Community

Altadena Farmers Market Educates on Domestic Technology

/ May S Ruiz / Leave a comment

A residential neighborhood along Mendocino Lane in Altadena, showing the San Gabriel Mountains in the background.

Originally published on 15 October 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly

It all started when Joseph Shuldiner (who passed away in 2019) taught classes at the Altadena Urban Farmers Market at the Zane Grey Estate in Altadena. This underground market became a means for growers in the area to share information and exchange goods. Somehow, Los Angeles County officials got wind of this activity and took it as a sign that there was a need for a community market. They approached Shuldiner about starting a certified farmers market in the park and on May 30, 2012, he established the Altadena Certified Farmers Market.

Elizabeth Bowman, writing her thesis to earn her Master’s degree on Urban Sustainability from Antioch University, heard about Shuldiner’s program. A young woman with a mission to devise ways to get locally grown food to people in the community, she joined this urban farming project.

Meanwhile, Salim Moore, interning for Pasadena Magazine, was researching for a story he was writing on ‘Flour & Tea’. He was reading back issues of the publication “to get a feel for their writing style” and ran across Shuldiner’s Institute of Domestic Technology. He immediately sent an email to Shuldiner, and the rest is history.

It was serendipity. Three individuals coming from different background and circumstances happened upon each other born out of one concept. 

Bowman served as Assistant Secretary of Urban Farming. She helped backyard growers understand the various regulations and certification requirements of the Department of Agriculture and L.A. County. She was also instrumental in securing certification for a handful of backyard farmers with L.A County’s agricultural commissioner.

The Farmers Market found a sponsor in the Altadena Heritage, a non-profit, volunteer-based advocacy organization dedicated to protecting, preserving and raising awareness of the rich architectural, environmental, and cultural heritage of this foothill community. Every Wednesday from 4 to 8 pm in spring/summer, and from 3 to 7 pm during fall/winter, at the Loma Alta County Park, about half a dozen urban farmers, a few regional organic farms, and prepared food vendors set up shop in this bustling, albeit quaint setting.

Shuldiner conducted a ‘healthy snacks for kids’ demonstration at the Aveson Charter School opening. Last summer, he and Bowman organized food demos with their market vendors.  

Moore served as facilitator for the market, and provided such services as marking designated areas for each vendor, assisting farmers put up stalls, making sure there is electricity powering the area, and helping out in the actual selling at various booths.

Some changes took place in the meantime. The Altadena Community Garden assumed sponsorship from the Altadena Heritage. Last year, Bowman took over from Shuldiner as manager of the Altadena Farmers Market, and Moore moved up to the spot she vacated.  Together, Bowman and Moore continue Shuldiner’s legacy of making farmers market food more accessible, cooking with raw ingredients, stretching the food budget. They show people how they can feed a family of four on a $25 budget using fresh, locally grown produce. Shuldiner was the first participant in the $25 Challenge.

As the Altadena Farmers Market heads into its fourth year of operation since its founding, it is thriving as more urban growers and regional organic farms establish their business there. Vendors like Etheridge Organics from Orosi, Chuy’s Berry Farm of Arroyo Grande, and Bliss Avocados in Carpinteria join the cooperative of backyard farmers of Altadena, Pasadena, Sierra Madre and Hacienda Heights including: Whisper Farms (Altadena); Chili Lily Garden (Altadena); Reedley Street Farm (Panorama City); Nancy’s Garden (Hacienda Heights); and Spade & Seeds (South Pasadena).

In the works is the participation of Collard Greens Jr. Gardeners’ Club, an organization offering kids in Northwest Pasadena hands-on opportunity to learn about gardening, arts, science, health and fitness, and community awareness. They plan to demonstrate kid-friendly recipes with collard greens at the Farmers Market.

Occupying the rear area of the marketplace are prepared food vendors like Shucked Oyster Bar serving up oysters on the half shell, and selling clams, mussels and prepared fish; CA Chef’s Center preparing Japanese rice balls; Coldwater Canyon Provisions in Los Angeles, selling preserves from farmers market produce; Gypsy Eats and The Paella Artisan cooking hot foods; Morning Glory Confections, based in Echo Park, offering brittles, brownies, and cookies; Granola Mama’s Handmade, a Los Angeles-based cottage food producer. There’s even Ben Potter Knife Sharpening, an Altadena shop.

It is a true community endeavor – food crafters use produce and ingredients they buy from the urban farmers in the other tents. There is a palpable feeling of conviviality – regular customers come up and chat with vendors, stall owners visit with other farmers. A lot of ideas-swapping goes on throughout the afternoon. Performers provide music later on and further enliven the mood at the market. The general atmosphere evokes an image of times past when life was simpler, when the food on the table were made from ingredients freshly picked from the garden and were shared with neighbors.

Today the Altadena Farmers Market continues to be a flourishing endeavor. It has evolved into a true reflection of its entrepreneurial manager, Elizabeth Bowman – young and vibrant, with a definitely contagious positive outlook!    

School District Highlight: Alhambra

/ May S Ruiz / Leave a comment

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! 

Allan Mucerino Positions Duarte as Model for 21st Century Learning

/ May S Ruiz / Leave a comment

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?     

Community Organizer Intern at Pasadena Playhouse

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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.     

A High Schooler’s Quest for the Gold Award

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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? 

International Student Program at Pasadena City College

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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!

Saint Mark’s School Welcomes New Headmaster

/ May S Ruiz / Leave a comment
A residential neighborhood along Mendocino Lane in Altadena, with the San Gabriel Mountains in the background.

Originally published on 16 July 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly

There is a little known enclave north of Pasadena where life is serene, neighbors still greet each other, and one can practically touch the mountain. This small community is Altadena, a name derived from a combination of the Spanish word “alta”, meaning upper, and “dena” from Pasadena. 

It is a quaint community with horse properties and homes’ backyards open onto trails. There are very few multi-storied establishments and whatever landmarks had stood before, remain to this day – St. Elizabeth of Hungary Catholic Church, the Zane Grey Estate, the Balian Mansion. It is where one can find Christmas Tree Lane, a California Historical Landmark. 

Another stalwart of the community is Saint Mark’s School, founded in 1960 by a group of dedicated parents who saw a need for quality education in a racially integrated setting. It has since grown into a well-respected preK-6th grade school that provides a strong academic curriculum that fosters critical thinking and creativity while instilling in its students a strong sense of moral and ethical responsibility. Dr. Doreen Oleson, who last month retired as its Head of School for 25 years, started her term when there were only a hundred students. While the school’s enrollment has increased to 350, each year it sees applications continue to rise and its geographic area widen with families from not only Pasadena, Sierra Madre, and La Canada, but also neighborhoods such as Silver Lake, Highland Park, and Los Feliz.  

For a while they had contemplated extending the school to reach 8th grade, but they realized that  they are best at their niche and scrapped that plan. According to Oleson, “We consciously decided not to go all the way to 8th grade. We built our reputation as a strong, independent school where kids stay with us for ten years and then they go on to middle school, equipped with a strong foundation.”

Photo taken from Saint Mark’s brochure

Oleson believes a small class size ensures that children get all the attention and support they need to prepare them for middle school. There are 34 faculty members who teach the core subjects, and supplemental studies in the arts, music, languages and physical education. Saint Mark’s also has a librarian, information service technician, counselor and education specialist. 

It was Oleson who was instrumental in putting in place all of Saint Mark’s successful programs and garnering national recognition for the school. She leaves the school with a legacy of turning out students who are not just academically accomplished but who are self-confident, self-reliant, and responsible to themselves, their families, their school, and the world community.

These very qualities in Saint Mark’s graduates were what impressed Jennifer Foley Tolbert while she was middle school director at Pasadena’s prestigious Polytechnic School. When Oleson announced her retirement and the school’s search for its next Head of School, Tolbert didn’t hesitate to toss her hat in the ring. The ensuing national search attracted the most respected names in academia but her qualifications (a Master’s degree in Educational Administration  from Columbia University, a Bachelor’s degree in English from Saint Michael’s College in Vermont) combined with a network of local contacts and experience made her a standout among the applicants.

And so on the 1st of July this year, Tolbert officially took over as Head of School. Asked what attracted her to this school, she replies, “ I know that Saint Mark’s takes seriously its charge to serve as a critical and strong foundation for young children. There is great pride in a Saint Mark’s education. I’m impressed by its founders and the teachers, its strong reputation in the community and the character education that comes with it. The school teaches about what it means to be a good person and a good citizen. As an Episcopal school, Saint Mark’s values a culture of inquiry; it’s a place where we encourage children to ask questions.”

As to what she brings to this job, Tolbert’s says “… my experience in a variety of roles and schools; a lot of energy, a love for children, and new ideas. I come with a network of great mentors and relationships within our local and national school community. I also bring a personal and professional commitment to the same values and belief in diversity and putting children first.”

According to Tolbert “… the first order of business when the staff, administrators, and students arrive in the Fall, will be for me to observe, ask questions and listen. This approach will be important in figuring out priorities and areas that I need to focus on. I plan to get a sense of what’s working well and what needs to be improved upon as a way of informing next steps.”

One important aspect of private school education that Tolbert will be there to oversee is the accreditation process that will be coming up in two years. The results of this process will serve  as the road map for Saint Mark’s future plans.

As Oleson prepared to leave Saint Marks at the end of June, she said, “While I enjoyed the 25 years I spent here, I am happy to go on to the next phase of my life. I am very confident that I am leaving Saint Mark’s in Jenn’s competent hands.” For her part, Tolbert says, “I am honored to be following the footsteps of a warm and beloved presence. I will take very good care of her legacy.”

School District Highlight: Azusa

/ May S Ruiz / Leave a comment

Originally published on 14 May 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly

The distinct letter “A” etched on the side of the San Gabriel mountains can be seen for several miles as one drives along the 210 freeway. It stands for Azusa, a city about ten square miles in area, and is home to 12 elementary schools, three middle schools and three high schools, as well as to Azusa Pacific University.

For Dr. Linda Kaminski, district superintendent, that letter “A” might as well stand for the grade she would give the excellent students the area schools graduate every year. This past June, over 650 AUSD seniors received their high school diplomas and earned more than $1.6 million in scholarships. Approximately 75 percent of graduates will be attending two- or four-year institutions, some of them going to highly selective schools like the University of Notre Dame, New York University, Occidental College, Harvey Mudd, Whittier College, as well as 18 Cal State universities and eight UC campuses.

“The district has made it a priority to ensure that we provide our students the training and programs that lead them into courses and careers that will be in demand when they finish their education,” states Kaminski. “This means that the state budget increase we received is used to give the best opportunities to kids in school.”

Some of these opportunities include the incorporation of challenging and rigorous courses in their curriculum. According to Kaminski AUSD high schools offer 19 AP classes with very high enrollment. Azusa High, an International Baccalaureate Candidate School, is one of a few schools in the San Gabriel Valley offering Human Geology beginning in 9th grade with students taking the AP exams for it.       

Furthermore, beginning as early as kindergarten and all the way to 12th grade, students in the district have access to programs geared towards certain specialties. At Azusa High School it is Engineering, where a dedicated pathway was introduced, and with it a lab and 3D printer. A partnership with Northrop Grumman provides STEM students hand-on training alongside professionals. 

Northrop established the High School Involvement Partnership (HIP) program to attract students

to science, technology, engineering and mathematics (STEM) fields as college courses. Each year STEM students build, program, and trouble-shoot their robots as they prepare for a robotics competition. 

On May 19, junior and senior AUSD students competed in Northrop Grumman’s robotics competition . They displayed their newly acquired engineering skills as they maneuvered their remote-controlled robots through pegs and cubes. Four seniors from Gladstone High and another four seniors from Azusa High who have committed to careers in physics, math, computer science and engineering were awarded $20,000 in scholarships from Northrop Grumman.  

Image taken from the San Gabriel Valley Tribune

Azusa High principal, Dr. Ramiro Rubalcaba, sees this program as the students’ preparation for college and beyond. He says “Learning the skills to collaborate, to communicate and to think critically – these skills transfer to any walk of life. Not only are the students acquiring great knowledge, they have the confidence to work together to solve problems.” 

Meanwhile, Gladstone High recently launched a new academic program that will allow students to graduate from 12th grade with a full year of college credits under their belt, while meeting high school graduation requirements and the standard A-G coursework needed for admission to a UC or CSU school. The Early College Program, administered by the Azusa Unified School District and taught by Citrus College instructors on the GHS campus, begins when students enter their junior year.  Over the course of the next two years, they will earn 41 general education college credits, which can then be transferred to a community, Cal State or UC school. The program launched with its first class of 33 students this summer.

Gladstone High School also introduced the medical academy this past school year. The four-year program gives students the opportunity to learn about different medical careers and procedures, and at the same time integrating relevant curriculum into their regular courses like biology, anatomy and English. Successful completion of the four-year course earns students medical certificates they can apply to future professions.

The district has partnered with Mt. San Antonio College and the University of Health Science to implement the medical pathway. Through it, Gladstone High School learners can earn college credits, attend expositions, and observe college students in cancer research and anatomy labs. They even have the opportunity to watch human cadaver dissections.

This year, Slauson and Center Middle Schools are incorporating STEM electives to prepare students to continue in medical/engineering pathways at the high schools. Foothill Middle School has implemented a Pre-IB program.

Sierra High, meanwhile, once again earned recognition as a state Model Continuation School, a distinction it has held from 2005 to 2015. The school’s graduates received over $7,000 in scholarships from donors, including the Extended Slauson Family and the United Mexican American Youth Association. In its graduating class of 59 students, a third were recognized for Honors, High Honors, or academic achievements.   

Susan Brosche, Director of College and Career Pathways at AUSD, has every reason to be jubilant with what they have achieved. As one of the districts that has the Advancement Via Individual Determination (AVID) program, which prepares learners who are traditionally under-represented in college education, their students are more than ready for college, they are ready for life. As teachers and counselors hold college application workshops for seniors and Cash for College workshops for students and parents to help them apply for financial aid and scholarships, Azusa Pacific University holds a College and Career Day for the district’s three high schools. 

In fact, according to Arturo Ortega, AUSD Assistant Superintendent for Educational Services, they hold the best College Night in the San Gabriel Valley. He says, “During College Night, the long lines of students waiting for their chance to meet admissions officers rival those at Disneyland. Students and parents from all over the Los Angeles area, not just Azusa, come to meet representatives from 60 colleges and universities.”

Ortega reports that graduates from AUSD high schools have received unprecedented scholarships, including one full ride to the University of Notre Dame through Quest Bridge. Another notable scholarship, the Horatio Alger National Scholarship was awarded to one senior, and was matched by Carleton College in Minnesota, where she will be studying math and physics in the fall. Their students are also beginning to look outside the country as they pursue higher education. One student announced that he would be going to a university in Puerto Rico.

All these accomplishments are music to Kaminski’s ears. While she is justifiably proud that AUSD students are high achievers, that prestigious universities around the country also recognize them as such, is empirical evidence that it is an established fact.

“Azusa Unified holds high expectations for all students and promotes a college-going culture at every level,” Kaminski says. “The importance of higher education – whether it is career technical training or a four-year-degree – is emphasized not only to students, but to our entire community.”

The district collaborates with staff, parents and community to help students reach their college and career goals, while constantly incorporating new programs and expanding existing ones that have proven successful in enhancing the rigorous instruction and support available for every student.

In addition, AUSD provides ongoing training and resources for parents so that they are aware of the college application process, how they can help their children access scholarships and grants and what is required at every step of the process.

Kaminski leads a district with admirable school administrators, outstanding teachers, engaged parents, generous area businesses, and caring government agencies – educational partners all – who ensure that all their students successfully accomplish their goals and achieve their dreams. Every single one of them richly deserves an “A”.

School District Highlight: Temple City

/ May S Ruiz / Leave a comment

Originally published on 17 June 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly

Temple City, a mere four miles big, may be small in area but it lives large in the eyes of its proud residents. Known as the city of camellias, it is home to a number of independent businesses, and has become a destination for Asian, Eastern European and Latino immigrants looking to start new lives.

Its Unified School District was created in 1954 and has since established itself as “A District of Distinguished Schools”.  The California Department of Education has consistently named all the city’s public educational institutions in the top five percent of the state’s schools. In 1957, the first 12th grade class in the district graduated from Temple City High School when its Associated Student Body adopted green and gold as its colors and the Ram its mascot.

An academically high-achieving school, Temple City High offers 20 Advanced Placement classes in Biology, Chemistry, Psychology, Physics, Environmental Science, Calculus AB and BC, Statistics, Micro Economics, US History, US Government and Politics, World History, Language and Composition, Literature and Composition, Art History, Studio Art, Chinese,  French, German, and Spanish.  Students have nine Honors classes to choose from:  Algebra 2; Geometry; Pre-Calculus; Biology; Chemistry; English 1 and 2; Advanced Painting; and Orchestra.  In 2014, 522 juniors and seniors took the AP exams, 84.3% of whom scored above a 3, a full 20% more than California’s total.

Mary Jo Fosselman King, TCHS Principal, is extremely proud of the school’s student body.  About 80 percent of Temple City High students are engaged in various activities outside of academics. A staggering  number of clubs on campus – 68 of them, ranging from the American Cancer Society to Folding Papers for Life to World Wildlife Fund – compete for students’ attention and time. There are academic groups and organizations, performing arts clubs, athletic teams, and school publications. There is also a Peer Listener Program and direct student involvement in the city through a 100-hour Community Service graduation requirement.

This past year TCHS reached the state level in the Science Olympiad competition and participated in the JPL CAD (Computer-Aided Design) Challenge.

Temple City High School’s 40 athletic teams compete interscholastically in the Rio Hondo League in boys and girls basketball, cross country, soccer, swimming, tennis, track and field, volleyball, water polo; boys baseball, basketball, football golf, and softball.

Likewise notable are the high school’s achievements in the Arts. Its Marching Band and Pageantry Corps has participated twice in the Tournament of Roses Parade, which led to an appearance and performance on The Ellen de Generes Show. The high school’s Symphony Orchestra has been invited to take part in the Youth Symphony Orchestra Competition in Carnegie Hall and was awarded the Gold Plaque Award for their performance. The school’s Honors Orchestra was invited to play in Disney’s Concert Hall in recognition of their cello player, Daniel Gee, for his arrangement of George Gershwin’s “Rhapsody in Blue”.

Kathryn Perini, TCUSD Superintendent, is very pleased with their career enrichment programs that offer opportunities for their graduates to move on to two or four-year colleges. She also says that through the district’s Career Pathways program, they are trying to do a better job of putting emphasis on mechanical and technological abilities – something we are losing as a culture. Their curriculum, emphasizing on STEM and STEAM offerings, prepares students from TK through 12th grade, for post-secondary education and for future employment in various fields. They have a partnership with Pasadena City College (PCC), allowing dual enrollment for their students. Recognizing that today’s students are digital natives, the district put a big push on technology, providing them with the tools necessary to actively engage academically. But they did not stop at the technical aspect of their school offerings. They also have broadened their curriculum to give students various creative outlets. They have a hybrid module for multi-faceted individuals creating rich career pathways for students who don’t as yet know where their interests lie. 

Temple City High School has in place an aggressive program to ensure that its students’ accomplishments lead them to a bright future. The 82 teachers and team of six counselors are tasked with shepherding all 2,100 students from 9th to 12th grade to succeed during their years at the high school and then guiding them to admission to the college or university that is the right fit for them. According to Martinne Gonzalez, one of the six full-time counselors, and Amy Sisson, ROP/TCE Technician, their College and Career Planning begins as soon as students step into the campus as freshmen, as they are introduced to the College Admissions process. In their sophomore year, students learn to identify their interests and write their creative resumes. 

When they reach their third year, juniors begin their college search. A Junior Parents Night is held in the Spring to get parents acquainted with the process their children are going through.  Counselors explain how students and parents can utilize Naviance in helping them create their schools list, assess their strengths, evaluate their interests and choose their activities in relation to their college choice. Another Parents Night is held in the Fall of Senior year to connect their summer planning and research to the application process that would be in full swing. 

Recruiters from about 50 colleges and universities visit Temple City High School in the Fall. Seniors are encouraged to attend information sessions and speak to the college representatives who will also be the admissions officers reading their applications and essays.

Temple City High counselors hold workshops on completing the college application, writing resumes, crafting personal statements, and providing interview guidelines. Parents and students also attend financial aid and FAFSA application workshops.   

Students at TCHS are also very savvy about college applications. There is a student-run organization, the College and Career Club, which focuses on raising funds, researching grants and scholarships, and visiting various universities during the spring break. Debbie Singh, another school counselor, serves as Advisor to the club.

This year’s Temple City High School 530 seniors were accepted to close to 200 colleges and universities. These graduates will be attending such highly selective institutions including Art Center College of Design, CalTech, CalPoly San Luis Obispo, UC Berkeley, UCLA, University of Chicago, Cornell University, MIT, Northwestern University, University of Pennsylvania, USC, Stanford University, and Yale University.

Strong parent involvement, robust student engagement, solid support from the school’s administrators and teachers, make Temple City High an excellent institution of learning in the San Gabriel Valley. 

A large percentage of the district’s population originates from a foreign country, with over 38 languages other than English spoken. While this makes for a rich and diversity community, there is an ongoing challenge to assist families with understanding school life and culture. According to Perini, TCUSD is making a concerted effort to reach out to each family, especially the Asian and Hispanic populations. However, despite the varying backgrounds of families, there is tremendous  support from their PTA, which has a very active teacher component. There is a high level of parent interest in the schools and they commit time and effort in numerous school activities. Perini emphasizes parent involvement with their “shared” students. She firmly believes that parents are the children’s first educators and as such, are the district’s critical allies in a partnership that would produce not only academically successful graduates but also as future responsible members of society.  

Unlike other nearby cities with a large business base, Temple City only has local entrepreneurs financing their area; in fact, the Unified School District is the city’s largest employer. While this has been a drawback, it has also been a blessing as it has given them a home-town pride and independence. Indeed, all the ongoing developments spread throughout the city are proof positive that it’s a small town with big plans. And with its countless school accomplishments, Perini is convinced that Temple City is poised as one of the finest school districts in California.          

Pasadena City College’s First Year Pathways

/ May S Ruiz / Leave a comment

Originally published on 11 June 2015 in the Pasadena Independent, Arcadia Weekly, Monrovia Weekly, and Sierra Madre Weekly

Most 18-year-olds in America reach an important milestone in their lives – graduating from high school and entering college. This significant event usually involves moving away from home for the first time, making them independent people, whether they are ready for it or not even close.

That so many of teen-agers going to college are unsure about how to navigate this new phase on their own was not lost on administrators and teachers at Pasadena City College. Dr. Brock Klein, PCC’s Associate Dean of Pathways and Professional Learning, describes what they observed: “Like other community colleges, PCC has struggled to help students identify their academic goals in a timely manner. A powerful and transformative moment for me was when we convened a large group of campus leaders and they presented their research data that showed that a vast majority of students were not completing their basic skills sequence; over 65% didn’t have discernible outcome or milestone after six years, and almost 20% dropped out before the end of their first year of college.”

These findings led them to create First Year Pathways — a road for leading incoming students to transition to college smoothly and achieve success in school. This program was made possible through resources from the U.S. Department of Education’s Title V grant, Student Access and Success Initiative (SASI) funds. Incoming freshmen enrolled in Pathways get guaranteed priority registration; acquire vital assistance in and out of the classroom from counselors, mentors and tutors; gain access to a study center; and obtain access to the Second Year Pathway. 

First Year Pathways is made up of three components, the first of which is Summer Bridges. They currently host ESL, Design and Math Jams, which is the biggest. This is a one-week, no-cost event which combines creative math instruction with student support services and engaging orientation activities. It is designed to make it a fun way to learn math by making the subject less intimidating for students who are below the required college-level skill. Incoming freshmen attend workshops; they meet faculty, tutors, advisors and counselors to familiarize them with campus life; and get acquainted with their classmates. Students participating in the summer Math Jam found that it really wasn’t about learning Math but about making connections and being comfortable on campus.   

New students then get to meet the Student Success Team of counselors, coaches and tutors, which makes up the second component of FYP. This group of experts is trained to: handle their special needs; assist them academically and personally in getting and understanding their regular course status reports; teach them time management strategies, goal-setting and study skills. Tutors are the most interesting components of the FYP team as they are PCC students who serve as role models or peer guides for the newcomers. They meet with FYP participants throughout the first year of college on a one-on-one basis or in small groups. A tutor also serves as the  Assistant Director for the Math Jam.

The third component, the first seminar, College 1 is a three-unit UC/CSU-transferable course requirement for each FYP student. It includes the “One Book, One College” initiative, which is designed to get everyone to read and discuss one book, and share their perspectives. The First Year Pathways students’ work is celebrated at the end of the program at an all-day Student Success Conference, where they present their research inspired by the book.

There are five different First Year Pathways: The largest is XL Pathway, which is open to everyone; the Athletes Pathway, a program that addresses this specific group; the International Students Pathway (ISP), which is a variation of the XL, but focuses on compliance and visa issues, acculturation, reading, language and an introduction to college; Career Pathways in Design Technology and Media Arts; and the Ujima Pathway which deals with African American culture and history.

First Year Pathways is open to any incoming student within Pasadena City College’s district, which encompasses a wide swath of the western San Gabriel Valley – La Canada –Flintridge, Pasadena, South Pasadena, San Marino, Temple City, San Gabriel, Arcadia and parts of El Monte. Javier Carbajal-Ramos, Program Outreach Assistant, goes out to all the high schools in those cities to familiarize seniors with the opportunities available to them. He outlines the steps for anyone interested – complete the online admissions application; take the online student orientation; take the Math and English placement tests; apply to one of the First Year Pathways; and attend a New Student Counseling Session.    

As Director of the hugely successful FYP, Klein proudly says that at the end of their first year, their evaluation findings showed that students’ success rate was higher than their comparison group. They piloted this program with 300 students in 2011. This year the FYP served almost 1,900 students and it expects to grow to 2,500 students next year.

The San Gabriel Valley is home to a number of very desirable, highly selective colleges and universities that enhance the lives of students lucky enough to gain admission to them. But Pasadena City College stands out as the one institution of learning that actually transforms lives.