being held at their high school. They should be gathering information about colleges and universities – courses and diplomas offered; standardized test requirements for admission; deadlines for early action/admissions, if being offered, and for regular admission.
SENIOR
It is going to be a marathon for your children! From the moment they get in the doors of the school, they are going to be putting much of their focus on college applications. If your children are applying for early action/decision, they should have taken all the standardized exams required by the university during their summer after junior year.
By this time, they should be ready to write their personal statement. They should have given stamped envelopes to the teachers giving them recommendations and have their final list of the colleges and universities to which they will be applying.
You and your children should also be researching scholarships that are available. There are many private companies offering financial aid that might fit your children’s particular interest and talent. One particular organization you might look into is called Affordable Colleges Online. The founders of this entity have developed a guidebook, with the professional assistance of Sean Martin, who is the Director of Financial Services at Connecticut College (http://www.affordablecollegesonline.org/graduating-debt-free). This online site gives you and your children alternative ways to pay for college, such as military benefits, employer benefits, and work study programs. It also cites ways to save on textbooks; and gives advice for military service members and veterans.
It goes without saying that your children should make sure they are doing their best in their academics. All admissions officers require the first quarter grades if your children are applying for early action/decision.
Originally published on 13 August 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
Emma Antonides is a typical teenager living in the San Gabriel Valley. She does exceedingly well in school, plays the piano and viola, and puts in hundreds of hours performing community service. When she isn’t busy with school and homework as a student at LACHSA (Los Angeles County High School for the Arts) and viola lessons at the esteemed Colburn School, she enjoys watching comedy on TV. She also loves going to Disneyland.
But where Emma veers from the predictable, busy 16-year-old and perfect student, with an eye towards going to the university of her choice, is her adherence to the Girl Scouts ideals and her empathy for kids with disabilities. For her Girl Scouts Gold Award project, Emma identified what she thought would be a good activity to work on. Based on her affinity for kids she decided to partner with AbilityFirst, an organization that provides opportunities for people with physical and developmental disabilities.
With the help of her adviser, Stephanie Yamasaki, Emma set an appointment with Jenny Valadez, project supervisor at AbilityFirst’s Lawrence L. Frank Center in Pasadena. From her conversation with Valadez she learned that the center did not have art classes. Thus, after-school art classes at AbilityFirst was established as her Gold Award Project for the Girl Scouts.
Emma let AbilityFirst know about her plan and handed in the specifics of the proposed after-school art program to Valadez. She coordinated with Valadez on what lessons she was going to teach and the class format. Valadez suggested 90 minute classes – 30 minutes of art, 30 minutes of interactive break for playtime, and then back to art for the last 30 minutes.
The first step for Emma was to fill out a proposal application for the Gold Award, which she did in January. In March, she submitted this application, where she identified herself, her adviser, her project plan, and a letter of approval from Valadez on behalf of AbilityFirst. Emma then awaited an interview. During the interview, she presented her project to members of the Girl Scouts Service Center, who gave her feedback on whether she got the approval or if her proposal needed any improvement. Once she got the approval for her idea, she was given six months to start and finish her project.
And so beginning on July 1st, through the 31st , Emma held art classes two days a week where she taught the three basic categories of color theory and color harmony. Using multiple forms, she showed and worked with kids on finger painting, rainbow scratch paper art, an innovative class that uses dip-o-dot markers, and candy leis.
To support this art program, Emma undertook fundraising events like a bake and jewelry sale. She also partnered with Panda Inn where she received 20% of the restaurant’s earnings for one day from people who mentioned that they were helping Emma earn her Gold Award. Additionally, she got cash donations from family, friends and members of the community and personal donations from members of the San Marino Rotary Club.
Using the money she raised, Emma bought art supplies she used for the afterschool classes
and funded an Open House to raise awareness about AbilityFirst. She also donated art supplies to enable AbilityFirst to continue holding after school art classes in years to come. This ensures that her project will live on, a requirement of the Girl Scout’s Gold Award. Furthermore, she has informed Valadez that she will be coming back next summer as a mentor to the new project leader.
Emma finished teaching the kids at AbilityFirst, created a collage of all her students’ artwork, and returned to the Lawrence L. Frank Center to show the children and center staff a video of the art classes they held. In late September, she will give a presentation of her project outcome to the Girl Scouts. She’ll then learn if she has earned a Gold Award.
But whether Emma achieves that coveted Gold Award or not, she did accomplish something extraordinary – she did something she has never done before. In her words: “ During the course of this undertaking, I discovered just what I am capable of. With guidance from Stephanie, I learned to take action, manage a project, communicate and raise awareness, plan and bring a project to life. And, along the way, I learned to be a leader, how to deal with unexpected problems, and be a teacher.” Valuable lessons indeed!
Emma continues, “This experience revealed many things about myself. I realized I could do even more that I thought – I feel confident about by abilities to teach, and be a leader. It exposed me to working with people of different backgrounds, talents, and personalities. And it taught me how to keep the focus on the goal.”
A respected English teacher from Pasadena’s most prestigious school once exhorted to her students that they should never use the term “quest” unless it was to denote a hero’s search.For Emma, this was a journey into hitherto unexplored territory that led to the unearthing of self-knowledge. What could be a better hero’s quest?
Originally published in Beacon Media News’ Readers’ Choice Magazine on 20 August 2015
I do not profess to be an expert on schools, nor will I claim to be all-knowledgeable about education. But my almost two-decade-experience in searching for and sending my daughter to the elementary, middle, high school, and university that were the right fit for her, afforded me a front row seat in the world of independent schools.
As a stay-at-home mom, I volunteered yearly to spearhead fund-raising committees where I worked alongside other parents, became friends with heads of school, got to know admissions directors. At one school, I even knew the maintenance staff because I managed the school store. I bought all the snacks and drinks for after-school activities; provided pizza and drinks for all the dances; and I was in charge of supplying uniforms like neckties and sweatshirts, and sports items like gym bags. Every day, the maintenance guys helped me unload heavy items from my car. At another school, I befriended the Health Services Director because my daughter was always at the clinic for an injury (she was such a klutz, she got hurt just by walking to her classes). I was a constant presence on campus that my daughter’s friends were convinced I lived right outside the school gates!
My daughter’s ‘career’ as a student began early on in her young life. At her birthday party held in our backyard, I was advised that I needed to find the right nursery school so she could attend the right college. She was a year old; she went to nursery school the following year. In my defense, I sent my daughter to a co-op so teachers and parents alike taught toddlers through songs and stories. She spent three hours every other morning with small kids like herself.
Such was my introduction to private school education in Pasadena. If it’s any consolation, I read somewhere that in Manhattan (New York), expectant parents start registering for the waitlist at pre-schools right after the first trimester of their pregnancy!
I do not speak for all parents when I say the best primary and secondary schools are not the hardest ones to get into; the best universities are not the ones with five percent acceptance rates.
Student satisfaction and happiness aren’t predicated on school ranking. The best schools, I think, are where students are intellectually stimulated and not bored out of their wits; but neither are they so stressed out from all the work that they need to be medicated.
The best schools are where students feel the same excitement and intensity when they talk about black holes as when they expound upon Rick Castle’s coolness (Castle airs on ABC, Mondays at 10 pm Pacific time). It is where your child comes home from the Spring Musical rehearsal exhilarated that she has been put in charge of production for the biggest show of the year! It is the place where kids thrive and succeed.
My daughter is now 19 years old and is a rising second-year student at the third-ranked university in the United Kingdom. She is a happy teenager, enthusiastic to go back to school next month, and eager to find her place in the world.
Here, then, is my highly subjective, very personal, and wholly unscientific list of the top five independent schools in the Pasadena area. I’m sure I will have dissenters out there and I’m all right with that. I wasn’t going for a popularity contest.
Image taken from Pasadena Now
1. POLYTECHNIC SCHOOL
It has been referred to as the ‘most elite school’ in Pasadena, and for good reason. For over a hundred years Polytechnic School, on California Blvd, has been providing excellent education for students that come through its doors. Founded in 1907, Poly was the first non-profit, independent school in Southern California, providing academics and manual arts for kindergarteners through 8th graders.
In 1959, with Willis Stork as its fourth headmaster, Poly welcomed its first high school students, when it expanded to reach 12th grade. The achievements of Poly’s graduates in colleges and universities throughout the country established its national renown.
Succeeding heads of school continued Poly’s tradition of academic excellence and nurturing environment for students. Debbie Reed, who served from 2002 through 2014, led the ambitious “The Next 100 Years Campaign” which raised funds from parents and donors to construct a much-needed underground parking structure, and new buildings on the North and South Campus. Construction, which ended in 2013, established a state-of-the art science and tech labs, and an expansive library. It also refurbished the Garland Auditorium to make it a professional stage for performances and created a Black Box Theatre which doubles as a dance studio.
The school operates under three distinct divisions united by shared values. The school’s faculty and staff lay a scholastic foundation of academics and arts, athletics and physical education, global engagement, and community service – cornerstones of a Poly education.
The lower school has approximately 270 students, with 20 full-time teachers and assistants, 15 support and specialized instruction personnel. There are 14 to 15 students per class in kindergarten through 2nd grade; while from 3rd through 5th grade, there are 22 to 23. The lower school provides the perfect introduction to young learners as they discover new things. Teachers respond to children’s developmental needs, making them confident learners.
In middle school Poly’s 215 students transition from childhood to adolescence. It is where kids in their tween years question, learn, and find their own voice under the guidance of 20 teachers and assistants, and 10 support and specialized instruction personnel, who understand this phase in human development. The 17 to 21 students in each class get their first taste in making personal, individual choices through its outdoor education program, by selecting an activity which matches their particular outdoor interest. Later, in 8th grade, learners get to choose the foreign language they intend to carry on into high school. A crucial responsibility for middle school teachers is to ensure that every 8th grader is ready for promotion to high school. Eighth graders meet with the Dean of Students, towards the end of the school year, to discuss the curriculum for the next four years and begin mapping out individual course options.
Activities accelerate at a much greater pace at Poly’s high school, which has a total of 375 students, with 50 full-time classroom teachers. Each class has about 15 students. Class deans for each grade level are tasked with keeping abreast of each student’s academic performance, achievement, well-being, and progress through high school.
Poly’s sophomore year community service requirement involves students completing 30 hours of community service in a particular area of interest. This becomes a starting point for them to expand on throughout their high school years. The school’s outreach also provides opportunities for student involvement and leadership. Each grade level elects their representatives who find opportunities for projects.
In 2006, Poly launched the Global Initiatives Program (GIP) to develop and instill in students the tools to make them considerate, contributing, and connected citizens of the world. Students study various cultures, interact with people in other parts of the globe, and experience cultural events from around the world. The Study Abroad Program, a component of GIP, focuses on cultural immersion, face-to-face interaction, and service learning. Those who complete GIP’s rigorous requirements in each of the four areas graduate as Polytechnic Global Scholars.
The school’s athletic achievements are legendary as evidenced by the school’s 140 Prep League Championships, 46 CIF Championships, and 72 CIF Academic Championships over the past 20 years. Poly competes in an impressive array of sports – badminton, baseball, basketball, cross country, diving, equestrian, fencing, football, golf, sailing, soccer, softball, swimming, tennis, track and field, and water polo. Student participation in sports is 88 percent – in 16 fall teams, 15 winter teams, and 14 spring teams, under the guidance of 84 coaches.
Academics at Poly are vigorous, with AP courses on offer in 16 subjects. During the 2013-2014 school year, the school administered 660 AP exams, taken by 238 students, with 92 percent earning 3 or above. Forty-nine percent of seniors were National Merit Semi-finalists and Commended students . Of the 97 seniors who graduated that school year, 71percent were accepted to highly selective learning institutions. They attended 58 colleges and universities in the United States and one in the United Kingdom.
As for the next hundred years, current Head of School, John Bracker, says, “The next 100 years at Polytechnic School will be informed by its past and defined by the intellectual curiosity of its students, the unfettered commitment to teaching of its faculty, and the compassion of its community that is focused both inward and outward.”
For 108 years, Poly has been challenging and nurturing students imbued with a curiosity about people, their community, and the world they inhabit. They are natural learners and born leaders – they are the ones who will one day make a difference.
2 – FLINTRIDGE PREPARATORY SCHOOL
Flintridge Preparatory (Prep for short), in La Canada, was founded by Doane Lowery in 1933 as an all-boys school. In 1979 it became a co-educational school offering classes from 7th through 12th grade. It has a total enrollment of 500 students (100 in 7th and 8th; 400 in high school).
According to its mission statement, Prep “…seeks to nurture in its students the knowledge, critical skills, community values, and creativity essential for an engaged, balanced, and responsible life”. Thus, its focus is not only on a successful high school career, but also a jumpstart into a student’s future college career. To ensure personalized teaching for its population, classes are kept small – at twelve students – with a low student/teacher ratio of 8:1.
Prep attracts the most-qualified faculty, comprising teachers with terminal degrees, teaching artists, coaches and deans. It has a very high faculty satisfaction and teachers tend to stay for a long time. Likewise, it seeks only the best students who have the intellectual ability to appreciate the academic and extra-curricular activities available to them. Student retention is at 99 percent.
Thirteen Honors and 14 AP courses in English, history, match, science, language, visual arts, and performing arts are on offer.
There are excellent facilities to support Prep’s students’ learning requirements, including four centers of computing technology. The mathematics department’s Braun Foundation Computer Laboratory hosts applications and programming classes. The library has computers available throughout the day and after school. Classrooms are equipped with Smart Boards, and the art department has a ‘dry darkroom’ for digital photo editing and printing.
Arts courses take place at The Randall Performing Arts Center which has classrooms for dance, drama, and music. There is also The Miller Theatre, a black box performance space. Prep has art studios for ceramics, drawing, and painting. It has a fully-equipped photography studio complete with a professional camera, and developing equipment.
In September 2007 construction on the two-story Chandramohan Library was completed and it became the heart of student life. With a computer lab, a classroom for seminars, meeting rooms, areas for study, and a college counselling suite, the library is a busy place for academics and socializing.
Athletics are an important component of the school’s daily activities and Prep provides students with extensive facilities – the Lowery swimming pool, James Woods Memorial Field, Crawford Family Gymnasium and Tom Fry Weight Room.
Prep fields 30 teams, proudly wearing their blue and greys, in 13 sports including: dance and cheer, and equestrian year-round; cross country, football, tennis, volleyball, and water polo in the fall; basketball, soccer, and water polo in winter; baseball, diving, golf, softball, swimming, tennis, track and field, volleyball, and water polo in the spring.
A lively involvement on campus is displayed by the student senate, the student body at Prep. Since 1935, they have been holding weekly meetings, run by the senior class president. The program’s cabin members include the class president from every grade and two representatives, selected by each grade class. They hold annual traditions like The Book Day BBQ, the Haunted House, Spirit Week, Winter Festival, Teacher Appreciation Week, and Prep Fest.
Meanwhile, the SCAC (Student Community Action Council), a student-run organization, builds on and off campus leadership. It integrates all forms of leadership on campus and creates a socially positive environment for engagement.
Prep’s first athlete-based leadership program, Athletic Leadership Council, was founded in 2008 to actively promote athleticism while instilling responsibilities. Members create community service projects, serve as mentors to other students, encourage school and team spirit, and serve as role models and exemplars of strong leadership.
A rigorous curriculum, athletic programs, and opportunities for community service, all contribute to Prep’s graduates’ success in getting accepted to the best colleges and universities in the nation. Students of the class of 2014 went to Brown, Columbia, Dartmouth, Harvard, Princeton, Yale, CalTech, Carnegie Mellon, NYU, Stanford, UC Berkeley, UCLA, USC, Vanderbilt, and other prominent institutions.
Asked about Prep’s guiding thought, Peter Bachmann, Head of School, says “Flintridge Prep aims to strike an even balance between intellectual and personal development. We want kids to do well in school and be well-prepared for college, but also be happy, well-developed individuals who establish life-long friendships with other students and teachers. We hope to prepare students, not simply for the next stage, but for their entire lives.”
What parent would disagree with such simple but sage philosophy?
(Beacon Media intern Ame Hossen contributed research and reporting to this story. A 15-year-old sophomore at Glendora High School, Ame is an avid reader of fiction; enjoys traveling, trying new foods, and helping out in the community.)
Image taken from Westridge School’s website
3 – WESTRIDGE SCHOOL FOR GIRLS
Mary Lowther Ranney, a noted architect and teacher, founded Westridge in 1913 to create a school that would offer an education for college-bound girls. She had originally intended to open it at her parents residence but enrollment exceeded her expectations and realized she needed a much bigger space. The Ranney’s acquired a larger house on Madeline and inaugurated it with a total of 21 students.
Today, 102 years after that momentous occasion, Westridge School for Girls has a total enrollment of 480 students and continues its excellent tradition of educating girls to become successful. In the words of Head of School Elizabeth McGregor, “Our vision for Westridge is to foster a culture of thinking that inspires our girls to realize their intellectual and creative potential, to foster an ethos and community that inspires Westridge girls to look beyond themselves in order to impact others and the world.”
At Westridge’s lower school (grades 4 to 6), students develop skills in academic subjects and the application of these through creative activities and group projects. They also receive in-class or after-school instruction about health and wellness.
The middle school (7th and 8th grades), addresses students’ transition from childhood into adolescence. They are provided the tools and skills necessary for academic success as they become confident, articulate and motivated learners.
In upper school (9th through 12th), students are encouraged to think critically and individually. They begin to identify their areas of interest – in academics, arts, athletics and civics. Girls embark on their Community Action Projects, multi-year service and inquiry process that empower them to use their skills and talents to improve the lives of others.
Implementation of a balanced education means finding out how knowledge is imparted and absorbed; and what is required to prepare students for the real world. As McGregor says, “Our curriculum and teaching approaches are based on the most recent research into how girls learn best, and we wish to become a center for research and information on girls’ education. We are also committed to empowering our students in design thinking and the STEAM fields (science, technology, engineering, arts and math). To that end, we have just opened our STEAMWORK Design Studio maker space.”
Westridge School’s facilities include a14,000 square-foot, two-story, and eco-friendly science and math building that houses the chemistry and physics labs, math classrooms, and a technology and data center to support the school’s 150 laptops. A Performing Arts Center has 600 seats and hosts numerous theatrical productions, concerts and dances.
Sports and physical education take place on the Frank Athletic Field where lacrosse, soccer and softball are played. Hoffman Gymnasium is the site for basketball and volleyball. The Studenmund Family Weight Training Room is the fitness center.
Athletics at Westridge is a source of pride as it has earned twelve Prep League Championships in the last ten years. The school has produced three Olympians – Anne Kursinski ’76, Equestrian,
in the 1988 (Silver), 1992, and 1996 (Silver) Olympics; Inger Miller ’90 received a Gold for Track and Field in the 1996 Olympics; and Erica Wu ’14 competed in Table Tennis in the 2012 Olympics.
An academically strong school, Westridge’s class of 2015 produced 17 AP Scholars, eight National Merit Finalists, and 12 Commended Scholars. Its graduates went to attend highly-selective colleges and universities in the United States and around the Globe.
Westridge students also enjoy a vibrant social life on campus as they pick Greek and Roman teams and earn points during competitions. There is a Big and Little Sisters organization where girls are assigned to a family – younger students bond and form friendships with older girls on campus. During the All School Day, the ASB (Associated Student Body) organizes themed activities for fun that include movies and food, making for a fun-filled, relaxing day for everyone. There is a Ring Ceremony at the end of the school year when a Junior receives her class ring, symbolizing her passage from junior to senior year.
All these components are ingredients for a fulfilling and gratifying scholarship for girls. As McGregor explains, “We believe, and are told by colleges and community members, that our girls stand out for their intellectual curiosity, independence and sense of self, and their desire to improve the world around them. Everything at Westridge is designed to foster these characteristics – to develop intellectually adventurous thinkers and courageous, compassionate leaders.”
Mary Lowther Ranney would have been so proud.
(Beacon Media intern Jonathan Tsou contributed to research and reporting for this story. Jonathan is a senior at Arcadia High School, and likes reading historical books. He has conducted a couple of interviews involving various historical figures.)
4 – CLAIRBOURN SCHOOL
East Hall Walkway at Clairbourn School | Photo courtesy of Clairbourn School
Clairbourn School was established in 1926 when Emily Bourne, wife of A.K. Bourne (scion of the Singer Sewing Machine founder), decided to teach classes at the conservatory of her San Marino home. Enrollment grew annually from the four original students, and in 1931 it relocated to its present site on Huntington Drive, in San Gabriel. It remains there today, providing education for children from Junior Pre-K through 8th grade.
Students at Clairbourn experience the thrill of discovering new things and learning life-skills taught by caring teachers in a nurturing environment. According to Nancy Ward, Communications Director, the preschool program is designed to encourage children’s natural love of learning. It sets the stage for a positive approach to education which is a vital ingredient of school readiness; preschoolers are ready to enter kindergarten with a positive self-concept, the spirit of inquiry and critical thinking, and problem-solving skills.
In the preschool classroom, the focus is on the whole child; this encompasses language, cognitive, social, emotional, physical and spiritual development and competencies. “There is an emphasis on the acquisition and application of universal values as guided by the Clairbourn Code of Ethics, which includes respect, responsibility, citizenship, spirituality and honesty. This code spans all grade levels, permeating all aspects of school life” says Ward.
The competencies and critical thinking skills that preschoolers gain are carried on into Clairbourn’s kindergarten through 5th grade program. Here, experienced specialists teach core subjects supplemented with enrichment classes in art, computer/technology, library, music, foreign language, and physical education.
A faster pace and schedule make up a dynamic middle school experience at Clairbourn. With only 18 students per class, and two sections per grade, department teachers give personalized attention to each one. Core teachers specializing in English, history, math, science, French, Latin, and Spanish provide a balance of hands-on learning, written reflection and oral reporting.
During middle school, students get involved in service activities promoting an understanding of community and global responsibility. Annual outdoor education class trips emphasize the environment, leadership and teambuilding, with optional opportunities for travel to Costa Rica, Australia and Europe.
The highlight of middle school at Clairbourn is the Huntingtower Exchange Program, which began in 2000, as a way for students to be global citizens. Through some research, Clairbourn found an institution of similar age and philosophy in Melbourne, Australia and the two schools began to exchange students with host families. According to Head of School, Dr. Robert Nafie, “We felt our students would find that in the midst of a variety of difference in culture, language, and traditions, they would see that humankind is essentially the same where it really matters. They could see that applying the basic values and academic skills they learned at Clairbourn would be successful seven thousand miles from home and beyond.”
In 7th grade, each family receives individual high school admissions counseling to help them understand options, and how to prepare and apply to high schools. Students are required to take an interview preparation class, attend high school tours, and meet with high school admissions directors on the Clairbourn campus. Ninety-seven percent of its graduates are accepted to highly competitive and selective day and boarding schools, with three percent choosing excellent area public schools.
As Nafie looks back on his 36 years of stewardship, he is struck by the fact that education today is still facing the age-old question “What is the purpose of education?” e saysHHe He thinks that there are as many answers to this question as there are schools. And while it seems to be a simple thing to answer, many schools jump right over the question because it is difficult to find a consensus. Many move forward with an implied purpose, with the assumption they know what that is. To some, it just means higher, faster, farther, longer, or some other superlative. But he believes schools can do better, and parents deserve clearer choices in schools.
Ninety years after its inception, Clairbourn’s teaching philosophy remains true to its founder’s essential purpose: to impart knowledge based on fundamental principles applied to present-day needs. Nafie expresses this more eloquently when he says “ … the increasingly complex nature of global communication today with 24-hour news, Twitter, YouTube, Facebook, and a whole array of new and emerging social media, tells us that the ability to get along in a wider arena of influence will be essential for humanity’s survival. The narrow band of pure academics, as laudable as it is, will not be enough to ensure that students thrive and succeed in the 21st century. Rather, they need to know how to apply their academic abilities in a way that fosters healthy and positive outcomes.”
Very well articulated. Clairbourn students and parents would wholeheartedly agree.
Image taken from Chandler School website
5 – CHANDLER SCHOOL
Chandler School, in Pasadena, was founded in 1950 by Thomas and Catherine Chandler with an initial enrollment of 14 students. Today it has a total student population of 420, and is reputed to be one of the hardest K- 8th grade schools to be accepted into in the western San Gabriel Valley.
John Finch, who serves as Chandler’s fourth headmaster since its inception, describes the school’s philosophy thus: “Our mission is to provide each student with the highest quality and most academically challenging education in a nurturing, balanced and diverse environment. The curriculum balances core subjects and includes interdisciplinary study that develops well-rounded students.”
Carrying out Chandler’s grand mission are teachers and mentors with the expertise in meeting the academic, artistic, athletic, and social needs of K- 8th grade students. During the school year 2010-2011, one of Chandler’s 1st grade instructors received the U.S. Presidential Scholars Program’s Teacher Recognition Award. One-third of its school faculty hold advanced degrees and the average tenure of faculty is nine years.
Preparation for life begins at Chandler’s lower school, where academic rigor includes innovation, creativity and character development. The school offers core subjects and integrates an interdisciplinary STEAM. Students take core subject classes, and art, music, library, and Spanish very week. Its physical education program engenders not just physical strength, it likewise gives students opportunities to build teamwork, perseverance, resilience and discipline.
Teachers use technology to prepare Chandler’s lower school students for the one-on-one program offered in middle school. Kindergarteners through 2nd graders get iPads while 3rd through 5th graders get laptops. They teach young learners how to choose tools and how to properly care for and maintain them, how to protect their identity and privacy, and how to balance high-tech, low-tech and no-tech experiences.
In middle school, students take five core courses in English, history, math, science and Spanish. They also have fine arts and personal development classes, electives and physical education. In 6th grade, students develop skills like note-taking, time management and exam preparation. They build on and take these skills into 7th grade; and in 8th grade they have various opportunities for leadership and community service.
Families of middle school students are required to purchase Apple Macbooks as they start the year. Students use school-sponsored online databases and software applications. Chandler uses customized Google Apps for Education domain to support teaching allowing for easy sharing of documents, file storage, and connectivity.
Chandler is a nationally recognized and certified Common Sense Digital Citizenship school. It earned this distinction by demonstrating its commitment to taking a community approach to preparing students in using digital media to explore, create, connect, and learn, while limiting online perils, like plagiarism, loss of privacy, and cyberbullying. Common Sense is a national non-profit organization dedicated to helping kids and families thrive in a world of digital media and technology.
The visual arts program at Chandler includes photography, ceramics, water color, and printmaking; students hold a school-wide art exhibit in the spring. Music offerings are string ensemble, Clover Chorus, and a class that focuses on creating, composing, music history and appreciation. Students in the performance arts stage two theatre productions, one string and choral group show.
Athletics are an important component of a Chandler student’s experience. Sports activities include baseball, basketball, flag football, golf, soccer, softball, swimming, tennis, track and volleyball.
Chandler’s middle school curriculum affords them ample preparation for the high school application process. The 59 students in the class of 2015 were accepted to very selective secondary day and boarding schools in southern California, including Campbell Hall, Flintridge Prep, Harvard-Westlake, Marlborough, Notre Dame High School, Polytechnic School, Westridge School for Girls, Cate School in Carpinteria, and The Webb Schools in Claremont; to east coast schools like Hotchkiss In Connecticut, Phillips Academy in Massachusetts, and Phillips Exeter Academy in New Hampshire; and to charter and magnet schools like International Polytechnic High School in Pomona and the Los Angeles High School for the Arts.
These Chandler graduates are the envy of every high-schooler in the western San Gabriel Valley.
(Beacon Media intern Jonathan Tsou contributed research and reporting for this story. A senior at Arcadia High School, Jonathan is currently busy with college applications. He hopes to study Education Psychology.)
Originally published on 6 August 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The road to college
It’s August – for some kids summer vacation is winding down, while for others, it has ended. If your children are heading back to school this week, I hope they had the chance to breathe, decompress, and savor the lull because they are now once more face-to-face with the realities of high school life.
High schoolers in the San Gabriel Valley confront exceedingly fierce competition. This is where students: get perfect SAT scores; have 4.0 GPAs; play varsity sports; are extraordinary cellists/pianists/violinists; are founders of school clubs; are presidents of the school body; serve as officers on several associations. Everyone is so accomplished that it’s impossible for someone to stand out. Much has been written in the newspapers about how stressed out these children are. Most of them get through the four years relatively unscathed while a few students suffer from sleep deprivation, even depression,
Recognizing the almost-impossible feat of getting accepted to highly-selective schools, the Harvard Graduate School of Education released a study early this year called “Turning the Tide: Inspiring Concern for Others Through College Admissions”. Among other things, it advocates for reducing stress and level the playing field for students. About 80 colleges and universities across the United States have endorsed the findings of the report.
An important factor in the admissions process is the students’ (and parents’) preconceived ideas about where t they should apply and what their dream school is. Oftentimes, kids apply to the same dozen or so most-recognizable institution names. This creates an unhealthy and, sometimes, unreasonable expectation. There are innumerable colleges and universities that offer excellent teaching; there is a school out there that is the right fit for your child. You and your children should determine their interests, career goals, and abilities. These should be the guidelines for choosing what college or university should go on their list of schools for consideration.
FRESHMAN
High school is very different from middle school. Teachers have higher expectations from the work students turn in. Your children need to develop their analytical skills as their teachers will require deeper thinking and subject exploration from their papers. They should also have better time managements skills to handle the more rigorous course load and extra-curricular activities.
There is also a big change in campus life – they no longer have a “home room” and they have different sets classmates for each course. One glaring difference is that they now have to make their own choices of courses and activities. Your children need to confer with the school counselor to map out a four-year curriculum that meets the requirements of colleges.
Usually there is a “Back to School Night” when parents get to meet all the teachers. This is a chance for you to see what your children will be learning during the school year. While you will no longer be as involved with your children’s activities as in previous years, find the time to be aware of what’s happening. Some schools welcome, even solicit, parents’ help for certain campus events.
In the first few days of ninth grade, your children will have several things they will be making decisions on, and tackling. I have listed them here with a brief description or explanation:
AP COURSES: Make sure your children choose the AP courses they will need in the course they will be taking in college. They shouldn’t pile up on APs to pad their resume because they would need to take the AP exams for these courses. Some universities only accept 4 or 5 on an AP exam for it to have any merit at all. While college Admissions Officers favor students who took on challenging AP subjects, they don’t look kindly at low AP grades either. Encourage your children to take courses they are truly interested in; students who study something they really like generally do well at it.
CLUBS: Your children should join the clubs they will be involved in and encourage them to participate actively. Ideally, your children could start a club based on their interest or something they feel strongly about. It can be a fun club for students to take their minds away from their heavy academic load, or it can be something socially impactful.
ATHLETICS: If your children are into sports and would like to play it in college, they need to start looking into the NCAA requirements now. Several universities offer scholarships to outstanding athletes and being a standout in a particular sport gives an applicant an edge.
ARTS CLASS: If your children’s school offers art electives, encourage them to take a course. Sometimes, they don’t realize they like something until they try it. They should take advantage of all the art and music programs available to them.
LANGUAGE: Besides the core subjects – English, History, Math, Science – a foreign language is a requirement for admission into college. Encourage your children to choose a language they could later have a use for. In some schools, elementary school children get Mandarin and Spanish immersion classes. If your children were lucky to have had this, they have a head start in this area.
COMMUNITY SERVICE: Your children should do something they feel strongly about and work it every summer; it shows commitment to the activity they took on. This is going to be an essential component in your children’s transcript. And if the college or university your children want to attend was one of the institutions that endorsed the Harvard study I mentioned above, its admission officers will look very closely into this.
SUMMER CAMP/ENRICHMENT COURSE: If your children have a passion for a particular activity, they should pursue a summer program related to it. Guidance counselors in some schools compile a list of the most engaging courses locally, out-of-state, or internationally.
It goes without saying that all the above activities are merely supplements to good grades in the core subjects. Loading up on extra-curriculars at the expense of grades is definitely ill-advised. While Admissions officers at all the universities talk about their holistic approach in their selection process. And until such time that all admissions officers actually practice what Harvard’s study advocates, a student’s GPA remains a very important, if not the single most important, component of your children’s college application.
Photo by Sofa Tutor for Unsplash
SOPHOMORE
They’re fully transitioned into high school, the demands of which were drilled into their unconsciousness the past school year. They have to put ninth grade behind them and face tenth grade with renewed energy and enthusiasm.
JUNIOR
Hopefully, your kids got a lot of rest, because in a few weeks they will be embarking on one of the most hectic years of high school life. Make sure your children confer with their school’s college counselor to ascertain they have all the courses required for graduating and for college. They need to know what standardized exams they’ll need to take for college application. They should research which colleges and universities offer the course they would like to pursue.
SENIOR
By this time, your children should know where they would be applying and have visited the schools. They should have taken all standard exams required for college applications, firmed up their school list, researched all kinds of scholarships, lined up teachers to write their recommendations, perfected their personal statement, and learned how to complete the common app. They practically have to have their running shoes on by the time they get in the door of their high school!
COLLEGE FRESHMAN
Are your kids ready to leave their childhood behind? In a few weeks, they will be on a road not traveled. College life exposes them to the real world and I hope you let them practice how to live independently of you during their summer break. Things they took for granted before – eating hot meals without having to turn on the stove, getting clothes laundered weekly for them, rooms being meticulously cleaned – will suddenly be their responsibilities. If their dorm offers catered meals, that’s one less chore to worry about; but there’ll still be laundry to do.
Congratulations, parents! You have successfully launched your child to college and adulthood. Hello, empty nest syndrome!
Originally published on 30 July 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
College freshmen heading to school next month may be feeling somewhat nervous about this different environment they are about to enter. Most of them are leaving the security of their home in the town or city where they grew up. To the approximately 500 students joining the freshman class at Pasadena City College, this novel experience is more nerve-racking than usual. They are arriving for the first time in a new school, city and country. For these arriving international students, PCC’s First Pathways Program is a lifeline.
Pasadena City College’s First Pathways Program was created in 2011to help incoming students transition smoothly to college and achieve success in school. And while there are only 1,200 international students attending PCC at any given year (compared to its total enrollment of 22,671) administrators have felt it crucial to dedicate one Pathway program to this group to address their vastly different need.
The IS (International Student) First Pathways program has three major components. The first of these is the International Student Center whose staff help arriving students with visa, housing, health, and safety issues. It also includes a study center for homework, workshops and meetings with classmates. The second component is the Success Team made up of counselors, coaches and tutors who guide them in choosing their classes and making sure they are registered for the full load of 12 units. The third component is Priority Registration for the classes they need to be able to transfer quickly to a four-year college or university. This is particularly important for foreign students who are on an F1visa as they cannot overstay in the U.S.
International students on the First Pathways Program begin their college life at PCC with an iJam orientation, a one-week event where they prepare their classes, learn about life in Pasadena and Los Angeles, and have the opportunity to make friends with other students. They meet others like them from 85 countries and regions, including China, South Korea, Indonesia, Malaysia, Japan, Hong Kong, Vietnam, Canada, Germany, Russia, and Saudi Arabia.
The most popular majors for these international students are: Business/Accounting/Economics (45%); Science/Math/Engineering (15%); Art/Architecture/Design (11%); Health Professions (8%); others (22%).
Through the years, PCC has proven itself as a leader among California’s 112 community colleges in 72 districts. It offers foreign students a diverse learning environment with numerous Honors programs, over 70 student clubs and many opportunities for student involvement, a safe location in a “walking friendly” community and convenient access to public transportation. The city offers students a vibrant restaurant scene and shopping areas. And they aren’t too far away from local beaches and recreational destinations. Pasadena is home to cultural attractions including The Huntington (Botanical Garden, Library and Art Museum), Norton Simon, Pacific Asia Museum.
Another essential feature of a PCC education is its small class size and accessibility to instructors and support staff. More important of all, it affords students ease and support in transferring to a four-year university.
According to Dr. Russell Frank, Interim Associate Dean for International Education, in 2012-2013, 2327 students transferred from PCC to public and private four-year universities like the University of California – in Los Angeles, San Diego, Irvine, Berkeley, Davis, and Riverside, California State University – Cal Poly Pomona, CSU Northridge and Los Angeles), Art Center College of Design, and the University of Southern California.
Frank is deeply invested in the success of every student in his charge. He set targets for himself to make the IS First Year Pathways program remains vital and relevant. Together with the team of counselors and coaches, he helps them identify their specific transfer objective and personal goals. He wants students to be engaged in the college community so PCC has created campus-wide events like the lunar new year celebration and the international education week. He wants to increase global and international awareness for the school and the IS program for health courses like Nursing, which is a popular field of study. He envisions a rise in student enrollment to 1,500 by putting in place more classes where he sees growth like nursing, environmental engineering, design and art.
In anticipation of the increase in their international student population, Frank would like to add more peer mentors who speak the same language as the students they advise and put in place additional services to cater to their specific needs. Frank is optimistic that his goals are doable in the immediate future; he says the infrastructure is there to support his plans.
All of Frank’s plans for the International Student Program are aimed at enriching their students’ learning experience so they are better prepared to get into their choice of four-year university. The Learning Center, of which the IS First Pathways Program is a part, has a slogan “Get In, Get Out, Get Going”. What an apt aphorism it is!
Originally published on 23 July 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
Just what can a 13-year-old kid possibly accomplish in five days? Something pretty awesome, it turns out.
Rana Lulla, who is 13 years old, produced an RPG (Role Playing Game) during the five days that he attended iD tech Summer Camps using Java coding. A rising 8th grade student at the American School of Bombay in India, Rana is the quintessential brainiac – exceptionally articulate about computer programming and given to well-thought out responses to questions about what he envisions for himself in the future.
This is Rana’s second time at a tech summer camp; he attended a similar one a couple of years ago in Bombay. He enjoys coding and conversations with him turn high-tech quickly – with him saying he learned GUI (Graphic User Interfaces) and spouting terms like IF functions. He likes playing sandbox games Minecraft and Terraria and is super excited about creating a game he can play with his like-minded friends. Rana sees himself pursuing a degree and career as a coder – writing programs for and designing video games.
Then there’s Amala Russo, an 11-year old rising 6th grader at South Pasadena Middle School. A recent transplant from northern California, she is here to familiarize herself with computers and is taking Introduction to Scratch and Java Script. While she is non-techie, Amala nevertheless feels that it is important to learn computers because technology is all around us and isn’t going away any time soon. This is her fourth day at iD Tech summer camp and she has learned Photoshop-ing, programming, and creating games. She says her teacher taught them how to make games using the cat Sprite.
Amala admits that sitting in front of computers can be tiring at times, so she is glad for the breaks when all the kids go outside to play some sports. She also confesses that she is a really active person and is more of a performing artist – she likes acting and dancing. The early part of Amala’s summer was spent in Acting Camp at La Canada High School; it culminated with a multi-themed production where she sang in a group rendition of a song from Tarzan.
Tyson Mak is another 11-year-old who goes to High Point Academy in Pasadena, where he will be in 6th grade come Fall. He is taking an Introduction to Java Programming and Minecraft. He likes Minecraft Mods and after looking at what others have done, he decided to make one himself. And he did. But he couldn’t get it to work, so his mom sent him to iD Tech camp to learn Java programming. On his fourth day at camp he learned to add custom items like block and texture.
For his final project, Tyson made a Commerce Mod as a more organized way to buy and sell things on Minecraft. He intends to put it on the Minecraft server, where players connect to play together remotely. Lest you think Tyson is all work and no play, he quickly points out that he actually is a sports enthusiast who enjoys playing basketball at school. He spent two weeks in Newport Beach for some fun time with his family and is going to surfing camp in two weeks. It’s his summer vacation after all.
Photo by Annie Spratt for Unsplash
At iD Tech Summer Camp, kids like Rana, Amala and Tyson learn everything from Coding and App Development, Robotics, Game Design, 3D modeling, Digital Photography and Web Design, and Filmmaking. Classes are made up of seven weeklong sessions where students can enroll to develop their skill, or further explore subjects by taking multiple sessions of the same course.
The company’s extraordinary start is in itself worthy of a book. Alexa Ingram-Cauchi, having earned her business degree from the University of Washington, entered a Business Plan Competition. With guidance from a professor at UW, she submitted a pilot program for a tech camp held in a small class setting where kids use products professional utilize in the real world. Her project won first place and she received several thousand dollars in prize money.
And so in 1999, at a time when the iPhone did not exist, Google was a year old, AOL was the only search engine, and there were few women entrepreneurs or practitioners in the technology field, Alexa, using her competition award as seed money, founded iD Tech Camps in a room above their house’s garage in Los Gatos. It was a small family affair – her brother came on board to run the fledgling company; her dad worked as camp director and trainer; and her mom was human resources director.
According to Karen Thurm Safran, VP of Marketing and Business Development, iD Tech camps started out with four locations in Santa Clara University, UC Irvine, St. Mary’s College of CA-Moraga, and CSU Monterey Bay. Today there are a total of 123 locations, with 88 iD Tech Camps, nine Alexa Café (all-girls program), eight iD Tech Mini (half-day options for ages 6-9), eleven iD Programming Academies, and seven iD Game Design & Development Academies. These camps are scattered all over the country and held in the most illustrious campuses like MIT, Harvard, Columbia University, Princeton, University of Pennsylvania, University of Virginia, UNC-Chapel Hill, Southern Methodist University, UC Berkeley, Stanford, Cal Poly Pomona, and UCLA.
Each summer camp is made up of seven week-long sessions and classes are broken into clusters of eight students to one instructor, making for a personalized experience. The eight-hour classes are interspersed with breaks for outdoor activities to keep the kids from getting restless with so many hours of sitting in front of computers. All summer programs provide students with custom iD T-shirt, a USB drive and bottled water. Camp attendees take home their portfolio or course activity file after presenting their final project at the end of their session. They also earn a diploma with their instructor’s insights.
Instructors for the camps are chosen from the most prestigious universities. Prospective candidates go through an extensive selection process, background checks and rigorous training. Not surprisingly, many of their instructors were themselves former iD Tech campers.
The technology boom has shown itself in the exponential growth of attendees to iD Tech camps. From 329 students in 1999, it increased to over 1,600 learners in 2000. By 2005, attendance was at 11,000; in 2011 it had nearly 20,000 enrollees; in 2014 there were over 36,000 students and this summer, they came in with close to 50,000!
Safran says that in addition to preparing its students for the future, iD Tech is preparing the future for them. It has partnered with the Arbor Day Foundation to plant one tree for each student who attends its summer program, with a goal of planting over one million trees. Additionally, this year, Alexa Café collaborated with Code.org to provide 100 girls iD Tech Camps scholarships to help right the current imbalance in the number of girls who are taking computer science courses (only 14% of computer science undergraduates are female).
According to its company brochures, there will be one million STEM (Science, Technology, Engineering, and Math) jobs that are expected to be unfilled by 2020. iD Tech is helping close that gap with programs that teach students the skills they need to thrive in a tech-driven world. It’s reassuring to know that kids like Rana, Amala, and Tyson are taking the first steps to gain the abilities and competence necessary to fill those jobs.
A San Gabriel Valley Inquirer 