Published by: California School for the Deaf, Fremont
California News Volume Volume124 124••Number Number11 3 •• October February24, 20,2008 2009
In this issue: • Western States Basketball and Cheerleading Classic • Success in ASL/English Bilingual Classrooms • Family ASL Classes • Career Center News • Rosa Lee Show • Yearbook Sales
Odunayo Akintomide
Mariel Ortiz-Herrera (top), Malage LeBlanc, Shenicqua Malave, & Karly Knopf
Western States Basketball and Cheerleading Classic
Story on Page 4 WSBC photos courtesy of the CSD Yearbook Arica Jones
ASL + English = SUCCESS: ► SUCCESS in understanding the world around us ► SUCCESS in our relationships with others ► SUCCESS in academics Students are successful at California School for the Deaf because we embrace an ASL/English bilingual approach in the education of Deaf children. American Sign Language, our students’ first language, builds the brain power necessary for success. Furthermore, a bilingual approach is supported by research that shows a consistent positive relationship between ASL proficiency and English literacy (Cummins, 2006).
ASL/English Bilingual Program The Elementary teachers are currently in their third year of designing and implementing an ASL/English bilingual language arts program. The Elementary ASL Language Arts Curriculum helps students to gain
2
linguistic knowledge of their primary language, ASL, so they can become fluent in their ability to develop higher level thinking skills, which grow out of understanding and communicating with others. ASL builds the necessary cognitive foundation upon which English skills for reading and writing can be acquired. By linking together the Elementary ASL Language Arts Curriculum and the English Language Arts Framework for California Public Schools, careful attention can be given to essential areas of need, for each student, through the integration of instruction in receptive and expressive ASL, reading and writing. However, we face the same challenge as other bilingual programs—how to measure student progress and achievement fairly in both languages.
Assessment CSD Elementary teachers use a variety of assessment tools to guide their instruction in order to maximize the development of each student’s potential. One assessment tool identifies a student’s “instructional” reading level. This is the level that is used in the classroom to teach reading. For a level to be called “instructional,” at least 90% of the words in the test booklet must be read accurately. As the student reads, the teacher observes and records reading strategies that are being used or not being used. For example, the teacher may assess what a student does when she tries to figure out the meaning of an unknown word. Students must also do a re-telling of the information in the test booklet using their first language, ASL, so that the teacher can see how much was understood. The advantages of this assessment are that each student is tested individually, and both languages, ASL and English, are visible as the student translates English words into conceptually accurate ASL. In addition, the test atmosphere is very supportive, as teacher and student engage in conversation around the test booklet using the student’s natural language—ASL. Most importantly, students have full access to what is being asked of them because directions and questions are given in ASL. As a result, students perform at their optimum level while being tested about their second language—English.
February October 20, 24, 2009 2008 | California News
All of this information guides the teacher and the student in setting new instructional goals for strengthening and expanding the skills and knowledge necessary for advancing deeper understanding of both languages—ASL and English. Last year, the vast majority of Elementary students who took the instructional reading level assessment showed an increase in their reading levels and none of the students had a decrease (see chart ►). We believe that these results are an endorsement of our ASL/English bilingual program. In fact, students continue to show gains in English with the addition of more instructional time devoted to the development and study of ASL. ASL instruction builds the thinking skills that are necessary for the acquisition of academic skills in English. Research points out that the degree of ASL proficiency that Deaf children develop during the Elementary school years, no matter if their parents are Deaf or hearing, is positively related to the development of English reading and writing skills (Cummins, 2006). With the support of CSD’s bilingual program design and our ongoing data collection, along with the increase in research in ASL/English bilingual programs, we look forward to our students’ promising future, and their continued growth and further accomplishments, as they experience SUCCESS in their social and academic development as ASL/English balanced bilinguals. Michele Berke Student Outcomes Teacher Specialist mberke@csdf-cde.ca.gov Nancy Brill Literacy Coach Teacher Specialist nbrill@csdf-cde.ca.gov Adele Ann Eberwein Elementary Principal aeberwein@csdf-cde.ca.gov Robin Zane Curriculum & Media Services and Communication Department Supervisor rzane@csdf-cde.ca.gov
California News | February October 24, 20,2008 2009
3
Results & honors CSD garnered at the tournament: Boys Basketball: Championship (6th year in a row) Girls Basketball: 3rd place Cheerleading: 3rd place • Cheerleaders got the Sportsmanship award • Brandon Dean and Romel Thurman won 1st Team honors • Ronnie Cuartero won 2nd Team honors (despite being very sick during the Championship game)
• Arica Jones and Alicia Johnson won 1st Team honors • Alexandria Brinkley-Green won 2nd Team honors • Mariel Ortiz-Herrera won 1st Team honors • Shenicqua Malave and Alexis Pizano won 2nd Team honors Next year, our girls and boys teams take on Next year, our girls and boys teams take on Washington in the first round at either Washington in the first round at Arizona. Utah or Arizona. We will host in 2012. We will host in 2012.
Go Eagles!!
4
February October 20, 24, 2009 2008 | California News
Eagles,
Shea Rasmus girls basketball I enjoyed the nice, warm weather we had at the Western States Basketball Classic in Riverside. Going there, I met many of my old friends from around the Western states. Our girls’ team competed against Utah School for the Deaf and Phoenix Day School for the Deaf. First, we beat Utah. Then, we had a competitive game against Phoenix. It was a very hot game! The score was so close, but in the end, we lost to Phoenix. Our girls team came in third place (after winning Washington); our boys team took first place; and our cheerleading team took third place. For fun, we went racing at Pole Position Raceway. The karts were like real race cars, and we raced on an actual track. It was so much fun! The last night of the tournament, we had a social with dancing. Ronnie Cuartero boys basketball Hello Eagles fans. I really enjoyed the Western State Basketball Classic. I saw some of our players grow personally through the new friendships they made. We played well against the different deaf schools. We were the WSBC champions! I can tell you that I felt so good after the championship game, because even though I was sick, I never gave up. We won for CSD :-) Thanks for coming and supporting us. Cody Dike boys basketball Wow, it was my very last WSBC. I enjoyed the whole weekend at Riverside. It was nice to see everyone get together and play. The thing I liked the most was go-kart racing. It was amazing! I’m glad that we brought the trophy home.
Cameron Dillard boys basketball I think the WSBC tournament was, ultimately, a good experience because I was able to learn what I needed to work on to become a better player overall. Tony Guido boys basketball It was nice to experience playing against other deaf teams. Romel Thurman boys basketball It was fun to watch those very competitive games. I had a great time and everybody was friendly. There were some special moments that I will remember for long time.
Once again, our flock of Eagles went down to our sister-school Riverside for the annual Western States Basketball Classic & Western States Cheerleading Classic. California School for the Deaf teams did really well the entire classic. Our cheerleaders did a fantastic job cheering our teams the entire weekend. The cheerleaders deservingly won the Sportsmanship award for their great work and teamwork. They joined with California School for the Deaf, Riverside to cheer the teams. In the cheer competition, the girls won 3rd place.
On the girls basketball side, there was some tough competition to win the championship. Our girls team faced Phoenix Day School for the Deaf, in the semifinals, which was one of three schools favored to win the tournament. Fremont took the Austin Miller lead for most of the game. Then in boys basketball the 4th quarter, Phoenix Day played This was my first year experiencing their best and slowly chipped away WSBC. I enjoyed it very much. I got to meet a lot of new people and made our lead, finally overtaking us in the last two minutes. It was a heartsome new friends. The games were breaking loss for our girls, but they fun to play and the refs were awestepped right back mightily the next some. I am looking forward to next day and overpowered Washington year when I will see my new friends School for the Deaf to capture the 3rd again. And, I will also be looking place trophy. forward to playing my heart out. Adam Escamilla boys basketball My favorite part was watching our team play basketball. I wished it had been more like a party, but it was still fun. That’s all I have to say. Shane Nevins boys basketball It was my very last WSBC and I had a great time. Everyone there played with their hearts, and they played very well. It was nice to see old friends. We had a blast of a time down there.
California News | February October 24, 20,2008 2009
The boys team captured their sixth consecutive WSBC championship, which is one away from tying the record that CSD made from 1982-89 of seven in a row. CSD beat CSDR in the Championship game by 4 points. CSD led almost the entire game except for one brief period in the 4th quarter. CSDR made sure it would not be an easy game for us, so the boys worked hard to make sure it was OURS! Kevin Kovacs Athletic Director 5
Career Center News Career Center Information Highway
Positive experiences and feedback Place value on work ethics (work ethics are applied daily so that using them become a habit) An understanding of the importance of work (regardless of the type of job) An understanding of the importance of “Customer Service” (learned the value or respecting others) Self-confidence (with an ability to accept criticism from others as a useful tool to improve)
Greetings to you all from the Career Center. We are already off to a new and exciting year in 2009. One of the most frequent discussions within the Career Center has been on the topic of “Work Ethics.” Work ethics are a set of values based on hard work and good job performance. Some examples of work ethics are: being reliable, working independently, being punctual, and getting along well with others. It is also believed that adhering to good work ethics can enhance one’s positive self-image. It is common among employers to view a worker who fails to show good work ethics as an employee who doesn’t provide fair value for their wages and therefore should not be put in a position of increased responsibility. Why is it that some students have good work ethics and others do not? There are many reasons. We have found that students who have good work ethics usually have one or more of the following: A variety of work experiences at a younger age (doing chores and volunteering for the community are recommended) Experience working with different people in variety of job settings (exposed to different expectations) 6
Good work ethics are becoming hard to find in people today. We need to work together to provide more work experience opportunities for our students at an earlier age, to teach them the importance of work ethics, and to positively reinforce any new work ethic they might learn. By Steve Orman Career Center Supervisor
Parents and teachers play an important role in teaching children the value of work. As parents, we introduce the basics of work ethics and the importance of hard work. It starts with parents modeling desired behaviors such as “clearing the table” and “picking up after playtime.” As our children get a little older, they can take over many of these simple responsibilities for themselves. As children become old enough to do chores that contribute to the entire family—such as cutting the grass or raking the yard—many parents see it as beneficial to reward them monetarily. These lessons and
rewards are important steps in developing responsibility and are instrumental in moving children toward becoming strong, independent adult workers. Children watch us more closely than we sometimes realize. We see them following our examples and picking up many of our work habits. As they become teenagers, we are often surprised to find that they are critical of our habits and actions. This occurs as teenagers start to break away from our influence and begin testing the limits of their independence. We recognize that they still have much to learn—especially when it comes to their ever-expanding interest in the world around them, and the conflicts they experience between their social lives and their first paid jobs. In the Work Experience Program at California School for the Deaf, we strive to teach, guide, and support our students as they learn the skills they need to be successful, contributing adults. We provide job opportunities, on campus, where they can work in a variety of programs, under the guidance of school personnel. Students are given the chance to select an area which interests them or choose staff members whom they would like to work under. These professionals on campus teach new skills to work experience students while using weekly evaluations to improve and expand their work ethics. The success of parents modeling good work ethics, combined with skills that our students acquire in the Work Experience Program, contribute greatly to their success after they graduate and enter the adult world of work. By Victor Hutchins Work Experience Teacher
February October 20, 24, 2009 2008 | California News
By Alyssa Romano, Work Experience Student Senior – Class of 2009 In order to excel in life, you must focus on your foundation, which is the development of your work ethics. Those work ethics include: ► Being on time ► Wearing nice clothes ► Being friendly ► Doing your best work You have to be on time, since your clients and co-workers depend on you. You should wear nice clothes so you can be a role model and represent your department with courtesy. It’s vital to be able to interact and do your best work for the benefit of others, such as educating your students. In short, work ethics are the foundation you need to have in order to build toward your future.
By Juan Dillard, Work Experience Student Sophomore – Class of 2011 Do you want to learn how to become a fantastic employee and increase your skills? I’m here to share with you about my work experience class with Mr. Vic Hutchins. I work as an elementary aide in Ms. Heidi Burns’ science classroom. I have learned many skills, so far. It is important to be on time and follow your boss’ directions. If you do a great job and are motivated, then your boss will notice your efforts and can offer a strong recommendation for your future work. A good reputation is important for your future so you can find a job more easily. I really enjoy working with children and feel I have more to California News | February October 24, 20,2008 2009
7
www.csdf.k12.ca.us www.csdf.k12.ca.us NON-PROFIT ORG. U.S. POSTAGE
PAID
To:
Fremont, CA Permit No. 14
“A school that teaches children to think” California School for the Deaf 39350 Gallaudet Drive Fremont, CA 94538
California School for the Deaf is an accredited school under the California Department of Education