Cultural Bridges Number 22, English version

Dear Readers,

I hope your family is enjoying the beginning of this school year. At our Cultural Bridges program, we are very excited about welcoming a new version of our magazine: Arabic! We are very pleased to have the support of the Issaquah Schools Foundation donors to keep increasing the support we offer to families.

And at my house, there was also a lot of excitement since our baby girl is now a high school student! The school years go way too fast, and I wish she was entering kindergarten to have all the volunteer opportunities that families of elementary school-age children have.

If you have little ones at home, I recommend you check with your children’s teacher and the PTSA at your school. They have wonderful opportunities for you to participate. I was lucky to be able to be a volunteer at all my children’s elementary school classrooms and the PTSAs of their schools. I promise PTSAs are not scary! These are great groups of volunteers working together to have better schools. At least in our District, these are the opposite of how Hollywood portrays them. And there are also opportunities to engage in Middle and High School. Read the article on page 7 and check the website of the PTSA at your children’s school.

This is the time to reconnect with your school community. We will be able to enjoy more social events and concerts. And there are many resources available for your families. To read about these, go to page 4 and read the back-to-school checklist on pages 4 and 5. Starting the school year prepared will make a difference in your student’s success in school and beyond.

Currently, we cannot be prepared if we do not know the mental health resources available for our children. Every school has counselors that support all students. The Issaquah Schools Foundation understands that mental health is important at every stage of life and plays a critical role in shaping a child's social, emotional, and cognitive development. The Foundation supports professional development opportunities for staff along with curriculum for students. It also partners with the local organization Influence the Choice to present a discussion about the mental health challenges for Issaquah School District youth. This is a great opportunity to really know what is going on with our children. The student panel is always very impactful. I invite you to read about this on page 15.

Also, check out pages 22 and 23 to learn about two of the beautiful cultures of our ISD families. Reconnect, reach out and learn!

Here is to an amazing school year!

Alicia Spinner Cultural Bridges Manager

Like us on Facebook @CBforeducation

To read/download all Cultural Bridges publications in Chinese, English, Japanese, Korean, Russian, Spanish or Vietnamese, visit: http://isfdn.org/culturalbridges-magazine/

Cultural Bridges

Issaquah Schools Foundation

ALICIA SPINNER Program Manager

CHRISTIANA SCHUMANN English Editor

KELLY BURCH Cover Designer

LAURA NI Editorial Assistant

MINAL DESAI-MONGA Cover Photographer

NANA TSUJINO Japanese Editor

NATALIA ARGUTINA Russian Editor

NAWAR OBEIDAT Arabic Editor

NORMA RODRIGUEZ Spanish Editor

SONG PARK Korean Editor

TRAM PHAM Vietnamese Editor

YINGYING CUI Chinese Editor

Cultural Bridges Magazine, all rights reserved. Cultural Bridges Magazine is a free community magazine distributed locally and subsidized by Issaquah Schools Foundation. Its mission is to provide our community readers information that will enrich their quality of life covering topics such as education, health, nutrition, current events and the diverse culture in the city of Issaquah. Cultural Bridges for Education does not necessarily endorse or represent the views expressed in articles and advertisements found in the magazine, and is not responsible for the information, products and services that our advertisers published. Some parts of this publication may be a reproduction, translation or reprint where prior authorization is requested.

Welcome Foundation Family and Friends!

We are pleased to continue providing you with vital information and resources to help you successfully navigate your K-12 educational journey.

As we launch into the new school year, we hope you will engage with the Foundation, whether it be reading this magazine or any of our publications, visiting our website or social media, watching impactful stories on video channel ISFDNTV, or attending our events! We are grateful for our readers, viewers, and supporters of the Issaquah Schools Foundation and our Cultural Bridges program. Thank you!

Over the past 35 years, the Foundation has raised over $13 million to fund programs that support District students. We have remained committed to fulfilling our mission to drive resources to help all students achieve the promise of their potential. We are the unifying organization that aims to provide equitable access to opportunities District-wide that ignite learning, improve educational outcomes, and help prepare students to be confident, competent, and engaged citizens. We put students’ needs first, focusing on the whole child.

As we return to the new normal of in-person learning, the Foundation works tirelessly in close collaboration with the

Issaquah School District, PTSAs, local community partners, and businesses to deliver resources and relevant programs effectively and efficiently to students. There are several areas

we have traditionally supported. However, we listened to you – our parents, students, educators, and donors - who asked us to focus on these targeted areas of need:

• Mental Health & Social Emotional Support

• Academic Support & Enrichment Programs

• Equitable Access to Educational & Community Resources

• Basic Student Needs

• Visit www.isfdn.org for more program information and for ways to get involved.

Please continue to follow us to learn more about how we can help. We optimistically embrace this school year with all the changes ahead that will undoubtedly provide opportunities for creativity, innovation, and collaboration with our community. We aim to increase awareness about the Foundation and strengthen our relationship with you, our District families, and community partners. We hope you enjoy reading this issue, and we welcome your ideas and feedback on how we might be able to better serve you.

Thank you for your support. Wishing you all the best for a healthy and safe year ahead!

To every child’s success,

Cornell Atwater Executive Director

• Virtual race

• Nature education

• Awards and

SCHOOL DISTRICT

Welcome Issaquah School District

New Superintendent, Heather Tow-Yick

The Issaquah School District’s new Superintendent, Heather TowYick, started her work on July 1, 2022. She began coordinating meetings with district and community leaders, and learning about the community to help create her First 100 Days Plan.

Before her role in the Issaquah School District, Superintendent Tow-Yick was the Deputy Superintendent of Mukilteo School District and formerly served as the Chief of Staff for both Teach For America and Providence Public Schools. Superintendent Tow-Yick said that she has dedicated her career to accelerating opportunities for students and communities. She shared that some of the top priorities for her in a professional environment include:

• Establishing trusting and transparent relationships rooted in shared interests and values.

• Effective and creative use of resources.

• Equity in action, requiring engagement, intentionality, and commitment.

Superintendent Tow-Yick earned a Master of Business Administration from the Massachusetts Institute of Technology, a Master of Arts degree from Columbia University Teachers College in New York, and a bachelor's degree from Brown University in Rhode Island.

She began her career in education by teaching English and U.S. History in the New York City Department of Education and has since continued holding positions of increasing responsibility over the course of her twenty-two years in education. She said she believes that Issaquah's commitment to raising the bar for all students is aligned with her values of academic excellence, team-building, and empowerment.

Principal Christy Otley (back row, center) and Superintendent Heather Tow-Yick (back row at left) and a group of students pause for a photo during recess on the afternoon that Tow-Yick visited Clark Elementary School. Tow-Yick said that talking with students has been one of her favorite parts about the tour of district schools so far.

Superintendent Tow-Yick’s First 100 Days Plan

"Effective executive leadership transition is a critical step to success. This plan for my first 100 days as your new superintendent highlights various steps I am taking – such as meet and greets, events, activities and one-onone conversations – which will help guide my transition into the role of Superintendent of the Issaquah School District," she wrote in her welcome message. "It is my intent to listen, learn and engage as much as possible."

First 100 Days Goals:

• Build trust with all of our stakeholders.

• Create a smooth and successful transition into the role of the ISD Superintendent.

• Gain a thorough and deep understanding of the ISD community by learning its history, community norms, traditions and expectations.

• Assess the strengths, weaknesses, opportunities and challenges affecting the ISD to ensure alignment of our resources to meet the needs of all in our community.

Phase 1 – Pre-Launch (through July 31)

Goal: Prepare for the transition, establish relationships and gather foundational context for the district.

• Meet with each School Board member.

• Develop First 100 Days Plan in partnership with the School Board.

• Complete transition days with outgoing Superintendent Ron Thiele.

• Gather context and reflections from each Cabinet member.

• Offer opportunities for one-on-ones with principals.

• Gain a foundational understanding of district operations.

Phase 2 – Listen and Learn (Aug. – Sept.)

Goal: Meet with stakeholders to listen and learn about the needs and opportunities for the students, families and staff.

• Attend school-year kickoff meetings with district principals and administrators.

• Attend initial School Board retreat.

• Begin to visit all schools and operational sites.

• Continue to meet with principals and assistant principals for one-on-ones.

• Meet with labor leadership.

• Meet with family and parent groups.

• Meet with community partners/organizations.

• Meet with tribal leaders.

• Meet with local elected officials.

• Build relationships with local media.

• Review programs and initiatives.

Phase 3 – Engage (Sept. – Nov.)

Goal: Continue to gather insight about prioritized needs and opportunities through school visits, events and community engagement.

• Continue to visit all schools and operational sites.

• Establish relationships with neighboring district leadership, Puget Sound Educational Service District (PSESD) and state education organizations.

• Continue to meet with family and parent groups.

• Meet with community partners/organizations.

• Meet with various student groups.

• Meet with local chambers of commerce.

• Conduct community forum.

• Update the community on progress and activities.

Phase 4 – Report Back (Nov.)

Goal: Communicate key priorities for what to continue, grow, shift or start for the next fiscal year, and lay a foundation for key priorities for strategic planning.

• Summarize findings from listening, learning and engagement.

• Determine implications for the short-term budgeting and long-term strategic planning.

• Share next steps and follow-up actions.

To read more about the First 100 Days Plan, visit bit.ly/ ISDfirst100DaysPlan.

Putting the plan into action, Tow-Yick visited all of the district’s school buildings and facilities in the first several weeks of school. She said she saw teachers and staff offering our students rich learning experiences, and enjoyed talking directly with students and staff.

Tow-Yick is inviting community members to attend a forum at 5 p.m. on Thursday, Oct. 20.

The School District Superintendent

A superintendent acts as the Chief Executive Officer for the district. The School Board hires the superintendent, who oversees and directs all departments and buildings in the district. In addition, each superintendent establishes areas of focus for the district. Superintendent Tow-Yick is committed to equity and excellence, as well as identifying district priorities and aligning resources with those priorities. She is working to foster collaboration and accountability across departments and buildings in order to provide academic programs and supports to best serve our students, families, staff and community.

ISSAQUAH SCHOOL DISTRICT

Back to School Checklist

1. Cultural Bridges publications

Our program wants to help you to be informed. At the beginning of the school year, we published a Family Guide that is a compilation of information from the Issaquah School District for families with kids in preschool, kindergarten, elementary, middle, and high school. We also offer a magazine such as this three times during the school year. All of these are published in eight different languages. You can get a copy at the office of any of the schools in our District or at: https://isfdn.org/culturalbridges-magazine/

2. Family Access

All parents and students have an account on Family Access. Family Access gives parents and students online access to student information, including test scores, attendance, class schedules, report cards, and immunization records. If you do not remember your login info, please visit: https://www.isd411.org/portals/ family-access

3. Canvas

In addition to Family Access, students in grades 6-12 also have a Canvas account. This is the online system that our District uses. Through Canvas, students can access coursework, turn in assignments, and connect with their teachers and classmates. Parents also get an account in Canvas; with this, they can monitor their student's course progress and support their learning at home. A few examples of things observers can do include: view the class calendar, see student grades, view assignment due dates, and view teacher feedback. Observers will also be able to communicate with teachers as well as their students through Canvas. To support your children, it is very important to access your account in Canvas. For more information, visit: https://www.isd411.org/portals/ grades-6-12

4. Attendance

It is very important for students to attend school regularly. The school will contact families using a computerized phone call message if your child has missed that day. You have to call back and explain why your child has missed school. Some excused absences are due to physical or mental health symptoms, illness, health conditions, or medical appointments for the student or person for whom the student is legally responsible. Other excused absences include family emergencies and religious or cultural purposes, including observance of a religious or cultural holiday or participation in religious or cultural instruction. For more information: https://www.isd411. org/about-us/regulations/3000-series/3122

5. Communications

It is very important for you to be informed. Contact your teacher if you have questions or concerns about your child. Inform her/him about any important life events that may affect your child at school, such as the birth of a sibling, divorce, death in the family, etc. You can also contact your teacher, school counselor, or principal if you want to discuss academics or behavior. All schools have access to in-person and phone interpreter services if needed. This is a free service for parents. The phone numbers and email addresses of all teachers are listed on the school websites.

6. Get involved

There are many ways for you to get involved in the school experience your children are going through. You can volunteer at the school, as a VOICE Mentor, with the PTSA of your school, or with the Issaquah Schools Foundation. At Cultural Bridges, we are always looking for families to be part of our program while helping with activities, participating in our magazines, etc. Send us an email to culturalbridges@isfdn.org. And for more information, visit https://www.isd411.org/get-involved

7. Special Education

If your children receive special education services, there is abundant support through PTSA. See page 10 for more information. Also, check out the information about the Inclusive Circle, a free community group for kids of all abilities. Children enjoy music and art during every meeting. For more information, visit: https://www. facebook.com/ClubInclusiveIssaquah

8 Housing

If your family lives in any of the following situations, you may qualify to get extra resources and support: In a shelter, motel, vehicle, campground, an abandoned building, trailer, or other inadequate accommodations, on the street, or doubled up with friends or relatives because you cannot find or afford housing. If you need assistance, contact your student’s school counselor or Munazza Rizi at 425-837-7158.

9 Family Partnership Liaisons

If you have questions about school, such as “What clubs, sports, and activities or resources do school provide? What does school lunchtime look like?” contact the liaison that works at your school. They can help in any language with the help of an interpreter.

-Liliana Medina (Español)

Family Partnership Liaison Phone - 425-837-7141

Text: 425-331-9555

medinal@issaquah.wednet.edu

Serving: Issaquah High School

Issaquah Middle School Pacific Cascade Middle School Clark Elementary Issaquah Valley Elementary Sunset Elementary

-Wenli Mithal (中文)

Family Partnership Liaison Phone - 425-837-7106

Text – 978 252-3686

MithalW@issaquah.wednet.edu

Serving:

Skyline High School

Beaver Lake Middle School

Pine Lake Middle School

Cascade Ridge Elementary Cedar Trails Elementary Challenger Elementary Creekside Elementary Discovery Elementary Endeavour Elementary Sunny Hills Elementary

-Ina Ghangurde (हिंदी) (मराठी)

Family Partnership Liaison Phone - 425-837-7008

GhangurdeI@issaquah.wednet.edu

Serving: Liberty High School

Cougar Mountain Middle School

Maywood Middle School

Apollo Elementary

Briarwood Elementary

Cougar Ridge Elementary

Grand Ridge Elementary

Maple Hills Elementary

Newcastle Elementary

10 Music

Schools offer students an opportunity to participate in music programs and productions throughout the year. Elementary school children participate in two concerts a year. As soon as the music teacher sends the information about these events, mark your calendar. It is very important for children to participate in these. They all love to see their parents in the audience, and it is a great opportunity for you to see their school and meet other parents. For Middle and High School students, these opportunities include concert band, jazz band, orchestra, choir, etc. Check the website of your school for details!

11. Grades

The first trimester for High School students ends on Nov 1st, and their grades will be available a week after. And the first trimester for Elementary and Middle School students will end on Nov 29th, and their grades will be available a week after. For 6-12 grade students, daily grades will be posted in Canvas. Students and parents can access Canvas to check teachers’ comments about your children’s daily work. For all students, at the end of the grading period, parents should check Family Access for their report cards. The grades posted at Family Access are the final grades.

12. Buses

Winter is coming, and it is good to remember that a network of staff checks district roads beginning at 3 a.m. when there is a storm or a prediction of one. They check out weather and road conditions and decide about school closures or delays. An explanation of what happens during closures or delays is included in the District's Emergency Transportation bulletin. That brochure, mailed each November, goes to all District families and includes critical information about weather-related or other emergency school situations. This information will be updated here: https://www.isd411.org/programsservices/buses/emergency-transportation-bulletin If you have a request or a concern about transportation, call 425-837-6330.

SCHOOL DISTRICT

Meet a School Staff Member!

Gary Aguilar, Grand Ridge Elementary Assistant Principal

read to classes, worked with small groups, and listened to student presentations. I really enjoy visiting classrooms for end-of-unit writing celebrations to see all the hard work and learning students have put into their writing.

CB: What unique perspectives do you bring to the administrative team, especially at your school, and how do your students benefit from it?

team. These perspectives help with improving outcomes for students and supporting the school community. CB: Any story you would like to share?

GA: I’m frequently at recess and in the cafeteria during lunch, supervising students and talking with them about their lives outside of school. The students have taught me a lot about music, Pokémon, sports, and what’s trending.

Cultural Bridges (CB): Tell me a little about your position and what you do on a day-to-day basis.

Gary Aguilar (GA): In my role as Assistant Principal (AP), I interact with families, students, and staff in many ways throughout my day. I spend many mornings and afternoons greeting students and families at arrival and dismissal. Some days I’m even lucky enough to be a crossing guard! I visit classrooms to support teachers and students with teaching and learning. During my visits, I have

Did you know that...

GA: I have been in education for twenty years. My first experience working in a school was as a paraprofessional supporting neurodivergent students. I have since taught first and fifth grades and been a Dean of Students at a middle school. I’m currently in my third year as Assistant Principal of Grand Ridge Elementary. Having experience in elementary and secondary schools, teaching primary and intermediate grades, being a paraprofessional, and a father of three provides me multiple perspectives when collaborating with my administrative

CB: Tell me a little bit about yourself outside your work.

GA: When I’m not at Grand Ridge, I spend my time with my family and our bulldog Roger. We enjoy swimming, camping, and cheering for the Seahawks. I also enjoy reading and exploring the Pacific Northwest.

the mascot for Grand Ridge Elementary School has a name? Meet GILMAN!

While you might recognize the name "Gilman" from a major street in downtown Issaquah, "Gilman" actually has a long history in Issaquah!

The city of Issaquah was actually named "Gilman" before it was Issaquah!

Gilman is named in honor of Daniel Gilman, who was responsible for bringing the railroad and lots of business to the Issaquah and Greater Seattle area in the late 1800's.

The town of Gilman was changed to Issaquah in 1899.

Every school has a mascot to creates a sense of belonging. It helps to build school community. Your school mascot unites everyone under one name, makes everyone feel included, and connects students to each other and to the school.

Ask your children about the mascot of their school and look for information about it in the school website.

Some schools have special days when students and staff members celebrate their communities wearing t-shirts or other clothing items with the mascot or the school colors. Check in the calendar of your school, these are called Spirit Days.

And if you want to buy clothing with the mascot, ask the PTSA of your school or visit their website for more information.

PTSA

BY LAUREN BARTHOLEMEW Issaquah PTSA Council President president@issaquahptsa.org

Hi, My name is Lauren Bartholomew, and I am the Issaquah PTSA Council President this year. I am a full-time mom and volunteer in the Issaquah community, and my husband works for Microsoft. We live in the Issaquah Highlands and have a senior at Issaquah High that plays football and is my hyperactive fun-spirited child. We also have a 5th grader that attends St. Thomas School in Medina. She is cautious, smart and will try anything once she assesses the risk. We love to travel as a family and experience different cultures around the world.

I grew up in Southern California, in a border town. My neighborhood schools were my safe place as a child. School was where I played, ate, and got guidance. It was the place where I could be a kid, a teen, and learn to become an adult. For me, it has always been important to be an active member of my kids’ schools and be involved in their extracurricular activities. Even when I was a single mom in Bryce’s early education years, I made sure I took off two days a year to volunteer in the classroom and helped at the walk-a-thon. It’s so important for students to see adults they care for be involved in their education.

Why PTSA? PTSA gives my efforts focus and a place to bring families together for the same goal: Supporting our students in school. Each school in the Issaquah School District has its own PTSA, and these PTSAs provide community support, programming, teacher grants, connection, and so much more! We also have a new Issaquah Special Education PTSA in our District that is connecting families at every school. I encourage everyone to reach out to their PTSA and

participate. There’s space for everyone. What is Issaquah PTSA Council? Issaquah PTSA Council supports the local PTSAs. We are a 100% volunteer 501(c)(3) organization that connects PTSAs District-wide to each other, to the Washington State PTA, to the Issaquah School District, and to our local partners like the Issaquah Schools Foundation and Volunteers for Issaquah Schools (VIS). We provide training to the PTSAs so they are able to run their local PTSAs successfully and have monthly meetings for Presidents and local PTSA delegates to attend. We have annual events like Reflections Art Walk, Golden Acorn Awards Reception, Art Docent Training, and more. We are all members of our local PTSAs, and many of us hold positions on local PTSAs.

Connection! This year we’re starting fresh, and connection is a key ingredient to PTSAs’ success and our students’ success. My hope is that our communities continue to heal and connect through the wonderful programs your PTSAs will be offering this year. Please email, call, or stop by to say hi at an event – we'd love to CONNECT with you!

Growing Support and Advocacy for Special Education Students and Families in ISD

BY BETSY GRANT

ISD PTSA Special Education Network Chairperson special-education@issaquahptsa.org

There is an abundance of support through PTSA for special education students and their families within the Issaquah School District. The goal of everyone involved is to improve the school experience for students who require special services and accommodations. There are now two PTSA groups within ISD focused on that goal – the ISD Special Education PTSA Network and the Issaquah Special Education PTSA 2.6.13. What is the difference between the two groups?

The ISD Special Education PTSA Network is part of the ISD PTSA Council and is made up of all members of all the PTSAs within the Issaquah School District. The Network strongly believes in your family being an inclusive part of the school community you attend. It is set up to foster that relationship. If you are a part of your school’s PTA, then you are included in the Network.

The Network is working towards having a representative from each school’s PTSA to represent students and families of that school’s community. The ISD Special Education PTSA Network administers a Facebook page (https://www.facebook. com/groups/issaquahspecialed/), and you don’t need to be a PTSA member to be included on the page, although we highly recommend it. Beyond the Facebook page, the Network regularly advocates with District leaders, creates webinars to provide ISD families with special education students a resource for answers to common issues, and engages with our representatives to foster communication throughout the District. More information can be found on the ISD Council website (https://www. issaquahptsa.org/programs/specialeducation).

The Issaquah School District Special Education PTSA is a special-interest PTSA unit within the ISD PTSA Council. They are a new group that will also support students with disabilities and their families within the Issaquah School District. To be a part of this group, you must become a member of their PTSA. Anyone is welcome to become a member. They represent teachers, students, and families across all Issaquah School District schools. Their mission is to focus solely on the special education community. Their objective is to create a community that learns from each other, shares resources, and advocates for the needs of special education students and their families. They have a Facebook group that is open to their members. One of their first communitybuilding events is hosting a monthly Parent Power Hour. To join or find out more information, go to https://www. issaquahspecialeducationptsa.org.

Beyond the PTSA, there is even more support directly from the Issaquah School District. Last spring, the District hosted a Family Information Night focused on IEP meetings. There are plans to hold more informational sessions in the future. If you missed the ISD Family Information Night on IEP Meetings, you can view the recording and slide decks at https://www.isd411.org/programsservices/equity/. Click on "Resources" -> "Information about IEP Meetings for Families." It is available in English, Spanish, and Mandarin.

ISSAQUAH SCHOOL DISTRICT

Did you know?

Every school and district office can communicate with families in their preferred language of communication.

When visiting a school, look for the poster in the office titled “Interpretation Services Available.”

Instructions on how to ask for an interpreter are provided on the poster in 22 languages!

Land Acknowledgement and Since Time Immemorial

Starting last school year, the Issaquah School District is including land acknowledgments at District events, meetings, and other gatherings.

Land acknowledgments are one of many ways the District acknowledges that our community resides on indigenous land. It also recognizes the Native Peoples as the original caretakers of this land.

In addition to land acknowledgments, the District is partnering with the Snoqualmie tribe to create the Since Time Immemorial: Tribal Sovereignty in Washington State curriculum.

The District is also providing staff with training opportunities regarding the history, current needs, and life of the tribe.

Land acknowledgment is a traditional custom that dates

back centuries in many Native nations and communities. It is used by Native Peoples and nonNatives to recognize Indigenous Peoples who are original stewards (caretakers) of the lands on which we now live, work, and play.

The greater part of the Issaquah School District is located on land of the Snoqualmie Tribe. Some District south-end schools are located on Duwamish land.

Part of the Since Time Immemorial tribal sovereignty curriculum encourages schools to teach the inquiry-based curriculum in the context of the tribe in their own communities.

To learn more about the Ancestral Lands movement, visit The Snoqualmie Tribe Ancestral Lands Movement (https://snoqualmietribe.us/ snoqualmie-tribe-ancestrallands-movement/).

The organization seeks to educate the public about the Snoqualmie people as they have lived in the southern Salish Sea region since time immemorial. They seek to share the significance of these lands and provide information to the general public on how they can help the tribe in respecting, restoring, and protecting these lands. Through education and awareness, individuals can integrate land acknowledgment and respect for the Snoqualmie Tribe into their recreational practices and experiences.

Land Acknowledgement for Snoqualmie and Duwamish:

I acknowledge that I am on the Indigenous Land of Coast Salish peoples who have reserved treaty rights to this land, specifically the Snoqualmie Indian Tribe and Duwamish. We thank these caretakers of this land who have lived and continue to live here since time immemorial.

CALENDAR

ALL SCHOOLS

Oct. 24: Teacher Work Day, No school for students

Nov. 11: Veterans Day Observance, No school for students or staff

Nov. 24-25: Thanksgiving holiday, No school for students or staff

Dec. 19-Jan. 2: First Winter Break, No school for students or staff

ELEMENTARY SCHOOLS

Nov. 28: 1st Trimester Ends, report cards available in Family Access

Nov. 30 & Dec. 1: Elementary Conferences, No school for students

Apollo

Oct. 03-14: Fall Rocket Fuel Fundraising

Oct. 14: Popcorn Friday during recess

Oct. 17-21: Scholastic Book Fair

Oct. 20: Reflections Entries Due

Nov. 08: Picture Re-take Day

Nov. 18: Reflections Reception Night at MPR, 6pm-7pm

Dec. 3: Math in Action Tournament, virtual Dec. 9: Winter Festival, 6pm

Briarwood

Oct. 3: Read-A-Thon Kickoff

Oct. 7: Popcorn Friday

Oct. 13: Picture Retake Day

Oct. 14: Family Pumpkin Night

Oct. 21: Read-A-Thon Ends

Oct. 21: Popcorn Friday

Nov. 04: Popcorn Friday

Nov. 14-18: Fall Book Fair

Nov. 17: Family Night – Pizza Bingo

Nov. 18: Popcorn Friday

Dec. 02: Popcorn Friday

Dec. 07: Holiday Shop, 3pm

Dec. 16: Popcorn Friday

Cascade Ridge

Oct. 11: PTSA General Member Meeting, 6:30pm

Oct.: Pumpkin Patch Night, TBD

Oct. 28: Reflections Entries Due

Nov. 4: Reflections Reception

Nov. 18: Movie Night

Nov.: Holiday Gift Barn Collection, TBD Dec. 9: Winterfest

Cedar Trails

Nov. 1: Picture Re-take Day

Challenger Oct. 7: Popcorn Friday

Clark

Oct. 10-21: Read-A-Thon

Oct. 13: Staff Appreciation Lunch

Oct. 26-28: Fall Book Fair

Oct. 28: Bingo Night

Nov. 1-2: Vision and Hearing Screening

Dec. 9: Gingerbread Night, 6pm

Dec. 15: Staff Appreciation Lunch

Cougar Ridge

Oct. 27: Picture Re-take

Oct. 28: Spooky Spaghetti

Nov. 14-18: Fall Book Fair

Nov. 17: Thanksgiving Staff Luncheon, 11:30AM

Nov. 17: Movie Night, 6PM

Nov. 18-23: Caring Through Sharing

Nov. 29: Bingo Night, 6PM

Dec. 8: Reflections Reception, 6PM

Creekside

Oct. 14-21: Otterthon Fundraiser

Oct. 26: Picture Re-take

Oct. 28: Halloween Bash

Nov. 30 & Dec. 1: Book Fair

Dec. 13: PTSA General Membership Meeting, 7pm

Discovery

Oct. 21: Reflections Entries Due Oct. 28: Trick or Treat Trail

Nov. 7 & 8: Vision and Hearing Screening

Endeavour

Oct. 4: Picture Day

Oct. 27: Fall Social “Spooky Spaghetti” (5:30pm – 8pm)

Nov. 17: PTSA Membership Meeting, 7pm

Nov. 29: Picture Re-take

Nov. 30 & Dec. 1: Book Fair

Issaquah Valley

Nov. 15: PTA General Meeting

Newcastle Nov. 9: General Member Meeting, 7pm

Sunny Hills

Oct. 6: Vision & Hearing Screening Oct. 12-16: Fall Scholastic Book Fair

Oct. 17: Reflections Art submissions due Oct. 18: Picture Day

Oct. 20: Cultural Connections Event, 5:30pm-7:30pm

Nov. 4: Yearbook Cover Contest - Deadline Nov. 16: After-School Movie

Nov. 17: Picture Re-take Day Dec. 6: Fun Family Event, 6:30pm

Sunset

Oct. 28: PTA Spooky Spaghetti, 6pm Nov. 8: Picture Re-take

MIDDLE SCHOOLS

Oct. 25: Middle School Cross Country Finals, 3:30pm at Lake Sammamish State Park Nov. 28: Frist Trimester Ends Dec. 2: Grading Day, Half Day (Early Dismissal)

Beaver Lake

Oct. 19: Picture Re-take

Nov. 3: 7th Grade Hearing and Vision Testing

Cougar Mountain

Oct. 21: PTSA General Membership Meeting, 10am

Nov. 18: PTSA General Membership Meeting, 10am

Issaquah

Oct. 11: Chorus Concert, 6:30pm- 8:00pm

Oct. 13: Picture Re-take, 8:45 am – 11:30 am

Oct. 19: IMPTSA General Membership Meeting – Zoom only 6pm

Oct. 26: MVP Celebration, 12pm

Nov. 16: IMPTSA General Membership Meeting – In person 6pm

Nov. 30: MVP Celebration, 12pm

Dec. 14: IMPTSA General Membership Meeting – Zoom only 6pm

Maywood

Oct. 20: Coffee with Crystal, 9am – 9:30am

Oct. 20: PTSA General Membership Meeting: 6:30pm

Oct. 28: Reflections submission due

Nov. 8-11: Fall Book Fair

Nov. 17: Coffee with Crystal, 9am – 9:30am

Pacific Cascade

Oct. 14: PTSA General Membership Meeting, 12pm Nov. 2: Picture Re-take Nov. 4: Reflection Art Contest Entries Due Nov. 10: Vision and Hearing Screening

Pine Lake

Oct. 14: International Night, 6PM-8PM Oct. 18: PTSA General Membership Meeting, 7PM-8PM

HIGH SCHOOLS

Oct. 4: Midterm Grades available in Family Access

Oct. 12: PSAT Nov. 1: First Quarter Ends

Nov. 8: Quarter 1 Grades available in Family Access

Dec. 12: Midterm Grades Available in Family Access

Gibson Ek Oct. 4: Earliest 101 LTI Start Date

Oct. 14: LC1 Progress Update

Issaquah Oct. 1: Seniors: FAFSA Registration Opens Oct. 5: Staff Appreciation Breakfast

Oct. 7: New Family Connections Hike, 10am Oct 11: PTSA Membership Meeting, 7pm

Oct 14: Grant Application Due

Oct. 14: Homecoming Game, 7pm

Oct. 15: Homecoming Dance: Hosted by ASB Oct. 28: All Reflections Due

Nov. 2: Staff Appreciation Breakfast

Nov. 18: PTSA Membership Meeting, 9:30am Dec. 2: New Family Connections Trip, 10:30am Dec. 7: Staff Appreciation Breakfast

Liberty Oct. 3: Family, Career and Community Leaders of America (FCCLA) Meeting, 3:10pm

Oct. 7: Picture Re-take

Oct. 8-9: Robotics Girls Gen competition, Tahoma High School

Oct. 12: Armed Services Vocational Aptitude Battery (ASVAB) Test), 1pm

Oct. 13-16: Field Trip: NJROTC, CISPUS Learning Center, Randle, WA

Oct. 18: PTSA Membership Meeting, 6:30pm Oct. 21: Math is Cool: Seattle Region

Nov. 1: Senior Pictures Due

Nov. 4: Reflections Entries Due Nov. 7: FCCLA Meeting, 3:10pm

Nov. 17: Staff Appreciation Luncheon

Dec. 2-3: Fall Play, 7pm

Dec. 5: FCCLA Meeting, 3:10pm

Dec. 8-10: Fall Play, 7pm

Skyline

Oct. 20: Picture Re-take

Oct. 21: Homecoming Football Game

Oct. 22: Homecoming Dance

ISD Family Events

The District's Family Partnership organizes these events in collaboration with Cultural Bridges. All families with students in the District are welcome to attend.

All sessions are in English, Spanish, and Mandarin. Interpreters in other languages are available upon request. If you need an interpreter in another language, contact Lorna Gilmour at: gilmourl@issaquah.wednet. edu. And if you would like to participate in helping at any of these events, contact Alicia Spinner at: alicia@ isfdn.org.

For more information, visit: https://www.isd411. org/programs-services/equity/parent-events-andworkshops

OCTOBER

Financial Aid Information Night for families of students in grades 9-12

October 12 from 6:30 p.m. to 8:30 p.m. Zoom

Family Connections Question and Answer session

October 20 - Two sessions - 10:00 a.m. to 11:30 a.m. and 7:00 to 8:30 p.m. on Zoom

Family Partnership staff help connect families with information on how to navigate schools and who to ask for help with specific school requests.

NOVEMBER

Support to Complete Financial Aid Application

November 9 Location TBD – 6:30 p.m. to 8:30 p.m.

Staff will support families, answer questions, and provide laptops as they support families in completing financial aid documents to pay for college tuition and fees for graduating students.

Tips for Parent-Teacher Conferences (Elementary School only – K-5)

November 15 from 6:30 p.m. to 8:30 p.m. Zoom

Topics will include - Parent-teacher conferences, contacting schools, norms, expectations for parentteacher communications, and questions to ask teachers at conferences.

DECEMBER

Family Connections Question and Answer Session

December 8 - Two sessions – 10:00 a.m. to 11:30 a.m. and 7:00 p.m. to 8:30 p.m. at ISD Administration Building

Family Partnership staff help connect families with information on how to navigate schools and who to ask for help with specific school requests.

JANUARY

8th Grade Transition Night for Families new to US High School

January 25 from 6:30 p.m. to 8:30 p.m. Zoom

Topics will include high school credits, graduation requirements, high school opportunities, general information about course selection, and programs such as AP, IB, and Running Start.

Cultural Events

Croatianfest October 2 at Seattle Center [305 Harrison St, Street WA]

Preserving the customs and creativity of Croatian culture with musical ensembles, colorful dress, savories, sweets, and imported goods.

Turkfest October 8-9 at Seattle Center [305 Harrison St, Street WA]

Integrating Eastern and Western influences through Turkish arts and expression, textile displays, workshops, and rich cuisine.

Diwali Festal, Lights of India

October 22 at Seattle Center [305 Harrison St, Street WA]

Inspiring a day of joyful celebration that marks the Indian festival of light with art workshops, succulent foods, henna tattooing, folk dancing, and more.

Día de Muertos Festival Seattle October 29-30 at Seattle Center [305 Harrison St, Street WA]

Honoring the departed in a celebration steeped in ritual and tradition through elaborate community altars, sugar skull making, processions, and festive music.

Day of the Dead Celebration in Issaquah Issaquah Community Center November 4, 6:00 p.m. to 8:30 p.m.

Enjoy with your family making art, eating delicious food, seeing traditional musicians and dancers, and learning about the culture of your neighbors. Most of the organizers of this event are Issaquah School District families.

Hmong New Year Celebration November 5 at Seattle Center [305 Harrison St, Street WA]

Marking the end of the harvest season and the coming of the new year for this deeply rooted Asian highland culture with ornate clothing, traditional dances, visual arts, and ball-tossing competitions.

The Family Story Time at the Issaquah Library is back! Every Wednesday from 1:30 p.m. to 2 p.m., enjoy stories, music, movement, and rhymes that develop your child’s early literacy skills. This is for kids ages 3 to 5 years old. Registration is required, contact Ms. Ann (425) 392 5430.

Do you have little ones, and you are looking for activities to do with them?

THANK YOU TO OUR COMMUNITY PARTNERS!

THANK YOU TO OUR COMMUNITY PARTNERS!

THANK YOU TO OUR COMMUNITY PARTNERS!

Cultural Bridges serves Issaquah School District families to increase parent engagement and lead to greater student success.

Cultural Bridges serves Issaquah School District families to increase parent engagement and lead to greater student success.

We provide navigation support, host parent/student events and publish quarterly magazines translated in seven languages.

We provide navigation support, host parent/student events and publish quarterly magazines translated in eight languages.

Cultural Bridges serves Issaquah School District families to increase parent engagement and lead to greater student success.

We provide navigation support, host parent/student events and publish quarterly magazines translated in seven languages.

Action Forum for Youth 2022 STUDENT PANEL

On May 12, 2022, Influence the Choice partnered with Issaquah School District and Issaquah Schools Foundation to host a virtual Action Forum for Youth. Its purpose was to provide community leaders with the vital information to understand our ISD students’ current mental health needs and to seek solutions to the challenges facing today's youth.

This year’s forum started with a presentation from Dr. Nathan Brown, TrueBearings LLC, synthesizing the 2021 Healthy Youth Survey for students in the Issaquah School District.

The Healthy Youth Survey has been around for decades in Washington State. It is designed to track trends in youth behavior and identify protective factors and risk factors that students experience concerning the potential for substance abuse, mental health issues, and positive outcomes concerning wellness and well-being. The data can identify many Internal Protective/ Risk Factors (attitude, perception of norms, and sense of control) and External Protective/Risk Factors (family, peers, and community) that either support students in moving toward healthy outcomes or work against moving towards healthy outcomes. The outcomes we need to be concerned about today include Mental/Behavioral Health (Depression, anxiety, suicide, bullying & harassment) and Substance use (Alcohol, Marijuana, and E-cigarettes/ vaping). Dr. Brown shared the data over the years as follows:

Anxiety: Higher levels of reported anxiety in ISD for 10th and 12th grades than overall levels in Washington State. Anxiety levels in females are much higher than in males in ISD from 8th to 12th grade. There has been a significant rise since the pandemic, and COVID-related anxiety is 2-4 times higher in 6th grade than in other grades.

Depression: In all three grades, fewer ISD students report feeling less sad/hopeless than the state average. More females experience depression than males. The rates are rising significantly for 10th and 12th grade since the pandemic, but 6th grade does not have a significant rise.

Suicide: During the past 12 months, the numbers are higher than many of the reported incidents through law enforcement and hospitals because there are suicide attempts that are made and never recorded.

Substance Use: During the last 30 days, the number of days students use the given substance (alcohol, marijuana, and vaping in this study) at least once generally rose from 8th to 10th to 12th grade. The rate has a steeper rise by the time of 12th grade. However, substance use has significantly dropped in 2021 in all three grades. One of the reasons might be because it is harder for minors to get access to these substances during pandemic years.

Enjoyment of School: Declining school enjoyment for both 8th and 12th graders with improving (comparable volume) for 10th graders. The 6th grade rate is relatively flat without a big change.

Prosocial School Involvement: ISD 8th and 12th grades have higher levels of prosocial school involvement than the statewide average, while ISD 10th grade experienced the opposite.

Hope Index: Overall, ISD students experience a higher sense of hopefulness than the statewide average.

So, what are the factors that promote positive activity concerning mental health and substance abuse? What are the factors that promote harm? The answer is working with youth to identify the protective and risk factors: Internal Factors (Perception of parents, perception of peers, and perception of choice) and External Factors (Family support, community support, peer support, and prosocial involvement).

During the second part of the event, a panel of students, Julia Kroopkin (TECH), Addie Powell (TECH), and Cameron Ma (Skyline High School), provided their perspectives of the data and how it translates into what they are seeing within their friend groups and in school.

Question 1: Data shows a significant drop in vaping, not just in our schools but in the state. How does this data compare to what you experience at your schools?

Addie Powell: I think why the numbers have decreased is simply lack of access. I don't think the desire to do it has gone away. I would say it's honestly increased. The fact that it's gone down is shocking, and that is not what I would have guessed.

Cameron Ma: I would agree that it would be a little bit shocking that the numbers have decreased. Maybe I wasn't aware of it. Lack of access is a really good point as well.

Question 2: How do you think the pandemic has impacted alcohol use amongst teens? Are you surprised by the reduction in that data as well, and do you think that trend will continue?

Cameron Ma: I would say that it does still surprise me. I think it seems like the same for a long time. My two older brothers told me their experiences in high school. They're a lot older, and they think that it's relatively the same as what I share with them. Another reason that I could see it declining is because of COVID forcing us to be stuck with our families. That has led to closer relationships in some circumstances, which could lead to potential growth within a parent-child relationship. Thus, it leads to not necessarily needing to drink alcohol, or they don't really care anymore or don't get or rebel in that sense either.

Julia Kroopkin: The reason that I first think of is during the pandemic, there weren't parties happening. People weren't going to friends’ houses as much. For the most part, that is where high schoolers are drinking and having alcohol and having access to alcohol. I personally would not be surprised to see the rates of using alcohol go up again once we're back to a slightly more or less COVID-strict world. I think when the party scene coming back, that's probably going to be increasing again.

Addie Powell: I would definitely say drinking is more of a social thing among high schoolers, where vaping is kind of an independent behavior. I think just simply not being around other peers, such kind of the alcohol party scene just faded out.

RESOURCES

Question 3: Social Media Influencers. Things like YouTube or Twitter or Instagram don’t have limitations on whether or not an influencer is vaping while on screen or using alcohol on screen. Do you think that impacts students that are coming up, especially at a younger age? Or do you say they may be doing it, but I’m still going to make the choices?

Julia Kroopkin: I think that it could impact younger students but probably not as much for older students.

Cameron Ma: I think that with younger students, they look up at those individuals in social media a little bit more. When you're younger, you could like the first man on the moon or like someone very ambitious that you've never met. But as you get older, you stop caring as much about those people that don't really affect you and your personal life. You start to really look up to and get certain attributes from those that surround yourself by and that are the closest people to you.

Question 4: How much do you think the increase in feeling sad is related to the events of the past two years really through what students went through with COVID, and what other factors do you think might be contributing to the rise in depression beyond living through the pandemic over the past two years?

Julia Kroopkin: I would say that the pandemic definitely has a lot to do with it. I know that friends of mine went through a lot of isolation, and dealing with that was really hard throughout the pandemic. I think isolation is a key part of the rise in depression. The overwhelm and stress can often get to students and create the spiral and those mental health challenges.

Cameron Ma: I would totally agree with that. Isolation within COVID and being quarantined, especially for those that might not necessarily have the best relationship with their parents, definitely had the biggest mental effect on them. But at the same time, I would also agree with the fact that the stress and the anxiety come with coming back to school from COVID. The pressure of having to do academics, get good grades as well as extracurriculars like being in clubs or sports, it is just part of the social pressure and culture that is within the Issaquah School District, which has made us feel even more overwhelmed and anxious as we're coming back.

Question 5: Recently, I heard somebody say that having the social stamina for a full day of school is exhausting, and are you finding so? And a year of feeling very isolated, has that been a real struggle to reengage?

Addie Powell: ... And then, going back to school, it's like we're all dumped into this. It's tiring. Not only are we dealing with school, but now we're back into finals. I had my first set of normal finals for over two years, and I don't know how I did it. I honestly don't know how I got through my first semester of ninth grade and got through finals. And then when we got back to school, you also have all the number of fights that went on like physical punching; it was like nothing I had ever seen before. It was like you let a bunch of wild animals back into this cage, and we all had to figure out how to work together again. There's just a lot of social pressure, and I think it will continue to rise, especially as we all try to adapt again. So, I would not be surprised if the depression has increased.

Question 6: Do you think the bullying data numbers would be different if we were to have that survey today rather than in October when school had just started back up?

Addie Powell: I would definitely think they would be higher. When we all came back, we were on our best behavior because we were happy to be back in person and not stuck in front of a computer. It was the honeymoon phase. Now we’re getting back into it, I would say they’ve definitely gone back up.

Cameron Ma: I would actually argue for the lesser extent of that. I think, at least at Skyline, we’re at such a stage that everyone is really burnt out, especially personally since I'm in the International Baccalaureate Career program. A lot of the students I surround myself with are also in the IBCP program or IB diploma program or other students in general in

my grade; we're all so stressed out that none of us really care in that sense about how other people present themselves right now. I think it would be about the same only because we're so burnt out. We don't necessarily care that much about people that are not our friends.

Question 7: Are we getting to the point where bullying people is starting to become uncool? Are people starting to step up and go, hey, that’s not cool to be treating that person that way?

Julia Kroopkin: I do think so. Recently in my school, there's definitely the vast majority of people in the scene saying, “Hey, that's not okay!”. They're checking in with the person. They're talking to teachers about it. It just feels like bullying really isn't cool.

Question 8: What do you see about or feel about increased online gaming use? Is that an additional social use area that we need to track? Some students don’t have a lot of in-person relationships as much as they do their online friends. Is that something we need to start considering?

Julia Kroopkin: I don't really think so. Online friends are legitimate friends; that's something the older generations have trouble seeing a lot of the time. I don't really think that it's an issue which needs to be tracked.

Addie Powell: I don't think it's necessarily something that you need to be tracking. I would say more so teaching online safety because it's not going away. It is ingrained for this generation. Rather than preventing students from doing it, teaching them how to be safe while doing online games. Don't give people your information to people you don’t know.

To watch the complete video of this presentation, visit: https://www. influencethechoice.org/healthyyouth-survey-data.html

Developing Independent Decision Makers

To help develop a mature decision maker, parents need to understand that:

-Different people develop at different times.

-During adolescence, the brain has a higher excitement with risk-taking and a higher sensitivity to social status and rewards.

-The job of a brain between birth and 6th grade is to add neurons.

-The job of a brain between 6th grade and young adult is to prune away the smaller, less used neuron branches and build up and strengthen the branches and build up and strengthen the branches that are being used the most.

How to help your kids become excellent decision makers?

Back in May, ParentWiser invited Julie Metzger, RN MN, to give our District families a talk about how to develop independent decision makers. Decision-making is a skill that needs to be developed and fine-tuned as we mature. Parents need to learn strategies to strengthen family communication and empower youth to make educated choices.

At the beginning of her speech, Julie asked a question: “At what age is considered an adult?” she explained the definition of Adolescence (cultural definition) and Puberty (biological definition).

Adolescence is the transition between childhood and adulthood that begins at the onset of puberty and ends when we assume the rights, roles, and responsibilities of adulthood. Adolescence is a cultural construct – it is the bridge where we learn the skills to become autonomous decision-makers.

Puberty is the biological transition between childhood and adulthood – when our bodies become the size, shape, and function reproductively as an adult.

Over time, our ideas have radically changed regarding the age when people are supposed to be making important decisions about their adult lives and when they actually achieve adulthood culturally and biologically.

Then, Julie asked another question: “At what age do people become a mature decision-maker?”

Julie pointed out that we need to first define a mature decisionmaker. The science of mature decision-making from Stanford Center for Adolescents gives us three ideas.

1. A mature decision-maker has the capacity to make a decision autonomously within the group.

2. A mature decision-maker has the perspective of time beyond this moment and others beyond themselves.

3. A mature decision-maker is someone who has impulse control that they could stop and pause before they act on every feeling.

However, our brains are wired from the beginning. The very last part of the brain that develops is the prefrontal cortex. This is the area that helps people put the data together to make a decision, and it gets fully developed in the mid-to-late-20s. Therefore, from the beginning, the brain is built to have these capacities: Seek Pleasure/Avoid Pain; Seek Approval/Avoid Disapproval; Seek Connection/Avoid Disconnection; Under stress to fight, flight, freeze, or faint.

Practice: Responding to a challenge, overcoming an obstacle, seeking out resources, making autonomous decisions, failing, and succeeding.

Parenting Styles: According to their parenting style, some parents are attuned to their children’s emotions. They listen to their kids and support them as they work through obstacles and mistakes, but they also set clear boundaries and consistently follow them. Other parents earn the respect of their children by modeling healthy relationships and problem-solving strategies. They make plenty of room for autonomy and encourage independence.

Emotions: Check-in – What stories are told? What assumptions are made in our family about preteen and teen moodiness and mood swings? How does our family talk about sadness, anger, anxiety, and speaking up about a conflict? How should I deal with my feelings if I feel a zillion things at once?

Success and Failure: Check-in – How do we describe success and failure in our home? What is our risk tolerance for activities outside where we feel most confident?

Towards the end of her speech, Julie talked about having an Emotional Coaching Toolkit:

It is hard to come up with an Action Plan until your feelings have been acknowledged. Kids who can develop their own Action Plans are building skills. Remember, you are the Coach!

Strong decision-makers are pretty accurate at predicting the consequences of their actions.

In the end, Julie emphasized that parents need to give their kids the time to actually let them fall on their faces a few times and get practice at that along with making their own decisions. Some essential words parents can say to their kids while working with them on how to make a decision: “That’s rough.”; “Tell me more.”; “You’ve got this.”; “I’m here for you.”

To check out Julie Metzger’s full-length lecture, please go to ParentWiser (https://www.parentwiser.org/).

Julie Metzger, RN MN is a pediatric nurse, writer, and educator. She is the founder of Great Conversations and has written and presented health curriculums on decision-making and friendships throughout the Pacific NW and Bay Area. Julie’s work has been featured in the New York Times and on the TODAY show.

Laptops

All 6-12 grade students received a laptop this fall. One-to-One computing offers many benefits to our modernday classroom and learner. Here we are sharing some of the more Frequently Asked Questions about this new service.

Why do students need to use a school laptop instead of a personal laptop?

School-issued laptops already have required district software such as web filtering, screen monitoring, special applications, and secure browsers for state and federal testing. The District is unable to install these programs on personal laptops.

Consistent District devices offer us the ability to support and manage the hardware, and safe use of the equipment is greatly enhanced when school devices are used. Teachers can focus on instruction, not troubleshooting technical issues. Technology specialists in schools are unable to troubleshoot technical issues with personal laptops.

The technical specifications of school laptops are compatible with the curriculum and productivity apps that we use to support student learning.

What if the laptop isn't working? Each school has a technology specialist

Digital Resources

who is responsible for fixing laptops. Depending on the issue, the student may be issued a loaner laptop until their laptop is repaired. If your child's laptop isn't working, they should talk with one of their teachers or school office staff who may direct them to the appropriate support.

What if the laptop is lost, stolen, or damaged?

The fee to replace a lost or stolen laptop is $580. Scholarships are available for families who may need financial help.

You may consider optional third-party insurance, which is available for $75, with a $100 deductible: https://www. worthavegroup.com/product/laptopinsurance

The District will cover the costs of unintentional damage and/or expected wear and tear.

Do I need insurance for the laptop?

Personal insurance for the laptop is optional. If you want to purchase optional insurance for your laptop, you may do so through one of the many companies that offer laptop and device insurance online, such as Worth Ave. Group (https://www.worthavegroup. com/product/laptop-insurance/).

If selecting coverage, please refer to the replacement costs table for the

appropriate value of your student laptop. The serial number is listed on the equipment.

Secondary laptop

Laptop: DELL 3310 $540

Power Supply: DELL Adapter $42

What if our family is unable to pay the fine?

Families under financial hardship should talk with their school principal about outstanding fines.

Can my student keep the laptop over the summer?

Laptops will be returned at the end of the school year, giving the I.T. staff time to refresh the laptops for the new school year.

How can I help my student take care of the laptop?

Remind your student that the laptop requires careful handling and should be treated with care. Develop routines to keep the laptop out of harm's way. Return the laptop to the backpack when not in use or charging. Do not store the laptop on the floor. Transport the laptop to and from school in a laptop sleeve and/or a backpack designed to carry a laptop. Avoid bending and stepping on the charging cable.

Our District provides different kinds of digital resources such as learning management tools, applications, and more. Learning tools and resources vary by class and teacher. Students access the majority of their online resources through Clever (K-5) or Canvas & Classlink (6-12).

For example, students (grades K-12) in the Issaquah School District are provided a Microsoft 365 account to communicate, complete assignments, and facilitate their schoolwork. The MS365 account is a cloud-based dashboard giving students access to Word, Excel, Sway, PowerPoint, Teams, OneNote, Outlook, and more.

There also have access to many applications to help students with reading and math. These are great tools to help your student at home. For more information, visit: https://www.isd411.org/academics/digital-resources

LGBTQ Community: Pronouns

Issaquah School District 3211P Inclusive School

Regulation talks about Gender:

The principal or building administrator—or an appropriate, designated school employee—is encouraged to request a meeting with a transgender or gender-expansive student upon the student's enrollment in the district or in response to a currently enrolled student's change of gender expression or identity. Before contacting a student’s parents, the school will consult with the student about the student’s preferences regarding family involvement and honor those preferences.

The goals of the meeting are to:

-develop understanding of that student's individual needs with respect to their gender expression or identity, including any accommodations that the student is requesting or that the district will provide according to Policy 3211 and this procedure and under state and federal law; and

-develop a shared understanding of the student's day-today routine within the school so as to foster a relationship and help alleviate any apprehensions the student may have with regard to their attendance at school.

Communication and Use of Names and Pronouns

An appropriate school employee will privately ask known transgender or gender-expansive students how they would like to be addressed in class, in correspondence to the home, and at conferences with the student’s parent/guardian. That information will be included in the electronic student record system along with the student’s legal name in order to inform teachers and

staff of the name and pronoun by which to address the student. However, the student’s legal name should be accessible by only necessary staff members—it should not be visible to teachers or other staff who have access to the electronic records system.

To read more about this topic, visit: https://www.isd411. org/about-us/regulations/3000-series/3211/3211p

The Garage is a non-profit drop-in space exclusively for high school teens.

They are a safe space for teens to come hang out with friends, grab a coffee and a snack, play a game, play music, watch TV, talk over homework, meet with a counselor, and much more!

All events & activities, services, food, and drinks at The Garage are free of charge

Teens develop and produce all events and activities that happen at the Garage under guidance and support from staff. From Open Mic Nights to Movie Marathons!

In addition to student-led events and activities, they also have free Counseling and Case Management Services.

Why is this important?

“Identity is important and helps understand how a person sees themselves. If you identify with the pronouns you were assigned, this might be a hard concept to understand, or its debate might even seem unnecessary. But for those whose identity doesn’t match the pronouns they were given at birth, identity can be a struggle. That’s why it is so important to ask people their pronouns and use the correct ones for them. Understand, though, that we are all human; mess-ups happen. Don't worry. It's not rude; it's just incorrect.. So, by correcting yourself, you’re showing that you respect and care for that person.”

– Aeden (they/them) ISD student

Ways to Support Teens at the Garage!

Donate on our website

www.issaquahteencafe.org

Donate snacks, treats, art, school, or sport supplies 235 1st Ave SE, Issaquah, WA 98027

Thank you for investing in our teens!

Urgent Care

a.m.–11

Urgent Care

Noon–10

Resources for Families

This is a meal program operating in all schools where families that qualify are eligible to receive free or reduced-price meals at school. Returning students maintain their prior year’s free or reduced eligibility for the first 30 school days or until a new application is processed. If a returning student does not have a new application processed by Oct. 1, 2022, they will automatically be transferred to a paid account. Families are responsible for any charges incurred. To sign up, visit: https://www.myschoolapps.com/Application

Free and Reduced-Price Lunch

Comcast/Xfinity now offers internet service for $9.95/month for families participating in the Free and Reduced-Price Lunch program. For more information, visit: https://customer.xfinity.com/help-and-support/ internet/comcast-broadband-opportunity-program/ or call Comcast at 1-855-846-8376.

Technology Resources Our District also offers free (surplus) desktop computers (and Windows/Office software) to families participating in the Free and Reduced-Price Lunch program. Families should talk to their school counselor.

Food If your family is struggling to keep your cupboards and fridge full of healthy, nutritious food, the Issaquah Food & Clothing Bank can help. They offer food every other week. In partnership with the Issaquah Schools Foundation, they also offer the program Lunch for the Break which provides a box of food to help parents bridge the gap during long school breaks when children are not receiving free/reduced school lunch. For more information, visit https://issaquahfoodbank.org/

Issaquah Community Services A temporary crisis can throw a family into a tailspin. Whether impacted by a lost job, an episode of domestic violence, an accident, or a sudden illness, it can be difficult to get back on your feet without a little extra support. The Issaquah Community Services offers short-term help, often as utility or rent assistance. For more information, visit: https://www. issaquahcommunityservices.org/

Scholarships are available for families who may need financial help with all costs associated with clubs, sports, field trips, P.E. uniforms, school activities, etc. Contact the school’s counselor of your student.

Backpacks and School Supplies If your student still needs a backpack and/or school supplies, check with the school office staff. The Issaquah School Foundation’s program Tools4Schools provides free backpacks and supplies at the beginning of the school year and are also available at every school year-round.

Band Instruments Most middle and high schools have access to band instruments for free or reduced rental cost. Talk to your school’s band teacher.

Mentor for your student The District’s VOICE Mentor Program may be able to provide a one-on-one mentor for your student. Talk to your school’s counselor or teacher to see if they qualify.

Vision Checks are done at school. Any student needing further vision help or eyeglasses can contact their school nurse to access low- and no-cost optometrist appointments and glasses. Each school building has access to the nurse’s fund to help support basic needs. You can reach out to your school nurse or counselor about this resource.

Holiday Gift Barn Do you need help getting a holiday gift for your children? This event is run by the Issaquah Food & Clothing Bank. For more information, visit: https://issaquahfoodbank.org/holiday-gift-barn

Affordable Connectivity Program

The Affordable Connectivity Program (ACP) is a U.S. government program to help low-income households pay for internet service and connected devices like a laptop or tablet.

You are likely eligible if you or someone you live with currently receives a government benefit like SNAP, Medicaid, SSI, WIC, Pell Grant, or Free and Reduced-Price Lunch.

If your household is eligible, you could receive:

-Up to a $30/month discount on your internet service

-Up to a $75/month discount if your household is on qualifying Tribal lands

-A one-time discount of up to $100 for a laptop, tablet, or desktop computer (with a co-payment of more than $10 but less than $50)

-A low-cost service plan

Only one monthly service discount and one device discount are allowed per household. To receive the connected device discount, consumers need to enroll in the ACP with a participating provider that offers connected devices (Note: not all internet companies offer device discounts.) The internet company will provide the discount to the consumer.

For more information, call their support center at (877) 384 2475 or visit: https://www.affordableconnectivity.gov/

OUR CULTURES

Getting to Know Your Community Members

The Arwin Iyer Family

BY DHYAAN IYER Sunset Elementary Family

My name is Durga Iyer, and my husband is Arwin Subramaniam. We have a daughter and a son. Our daughter Ardra is a 6th grader at Pine Lake Middle School, and our son Dhyaan is a preschooler. My husband and I moved to the United States for our master’s degrees, and we completed graduate school in Massachusetts. I received an MBA, and my husband has a Master’s in Computer Engineering. We were in Boston for ten years and moved to Seattle in 2016. We call Seattle home now and are in love with the beautiful Washington state, the lakes, and the mountains. Our daughter Ardra started kindergarten here at Sunset Elementary and later attended the Briarwood Science Tech program.

We are originally from Chennai, Southern India. I am from the southwestern Indian coastal state of Kerala, the state often known as “God’s own country” for its lush greenery and tropical weather, with the Arabian Sea coast lining the state. My husband Arwin is from another ethnicity and speaks Telugu, which is one of the most popular spoken languages after Hindi. India being a very culturally rich and diverse country, we try to preserve our cultural roots and heritage and try to pass on some of our customs and culture to our children who are both born and raised in the United States.

Our daughter Ardra is a trained classical Bharatanatyam dancer. She speaks Malayalam and Tamil at home (both our native languages) and English. She loves art and literature and has done a lot of paintings and art exhibits locally in the Seattle area. She won the WA State PTA award for Essay writing/ Literature this year.

Our little boy, Dhyaan, will be starting kindergarten soon at Discovery.

We have immediate family in Australia, Singapore, Botswana, and the UK, so it always feels like a global community within a microcosm of a

family unit. Our family functions are always a blast with cousins speaking different dialects or preferring to eat something unique, but usually, the pizza always wins! :)

Some of the things I love about our Indian culture are the food, the festivals, and the outfits of course! They are very diverse, colorful, and celebrate joy and togetherness on every occasion.

1. Food

When it comes to food and spices, India is no stranger to the world. From the spiciest of biriyanis, which is a kind of flavored rice cooked with either meat or veggies and loads of spices, to the sweetest of kheers or payasam, which is a milk dessert and tastes like pudding, Indian food variety and choice will spoil any food lover. My husband makes amazing dosas, a South Indian version of the crepe made with fermented and ground rice and lentils, often accompanied by the sambhar and an assortment of chutneys or sauces.

We are vegetarian, and you will be surprised to see the variety of vegetarian food options in Indian cuisine. Another favorite variety is the “chaat” or street food which is famous in Mumbai and all over India. Panipuri, samosa, bhel puri, and vada pav are some chaat items that every Indian would love.

2. Festivals

On average, Indians celebrate 10-15 different festivals in a year. Hinduism is more of a culture than a religion with so many different Gods or forms of Gods that people worship.

Like Shiva, Krishna, Ganesha, Kartikeya, and the Goddesses Durga, Lakshmi, and Saraswati. There are scriptures and stories for every God and Goddess, and overall teaches the universal spirit of goodness and service. Apart from Diwali, Christmas, and Eid, Navaratri is a big 9-day festival that honors the women worshipped in the form of different Shaktis or powers. Navaratri starts on Sep 26th this year and ends on October 4th.

Decorating the homes, welcoming friends, and families, cooking special

delicacies, and wearing our Indian ethnic outfits make the festivals stand out. We love how close-knit our community is, and we celebrate our culture with so much joy every occasion we get.

3. Indian sarees and outfits

Needless to say, Indians love to dress up! Who doesn't, right? Well, with so many festivals and occasions to celebrate, most Indian women will have at least a few sarees in their wardrobe. And the jewelry and accessories that goes with it. The saree, which is 6 yards of silk or other material, is the most popular Indian attire for women. They are followed by lehengas or long skirts and salwar kameez, which is like a tunic and pant combination.

Sarees are as diverse as there the number of states in India. Where I come from, Kerala, is famous for the kasavu mundu saree. It is a simple white and gold saree weaved in cotton and silk and is worn during Onam, the Keralite festival. I am partly Tamil, and the typical Iyer wedding involves at least 7-8 sarees for different functions. I would have changed outfits some ten times for my 3-day wedding, which mainly comprised of kanchivaram silk sarees that are grand and colorful, and the lehenga mostly worn for parties or wedding receptions.

There is something about the saree that every time I drape one, I feel completely transformed. It is classic and elegant, and when draped the right way, it exudes feminine charm and charisma that every Indian woman would have experienced. I love bright colors as well as blacks and whites. I just love wearing sarees!

The Yasser Family

BY YOMN YASSER Apollo Elementary Family

My name is Yomn. My husband and I moved to the U.S. from Cairo, Egypt, in 2016. We lived in California for a year before moving to Seattle in 2017. It was not an easy decision for us to move to the U.S. as we thought it would be challenging to raise our girls and have them connected to their Egyptian/Arabic roots and culture. But to our surprise, it wasn’t as challenging as we thought it would be!

We were blessed to live in the greater Seattle area, where diversity is at its peak. True, we barely see the sun, but I guess you can’t have everything.

Coming from an Arabic background, I encountered a lot of contradicting feedback, mostly positive. Still, there are a lot of misconceptions about Arabs and their culture (Thank you, Hollywood!) that I felt like it would be great if people were open enough to see what’s behind the stereotype.

The Arab culture is very diverse and rich; it contains many countries with lots of history. When you say Arab, it includes any country with a first/official language as Arabic, which extends from Morocco in the far west of North Africa all the way to the Arabian Gulf and the Middle East.

The one common thing between all these Arab countries is that they speak the classical Arabic language even though each country has its own dialect. For example, as an Egyptian, I speak Arabic differently than my Syrian friends. This also applies to the culture, traditions, and cooking as well.

For me, the Arabic language is so beautiful and mystical, not just because it’s my native language, but the more I learn about it, the more I’m fascinated with it.

For example, a simple vowelization /vocalization written over the letter can change the whole meaning of the word; see next picture.

The language is so rich that the word love has 28 words to describe it, depending on the level of love and what/ who you love.

The Arabic language is so unique with its alphabet, which has letters that don’t even exist in other languages. With two girls in the Issaquah School District for the past couple of years and especially within our school, I felt that their teachers were really welcoming to our culture and language. I remember how excited they were when they walked into the school hallway and saw the word “أهلا” which means “welcome” in Arabic.

And how proud my youngest felt when her teacher asked if she speaks a different language at home, and she replied, “Yes. We speak Arabic.” And her teacher said, “Wow! You are bilingual. That’s awesome!” The small gestures always make the biggest impact in our kids’ hearts and minds.

District-wise, I appreciate everything the District is doing to make everyone feel included. However, I always feel like there is a place for improvements, such as acknowledging our Islamic holidays in the newsletter, seeing more Arabic words and sentences, and maybe more multicultural nights if possible.

One idea that I always had in the back of my mind was what if every school had one day per week where they ask a student who speaks a second language to say a sentence in their language and translate it to English on the school radio. This way, the kids speaking another language feel heard and recognized, other kids speaking the same languages feel like they are not the only bilingual students in school, and last, but not least, this will enrich all students getting exposed to other cultures and languages all year round, not just throughout one or two events per year.

Feeling heard, seen, and accepted is what we all wish for our kids at school every day. I always tell my girls that everyone is unique in their own way. We are not born to fit in but to stand out with our experiences and differences, and I hope my girls and all kids get that they are unique in their own way.

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