Dry Gulch Gazette Oct. 22

Dry Gulch Gazette

Teachers begin bargaining process with district, with a demand for a 20% raise at the forefront. In an increasingly expensive Bay Area, many SLZUSD teachers are feeling

RIPPED OFF

Club Rush

Student advertise their organization during lunch

During September, students came out to the quad during lunch to promote their clubs. Students were called in from all across campus to come and support their favorite clubs from years past. However, new clubs have also come to AHS such as the Dungeons and Dragons club, the Garden club, and the Dons Audio Visual Entertainment club.

Photo courtesy of Anh Nguyen!

Photo courtesy of Kevin Law!

Photo courtesy of Rainzel -Vince Kilat!

Photo courtesy Vivian Huang!

Photo Illustration by Jessica Reyes and Wynne Bendell

Joseph Kim

Photo Courtesy of Studio 1

Illustration by Eden Buell

BEST OFTHE BEST

Science teachers receive state and national honors.

By Claire Terzich

American Association of Petroleum Geologists honors Fujikawa

Geology teacher Toshimi Fujikawa was entered into the Teacher of the Year award. Afterschool, she was grading and preparing for the next day, then her phone rang, to provide her with the results.

“I got a phone call from one of the panelists, that was judging the teachers that applied, and she called to congratulate me and got sent an email saying that I should expect to see all these emails and phone calls about the logistics, travel, and receiving award.” Fujikawa said.

Fugikawa currently teaches Geology and is in her 6th year of teaching. Fujikawa received a bachelor’s degree in Geology from the University of California-Davis in 2007. She has recently won the Teacher of the Year Award from the American Association of Petroleum Geologists. She was recognized at the International Meeting for Applied Geosciences and Energy, set in Houston, Texas.

Fujikawa was surprised she received the award and she said she felt appreciated.

“I feel very honored because I didn’t expect to win this award when there are so many other good teachers out there. Especially because this is only my 6th year teaching and I didn’t think I was qualified as a great educator and I’m just honored to be chosen among all the people that were nominated.” Fujikawa said. “It makes me wonder, am I worthy? But I am doing something right. It has definitely built my confidence and validates what I’m doing with my students at this school and people recognize my work.”

To be qualified for the AAPG (American Association of Petroleum Geologists) teacher of the year award you have to have at least three years of teaching experience, in a public school. Also, the educator must teach at least a unit or have a set of lessons about Geology, in order to qualify. Fujikawa was introduced to this opportunity for a local award by a guest speaker in one of her classes. After winning, that nominated her for the pacific regional award, and she proceeded to be eligible for the national award.

With her award Fujikawa has been rewarded with money for the school and for her personal use.

“I personally won 3000 dollars and then the school will be receiving 3000 dollars for our

geology department to spend. Personally, I spent mine to pay for my mortgage, to pay for my home because housing is expensive in the Bay Area.” Fujikawa said.

Fujikawa describes what is most important about creating an effective learning environment for her students. It’s all about personal relationships.

“It’s all about relationships and building those relationships with students so we can understand each other. If you don’t have that relationship it’s harder to relate to that person and how they understand things or how they learn things or what challenges they have. That helps me cater my teaching towards my students and it just makes learning more fun.” Fujikawa said.

Building relationships with her students makes the learning process more enjoyable. Using this strategy, her goal is to educate her classes on geology, so they can apply it to their lives.

“I really like to work with highschoolers and educate them on science and what goes on in the world around them. As a geologist I push for people to understand how our earth works, the science behind it.” Fujikawa said. “If I can do that for teennagers and students and then take that knowledge and become better informed citizens as adults, that’s my goal.”

Johnson named California Science Teacher of the Year From their colleagues...

so all the kids know now and I was recognized at the board meeting. There’s a group of teachers that I work with that are national, so they all know about it.”

Johnson had a discussion with Mandel about her nomination and described Mandel’s response.

“Once she [Mandel] found out that I knew she had nominated me we had a conversation. She sent me her letter and all of that and she was great. She was super happy to do it and really excited that I won.”

Johnson explains what strategies she uses to create an effective learning environment for her students. She focuses on group collaborations and enjoyment of the class.

What do you like most about working with Geology teacher Toshimi Fujikawa?

“I think the thing I enjoy most about working with Fujikawa is her ability to relate with her students. She tends to connect with her students really well and I really appreciate that about her and the kids trust her. That is what I like most about her.”

Science teacher Samantha Johnson was unaware of the possibilities of winning the California Science Teacher of the Year award. Then, she received a shocking email.

“I actually didn’t know I had won. So a couple of people nominated me for it, one of whom is a retired teacher at Arroyo, but Science Teacher Selina Mandel is the other one. I didn’t know they had nominated me for it until I had won. I got an email from the association telling me that you’re the science teacher of the year and here’s the people that recommended you.”

Johnson currently teaches BioTech and AP Biology. She has been teaching for [I’ll get the #] and has recently won the California Association of Science Educators Science Teacher of the Year Award. Johnson was selected by the association, due to the submission of two letters of recommendation, from her former and a current colleague, as well as other information about her teaching career.

Although she was happy to win, being the center of attention is not something Johnson is used to.

“It was exciting, it’s always nice to have somebody to also recognize that you’re doing a good job. Statewide is a big deal and I’m pretty proud of myself for getting it; I was shocked that I got it, but I don’t really like being the center of attention so I’ve been really quiet about it.} Johnson said. “One of the people that nominated me has been putting it everywhere,

“I think some people really hate that I do it, they spend a lot of time in groups so they have time to process information individually and figure out what they do and don’t understand. Then they do that process in groups and they have a chance to ask everybody.” Johnson said. “Some people really just want me to give them the answers and that’s not really what I do. They are always in charge of their own learning and making students feel as comfortable as possible and that they’re excited to learn things.”

Johnson’s goal is to remain in the classroom because it’s an environment that she really enjoys.

“I really don’t want to leave the classroom. A lot of teachers, when they talk about moving up, they think about being an Assistant Principal or something. I don’t really want to do that. The part that I really like about the job is the classroom piece, so thinking about what else I can do classroom wise to get better.” Johnson said. “It’s about reaching more people and working with other teachers, that’s always been part of my goal, so how can you take what you think is effective and use it for other people.”

-Geology Teacher Corey Kramer

Why did you write a recommendation for Samantha Johnson for this award?

“Ms. Johnson has been a dedicated educator in our district. She has been a valuable member of the living earth team and played an integral part in the NGSS roll out in 2014. Her ambition and collaboration have helped catapult our science program ahead of the game and allowed the students within the district to use the innovative process set out in NGSS before many other districts in California. With the exception of this year (because she doesn't have them!), the HM freshmen who have her as a living earth teacher thrive in her class and what they learn carries over into other classes they have throughout their time at Arroyo.”

-Science Teacher Selina Mandel

By Eden Buell

IIllustration by Eden Buell

Students and staff disscuss how the use of ablelist slurs effect the AHS community.

SeniorEmma Zimmerman, a disabled stu dent, is downright frustrated. She feels as if the AHS community should be far from using ableist slurs.

“It really does make people feel upset. Even if you’re just using it against your friends. Someone in that room is probably disabled, and when you say that [ ableist slurs ], the disabled person may think to themselves, ‘people think I’m less than.’” Zimmerman said.

There are a wide range of ableist slurs, one of them being the r-slur. An article published March 19th 2015 by Boston University Whee lock College of Education & Human Develop ment, states that the r-slur is a derogatory term used to describe someone as “slow or limited in intellectual or emotional development.” There are less known ableist slurs that you may look up in your own time to educate yourself.

Ableist slurs have been in the current news due to large celebrities such as Beyoncé and Lizzo. An article from the New York Times published on August 1st, 2022 discussed the use of slurs by both Beyonce and Lizzo in songs by the two artists. They both changed the lyrics of the songs after being told that it was a slur.

“Days after the release of her latest album, “Renaissance,” Beyoncé will modify the lyrics of one of its songs, in response to an outcry from disability rights advocates who say the pop star should not have used a word that has histori cally been employed as a derogatory slur. [...] “Activists condemned the use of the word in social media posts, pointing out that another pop star, Lizzo, had removed the same lyric from a song following similar backlash in June.”

The New York Times article said.

Special education teacher Aracely EstradaSoriano, opens up about having a student say the r-slur. They confronted the student, having no tolerance for the use of ableist slurs in their classroom.

“I had a student say the r-slur in my class room, and they said they were just playing around. I asked the student ‘So are you saying I am also an r-slur?’. The student said no, I notified the student that I suspect that I have a learning disability myself. I embrace my neurodiversity, and how we all learn. I said that ‘you’re also saying that I am also an r-slur because we are all apart of this classroom.’” Soriano said.

Soriano and the student were able to come to common ground. Soriano said the student eventually understood why the use of the r-slur was inappropriate and wrong.

Zimmerman speaks out on her encounters with ableism as an autistic person. They have been called slurs for telling people that they are autistic.

“I have had experience with ableism, I got called a [ ableist slur ]. It’s not immediately obvious that I am autistic, but once they find out they’re like ‘Oh so you’re a [ ableist slur ]’” Zimmerman said.

Zimmerman feels as if those who use ableist slurs will continue to use them nonetheless. It hurts her that people in our community con tinue to use slurs like these.

“I feel like the people who say it [ ableist slurs ] are going to say it regardless if the school tells them not to. I know most people don’t use able ist slurs against disabled people and mostly use it with their friends but they still think it’s funny and that’s not okay. It sucks. It definitely makes me feel upset that people still think this way. I’ve heard some teachers use ableist slurs, and I hear ableist slurs at least once a day.” Zimmer man said

Principal Angela Webster, believes as a school that we should have discussions about ableism and ableist slurs so that kids are educated. She addresses that student call outs may be unsafe due to fights breaking out.

“As a school we have to have these conversa tions. I’m sure a lot of kids don’t understand what ableism is, but they should know that us ing the r-slur is not okay. I’m not ready for other students to call each other out because some students can be immature and that can cause a fight.” Webster said.

Zimmerman advised that teachers should do their part in educating and shutting down those who use ableist slurs. If it’s safe, they also sug gest that students should try to confront other students who use ableist slurs.

“I feel like teachers could make an announce ment, or shut it down when it happens in the classroom. I’ve heard alot and the teachers

don’t do anything. If it’s safe for you to confront someone if they’re using a slur or when some one is bullying a disabled person, you should confront them. Non-disabled people should also confront those who do these things since they are more likely to be listened to.” Zimmer man said.

Webster, too, stated that adults should have a conversation with students. She also conveyed that she wants to bring up this issue with the groups she’s working with.

“An adult can have that conversation with a student. This is something I would like to talk to my culture and climate group, and my principle cabinet group about.” Webster said. “We are go ing to start pulling students where you guys can talk about various topics and concerns that you have on your campus.”

Soriano also deduced that teachers and staff are in charge of making AHS a safe and wel coming learning environment.

“As teachers we’re often in our classrooms just teaching but when we step out into the hallway we need to be watchful and active if something happens to catch it and address it.” Soriano said. “If we stay bystanders that’s how it begins to fester so we do need everyone - counselors, parents, custodians, we’re all responsible for building a safe place for our students.”

Soriano did not ignore the student who was using the r-slur in their classroom, they chose to stop and educate.

“An academic lesson can wait but a life lesson cannot.” Soriano said.

This QR code contains Ableist language and Alternate words for educational purposes

Don’t be a bystander

The use of ableist slurs has been an ongoing issue and it needs to end

illustration by Eden Buell

Dry Gulch Gazette

Dry Gulch Gazette

Ableist

slurs are used to put down disabled people and make them feel like they are less than. Ableist language and slurs are so normalized within our society and community that many don’t realize the damage they are doing when using them. This kind of language is often displayed on television and social media, therefore, people think it’s okay to use these hurtful and offensive words, when it is absolutely unacceptable. We need to do better about educating the uneducated on this specific issue. The Dry Gulch Gazette Editorial Board believes that there are some who are immature and won’t listen regardless if they are told that using ableist language or slurs are wrong, but it is definitely worth a try.

When you choose to be a bystander simply because you do not care, you are also part of the problem. Try having a conversation with that certain person, ask, “Hey, did you know what you just said is a slur?”. If they respond with Yes, ask them why they chose to say that word. Let them know how hurtful the slur is to disabled people, and provide them with alternative, non-offensive, words to use. If they respond with No, educate them on the slur and how it’s used against disabled people.

is an open forum for students and does not necessarily represent the views of Arroyo High School or of the San Lorenzo Unified School District. We want to provide our readers with entertaining, informational, and relevant stories that will be worth their time. We intend to produce accurate and unbiased reporting, and we will therefore work to correct any significant mistakes. You should contact us at AHSGazette@gmail.com if you can find such a mistake in this publication. You may also email us to submit a letter to the editor, but we reserve the right to edit letters for length or accuracy. Letters will be rejected or published at the discretion of journalism staff.

STAFF EDITORIAL

OPINION OF THE DRY GULCH GAZETTE EDITORIAL BOARD

Unfortunately, there are people who have no idea what ableism is. Ableism is the discrimination of and social prejudice against disabiled people based on the belief that typical abilities are superior. Everyday ableism looks or sounds like asking someone what is “wrong” with another person. Saying, “You do not look disabled,” as if this is a compliment. Viewing a person with a disability as inspirational for doing typical things, like having a career. Assuming a physical disability is because of laziness or lack of exercise.

Although some may argue that they are “just doing it to be funny” or “just messing around”, Ableist slurs, such as the r-slur, are not something to joke about. Ableist slurs cause real harm and make others feel awful about themselves. Anyone who makes these statements are just further fueling the toxicity and ableism at AHS. We do not care if you think it’s funny to say ableist slurs, it’s time to grow up and learn how to listen. Consider how others feel, maybe you’ll learn something.

Students, if you feel safe doing so, please call out your peers who use ableist slurs - if you believe it’s wrong do something about it.

Teachers and Staff, if you hear students using ableist slurs do not ignore them. Stop and have a conversation with them if you have to. It’s especially frustrating when teachers and staff are the ones who are bystanders. You are the adults, and you have the responsibility of making AHS feel like a safe and welcoming environment for everyone. Students are more likely to listen to adults, so use your authority to educate students and make AHS a better place for students to thrive. Teachers can also try implementing a curriculum into their lessons to further inform students about ableist language and slurs.

Furthermore, do not be a bystander, it does more harm than good. Follow through and call others out if you really believe using ableist slurs are wrong. SLZUSD, The Dry Gulch Gazette Editorial Board would like to see you implement a school-wide curriculum in order to educate about ableism and the use of ableist slurs, to prevent things like this from happening in the future. Let’s actually put in the work to make AHS a comfortable place and not leave with empty promises. School is an escape for some students, a place where they can feel at home. We don’t want to ruin that for those students. A lot of us are different from each other and we need to accept that, everyone deserves an equal amount of respect.

Editors-In-Chief: Wynne Bendell Claire Terzich

Staff Writers: Eden Buell

Clarence Capunitan Makani Reith Fifita Robert Romero

Contributors: Arianna Carrandang Kelly Hu Joseph Kim Jessica Reyes Elmer Starkey

Staff Adviser: Samved Sangameswara

What is your favorite taco spot in the Bay Area and why?

OFFTeachers and District begin barganing process for new contract. Teachers focus on salary increase.

By Wynne Bendell

If former English and Drama teacher Jill Jacobs was still working at AHS in her seventh year of teaching as a full-time teacher she would be making $75,478 a year.

Instead she is working at Hillsdale High School in San Mateo. Less than a thirty minute drive from AHS, a seventh year teacher in San Mateo makes $114,183 a year.

That is a difference of $38,705.

The San Lorenzo Education Association (SLEA), the union which represents teachers in SLZUSD, wants to change that.

Illustration By Jessica Reyes and Wynne Bendell

SLEA

President Karen Rosa provided another example of that drastic difference within the Bay Area.

“In San Lorenzo they [1st-year teachers] are making $54,000 plus if they are just a single employee they get 5,850 dollars for benefits which is just half of what it costs annually for benefits, their pay is under 61,000. In New Ha ven district last spring $78,000 was the starting salary for a first-year teacher, so needless to say the compensation is not even close.” Rosa said.

Teachers in SLZUSD have a contract with the district that expires every three years. The contract encompasses everything from salaries and benefits to class sizes. The current contract expires in June of 2023, so SLEA, the union which represents teachers in SLZUSD, is in the process of bargaining and negotiating the contract. This means the district, including the Superintendent and Assistant Superintendents, and the teachers’ union, meet to revise the contract in which they discuss topics like class sizes, work hours, and salaries. SLEA repre sents all teachers, nurses, counselors, speechlanguage pathologists, and social workers in the district.

Currently, SLEA is prioritizing raising sala ries and negotiating benefits such as healthcare. Salaries and benefits are in the middle of the negotiation table because SLZUSD pays its employees significantly less than most of the surrounding districts.

Assistant Superintendent of Human Re sources, Jessica Saavedra, who is a part of the bargaining team on behalf of the district, feels that teachers’ feelings of frustration are justified but the district is doing the best it can with the limited means it has. She believes that the district is not to blame but rather the meager amount of funding California provides public schools.

“Funding schools should be a priority of the state but it’s not.” Saavedra said, ‘We want everyone to get a raise. We are working really hard to get the means to be able to support and finance a raise for all of our employees because we value our employees.”

However, Rosa believes that despite struggles with state funding the district can still afford to raise salaries. She points to neighboring districts that have surpassed the district in the past few years.

“Most of the districts around us have been getting 3-5% raises on an annual basis, we have been getting 1.5 - 3% raise, but when we last negotiated and asked for a three percent raise but part of the raise wasn’t a real salary increase but simply the reduction of the work day, the professional development day so we were get ting credited with that money.” Rosa said.

There are many reasons for this significant difference in compensation, one of which is funding. Public schools are funded through LCFF, the Local Control Funding Formula, which is funded by property taxes and state funding from the State School Fund and Educa

Across the County What a first year teacher makes across Alameda County

San Leandro Unified:

Dublin Unified: $74,051

San Lorenzo Unified:

tion Protection Account. Funding coming from property taxes means that socio-economically disadvantaged communities, where the house prices are lower, have schools that are getting less funding compared to communities where the mean property value is significantly higher. Many believe that this is an inherently inequi table system of education funding and is one of the reasons there is such a drastic difference in teachers’ salaries in SLZUSD.

Jacobs believes that the system in which pub lic schools are funded is fundamentally flawed.

“We can argue that this system is inherently flawed because does it make sense that I can change from one job to another still within the same state, still within the same area and yet the paycheck is that big of a difference. I don’t think that makes sense but if I’m in the system and advocating for myself I still have to make choices within that flawed system.” Jacobs said.

Jacobs moving districts has come with a significant salary increase. She knows firsthand the impact of a paycheck.

“Really there is nothing that can help like money. When we get right down to it if you pour more funding into something you are go ing to help that program succeed. It really does take resources at the end of the day. Yes we can find ways to be more creative with the resources we have but you can’t pour from an empty cup.” Jacobs said.

Rosa shares Jacob’s sentiments that socioeconomics plays a big role in district funds and the reason why teachers are paid the way they are. However, she also believes that the district can be doing more to prioritize employee com

pensation and work with the funds they have.

“Part of it is the socio-economics of San Lorenzo Unified but part of it is also district leadership and whether or not they are priori tizing that. The board has placed a priority on cabinet-level compensation but it has not had the same focus on SLEA bargaining wages.” Rosa said.

As of right now, SLEA’s priority is negotiating higher salaries and organizing its members to support the bargaining team.

“SLEA will be organizing our members in ac tivities to show support for our bargaining team and contract language changes SLEA is seeking, including an increase in total compensation to attract and retain the best educators for our students.” Rosa said.

According to Saavedra, progress is insight. The district recently received more funding which opens up the conversation about raises for the district.

“Last year around this time we were talking about budget cuts because we have a eight mil lion dollar deficit and now we don’t have that deficit anymore because of the changes that are happening. California is such a rich state so we were able to receive more allocation and it is through those allocations that we now can start thinking about what we can do to increase the salaries of our employees.” Saavedra said.

As of October twenty-first SLEA is holding to their ask for a twenty percent ongoing salary increase. The district has a counter-proposal of nine percent. The next bargaining date is November eighth.

An Ever Changing TREND The Future of the TREND Academy

By Makani Reith Fifita

TREND has gone through many changes within the span of 4-5 years with the clubs being put on hold due to quarantine, to many of the TREND teachers leaving, but most importantly the TREND directors who lead and coordinate the academy as a whole and the students as well. Senior Shihb Altareb who co-leads the club AutomaDons hasn’t been affected but it has brought challenges towards the school.

“In regards to the clubs it definitely added some hurdles for us. And definitely some scheduling conflicts. With our advisor, she is a very busy person so we have to work alongside her schedule. Not many issues but it has brought some change.” Altareb said.

TREND’s leadership has been a rotating gear for the past four years, as the academy has gone through three different leads such as Joshua Kangas and Brian Ortiz. But now the newest lead for the academy is Jennifer Rodrigues. Rodrigues was a part of the previous three academies, Futures but also Health and Medicine a years prior and she was even the main lead for Tech Links as well before joining TREND. This will be the beginning of TREND’s rise again after the massive change in leads to Rodrigues’s new role as director and having the communications between the school and the presidents of all the academy’s clubs.

Becoming the new lead for a position is a challenge because after experience from leading Tech Links, for Rodrigues, this will be a new learning curve and considering it’s the beginning of the year where COVID restrictions are slowly being lifted and more activities and events.

“I was a little nervous just because I know there were a few amazing things done last year for the academy and so I just wanna make sure that those TREND students still have those opportunities,” Rodrigues said.

Being activities director and head of the student events and activities, while being TREND lead and director is a complete difference since Rodgrigues would fund and have to coordinate events for the school. As a whole while for TREND it’s more of communications between her and the students about the clubs.

“For fundings everything is separate. So the ASB accounts are separate from the TREND accounts. So it’s fundraising through the activities we do such as the ASB stickers and stuff like that and the money for that is gone to the events we do. And for the money for TREND comes from the CP8 Grants and the

other grants that the district has and so all that funding is for that. As for the clubs, if they want to fundraise and stuff they can, then they could spend things that way.” Rodrigues said.

While being in communication with students about funding for the clubs, there are a few protocols that the director of the clubs would need to follow in order to have the materials or items that the students need.

“Rodrigues manages most of the funds for the clubs. So for Automa-Dons, I would have to compile a list of what the club wants and I’ll just send them to Rodrigues. And Rodrigues would decide whether it will be approved by the district and the district would buy off from the list.” Fan said.

One of the co-presidents for Automa-Dons, Shihb Altareb worked his way to becoming the lead of the club, and has seen the constant change of TREND leads, feels frustrated with the inconsistent leadership.four years.

“Honestly TREND is kinda inconsistent because over the past few years, we had different directors and leads, so I am really not too sure to see where TREND is going. It’s all a downward slope.” Altareb said

After applying for a leadership role in the academy last year, the Rodrigues agreed about the inconsistent flow of the academy and how many factors affected the students who were really active in the academy.

“It’s very difficult, especially when you just have to try and keep that cohesiveness and not let people feel defeated by it. So my hope is that we keep that moving forward” Rodrigues said.

Even though there has been a rough few years for the academy it’s finally getting the footing back up with more events for the academy students and hoping that it will grow for years to come. Learning from the students and support from the others helped with the new beginning when working with the academy might help TREND return to a former and better self in the future.

“So we’re trying to get different opportunities for students and for this year we’re trying to improve the maker space, and the whole engineering experience. But it’s been bumpy because with Kangas leaving then Ortiz leaving, there are still some upsides. But in the future, we’ll definitely get out of this divot. Everyones gonna know how to lead TREND and Jrod’s going to be able to handle scheduling and work the academy more in the future. So hopefully it’ll go up more in the future, like the engineering experience for students within their high school career.” Altareb said.

“What are a few things you are looking forward to in TREND in the future for the academy considering the change of leads and the other factors?”

“I’m looking forward to the future engineers. All of the guest speakers coming in and the new equipment and tools, and also the students in the clubs.“

- Senior Damon Li

“I wouldn’t necessarily say I’m excited since I obviously won’t see some of my favorite mentors as much or at all anymore. Although a change of pace and new perspectives are really nice sometimes. I hope TREND is run a bit more smoothly and people enjoy the academy more since there are so many opportunities and great aspects to it.”

- Senior Bella Hernandez

“I’m looking forward to increased organization within the makerspace because with new leadership, we have the opportunity to look at how we’ve been running the academy with a fresh perspective. Obviously Ortiz was a pillar of the Arroyo community, but in TREND especially he really built the foundations of what we want to do with the makerspace and TREND clubs.”

- Senior Andrew Le

Final Score

“As Captain I’m excited to lead this team, we have a lot of potential this year. There’s a lot of good people, there’s a lot of good athletes, they put in a lot of effort, so I’m really excited to coach them, see where they go and as leader of this team I have responsibilities to keep them in line and obviously my own personal accomplishments too so I want to go somewhere and take this team somewhere.”

Senior Jake Dinn

“I’m looking forward to playing with the new team....We have a new captain and I think Leadership is gonna help the team a lot.”

Senior Samuel Enguidanos-Machado

“It’s kind of a bittersweet feeling being a senior, this is like my last season of football in highschool.”

Senior Darren Mitchell Burch

What are you looking foward to in your final year?

Senior Crystal Naufahu serves the ball during a varsity volleyball game against Mt. Eden.

New Teachers

New teachers join the AHS community

By:Robby Romero and Clarence Capunitan

Christine Weavil English James Madden TREND Pathway

Q-What has been the most challenging part of being a new teacher at Arroyo?

A-The most challenging part has been that I have also taken on the role of the English language program coordinator and the previous teacher who had that role is no longer here so I don’t have much guidance.

Q-How did you hear about the job opportunities at arroyo?

A-I heard about them because they were available and when that happens with the district they offer it to current teachers first and it was towards the end of last year and i was working at SLZ and EBA and i was looking for a position with more stability than those two schools would offer me

Q-What past experiences have you had with teaching?

A-This is my 13 year teaching experience. I’ve taught in private schools and I’ve taught in middle school. I substitute taught in Hayward Unified and this is my third year in the SLZUSD district.

Q-How do you like this school so far?

A-I love it,I love being able to really teach and spend the majority of my time dealing with curriculum and instruction and very few discipline problems.

Q-What past experiences have you had with teaching?

A-About 10 years of education, Masters in education in administration, masters in instruction and technology career, clear CTE credential in engineering and architecture and adult basic education credential I got two or three different credentials.

Q-What has been the most challenging part of being a new teacher at Arroyo?

A-Getting used to the new systems Canvas,and technical issues making sure that Canvas and Aeries were in sync with each other so I think those are the most difficult pieces I’ve had to deal with.

Jennifer Dreyfus English, Drama, Dance

Q-How do you like this school so far?

A-It’s good so far,I really like the students. I haven’t met everybody yet. It’s a big change for me because I came from a really small school where I knew everyone, all the teachers and all the kids,like everyone, so it’s hard adjusting to that.

Q-What past experiences do you have with teaching?

A-I’m a theater teacher,and then I taught ballet, tap theater for little kids for a while I did kindergarten magnet for a while I did my student teachings in middle schools I worked in a K-5 and did theater in San Francisco I did summer camps in San Francisco for musical theater and then I got my credential.

Q-Why did you choose to work at AHS?

A-So I didn’t want to leave the district yet I feel like I’ve been really an integral part and also feel very proud of the fact that I helped build and create performing arts programs for this district and its students. I want to be a part of the performing arts in this district, I want to give this to the students of this district.

Sofia Zepeda English

Q-What past experiences have you had with teaching?

A-I was little, about 12 years old, and lived in a very poor neighborhood. The apartments I lived in had a lot of children., I remember bringing out a whiteboard out in the quad and I read and created a lot of art for the kids around there, But my later experience in teaching is inside a state prison. These students in these populations were neglected and I wanted to go in there and provide any resources Ii took any classes Ii could and Ii helped them get their AA degree.

Q-How did you hear about the job opportunities at AHS?

A-I lived in Socal, i’m not from around here and I was looking for a high school teaching job on EdJoin originally I thought the AHS I was applying to was in the county of San Bernardino which is in [Southern California] come the day that I’m doing a zoom meeting with [AHS Principal] Ms. Webster and a few teachers they kind of hinted that this job was not in San Bernardino and in fact in San Lorenzo.

Gagan Grewal Math

Q-How do you like this school so far?

A-“I like this school so far because the students are good and the staff are very cooperative and the environment is very good.”

Q-How did you hear about the job opportunity at Arroyo?

A-“I applied on EdJoin. On the website I heard about the job opportunity here at AHS.”

Q-What past experiences with teaching?

A-.“I have taught as an assistant professor of math in my hometown in India and then after that I am just starting my teaching career right here.”

Q-How do you like this school so far?

A-“It feels great being able to teach at AHS.It also feels great to be able to have this opportunity.”

Q-What has been the most challenging part of being a new teacher at AHS?

A-.“The most challenging part of being a new teacher has been learning all the policies all at once.”

Q-What are your plans for the future as an AHS teacher?

A-.“I want to help my students succeed in the best possible way they can.”

James Aguilar Social Studies

Q-How do you like being a new teacher at Arroyo so far?

A-“I really love it.I have a really supportive staff and colleagues who have helped me every step.I have been having a great time and really appreciative of my students have been giving me grace to be able to start Ethnic Studies as a brand new class.I just think everything about Arroyo has made me happy so far and I have been having a good time.”

Q-Why did you choose to work at AHS?

A-“I got a call from [AHS Principal Angela Webster] and she said why don’t you join our faculty.I had to think about it because I went to San Lorenzo High. Then I got to learn a bit more about this year and more about the supports and I felt so motivated to come here and now that I am here I made the absolute decision and I am not going anywhere.”

Q-How do you like this school so far?

A-“I am really enjoying working at Arroyo.The students are really wanting to learn and seem excited about learning and that is a nice change of pace from previous schools I’ve worked at.”

Q-What has been the most challenging part about being a new teacher at AHS?

A-“The most challenging thing is getting all the information around policies and procedures because different schools have different ways of doing things and those weren’t all made perfectly clear so there is like a little bit of learning as you go required.”

Kalena Yambao Special Education

Alison Nash Math

THROW IT BACK

Senior Christopher Uribe plays booty shake at this years homecoming rally on Oct. 21. The homecoming theme was “Arroyo Goes Down Memory Lane”. This was the first homecoming rally in three years.

Photo by Joseph Kim