Originally published on 9 April 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
Henry Huntington may not have known it at the time but his bequest is not merely a showcase of important art and historical artifact, it is also an instrument in shaping America’s future.
Through the Huntington Library‘s Teacher and School Programs, educators receive training on how to incorporate the Library’s vast collection of books, art and gardens in the implementation of the Core Curriculum. Huntington’s educators collaborate with teachers in developing lesson plans, which are nationally available online. Teachers from K-12th grade choose from 12 programs to provide their students appreciation, engagement and understanding of various subjects.
Programs in Art include: European Voyages where students in grades 4 through 8 explore 18th century British and French art in the Huntington mansion. In Discovering Art, kindergarteners through 2nd graders are introduced to basic concepts as line, shape, color, and texture. American Adventures dialogue tours introduce critical thinking and speaking skills to 1st through 12th graders using artwork from 1700 – 1980, while theme based tours encourage students to look, think, and discuss their ideas and perceptions.
Some of the Garden Programs are: Soil, Seeds and Surprises, which acquaints students in kindergarten through 2nd grade with botany. Students from grades 4 through 12 experience the Japanese Garden as an art form and contrasts it with a traditional European-style garden. Poetry in the Chinese Garden engages 4th through 12th graders in verse as they compose two-line poems inspired by the beauty they behold.
The Library Programs cover: Explorations in American History for grades 5, 8 and 11 is designed to complement the American History curriculum. In Paper, Pens & Prose, students in grades 4 to 9 learn how books were produced, how paper and inks were made, and what scribes used to write.
The Chinese Garden at The Huntington | Photo by Brianna Chu
The Huntington Library encourages teachers to use its grounds and facilities to make the learning experience enjoyable for students. Mikki Heydorff, Volunteer and School Programs Manager, would like educators to know about school field trips at no charge every Wednesday, Thursday and Friday from October through May. From 10:00 to 11:30 every morning on these three days, teachers can come in with their students to visit the Library and its gardens on docent-led tours. To take advantage of this opportunity, teachers have to sign up on a first-come first-serve basis, starting August 1st, to reserve a date.
Educators, too, can take advantage of the many summer activities at the Huntington. In its 11th year of implementation, Shakespeare at the Huntington is a three-week course for high school English and Drama teachers focusing on training through performance. Shakespearean educator Louis Fantasia and an international faculty train 6th to 12th grade teachers on development, scene analysis, acting and directing techniques. Getting your Green Thumb classes for teachers cover garden planning, gardening techniques and curriculum connections. Information on field trips, lessons plans, and interactive media are available on the Huntington’s website www.huntington.org under the Education page and teacher resources.
To ensure that it continues to support its various education efforts, the Huntington Library embarked on a major expansion project. The $68 million renovation made possible through private donors will open this Saturday, April 4, as the Steven S. Koblik Education and Visitor Center. It raised another $10 million to endow the new facilities’ operations. The project consists of 52,000 square feet of educational space and visitor amenities replacing existing construction built in1980 that no longer accommodated the needs of its visitors, scholars and staff. The Visitor Center features a 400-seat auditorium, a large café with indoor-outdoor seating and garden views, four multi-use classrooms, meeting and event areas, and an orientation gallery.
This latest renovation followed the recent opening of the Huntington Store, a new specialty coffee shop, and a new full-service admissions and membership section.
From its first opening in 1919, when Henry Huntington bequeathed his vast collection and botanical gardens to enrich visitors, it has grown into an internationally known research center for scholars, an important destination for tourists, and a tranquil retreat for locals. Every year 600,000 visitors come to the Huntington Library to experience its impressive collection of magnificent art, rare books, significant manuscripts and botanical gardens. Its education programs offer school visits, tours and hands-on activities to 20,000 students annually. More than 10,000 people participate in its public programs including classes, workshops, performances, and lectures.
How monumentally proud Henry Huntington would have been if he were around to witness how his precious legacy is being utilized and preserved!
Originally published on 14 May 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
It isn’t a common occurrence for high schoolers to conduct real-life experiments at a nationally recognized research center. For rising 11th and 12th graders at Duarte High School, ‘Home of the Shoulder-Tapped Graduates,’ however, this is just part of their high school experience.
Located at the foothills of the San Gabriel Valley, Duarte High School is one of two secondary schools in the Duarte Unified School District. It has a total enrollment of 1200 students, 90% of whom are minorities; 48% male and 52% female; with a total of 41 teachers. It was recognized as a California Distinguished school in 2007 for its high test scores and academic achievement. Newsweek magazine thrice named it one of the top public high schools in the United States.
According to Mark Sims, principal of Duarte High School, the school provides both college and career pathways. There are three college counselors and one Regional Occupation Program (ROP) Specialist for the 250 seniors. They offer 12 AP courses and have a graduation rate of 98-99%. Over 80% of Duarte High seniors attend college after graduation, one of the highest levels in the San Gabriel Valley. It is also the only institution in the area offering an Early College program. Graduates of the 2011-2012 school year were the pioneers in completing a high school diploma and 30 college credits simultaneously from Citrus College.
Under the leadership of Terry Nichols, DUSD Superintendent, the district continuously looks for opportunities to collaborate with various organizations in an effort to provide the most enriching academic and learning environment for all their students. Duarte Unified School District was selected as a finalist for the National Health Initiative Grant and has since collaborated with City of Hope to create the Science Education Partnership Award (SEPA). Through SEPA, Duarte High School aims to engage more students in science and help create a path to STEM (Science, Technology, Engineering, and Mathematics) jobs in the future. Beginning as early as kindergarten, students at Duarte Unified schools learn and work alongside world-class scientists and instructors in City of Hope’s Community Teaching Laboratory.
SEPA’s summer research program allows accepted students to: collaborate on actual cancer research activities; interact with scientists and learn from college and graduate-level instructors who act as mentors; experience an interactive learning environment focusing on teamwork and emphasizing leadership development; learn to read real scientific paper relating the research topic; take part in an end-of-summer celebration where they are honored for completing the program and present their research work to family, friends, and the community; and have the opportunity to continue doing research with City of Hope scientists during the academic school year.
The district also created the first customized version of the Pathways in Technology Early College High School (PTECH) model in California through a partnership with City of Hope and Citrus College, which launched during the 2014-2015 school year. Calling it the T.E.A.C.H. Project (Train, Educate, and Accelerate Careers in Healthcare), this academy gives the opportunity for 9th thru 12th grade students to graduate with both a high school diploma and a low (or no) cost Associate in Information in Technology degree. It equips students with marketable skills to gain employment in the very competitive health industry.
Students enrolled in the T.E.A.C.H. Project receive mentoring, job shadowing and internships offered by City of Hope. Through it, they interact with scientists, healthcare professionals and educators who are experts in their field, and gain the knowledge and experience necessary to build careers in health information technology. Because of the district’s large percentage of students within underrepresented groups in the science fields, the T.E.A.C.H. program has been customized to meet their needs and engage their interests.
Photo take from Duarte High School College Acceptances
At Duarte High, College Fairs as well as Career Days are held throughout the year. Presenters at these events represent college and career pathways in the Arts, Media and Entertainment; Business/Support Services; Health and Human Resources; and Technology and Engineering fields. Some of the companies and organizations that participated in this year’s event include: City of Hope, California Highway Patrol, The Art Institute, Computer Scientists, Ready Pac Foods, and Civil Engineers, to name a few.
The district also has a unique mentoring program called Shoulder-Tapped Empowered Protégés or S.T.E.P. that matches students with local mentors resulting in long-lasting relationships. Forty-five mentors who are community leaders and business owners provide guidance, support and encouragement to students who have been identified as needing additional support to seek college and career choices. These mentors meet with their mentees at the Mt. Olive or DHS campuses, and through text, email and video conference. Community partners include Caltech, JPL, USC, APU, L.A. Sheriff’s Dept., Youth Activities League, Foothill Federal Credit Union, and others.
In 2010, the district passed Measure E, a multi-million dollar bond that led to the construction of facilities designed for a 21st century learning environment. The bond provided for modernization projects at all schools including a brand-new, state-of-the art stadium, cafeteria complex at the middle school, a high school culinary arts classroom and bio-tech laboratory. This measure enabled Maxwell Elementary School to build a digital media library and collaborative classroom outfitted with multiple computer stations. It also expanded the original cafeteria to include an outdoor lunch shelter area and newly constructed central office building. The school is now pursuing authorization to be an International Baccalaureate institution.
According to Jenny Owen, DUSD Chief Communications Officer, every classroom throughout the district also has a SMART Board and each student from 2nd thru 12th grade is provided with a laptop computer to use in class; 7th to 12th graders even take them home each day. They also provide parents, who are not tech-savvy, with training on computers. The district partnered with the non-profit organization One Million NIU (New Internet Users) to implement the Technology Redeployment Program (TRP), Parent Engagement through Technology Program (PE+T) and Affordable Broadband Internet Service Program for families without access.
Not only are Duarte Unified School students fit for 21st century learning, they are also physically fit for the rigors of daily activities. Last year, Northview Intermediate School opened its new Live Positively Fitness Center as one of three schools to receive a grant provided by the National Champion Schools Campaign run by the national Foundation for Governors’ Fitness Councils. There were over 200 other schools in California who vied for this competitive grant. The fitness center is open to all Northview students daily during their Physical Education class.
Recently, Duarte High School students competed in SkillsUSA in the Broadcast News competition at the state level and won a Gold Medal. This qualified them to represent California at the Nationals, which will be held in Louisville, Kentucky. This marked the second time in three years that the school’s team earned a gold medal to go on to nationals. The school also had another team which competed in the Business Entrepreneurship competition at regionals and state level and won a Silver Medal at the Regionals to compete in state.
At a time when schools are cutting back on arts and music classes because of budget cuts, Duarte Unified has made them a priority for the district! Duarte High School and Northview Intermediate School were awarded 67 instruments, worth $97,693, through the Mr. Holland’s Opus Foundation, with support from the Green Foundation (a non-profit organization dedicated to supporting institutions that focus on arts outreach and education). DUSD also formed a long-term partnership with other organizations, including Arts for All, to support the ongoing development of their music education initiative. At Duarte High, band and choir continue to earn awards and championships in their divisions.
The athletic programs at Duarte High continue to excel as do the arts. The girls volleyball team won the Montview League Championship title and went on to play in the final CIF Championship game. The girls basketball, boys tennis and wrestling teams went undefeated this season earning them all Montview League Championship titles. This is the third consecutive year the boys varsity tennis team has earned this honor, and the wrestling team set the record for most members earning a position into CIF with ten. Duarte High School’s girls soccer and volleyball coaches were selected as the San Gabriel Valley’s 2015 Coaches of the Year.
Duarte High School students interested in performance arts joined The Latino International Film Institute (LIFI) “Cinema Project” now on its second year of production. This venture has attracted the interest of actor and director, Edward James Olmos, who runs this endeavor. He is being supported by actress, Jessica Just, and supervising producer of “LA Business Today”, Polo Munoz. The students participated in a film-making workshop which featured actors and directors, including Miriam Kruishoop, Carlito Rodriguez, Junior Gonzales, Arthur Fishel, Kainoa Kilcher, and Q’orianka Kilcher.
The Duarte High School video production class assisted in the creation of four episodes of “LA Business Today” and the Culinary Arts class provided the food services for the production team and crew during the shoot. “LA Business Today” is a local 30-minute television interview program broadcast on Channel 35, providing information about business in Los Angeles. It features interviews with economic forecasters, economic policy planners, business educators, and founders, CEOs, CFOs, and managers of important businesses in Los Angeles.
Students also interned at the Southeast European Film Festival (SEEFest) with Culinary Arts catering; Video Productions filming and interviewing actors, directors, and producers. This collaboration with LIFI gives Duarte High School students the opportunity to work with professionals in the field and exposes them to the craft they are passionate about.
There is so much going on at Duarte Unified School District! With all the opportunities available for the student population, it’s surprising there isn’t a mass migration into the area!
Originally published on 28 April 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
As summer internships come, the one offered by the Pasadena Playhouse is, by far, one of the most challenging and exciting! This year’s program was made possible through a grant from the Los Angeles National Arts Council, a first for the Playhouse.
The posted job description for this intern is that he or she will report to Seema Sueko, Associate Artistic Director, to activate the Playhouse’s Consensus Organizing for Theatre Methodology and represent the Playhouse through interactions with community leaders and members of the public. If that doesn’t sound daunting enough, the list of duties should give anyone pause.
Some of the intern’s duties include: conducting a dramaturgical examination of the plays in the 2015-2016 season; supporting the CO work by consolidating information, data and spreadsheets from the 2014-2015 season of CO work; brainstorming and activating Consensus Organizing partnership; and participating in the rehearsal prep work for the first show of the 2015-2016 season, among others things.
That the responsibilities are major and varied require this individual to be a self-starter with a tremendous drive and creativity. He or she needs to have a passion for theatre and its community-building possibilities. The successful candidate would be chosen based on his or her application letter that includes a one-page Community Organizer’s Statement telling Sueko his or her core values as an Organizer and/or personal mission.
A consistent theme in this entire internship program is that of the Consensus Organizer – a concept originated by Sueko when she founded the Mo’olelo Performing Arts Company in San Diego. She based this methodology from Mike Eichler’s principles of consensus organizing for civic environment. When applied in theatre, this means building stakes in several pockets of the community and inspiring them to get involved back. If successful, this Consensus Organizing method should result in ticket sales and funding opportunities, and a more meaningful connection between the theatre and the community.
It is so apt that Sueko is advocating this concept in an environment that is open to such notion. The Playhouse’s history is steeped in community participation and involvement. When its founding director, Gilmore Brown, died in 1969 and the theatre closed its doors, The Pasadena Playhouse Alumni & Associates continued working.
In 1985, it reopened as a result of a partnership between the local government, businesses, patrons and various philanthropists. The Playhouse went on to inaugurate new works and significant reproduction of American Theatre. Tony Award and Pulitzer-Prize winning plays and musicals of cultural and theatrical diversity have been featured on the Playhouse stage.
Sheldon Epps, who became Artistic Director in 1997, organized the Theatrical Diversity Program in 2005 that gave youths from disadvantaged backgrounds the opportunity to experience theatre through free student performances and arts education events. In 2013, it supported exploratory outreach initiatives to further engage the Hispanic and Asian/Pacific communities.
Under Epps’s helm, the Playhouse launched the national tour of Purlieincoordination with the Goodman Theatre; Sister Act: The Musical, which played at the London Palladium in the West End and at the Broadway Theatre on Broadway, and Baby, It’s You, which was presented at Broadhurst Theatre on Broadway. He also oversaw the production of A Night with JanisJoplin; Stormy Weather: The Lena Horne Story, Can Can: The Musical, and Ray Charles Live. Other performances staged at the Playhouse include: Fences, starring Laurence Fishburne and Angela Bassett, with Epps directing; The Heiress, featuring Richard Chamberlain; Citizen Kane, with Val Kilmer; Above the Fold, starring Taraji P. Henson; Stoneface, with French Stewart; and KissMe, Kate, starring Wayne Brady, and once more directed by Epps.
Sueko’s addition to the Playhouse staff in January underlines Epps’s conviction that diversity and engagement with the community are founding principles of this venerable institution. In a January feature story in American Theatre, she explains consensus organizing for theatre. “A mutual stake is built by surfacing mutual self-interests. The theatre knows what its self-interests are, and it initiates mindful conversations with community members and businesses to bring their self-interests to the fore. Where things align, that’s where the organizing happens – we organize around that.”
The Playhouse has come full circle from its early beginnings as the Pasadena Community Playhouse, when the tremendous local support moved George Bernard Shaw into giving it the sobriquet “the Athens of the West.”
It is in this scene where the Playhouse’s summer intern will enter to further act on the methodology Sueko pioneered called “consensus organizing for theatre.” For Epps, its success would be a defining moment for The Pasadena Playhouse and solidify its place in history as the State Theatre of California.
Pasadena Educational Foundation at PUSD | Photo by Terry Miller / Beacon Media News
Originally published on 12 March 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The Pasadena Educational Foundation, a community-based non-profit organization, was established in 1971 to support, enhance, and supplement the programs, initiatives, and priorities of the Pasadena Unified School District. Twelve years ago began offering a summer enrichment program for students in Pasadena and neighboring cities. Its slate of classes combines academic, athletic and art subjects designed to engage children in a fun and stress-free environment. The half-day schedule leaves students ample time to enjoy their summer break while keeping their minds ready for the school year ahead.
For PEF’s new Program Manager, Jamie Powell, and Marketing Director, Monica Bosserman Lopez, the summer program actually began in the fall, just as students were settling into the new school year. Teachers were lined up and they submitted proposals for what subjects they are planning to teach, last October. In December, Powell had the roster of classes; in February, brochures were printed and the first outreach effort launched.
The success of PEF’s programs ensures its return every year and with it, now locations may be added. The program runs from June 15 through July 16, Monday through Thursday. For incoming kindergarten and 1st grade students, there is a self-contained class that runs all three blocks. For 2nd through 8th graders, they have a choice of three blocks. High schoolers have one block to choose a prep course. The K-8 programs are from 8 am – 12pm; 9-12 programs are from 9 am – 12 pm.
This year’s participating schools are: Don Benito Fundamental (K-6); Franklin Elementary (K-6); McKinley (K-8); San Rafael Elementary (K-6); and PUSD headquarters (9-12). Online enrollment registration (www.pased.org/summer) is going on now until May 29 and you can view available classes in real time. As classes fill quickly, you need to register right away. If you’re applying for scholarships, you can also apply online with proof of eligibility and it’s at first-come, first-serve basis.
Tuition for the summer programs are: PUSD students (K-8) $420 for the first student; non-PUSD student (K-8) $500 for the first student; PUSD student (9-12) $250 for the first student; non-PUSD student (9-12) $300 for the first student. Each additional sibling student gets a $25 discount; there may be an additional materials fee for some classes. Tuition balances must be paid in full by May 29.
According to Powell and Lopez, two exciting classes available this year are 3-D Printing and Robotics (Beginner, Intermediate and Advanced), both offered at McKinley. Robotics and 3-D Printing are also offered at Don Benito. Language Immersion Program in Spanish is available at Franklin and San Rafael; and Mandarin is offered at Don Benito.
For teachers taking part in the summer program, it is an opportunity for them to indulge in a favorite hobby, like doll-making, and to share that interest with a roomful of young learners. Still for some teachers, it is a chance to expand on lessons and subjects that don’t fit in the regular school year.
PEF’s summer curriculum fills and addresses the needs of all students, ranging in age from four years to 18 years old. With a wide range of courses on offer, children are sure to find an activity that piques their interest and passion.
Introduction to kindergarten classes prepare young children for school with language arts, math, art and music. Introduction to first grade eases the transition from kindergarten to first grade through thematic activities in reading, writing, and math.
A quick glance at PEF’s brochure reveals a potpourri of useful classes for elementary and middle-schoolers. For those struggling with writing, a tool like Thinking Maps helps students get organized in a fun way. In the language arts, students can learn writing in several genres including fiction, non-fiction, and poetry. Meanwhile, book lovers and reluctant readers alike can take a Book Club class. Round table discussions explore characters, plot, theme, conflict, and resolution.
In the field of Visual Art, an art studio class exposes students to drawing, painting, collage, printmaking, and sculpture to help them create their own original artwork. Dual emphasis on technique and creative expression is taken in this class. In Performing Art, there is creative dance — from ballet, to jazz, to modern; theatre class touches on acting exercise, improv and pantomime. Music classes in violin, recorder and ukulele are offered.
Craft classes in jewelry-making, knitting, embroidery, and folk-art dolls have students working with a variety of threads, yarns and needles.
On the STEM (Science, Technology, Engineering and Math) program, students can take marine biology, botany, physical science, space engineering, algebra or computers. In Math City, future urban planners learn, apply, and combine geometry with money skills to design, purchase, build and measure a neighborhood of a model city. They then make money by renting the spaces in their finished construction.
To keep students active and healthy, athletic activities like golf, soccer, and tennis, are offered. For the culinary inclined, cooking is taught along with nutrition, using math and science. They learn to prepare food using basic recipes from various cultures and get to taste their creation.
For high-schoolers, the summer program offers test prep classes in SAT and ACT, provided through another non-profit organization, College Access Plan (CAP). Students get instruction on all three SAT areas (Critical Thinking, Math, and Writing) using video, online, and in-person content delivery. The program will also help prepare kids for the college application process with workshops on choosing colleges, scholarships and personal statement.
A Graphic Design class is also available for high-schoolers, which incorporates design and 3-D printing. Using software programs like Adobe Photoshop, Adobe Illustrator, Adobe InDesign and 3-D modeling software, students explore the world of graphic design in a creative environment.
With all these courses on offer for Pasadena’s youth, they can spend their summer productively, while enjoying their various pursuits. What a great time to be a student in Pasadena!
Originally published on 12 March 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The headline on College Board’s website on February 6, 2014 screamed: The El Monte UnionHigh School District Named the College Board’s Advanced Placement District of the Year!
For Maria Elena Navarro, Assistant Principal for Student Services, it was a validation of South El Monte High School’s mandate to send all their graduates to college. She works with a group of educators including Violetta Heilemann, guidance counselor, and George Reyes, career guidance coordinator, tasked with assisting their students to finish in the marathon that is the college admissions process.
Situated below the I-10 freeway in the San Gabriel Valley, South El Monte High School, has a total enrollment of 1,431, with 731 males and 700 females. It has a predominantly Hispanic make-up at 95.67 % of its population, with the remaining 4.33% of various Asian descent. Spanish is the spoken language of 72.96% of their student population; English is spoken by 23.34%. They have 63 teachers, with a student/teacher ratio of 23:1; one librarian, and an instructional coach. It is one of seven high schools in the EMUHSD.
The school’s proactive approach towards a post-secondary career for their charge covers the steps students need to follow starting in 9th grade through 12th; the academic and proficiency requirements of the University of California and Cal State University system. They introduce 9th graders to the personal statement portion of the college application process as well as the opportunities for challenging courses. There will never be a more prepared group of students to enter the gates of South El Monte High School, or any high school for that matter!
Students are required to take a minimum of two years of history/social science; four years of English; three years of math; two years of laboratory science; two years of foreign language; one year of visual or performing art; and one year of college-preparatory elective. South El Monte High School offers 13 AP courses in the five core subjects plus art.
South El Monte High School offers a variety of athletic activities boys and girls can join. The entire student body cheers for the Eagles teams in basketball, cross-country, football, soccer, softball, tennis, track & field, volleyball, and wrestling.
As counselors and coordinator help 9th graders fully transition into high school life, they coordinate a parallel effort for 10th through 12th graders. They hold scheduled conferences and meetings with students and parents to ensure everyone is on track not only for graduation, but eligible to continue on to college. They hold essay writing and Cash for College workshops; they lead college campus tours.
Through the district’s Partnership for College, SEMHS students have a guaranteed one-time priority registration to Rio Hondo Community College then transfer to either University of California Irvine (UCI) or the California State University Los Angeles (CSULA), if Partnership for College criteria are met.
The district’s excellent AP testing achievement owes some of its success to their Advancement Via Individual Determination (AVID). Through this program, teachers and administrators provide their students support, motivation, and preparation for success in AP courses. Indeed, this singular focus has resulted in an increase in student participation in AP by six percent annually; an increase of AP students earning 3 or higher on at least one AP exam by five percent annually; and an increase in the percentage of traditionally underserved minority AP students earning a 3 or higher on at least one AP exam by ten percent annually. In 2013 55% of EMUSD students scored 3 or higher and in 2014 the district increased it by 62 students.
However, much of the school’s enviable accomplishment is due to the college and career culture created by teachers, administrators, and guidance counselors, which helps students realize their full potential. And, seen in this light, students themselves are the ultimate achievers and therefore deserve the recognition.
Of the 322 graduates of the class of 2014, 50 students attended the University of California schools; 59 enrolled in the Cal State System; 168 went to community colleges; 11 matriculated to other colleges and universities, including two who went to Georgetown and one to Stanford University; with the rest joining the armed services or going to vocational schools.
As one class of South El Monte High School ends its successful journey, another class arrives in the fall. As in years past, students are introduced to a career preparation curriculum through the California College Guidance Initiative (CCGI). During the 9th and 11th grade College Nights, professionals in various fields come in to speak to them about their particular area, what they need to accomplish in high school to be eligible to take a post-secondary course, and the opportunities that await them when they successfully earn their degree.
All this forward thinking and planning give much hope for every single student coming into South El Monte High School. Many of them are first-generation students; some will be the first in their family to graduate from college. But each of them will achieve that for which we all strive – a chance to live the American dream!
Originally published on 12 February 2015 in the Pasadena Independent, Arcadia Weekly, and Monrovia Weekly
They’re artists, entertainers, scientists and world-travelers. These words describe the former occupants of this glorious mansion on the southwest corner of Walnut Street and Orange Grove Blvd., Pasadena’s famed Millionaires’ Row. Now the Pasadena Museum of History, this Beaux Arts mansion was designed by architect Robert Farquhar, and built in 1906 when Eva Scott and her husband, Dr. Adalbert Fenyes, downsized. Their first Pasadena home was a 33-room Moorish mansion complete with stuffed peacock, a far grander residence than this mere 18-room house. It was home to four generations of the Fenyes clan until 1973.
I learned about the remarkable Fenyes family one Friday morning when I joined a group of 3rd graders from Roosevelt Elementary as our junior docent, KC Young, from Marshall Fundamental School, told us the story of Eva and the doctor. KC led us to a child’s bedroom on the second floor where she showed us an elaborate doll’s house and then to the master bedroom where a vanity held Eva’s grooming items like her brush etched with the distinctive Fenyes crest.
We went downstairs to the studio where an ancient Victrola shares pride of place with a grand piano. Eva played four instruments – guitar, piano, mandolin, and violin – and entertained extensively. They staged elaborate shows here and at one end of the room, a staircase leads to a platform where an orchestra played the musical accompaniment for performances and parties. It was also where Eva painted her portraits and landscapes. Eva’s wide circle of friends included many artists and her home became the salon and meeting place for the flourishing art colony in Pasadena.
Fenyes Mansion | Courtesy Photo
Our group’s last stop was the kitchen where we inspected the stove, icebox, bread toaster, irons, even an old Bissell rug cleaner, the precursor to a household staple, the vacuum cleaner .We were all intrigued by the ‘call box,’ which had the names and rooms of the various occupants of the mansion. The Fenyeses summoned their servants using this contraption, a more ‘modern’ version of the one American audiences see when they watch Downton Abbey on television.
KC Young is one of 31 junior docents for the Pasadena Museum of History. The Junior Docent Program began in 1988 as a collaborative project between PMH and Pasadena public and private schools. Through its peer-teaching method, exceptional students in 7th and 8th grade develop skills in leadership, time management, and public speaking. It fulfills the social studies standards mandated by the state and offers students an early introduction to community service.
According to Brad Macneil, PMH’s Education Program Coordinator, his challenge is getting young kids excited about life and culture in Pasadena at the turn of the 20th century, and how these contrast with the present day. He has been spearheading this program for 14 years and is proud with what it offers – a rare opportunity for students to teach other students in a way that is quite different from how other tours are conducted.
In the fall, a select group of 7th and 8th graders undergo seven two-hour sessions on Wednesday afternoons. They learn everything there is to know about the mansion, its former occupants, and all the prized collections housed in this grand residence. Upon completing their course, these young docents give their first tour to their families. They are then tasked with leading tours for 3rd and 4th graders of PUSD in late winter and spring; junior docents give several tours in the duration of their term. Senior docents accompany them during their interactive tours to evaluate and coach them to perfect their touring skills. However, they don’t have memorized scripts to follow; they conduct tours the way that is comfortable for them.
The day I was there, my first guide, KC Young, was the storyteller who engaged me and the 3rd graders with her inimitable enthusiasm and verve. I took a second tour and my guide, Preston Kealing, was the learned professor who taught me and 4th graders from Jefferson Elementary School how the Fenyeses’ remarkable personalities permeated Pasadena society and influenced the world of politics. KC and Preston had very different styles of imparting knowledge, yet they both conveyed the Fenyeses’ significant contribution to Pasadena’s culture and history.
At the end of the morning’s tours, all students and their docents gathered at the foyer where we all shared what we thought was the most interesting part of the experience. Asked what some students would like to take with them from 1906 to 2015, some said they would take the doll house, or the monkey cage, or the Victrola. While they each had a different idea of what was most memorable about this mansion, they all agreed that it had been a fun way to learn.
I was amazed at how much I learned from 12 and 13-year-old students; I left the Fenyes mansion more aware and enlightened than when I first arrived. I am convinced the Junior Docent Program is as much a valuable Pasadena treasure as any mansion on Millionaires’ Row.
Originally published on 26 March 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
His is an inspiring immigrant’s success story, which began inauspiciously halfway around the world. Today, he is an elected member of the Pasadena Unified Schools District’s Board of Directors.
Roy Boulghourjian fled Lebanon in October of 1982 to escape the ugly civil war. His early years in his adopted country were spent in the construction industry where he toiled for two years. He later moved on to a better job in the diamond wholesale business and worked as an appraiser, sorter and sales manager.
Profoundly grateful for the new life and opportunity that he had been given, Boulghourjian decided to give back to the community. Through his church in Glendale, he volunteered to teach ESL (English as Second Language) to immigrants on welfare. And this was when the teaching bug bit him.
Boulghourjian left a well-paying post in the jewelry business and proceeded to teach full time. He taught high school Math and Economics in both public and private sector. He then went on to serve as vice principal for two private high schools, in Pasadena and Canoga Park, where he stayed for several years. During this time, he also got involved in Pasadena politics and became a board member of the Pasadena Educational Foundation (PEF). He currently sits on the Finance Audit Committee of PEF and the Measure TT Citizen’s Bond Oversight, and ACT Pasadena.
In 2011, Boulghourjian was invited to be Principal for a Day at Marshall Fundamental School and he saw first-hand the Pasadena high school experience. And he was pleasantly surprised at what he learned! He realized that all the gloom and doom he had been hearing about the Pasadena educational system was unfounded.
This singular experience led Boulghourjian to start visiting various high schools in Pasadena. Everywhere he went, he found teachers who were caring, knowledgeable and capable of educating young minds. He met students who were polite, diligent and ambitious. He started advocating for Pasadena public schools.
Image taken from Pasadena Now
Boulghourjian joined Mt. Sierra College in 2011 as Adjunct Professor of Math and Economics. In two years, he moved up to become Department Chair of the Business and General Education Department.
The eye-opening experience Boulghourjian had the day he served as principal remained in his mind and compelled him to run for a PUSD seat. During a panel discussion among the candidates held before elections, they were asked what the district’s challenges and opportunities were. He said Pasadena’s greatest asset is its wealth, its people, its organizations, and its business community. The challenge, he said, is to promote the idea that a community’s values are reflected in its public schools.
On his website, Boulghourjian lists the following priorities: Increase enrollment and retention rates; ensure the efficient implementation of the common core; and continue and expand the Dual Language Immersion program.
On March 11, an overwhelming 68% of voters elected Boulghourjian to Pasadena’s District 2. Elated and eager to get started, he says he wants to immediately work on reversing the bad image that has hounded the school district for decades. One of his first courses of action is improving the curb appeal of the schools. He believes that parents would feel better about enrolling their children in public schools if these are clean and safe.
Boulghourjian says Pasadena is ahead of all the other districts in terms of its investment in curriculum, textbooks and training but he would like to work at getting better parental involvement in their children’s education. He also wants the district not to rely solely on government funds to finance programs. To this end, he aims to build bridges between PUSD and the business community.
There is much work ahead for this new member of the board. But Boulghourjian is up to the task; he will put all his energy and effort at rehabilitating PUSD’s image. And when he puts his mind to it, there is no stopping what he could achieve!
Originally published on 3 March 2016 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The road to college
For some high schoolers, spring break comes this month. It may well be a welcome respite for your children, a time to recharge as they head towards the end of the schoolyear. While it is an opportunity for them to relax, it is also a chance to evaluate where they are on their schoolwork.
FRESHMAN
Your children should have all their grades on track. They need to concentrate on maintaining good study habits now to be better equipped to handle the rigors of the workload in the coming years. If they haven’t been reading much, they should seriously consider taking up reading as a hobby during spring break. This will help them increase their vocabulary which they will need to take the SAT and as preparation for writing their essay.
They need to line up their summer activities. Their grade dean would have some ideas as to how they can explore their passions and research summer opportunities.
SOPHOMORE
Tenth graders who are taking AP courses need to register for the AP exams administered in May. While there is a slew of small independent tutoring schools offering courses to prepare for the AP tests, some children do not need to take on this additional burden on their already busy schedules. Your children have enough on their plate with the intensive homework associated with an advanced placement course. That said, your kids still have to show competence on the AP exams as all scores are submitted to the College Board; all the colleges to which your children apply will see the AP scores.
Your children should also take the SAT subject test. Your children’s teachers could provide guidance on what they need to prepare for. They might want to ask the teachers in that particular course for study suggestions, review packets, and sample tests. There are also test prep books available in bookstores and online. In my daughter’s school, teachers tell their students that the best way to prepare is by doing their best throughout the academic year, being familiar with the information the test covers, and effectively reviewing the concepts learned in class. Furthermore, they encourage their students to take some practice tests to understand the structure of the exam, and to know what to expect on the day of the test. Needless to say, students should read the directions carefully, understand how it is scored, and be aware of the time limit, on testing day.
Your children may want to consult their class dean regarding summer activities – academic enrichment programs, volunteer work, or part-time employment. College admissions officers are looking for students who explored their passions while getting good grades.
JUNIOR
Besides registering and preparing for the SAT or ACT, your children should use the spring break to visit college campuses. Have them put together a college visit checklist with a page or several pages allotted for each school. For each of the schools, they will need to write their overall impressions – what they liked most or least.
They should write their observations by categories: the intellectual atmosphere (Do students enjoy their courses or are they stressed-out? What is the advising system for freshmen? Are there opportunities for independent study/study abroad?). They should note the social climate (Do students stay on campus or do they leave on weekends? What are the facilities for socializing? Is there an active Greek life?) They should observe the campus life (What are the living arrangements? Is there guaranteed housing for four years? What are the dining options?).
One major concern for parents and children should be security on campus (Can outsiders gain access to the library, the fitness center or student union? Are there video cameras around the school periphery?). Of course, the most serious threat to students’ well-being may actually be within the confines of the institution. When my daughter and I visited colleges, the issue of campus rape didn’t come up during the information sessions. But it has since become part of the national conversation and some universities are addressing the topic up front. I, personally, would want to know if officials have safeguards in place to prevent such crime from occurring. Do administrators disclose information about it or do they hide and blur the facts? What consequences does the school impose on perpetrators?
Some children know right away when they visit a campus that they don’t seem themselves in it. It could be that it isn’t the right intellectual or academic fit for them; or the environment doesn’t suit their lifestyle. But it’s a good thing to know before they decide to apply.
SENIOR
After the marathon they finished, your children could be quite restless and anxious to hear from the colleges. Remind them to keep their focus on academics and their grades. They should still engage in other worthwhile activities like sports or arts. At my daughter’s school, rehearsals for the spring musical, which she was heavily involved in, was at full speed so students’ minds were occupied with something besides worrying about college acceptances.
This proclamation couldn’t have come at a better time for the Pasadena Unified School District which has been dogged by a not-too stellar image for decades. It was especially gratifying for Dr. Brian McDonald who, in 2011, was hired by then superintendent, John Gundry, as Chief Academic Officer. In that post McDonald led the district’s STEM (Science, Technology, Engineering, Math) initiative, a critical component for student success.
One of four high schools in the district, Marshall Fundamental has consistently maintained a commitment to the highest academic standards. It has the most number of AP classes (English Language and Literature; Human Geography, World History, US History, American Government & Politics; Economics; Calculus AB, Calculus BC, Statistics; Biology, Chemistry, Physics, Environmental Science; Spanish Language and Literature; Music Theory; and Studio Art) on offer and the highest API score of all the public high schools in Pasadena.
The Marshall Eagles play in girls’ and boys’ basketball, girls’ and boys’ soccer, girls’ and boys’ tennis, girls’ volleyball, baseball, cross-country, football, golf, softball, swimming, and track & field.
Some clubs on campus include the National Honors Society, Unidos, Key Club, Yearbook, Journalism, and Art Club.
Marshall Fundamental’s college counseling department partners with Naviance, a college and career readiness software provider to help their students with college planning and career assessment tools. Its software aids students with college research, course planning and personality test tools. It also helps teachers and counselors track individual student progress, and communicate with students and their families. It is integrated with the Common Application, which facilitates submitting college applications, transcripts, school forms, and teacher recommendations.
According to Catherine Charles, one of four college counselors at the school, the counseling department meets with students and their parents in 9th grade where they confer on their four-year plan. During the 9th Grade Orientation Night they discuss AP courses and testing. An AP in Human Geography, a very rigorous course, is on offer to qualified students and they need to take the AP exam upon completion.
In 10th grade, counselors assess each student based on their 9th grade transcript and go through the A – G, the requirements for acceptance to the UC system. They also talk about the PSAT, which the district pays for each 10th grader to take. Workshops are available after school to prepare them for the PSAT and CAHSEE exams one week before the tests.
The 11th grade is a busy year. School counselors meet with parents and students to review the four-year plan. They ensure students are on track to take all the AP exams required in English, US History, Science (Biology, Chemistry, Physics or Environmental Science), and Art Elective. They discuss the college application process, the PSAT and Merit Scholarship, and the Early Entrance Exams for College – which the UCs use to invite eligible students for guaranteed acceptance and for the different scholarships available. In the spring of junior year, workshops on the college application, the personal statement and FAFSA are held after school and on Saturdays through EAOP (for UCLA) and Upward Bound (for CalState LA and PCC).
When students reach 12th grade, they have already been to college campus visits with the school counselors. Several representatives from various colleges come on campus to invite students to apply to their schools. English teachers integrate essay writing to their curriculum using prompts on the college application to help students compose and polish their prose.
Marshall’s counselors make available to students various scholarships to which they can apply. Last year, Nubia Johnson received a four-year, full-ride scholarship to Yale through Questbridge. The class of 2014 accepted approximately $2.6M in scholarship monies, and an undisclosed amount in scholarship dollars was offered but turned down. Throughout the years, Marshall graduates have earned the Morehead-Cain (the most prestigious scholarship in the United States), POSSE, and National Merit Scholarship.
There were 234 Marshall seniors who graduated in 2014, nine of whom were valedictorians, 14 AP Scholars with Distinction, four AP Scholars with Honor, and seven National AP scholars. They later attended such elite universities as Yale, Columbia, Dartmouth, UPenn, University of Chicago, Boston University, UC Berkeley, UCLA, Northwestern, Pomona College, and Tulane.
For Dr. Mark Anderson, Marshall Fundamental’s principal, the accolades, awards and distinctions, validate the school’s commitment to providing excellent education and opportunities. As he heads towards his fifth year as head of school, he has expanded the equitable AP program that made every student who is willing to devote time and effort eligible to take an AP course.
Everyday finds Anderson visiting classrooms to see for himself how teachers engage their students in class discussions. He remembers students and addresses them by name as they spill out of their classrooms to go to the next class.
Anderson and Charles are just two of the many caring, dedicated administrators and scholars who are invested in PUSD’s future and success. And Brian McDonald is looking to them to make the district an academic powerhouse. He has an ambitious plan to rehabilitate the district’s reputation and is confident that his strategies will benefit not just Marshall Fundamental but the other three high schools as well. He proudly mentions that Pasadena High School has two National Merit Scholarship semifinalists last year.
Dr. Brian McDonald, PUSD superintendent | Photo by Terry Miller / Beacon Media News
According to McDonald, PUSD is moving away from guidance counselors to college coaches – professional staff who provide counseling services – to give students a more rounded approach to college and career preparation. He believes the coaching method gives students a far better support system in getting them ready for college and beyond.
Expanding the dual language program in the district has been a focus of McDonald’s action plans. He expanded the program from one Spanish (San Rafael Elementary) and one Mandarin Chinese (Field Elementary), to a unique pairing of STEM and Spanish Dual Language at Jackson Elementary. The first cohort of Spanish and Mandarin students are now 6th graders at Blair IB Middle School and Sierra Madre Middle School, respectively. Pasadena’s dual language schools are so highly regarded that students from as far as Rancho Cucamonga come to PUSD schools to take advantage of this program. That out-of-district parents would willingly fight the snarled traffic on the 210 freeway to drive all this way is testament to the program’s success.
A second initiative that McDonald envisions for the district is offering more innovative schemes. For one, he looks to strengthening the IB (International Baccalaureate) program that Blair High School has in place. He thinks Blair is a diamond in the rough, with much potential still to be harnessed. He also intends to provide a sufficient level of funding to help sustain the IB program at Willard Elementary, which is highly sought-after.
Proper positioning of the district in the public’s mind is the third priority. McDonald wants to launch marketing campaigns that would showcase all the accomplishments of the schools in the district. He believes that there is a great disconnect between people’s perception and reality. The district needs to trumpet awards and distinctions the various schools receive, like the Los Angeles Magazine’s selection of Marshall Fundamental as eighth in L.A. County.
Pasadenans are largely uninformed about the local schools’ many programs. He points to the implementation of the linked-learning pathways program, a career-themed system that links rigorous core courses with strong Career Technical Education (CTE) course offerings and work-based learning opportunities. Pasadena high schools have specialty subject offerings to fit varied interests – PHS offers Law and Public Service, Creative Arts, Media and Design, and the App Academy; Muir HS has Engineering and Environmental Science, Arts and Entertainment, and Business and Entrepreneurship; Blair HS has Culinary Arts and Hospitality, and Health Careers; and Marshall Fundamental offers the Academy of Creative Industries.
The ‘Principal for a Day’ program is an effective way people can experience a high school and walk away with a different perspective. McDonald also mentions PEF’s (Pasadena Educational Foundation) Realtor Tours that began in 2011 as a positive move in the right direction.
The fourth plan of action, according to McDonald, is reforming how central office operates in support of school sites. It aims to bring together all departments into one seamless process. Using the Baldridge Educational Criteria as a guide, he intends to transform the district into an organization that is effective, efficient and high-performing. In order to help employees focus on the mission of the district, a new tagline was adopted – ‘Learning Today, Leading Tomorrow’. This strategy trains teachers to be effective points of contact for students as well as parents. It will also call for parental engagement in all aspects of their children’s school life.
Establishing accountability in the school system is the fifth item on McDonald’s to do list for the district. There should be consequences and rewards for teachers, administrators, and everyone involved.
The sixth concern for McDonald is labor relations. He believes the hallmark of a good district is collaborative relationship between bargaining units and the district’s administration. PUSD needs to be more transparent in what it is able to offer teachers and administrators in terms of salary and raises.
Lastly, McDonald would like to see stability at the superintendent level. Everyone needs the assurance that the official that the board of education has put in place will uphold the duties and responsibilities that come with the office, and stay long enough to accomplish everything he has set out to do.
McDonald has five school-age children, ranging from elementary to secondary level, who currently attend Pasadena public schools. He is in this for the long haul; he is staying to make sure the district gets the recognition it rightfully deserves. And that’s not a threat, it’s a promise.
Originally published on 2 February 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly
The road to college
This is the second installment of my monthly college search guide. My daughter didn’t get into the college application mode until the fall of her junior year in high school when her school’s college counselors met with students and their parents. I realized then that we should have been made aware of the full implications of the college application process as early as 9th grade so we could have prepared for it. Happily, everything turned out all right for my daughter in spite of the late start but it had been a terribly harrowing ordeal that I felt compelled to share our experience in the hope that someone could learn something from it.
While I will be addressing parents, students are the ones that need to be prepared and the college application process is something they have to do for themselves. In 9th grade, students think of the college search as something that is so far into the future to start preparing for, but you need to be there to provide them that focus. I have to say that as the parent of a slacker, I was the one getting frustrated at my daughter’s seeming nonchalance in 9th and 10th grade. However, once the application process officially started, she was as stressed out as I was. It was wrenching to watch helplessly by the sidelines as she juggled all the activities she needed to accomplish.
FRESHMAN
Your children are well into the second semester of 9th grade and are now fully engaged in the academic and extra-curricular life at their school. They should continue focusing on maintaining good grades, or if their first semester marks need improvement, now is the time to turn things around. Time management is of paramount importance as schedules could prove to be challenging with their course load, sports and extra-curriculars all vying for their attention and time.
They should start thinking about their summer community service activity. They need to find something they are passionate about and commit to doing it every summer. My daughter likes learning new things and applying them to real life. She particularly liked Physics and regaled us with her newly-gained knowledge about thermodynamics and such at dinner every night. She chose to tutor at a Pasadena charter school for high school dropouts where she taught Math and Science. Her supervisor loved her energy and passion so much that she made my daughter teacher-in-charge. My daughter went back every summer at this tutoring activity. Your children’s school counselor may have some recommendations on community service and other clubs and organizations to develop their interests and abilities.
SOPHOMORE
Your children should stay on top of their grades to ensure the final grades that go on their transcript are the best they could earn. They still have time to improve their grades if their first semester marks were less than stellar. I am compelled to remind you how important their final grades are. The schools they will be applying to will only get to see the entire marks for their first three years in high school. They need to present the best that they are capable of. They need to meet with their grade class dean to make sure their grades and courses are on the right track for graduation. They should know what tests they need to take and register for them (www.collegeboard.com).
It would be a smart move for them to take the SAT subject test the year they take the course while it is still fresh in their mind. My daughter took her SAT II Chemistry test as well as the AP test in May of her sophomore year.
JUNIOR
I cannot emphasize this enough – junior year is the last complete year that college admission directors will be looking at when your children send their application. They need to maintain their good grades and extra-curricular activities. If they had good study habits back in 9th grade and have established a routine, they shouldn’t be stressing out now. They should have more scheduled meetings with their college counselor to make sure their grades and courses are on track for graduation.
They need to be aware of what standardized tests they should be registering for and taking (SAT I in March, ACT in April or June, SAT II exams in May or June. www.collegeboard.com, www.act.org)
Your children’s plans for spring break college visits should be finalized. If they are visiting the colleges on their own (not the high school’s group-arranged tour), they need to call the admissions office to schedule their visit. It would be very ill-advised for parents to be scheduling the college visit for their students. As much as you want to be hands-on, relinquish control and have your children make the appointments. Most universities have a morning and an afternoon tour at 10:00 am and 2:00 pm. There is usually an information session for an hour and a walking tour afterwards. If they are thinking of applying through early action or early decision, they might want to make an interview appointment with an admission officer (if it is a requirement for application). They might also want to schedule to meet with a current student to learn more about the school, or ask to see the rooming arrangements.
SENIOR
Your children should confirm with the colleges to make sure they have all the documents they require. They have to make sure their grades are the best they can earn; schools will ask for their final grades if acceptance is contingent upon final marks. Your children should continue applying for scholarships (www.scholarships.com; www.collegexpress.com; www.scholarships360.org) and getting their FAFSA ready for submission (www.fafsa.ed.gov).
A San Gabriel Valley Inquirer 