Cultural Bridges Number 26, English Version

Guaranteed Admissions Program Page 5 VOICE Mentor Page 7 Middle School Robotic Clubs Page 9 FACE and DEI Page 19 Chinese Culture Page 23

NUMBER 26 | JANUARY / FEBRUARY / MARCH 2024

Dear Families, I hope everyone had a lovely holiday season and spent some time with your loved ones! While we are beginning 2024, I want to send you very heartfelt New Year’s wishes from everyone here at the Issaquah Schools Foundation. Also, as the Lunar New Year is approaching, we wish all the families who celebrate Lunar New Year to have the best Dragon Year (page 23)!

I am fortunate to work with an amazing team of editors who put their hearts into making a difference in other people’s lives. They work very hard to continue providing our community with information that they translate with love and care to the most spoken languages in our district. As a district with more than 50% students of color, we will continue to help more families that are new or not familiar with U.S. schools to navigate our school system through all EIGHT language versions we provide. Meanwhile, our schools’ PTA/PTSA leaders put lots of effort into increasing the awareness of Family & Community Engagement (FACE) and Diversity, Equity, and Inclusion (DEI) in our community (page 19).

I also wish I could introduce you to the Issaquah Schools Foundation team! Every week during our staff meeting, I am inspired by the passion and compassion everyone works with to make sure we offer exceptional opportunities to every student at every school in our district. These opportunities include supporting middle school and high school after-school clubs (page 9) and parent education for youth mental health (page 21).

As the new year comes, our elementary parents expect to get their child’s first report card in February. This is due to the change in the new elementary schedule (page 4). Our high school seniors are expecting to get more details about the new Washington Guaranteed Admissions Program (WAGAP) (page 5).

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Elementary Schedule Change

5

Guaranteed Admissions Program

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Paraprofessional

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VOICE Mentor

9 Middle School Robotic Clubs 12 Calendars & Events 19 FACE and DEI 23 Our Culture

My wish for you this new year is to feel assured that there are many passionate people working for our students. Not only the teachers, the paraprofessionals (page 6), and the Issaquah School personnel. Also, the Issaquah Schools Foundation staff, volunteers, and the many leaders of the local organizations that serve our students, such as the Circle (page 20), the Garage (page 20), and Influence the Choice (page 18).

If you are looking for ways to enrich your life while making a difference, getting to know your community, and making an impact on our students, join the VOICE Mentor team (page 7)!

Your school’s PTA/PTSA will also provide many volunteer opportunities to shine your talents!

At the Foundation, we have many opportunities for you to engage, and there are also many opportunities in our local organizations. I can help you find the right fit for you. Join our family!

Cheers to this new 2024 and our fantastic community!

LAURA NI Lead Editor CHRISTIANA SCHUMANN English Editor CLAUDIA ROMO Spanish Editor

Laura Ni Cultural Bridges Lead Editor Issaquah Schools Foundation laura@isfdn.org

NANA TSUJINO Japanese Editor

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

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.

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NATALIA ARGUTINA Russian Editor SHAIMA MANSOUR Arabic Editor SONG PARK Korean Editor TRAM PHAM Vietnamese Editor VIVIAN KHOANG Cover Designer YINGCHEN PHOTOGRAPHY Cover Photographer YINGYING CUI Chinese Editor

ISSAQUAH SCHOOLS FOUNDATION

Happy New Year!

Thank you for Stepping Up for Kids this fall to give our Issaquah School District students a strong start to the new academic year! We appreciate how many of you took the time to connect with us at community events! If we missed you at your school’s curriculum night, we encourage you to visit https://isfdn.org/curriculum-night/ for an overview of how the Foundation supports your student.

In October, we welcomed a record-setting number of racers and volunteers at 2023 Monster Mash 5K. It was wonderful seeing our community come together in such a festive way to raise funds for student resources. This year, we remain committed to providing program and resource funding in the areas of: • • • •

Academic Support & Enrichment, Behavioral and Mental Health, Basic Student Needs, and Community Outreach.

We are also embracing opportunities to foster innovation in our schools through programs like the ISD Pilot Breakfast Program expansion, Peer-to-Peer Tutoring pilot, and teacher grants. Save the date for March 28, 2024, and join us at Nourish Every Mind Student Showcase to hear more about these programs while enjoying a complimentary lunch and reconnecting with friends.

We look forward to seeing you soon, and thank you for your continued support!

Sincerely,

Valerie Korock 2023 Interim Executive Director Issaquah Schools Foundation valerie@isfdn.org

Food Support: Providing Students with a Strong Start The Issaquah Schools Foundation believes that students need to have their basic needs met so they can focus, engage, and thrive at school. It’s difficult to concentrate and learn when you’re hungry. For this reason, the Foundation partners with the Issaquah School District to increase student access to breakfast in ISD schools. Over the years, this partnership has allowed the Foundation to respond to changing student needs in our schools through various funding and support models. In the 2023-24 academic year, the Foundation supports increased student access to breakfast through two programs: ISD Pilot Breakfast Program and ISF Breakfast/Snack Program.

Donate Today!

isfdn.org

facebook.com/ISFDN 3

ISSAQUAH SCHOOL DISTRICT

Elementary Schools Shift from Trimester to Semesters

Since the Elementary Parent-Teacher conference changed to early November and the first report card will not be available for families until February, many families wondered why Issaquah School District made this change and what impacts it will have on parents and students. The reason for the change is that the Issaquah School District decided to adjust the Elementary schedule from three trimesters to two semesters.

Along with this adjustment, one of the major changes involves the timing of Elementary Parent-Teacher conferences.

Previously held at the beginning of December (end of the first trimester), conferences are now scheduled for early November under the semester system. This adjustment aims to develop early and meaningful communication between parents and teachers. By moving conferences earlier in the school year, there is now a more extensive opportunity for parents and teachers to connect and discuss student progress. This aligns with the educational philosophy of enhancing collaboration between educators and families.

The transition to semesters also allows for better alignment with district assessments (i-Ready). This alignment is particularly beneficial in informing the content of the first semester's report card, which is scheduled to be issued at the beginning of February.

Also, this shift to semesters will impact 5th graders who need to choose their middle school courses. The issuance of the first report card in February is strategically designed to provide 5th-grade families with timely information for selecting courses as part of the middle school course request process. This normally happens in late February or early March. This change aims to facilitate a smoother transition for students entering middle school.

With the move to semesters, the progress reporting timeline is now more evenly distributed throughout the school year. Parents can expect progress reports in November (the conference), February (first-semester report card), and June (second-semester report card). This offers a more comprehensive view of their child's academic development.

If the student is receiving LRC (Learning Resource Center) services, the family will get a progress report three times a year (November, February, and June). This will align with the new semester-based schedule. If the student is a MultiLingual Learner (MLL) or receiving Title/LAP intervention services, they will receive two progress reports (February and June) to align with the new semester report card window.

Overall, these adjustments were made to enhance communication, streamline processes, and provide parents with more timely and actionable information about their student's academic journey. If parents have any questions or concerns with their student’s school academic development because of this adjustment, please contact the student’s classroom teacher for more details.

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What is Washington’s Guaranteed Admission Program?

ISSAQUAH SCHOOL DISTRICT

The Washington Guaranteed Admissions Program (WAGAP) lets students learn if they will be admitted to Central Washington University, Eastern Washington University, The Evergreen State College, University of Washington Tacoma, Washington State University, or Western Washington University before they even apply. Issaquah School District piloted it last year and is participating in the program this year.

To qualify for this program, students must earn and maintain a 3.0, or higher, grade point average (GPA). Additionally, they must successfully complete all the courses required for admission to college (College Academic Distribution Requirement courses – CADRs). These courses include: Subject

Number of required credits

English

4 credits

Mathematics

3 credits (Algebra 1, Geometry, Algebra 2)

Senior Year Math-Based Quantitative Course

1 credit equal to, or beyond, the 3 mathematics credits. (Ex. AP or IB Computer Science, Personal Finance, or algebra-based Science)

Science

3 credits, at least 2 of which are lab-based science credits

World Languages

2 credits of the same language

Social Sciences

3 credits

Fine, Visual or Performing Arts 1 credit The Issaquah Schools District shares the data of all students in grades 11 and 12 with colleges that are part of WAGAP unless the family has checked the box during the August EVP, which reads “DO NOT share my information with Colleges.” If they have checked this box, the box stays checked unless the family unchecks it during EVP or contacts the Registrar at their school to change their selection.

In the fall of the student’s 12th grade year, they will receive a letter notifying them that they will be accepted to the above-listed colleges. Once they have been notified of guaranteed admission, students must complete the following steps.

1.

2.

3.

Complete the Common App. Colleges and universities are required to collect some additional information. By completing the Common App, students can be considered for eligible scholarships. The Common App is an online application that is used by many colleges.

Send the student’s unofficial transcript to the college or university to make sure all required high school classes are completed or in progress. Students can upload the transcript in the Common App or have the high school send the transcript to the college or university they are considering.

Complete the FAFSA or WASFA before the deadline. FAFSA or WASFA (for students not eligible to complete a FAFSA) is required to help students qualify for most federal and state financial aid.

Once students complete the Common App and submit an unofficial transcript, they will receive a formal admission packet in the mail. The packet will describe the next steps. Please contact the college or university with any questions.

Students interested in attending any of the above-listed colleges who have a grade point average between 2.0 to 2.99 and will have completed all their college academic distribution requirement courses by graduation should still apply to the college of their choice through the normal application process.

Seniors can ask the College and Career Specialists at their school if they have questions about Washington Guaranteed Admission Program.

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ISSAQUAH SCHOOL DISTRICT

Meet School Staff Members: Paraprofessionals Cultural Bridges (CB): Please tell me a little about your paraprofessional position and what you do on a day-today basis.

Jennifer Khumalo (JK): I am an LRCI (Learning Resource Center 1) paraprofessional 1:1. I work one-onone with a student receiving special education services to help promote and support a safe and positive learning environment. I collaborate under the supervision of the general education classroom teacher, the Jennifer Khumalo Apollo Elementary special education teacher, and the Paraprofessional student's therapy team to provide oneon-one instructional and behavioral support, ensuring the student can access their education and reach their full potential.

Raine Zhu (RZ): As an LRC1 (Learning Resource Center 1) and general paraprofessional at Pine Lake Middle School, my primary job duty is to support educational activities within the school or related learning environment.

My specific duties associated with my position for a typical day include: • Assisting with preparing instructional materials or tasks. For example, copying, scanning, and laminating study materials.

• Helping students with tasks, e.g., adapting instructional materials, cleaning work areas, checking homework, grading papers, etc.

• Helping to motivate students when they are stuck, and helping students through things they can’t easily do.

• Implementing and supporting instructional/behavioral programs planned by teachers; providing instruction to groups of students or on a one-to-one basis.

• Collecting and recording data on student performance.

• Supervising student transitions to and from classrooms, fire drills, other school activities, the community, or work sites as appropriate. Like Crosswalk duty.

Day-to-day responsibilities can vary. Some general para duties also include monitoring individual and/or groups of students in a variety of settings (e.g., field trips, library, lunchroom, bus loading/unloading, etc.) to provide a safe and positive learning environment. In summary, paras typically collaboratively with teachers, students, and other school staff to create a positive and productive learning experience.

CB: What is the biggest challenge for you to be a paraprofessional at school? Why? JK: Work/life balance is the biggest challenge for me as a paraprofessional. As a mom, I am always worrying about my own kids and brainstorming ways to support their success. I take the same approach with the kids I work with at school, so it’s hard to turn off my brain when I leave work; it just wants to keep brainstorming what I can do to help the students I work with be more successful.

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RZ: Like other jobs, as a para, we will inevitably face various challenges related to the responsibilities. Emotional and Behavioral challenges are the most common ones. Paras must be prepared to provide strategic support and keep calm and patient when working with students who have emotional or behavioral challenges. But the most challenging part for me is balancing the

teacher's and students’ expectations.

Communication and coordination are essential. It can be challenging to ensure that everyone is on the same page regarding student goals and strategies. Effective collaboration with classroom teachers, special education staff, school administration, and other paras will help through that.

CB: What is the most grateful thing you want to share as a paraprofessional?

JK: I'm thankful for the teachers I've had the chance to work with thus far. They've been more than just colleagues; they've been mentors who've shared a ton of wisdom and encouragement.

Learning from them has been a big part of my professional growth, and I appreciate the supportive environment they have created, not only for their students, but for me as well. Their guidance has not only shaped how I approach education but also made the whole experience more enriching. It's about more than just the job; it's about building a collaborative community, and I'm grateful for the positive impact they've had on me and the students I work with.

RZ: I can share what many paraprofessionals often find grateful for, such as helping students succeed, having a chance to contribute to a positive learning atmosphere, supporting teachers, and making a positive and meaningful impact on the lives of students.

Witnessing these students make progress and achieve their goals can be deeply gratifying.

For me, one of the most fulfilling aspects of being a para is personal growth and healing. Working as a para provides opportunities for my personal and professional growth. The experience gained is valuable for people like me who are considering a career in education or related fields. The sense of belonging to Pine Lake Middle School as an integral part of the educational team and contributing to the nurturing environment of the community is really healing. This process is a kind of purification and nourishment of the soul.

CB: Currently, the District still needs more paraprofessionals. Are there any suggestions or advice you could give to the people who want to apply for this position?

JK: Even if you're not coming in with an education background, just go for it—I did! If you're not fully qualified immediately, don't worry; you’ll catch on very quickly on the job. We're all in the learning game, both students and teachers, so you'll fit right in.

Plus, there's so much variety in the tasks you can dive into—you're sure to find something you enjoy, making it both a fulfilling and impactful experience.

RZ: For individuals who want to become paraprofessionals, here are some friendly suggestions. You can take the following steps to determine if you are qualified and pursue this role, even if you have doubts.

1.

Research the role and read the job description: Start by learning more about the role of a paraprofessional. Understand the responsibilities, challenges, educational requirements, and assess your skills and qualities.

Raine Zhu Pine Lake Middle School Paraprofessional

2.

3.

Gain experience by volunteering or working as a substitute para if you have no prior experience in education.

This can help you determine if it's the right career path for you and make you more competitive when applying for permanent positions.

Connect with paraprofessionals and educators in your community. They can provide valuable insights and advice on getting started in the field.

CB: Please share with us a little bit about yourself outside your work.

JK: My name is Jennifer Khumalo. I grew up in Hood River, OR. After graduating high school, I attended Umpqua Community College on a volleyball scholarship for one year before moving to Corvallis, OR, to attend Oregon State University. I obtained a Bachelor of Arts in Business Administration and a minor in Spanish, which included living abroad for three months in Santander, Spain.

After graduating from college, I secured a job as a Travel Consultant, matching clients with their dream vacations, where I worked for over 13 years. I have

already been able to visit four of the seven continents (Asia, Africa, North America, and Europe) and hope to someday visit them all. I am married and have two children, ages 9 and 7, and a golden retriever named Lulu. We live in Renton Highlands, just down the street from the school I work and the school my children attend. When I am not at work, you can find me transporting the kids to cheerleading, soccer, gymnastics, volleyball, basketball, and/ or flag football. You may even see me as a volunteer coach of one of my kids’ teams or at a PTA meeting, as I am on the PTA Board for our school. I love traveling, cooking, outdoor adventures, party planning, volleyball, all things Harry Potter, and spending quality time with friends and family. I started my career in education as an emergency substitute teacher and paraprofessional, before becoming an LRCI Paraprofessional. I am now going back to school, starting in December 2023, to work towards obtaining a Master of Arts in Teaching, Special Education at WGU. RZ: Outside of my work, I like painting

ISSAQUAH SCHOOL DISTRICT and calligraphy. Students also love sharing their work with me. I love the feeling of living in harmony with other creatures in nature. I have a hamster, a guinea pig, dozens of goldfish, and just adopted a dog. I also enjoy participating in many community activities and volunteer services related to art, culture, and education.

Paraprofessionals

employ instructional, behavioral, and/or other therapeutic techniques, so para’s role can vary depending on the institution’s specific needs and the grade level of the students they work with. Some common tasks and responsibilities include Assisting Students, Classroom Support, Special Education Support, Behavioral Support, Testing and Assessment, and other assignments under the direction of the building principal and teachers.

VOICE Mentor

BY Heidi Kayler and Tina Weber VOICE Mentor Program Managers

many other languages.

What is a VOICE Mentor?

The VOICE (Volunteers of Issaquah Changing Education) Mentor Program pairs community volunteers with Issaquah School District students for one-on-one social, emotional, or academic support. As a mentor, you will meet with your mentee at school each week. You might play games, do creative projects, help with academics, or just have great conversations while helping to develop the social emotional skills and resilience that help students succeed in school and life.

What is required to become a VOICE mentor?

Before being approved as a mentor, you will attend an initial training, so you feel confident going into your first mentor meeting. The commitment involves meeting with the student for 30-60 minutes once per week during the school day for the remainder of the school year. Your schedule would be coordinated to be convenient for both you and the student. If anyone is interested, here is a link to the VOICE website (https://www.isd411.org/get-involved/ voice-mentor-program), which also has a button to apply.

Why is mentoring important for our students?

At school, students spend most of their time in groups.

Mentoring allows students to spend one-on-one time with a supportive adult whose focus is on supporting the student in whatever way they need – and sometimes, what they need is someone they can talk to in their first language.

VOICE Mentor: Wenli Mithal. Wenli speaks Mandarin and English and mentors several students at Sunny Hills Elementary.

My name is Wenli Mithal. I have been a VOICE mentor for more than a year now.

What is the benefit of having VOICE mentors who can speak different languages?

Many of our students benefit from having positive, caring mentors who talk and connect with them in the language they feel most comfortable using. This mentor support has made a huge difference for many of our Multi-Lingual Learner (MLL) students. That is why our program is seeking mentors who can speak various languages. We have an immediate need for mentors who speak Korean, Spanish and Mandarin. Additionally, we receive requests for mentors who speak Russian, Arabic, Farsi, Japanese, and

I’ve always wanted to be a mentor. Last year, I was able to take this role. Since I also speak Mandarin, the site coordinator thought it might be a good fit to support students who were new to the school and a bit quiet in the classroom. It would help student ease their shyness and build confidence. We read books, play games, and share interesting stories during the time we have together. With my older mentee, I am helping with time management and homework support.

It’s very rewarding to see the mentees flourish since we first met. They are building friendships with their peers, expressing their thought/idea more often than before, and

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ISSAQUAH SCHOOL DISTRICT

showing signs of adjusting well to the new environments.

Knowledge of my mentee’s home language is definitely beneficial for the mentees and me. I was able to understand and relate when students are expressing their thoughts and ideas, which reduces frustration and anxiety tremendously. I think this would help contribute to building a foundation of confidence and self-esteem.

VOICE Mentor: Matt LaBelle. Matt speaks Russian and English and mentors five students at five different schools.

This is my third year as a mentor. My ongoing commitments include VOICE, Eastside Friends, RecoveryCafe, Seattle University alumni mentoring, and Green Issaquah.

When VOICE recruited me, I had experience building friendships with senior adults and college-aged students.

Curiosity was a factor that led me to mentor K-6 students.

With everyone, dependable conversation and presence between us continues to build confidence in our friendship.

Equal control over what we do each week is important.

Often, there is a meaningful conversation. Sometimes, there is less conversation, but being present there as quiet drawing happens is perfect, too.

The most rewarding experience...? After some time passes and we've met a few or more times, the conversation slows down, and we're comfortable enough to share real eye contact and truly share a conversation. Trust that a friendship is real is earned.

Three of my mentees learned Russian as their first language. Most of our conversation is in English, with some Russian mixed in. There seems to be a mutual accord between us as I acknowledge their English language skills, and they realize my Russian language skills leave room for lots of improvement.

VOICE Mentor: Inga Anderson who mentors at Liberty High.

My name in Inga Anderson. I have two kids in the Issaquah School District (4th and 11th grade), and I’ve been with VOICE Mentor program for about 4-5 years.

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A few years back, I heard about the program while volunteering at the Issaquah Schools Foundation. I wanted to try it out as it sounded like a good way to have a direct impact on kids. Since then, I've mentored five kids. As a VOICE Mentor, you meet with the same student throughout the year (usually once a week for 1 hour) and you create a relationship with them. Usually, it's to support students who need a break from their routine, or students who need a support person not involved in their academic schedule, or someone who recently moved to the area and needs more help navigating the new changes.

I love creating relationships with these kids. I mentored a student for over three years until she moved to another district. I really enjoyed seeing her grow up through the years and how she always looked forward to our time together drawing or playing games. I also speak a few languages and can help kids who moved recently moved to the U.S.. I've been mentoring some high school students who moved here from Ukraine last year. They didn't know English well and it was very helpful to them to speak to someone in a language they knew. I was able to help them navigate and understand the school system, answer their questions, and help them ask the right questions of their counselors.

If you are thinking about VOICE Mentor, just try it out! It's a 1-hour per week commitment and it's not a complicated process. You just need to be there for the kids. Also, the VOICE Program provides a lot of materials and training and are very helpful with questions.

ISSAQUAH SCHOOL DISTRICT

Middle School Robotic Clubs Pine Lake Middle School Robotic Club

experience and groundwork for those interested in joining Skyline Robotics in the future and have a better chance of showing interest and continuing in this field in the future.

By Priya Krishnan Pine Lake Robotic Club supervisor and creator

Pine Lake Middle School Robotic Club student

The Pine Lake Robotic Club is a Pine Lake Middle School effort to bring mechanical engineering and software enthusiasts under one umbrella to work on missions and improve problem-solving skills. This club consists of 25 kids, mentors, and supervisors who all work on various robotics challenges.

The club works on competition problems aligned with First Robotics. For Grade 7 and above, they are part of the First Tech Challenge (FTC). Those Grade 6 and above are part of the First Lego League Challenge (FLL).

JingYan Xu, 6th grade I joined this club because I was interested in robotics and wanted to be part of a club. The club meeting is slightly chaotic, but mostly everyone is focused on their work or mission.

There are competitions, and currently, we are working on one of them. My favorite part of joining this club is meeting new people and building Legos. An exciting story from a club meeting was making a replacement for a missing part. When we were building the robot, we did not have a Lego piece, so I made a replacement. Even though it was not perfect, it was good enough for the time being. The biggest challenge I have encountered inside this club is that members have different ideas about how to solve a problem. After some conversations, the resolution was to have people take turns sharing their ideas and solutions to a problem.

The goal of our club is to foster a learning environment for students who are enthusiastic about learning to evolve robots to solve engineering challenges. The students work together on engineering problem sets, including mechanical, software and develop game skills. The students work together as a team by dividing themselves into various interest areas like 3D modeling, software design, arm design, field setup, game strategy, business, and driving.

To be part of the FTC, students must give their time, be respectful, show the ability to learn new areas, have some prior knowledge, display persistence not to give up, and have self-motivation to dive deep into areas like design, software, or game strategy. For our FLL teams, we are happy to work with those who have little experience but are eager to work on solving problems and are self-motivated.

Typically, from fall to early spring, teams work on First Robotics challenges that are posted by the FIRST Inspires. Later in the year, the mentors come up with more challenges on their own for the students to learn new techniques to improve the robots.

The team continues to evolve by teaching their next class to set them up for success.

The reason for starting this club, along with our dear Principal Ms. Cappy, is to provide a space for Pine Lake kids to develop their skills and eventually compete in this area. As a mentor, I am passionate about software and building robots. This provides a great avenue to teach and learn. Personally, having led engineering teams building ambiguous problem-solving challenges in the real world, this effort is to generate that enthusiasm at the grassroots level. In addition, this provides

Sanvi Madan, 8th grade My reason for joining this club is to gain exposure to the world of robotics and learn how to collaborate with others to create something truly amazing. A robot can’t be built overnight, and it takes many interactions, designs, and hard work to create something that even comes close to what some First Tech Challenge (FTC) robots can do. I wanted to go through that process and learn what it’s like to collaborate with a team.

A FTC competition typically consists of a judging process at the beginning of the competition, followed by several different robot matches. Each team has about 7-8 matches and is partnered with another robot team to form an alliance each round. There are many competitions throughout the year that get more selective as you go on. It works like a basketball bracket; teams keep getting eliminated until you have your final winner.

My favorite part about joining this club is the people I’m meeting and the experiences that I am gaining. At our first competition back in November, we experienced what it was like to go through a judging process, compete, and collaborate with other teams, which I found extremely humbling. As a team, we gained exposure to different thinking styles, thought processes, and designs.

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ISSAQUAH SCHOOL DISTRICT As this season has progressed, we’ve experienced many hardships as a team. However, one of our biggest challenges involved communication. All of our team members were hacking away at their part of the robot, but nobody ever talked about their thought process or design ideas for that segment of the robot. This resulted in many people being confused at the initial design when we tried to piece all the parts together.

After this incident, we learned and were able to connect and collaborate while building our parts so that everyone knew what was going on and how the robot design was made.

Aashi Mathur, 8th grade I joined the Robotic Club because I wanted to learn more about robotics and get more experience in building. During the meetings, our team works together to get the robot out on the game field and to finish any fixes to the robot. My favorite part of the club is being able to find solutions to problems that are occurring with our robot and accomplishing them. Our biggest problem was when we couldn’t build the linear slides, but we fixed it by continuously trying to fix the belt. Eventually, we got it right and could attach it to the robot.

Disha Vaithianadan, 8th grade I joined robotics because I wanted to learn to code in a different way. I was curious about what kinds of challenges arise from programming robots. I also wanted to learn some more about how robots work. We meet in a designated room for our robotics team outside school hours, usually after school. We have at least three competitions during the school year, which take place on weekends so as not to interfere with school. My favorite part of robotics is the competition days when we can see our work in action and the unique take others have on the competition. The biggest challenge that I have encountered in this club was getting a working PID controller for the drivetrain.

There were so many little details that needed to be fixed, along with the controller being difficult to tune. It took a lot of effort, but we now have several functions running on a PID controller.

Ritika Rastogi, 8th grade One reason I joined this club was to gain experience in all aspects of robotics: build, design, and software. During the team meetings, we discuss our goals for robot design and plan for the FTC 2023-2024 challenge. We do have FTC competitions throughout the school year. My favorite part of the club is the amazing people I work with and mentor me. I am also able to learn new things as I continue robotics. Our team did not have our robot ready for our first competition. Instead of not participating, we worked hard on the robot all day until it was finished. We still went to the competition!

Pine Lake Middle School Robotic Club Mentor Natalie Cui, 9th grade, Skyline High School When I was in 5th grade, I joined my first robotics team. Because my school didn't have a robotics team back then (but I'm so glad they do now), I participated in a FIRST Lego League (FLL) community team. That's where my journey in robotics began.

Later, I joined my first school team at Pine Lake Middle School.

Despite joining mid-season, I still got many opportunities to apply the experience gained in FLL to my next big step, the FIRST Tech Challenge (FTC). I also met new people and learned new knowledge. During FTC meetings, I was first introduced to the FIRST Robotics Competition and the Spartabots by our mentors, who continue to guide and teach me. I'm a 9th grader at Skyline High School now and a proud member of our robotics club.

Whether you start with a community team or join your school team if it's available, it's a worthwhile learning experience. You get to team up with other students who are just as into it as you are, learning how to build, program, and control robots.

What's super helpful is that the older team members are always so generous about sharing what they know with the younger crew. I also really enjoy robotics competitions. It's not just about battling it out with other teams; it's a chance for all of us to showcase our achievements, exchange resources, and have a blast celebrating together.

Something I didn't realize at first was how important reaching out is. The team can tell everyone about how excellent STEM education is, get younger kids excited about robotics, connect with local groups and businesses, and maybe even score some sponsors. And get this, it's kind of cool to think of R.O.B.O.T. as standing for Reaching Out, Building Opportunities Together. Being on the robotics team isn't just about learning technical skills. It also allows us to take responsibility and develop leadership.

Li Xie, 12th grade, Skyline High School In 2018, I was introduced to the world of FIRST Tech Challenge by a Spartabots Mentor. This led to me discovering my passion for engineering and the process of continual iteration and innovation. So, when I heard about the opportunity to restart the PLMS robotics team, I remembered the opportunity I was given. PLMS was a chance to spread my passion, one that I experienced as a middle schooler that turned me into a robotics enthusiast. This made a complete cycle of spreading knowledge and continuing to spread my fiery passion.

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ISSAQUAH SCHOOL DISTRICT

In the club, I am the technical mentor, giving ideas and helping the students through the robot's design, assembly, and refinement process. I showcase the steps I take to build a robot. I also share my personal experiences to help prevent them from falling into the potholes I have fallen into. Typically, at a meeting, I help guide them in decisions on how to build the robot, as they need to fully experience the process and make the final decision about the robot.

My favorite part of this club is when I see their faces light up in joy once they successfully achieved something. The most prominent example is at the first competition. Everyone was unsure whether they would pass the robot inspection.

Miraculously, they were able to do it on the first try. Immediately after receiving the news, they jumped around in achievement and were overfilled with joy. These moments of joy continue leading me to mentor and spread the joy of robotics.

The biggest challenge is probably ensuring the students stay on task. They are very energetic and sometimes will deviate into other subjects that are not robotics-related. At these times, I have to constantly remind them to stay on task as they have a competition approaching soon.

Suchith Sunku, 12th grade, Skyline High School I was originally inclined to join this club because my friends all joined, but I was immediately enticed by the club and the things we created. I spend a lot of my time helping with outreach activities and mentoring the nearby elementary and middle schools.

My favorite thing about the club is the team culture and the history the club boasts. In the past, the seniors have always been the ones to guide us to success. Now, I get the pleasure of doing the same with the underclassmen. The biggest challenge that I have encountered in this club was probably during our competition last March. Our robot was not working at all, so we had to skip a couple of matches to fix the robot. We were on a major time crunch, but luckily, we were able to fix it after two hours of constant work under pressure.

FIRST (For Inspiration and Recognition of Science and Technology), the leading Robotics organization for students aged 18 and under, has various Robotics programs.

FIRST Tech Challenge (FTC) is for students aged 12 to 18, typically 7th to 12th graders.

The competitions are held annually, with the FTC competition season starting in September and ending in April.

Beaver Lake Middle School Robotic Club Beaver Lake Middle School robotic club has a successful year in 2022-23. According to Sri Patil at the Issaquah Reporter, under the leadership of the robotics teacher Mr. Kevin Christensen, with the unwavering support provided by Principal Ms. Kathryn Coffin and guidance provided by parent volunteers, the Beaver lake Middle School robotics FTC teams, Beta Bionix (17595) and Alpha Intelligence (15337), won the FIRST Tech Challenge Washington State Championship as Winning Alliance First and Second picks respectively on Jan. 28, 2023. Its FTC teams were the only middle school teams to qualify for the Washington State Championship.

Beaver Lake Middle School Robotic Club supports two levels of FIRST Robotics: FIRST Lego League (FLL) and FIRST Tech Challenge (FTC).

Did You Know…

The Issaquah Schools Foundation provides funding for supplies and competition costs for our secondary school robotics clubs. For the 2022-23 school year, we funded nearly $17,000 to help ISD robotics teams build their projects and participate in competitions in the region, statewide, and on an international level at the First World Championships. This year, we are continuing to fund robotics teams from every middle school and comprehensive high school in the District, fostering a robotics community for students to learn and grow while preparing for a new round of competitions.

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CALENDAR ALL SCHOOLS Jan. 15: Martin Luther King Jr. Day, no school Jan. 25: District-level Reflections Reception/Art Walk, 6:30 PM @ Issaquah High School Jan. 26: Teacher Work Day, no school for students or staff Feb. 19: Presidents Day, no school Feb. 20-23: Second Winter Break, no school Mar. 15: 1st Weather Make-up Day, no school or first weather make-up day Mar. 28: ISF Nourish Every Mind Annual Luncheon Apr. 8-12: Spring Break, no school ELEMENTARY SCHOOLS Jan. 25: End of 1st Semester Feb. 2: Elementary 1st Semester Report Card available in Family Access Apollo Jan. 31: PTA General Meeting, 6:30 PM, Hybrid Jan. 8 – Feb. 9: Talent Show registration OPEN Feb. 5: Choir Fest at Liberty High School, 5:30 PM Feb. 26: Talent Show MC (Master of Ceremonies) Audition, 4 PM Feb. 28: Talent Show Performers Audition, 1:45 PM Mar. 19: School Class Picture Day Mar. 27: Talent Show Dress Rehearsal, 1:45 PM Mar. 29: Talent Show Performance, 6 PM Briarwood Jan. 18: Staff Appreciation Lunch Jan. 19: Family Movie Night Jan. 23: PTA General Meeting, 6:30 PM Jan. 31: Last Day of Yearbook Early Bird Pricing Feb. 2: Book Swap Mar. 8: Popcorn Friday Mar. 14: Staff Appreciation Lunch – “Pi Day” Mar. 19: PTA Membership Meeting, 6:30 PM Mar. 22: Final Day of Yearbook Sales Mar. 26: School Class Picture Day Apr. 3-5: Spring Book Fair Cascade Ridge Jan. 23: PTSA General Meeting, 6 PM Jan. 25: 5th Grade Concert, 6 PM Jan. 31: Kindergarten Registration Information Night Feb. 1: 3rd Grade Concert, 6 PM Feb. 2: Community Connection with Principal Sehlin 9:30 AM Feb. 12-23: Eager Read Feb. 28-Mar. 1: Book Fair Mar. 21: 2nd Grade Concert, 6 PM Mar. 26: Spring Choir Concert, 6 PM Cedar Trails Jan. 17: Spelling Bee – First Round, 6 PM Jan. 18: PTSA General Meeting, 7 PM Jan. 19: Popcorn Friday Jan. 19: Spelling Bee – Second Round, 6 PM Feb. 8: Bingo & Brownies, 5:30 PM Feb. 16: Popcorn Friday Mar. 15: Popcorn Friday Mar. 22: STEM Fair, 6 PM Challenger Jan. 25: Coffee with Kessler, 9:20 AM Jan. 25: Science Fair/STEM Night, 6 PM Feb. 1: Green Team Meeting for 3rd – 5th Grade, 8:15 AM Feb. 2: Popcorn Friday

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Feb. 7: Chipotle Dine for Dollars, 6 PM Feb. 16: Friendship Dance, 6 PM Feb. 29: Coffee with Kessler, 9:20 AM Mar. 1: Book Swap, 9:15 AM Mar. 1: Popcorn Friday Mar. 4-29: Eager Reader Mar. 5: PTA General Meeting, 7 PM Mar. 7: Green Team Meeting for 3rd – 5th Grade, 8:15 AM Mar. 9: Sports Swap, 9 AM Mar. 26: School Class Picture Day Mar. 28: Coffee with Kessler, 9:20 AM Apr. 4: Green Team Meeting for 3rd – 5th Grade, 8:15 AM Apr. 5: Popcorn Friday Clark Jan. 19: Coffee with Christy, 9:30 AM Jan. 23: PTA General Meeting, 6:30 PM Jan. 31: Yearbook Presale ends Feb. 9: PTA Cultural Night Feb. 9: Music Concert: 3rd Grade, 6:30 PM Feb. 29: Music Concert: 2nd Grade, 6:30 PM Mar. 7: Staff Appreciation Lunch Mar. 11-14: Spring Book Fair Mar. 25-29: Missoula Children’s Theatre/ Treasure Island Apr. 2: Music Concert: 1st Grade Cougar Ridge Jan. 16: PTSA General Membership Meeting, 6:30 PM Feb. 7: Student Council Meeting – Grade 5, 8:15 AM Feb. 13: PTSA General Meeting, 6:30 PM Mar. 6: Student Council Meeting – Grade 5, 8:15 AM Mar. 19: PTSA General Meeting, 6:30 PM Mar. 26: School Class Picture Day Apr. 3: Student Council Meeting – Grade 5, 8:15 AM Creekside Jan. 19: Movie Night Feb. 8: Spelling Bee Mar. 14: PTA General Meeting, 8 AM Discovery Jan. 12-Feb. 12: Eager Reader Feb. 1: Yearbook price increase to $30 Feb. 2: Popcorn Friday Feb. 6: PTSA General Meeting, 6 PM Feb. 26-Mar. 1: Read Across America Week Mar. 1: Popcorn Friday Mar. 22: Multicultural Night Apr. 5: Popcorn Friday Endeavour Jan. 22: Staff Appreciation: Salad Bar Luncheon Feb. 2: Popcorn Friday Mar. 1: Popcorn Friday Mar. 3: Last Day of Read Across America Mar. 6: Staff Appreciation: Taco Bar Luncheon Mar. 12: Spring Fundraiser Kick Off: Flower Baskets Mar. 26: PTSA General Meeting, 7 PM Apr. 5: Popcorn Friday Apr. 5: Yearbook order deadline Apr. 5: Read Across Endeavour Apr. 5: Flower Basket Orders Due (Spring Fundraiser) Apr. 5: Spring Class Picture Day Grand Ridge Jan. 18: PTSA General Meeting, 7 PM Jan. 24: Kindergarten Parent Information Night, 6 PM Jan. 24: After school movie, 1:30 PM Jan. 31: 5th Grade Concert, 6:30 PM Feb. 2: Popcorn Friday Feb. 7: 4th Grade Concert, 6:30 PM Feb. 8: Talent Show, 6 PM Feb. 14: After school movie, 1:30 PM

Mar. 1: Popcorn Friday Mar. 11: PTSA General Meeting, 7 PM Mar. 13: Science Fair, 6 PM Mar. 14: 3rd Grade Concert, 6:30 PM Mar. 20: 2nd Grade Concert, 6:30 PM Mar. 27: After school move, 1:30 PM Apr. 3: 1st Grade Concert, 6:30 PM Apr. 5: Popcorn Friday Issaquah Valley Jan. 16: PTA General Meeting, 7 PM Mar. 19: PTA General Meeting, 7 PM May 14: PTA General Meeting, 7 PM Maple Hills Jan. 17: Variety Show Auditions Feb. 7: Variety Show Dress Rehearsals Feb. 9: Variety Show Feb. 13: Eagle Reader Clubhouse Mar. 7: 1st & 2nd Grade Dance Night Mar. 12: Eagle Reader Clubhouse Mar. 14: Kinder Dance Night, 6 PM Mar. 20-22: Science Fair & STEM Night Mar. 29: Class Picture Day Apr. 4: 3rd Grade Music Concert Newcastle Jan. 19: Community Coffee Talk with Dr. Wood, 9:30 AM Jan. 19: Movie Night 4th & 5th Feb. 5: Choir Fest at Liberty High School, 5:30 PM Feb. 6: PTSA General Meeting, 6:30 PM Feb. 7: Multicultural Night Mar. 8: Movie Night 2nd & 3rd Mar. 29: Community Coffee Talk with Dr. Wood, 9:30 AM Sunny Hills Jan. 24: Scripps National Spelling Bee, 5 PM Jan. 29: PTA Awards Nominations Open Jan. 30: Incoming Kindergarten Parent Information Night, 6 PM Feb. 6: PTA Bingo & Brownies, 5:30 PM Feb. 8: Scripps National Spelling Bee, 5 PM Feb. 16: PTA Awards Nominations Deadline Mar. 19: PTA General Meeting, 6:30 PM Mar. 20-22: Scholastic Book Fair, 4 PM – 7 PM Mar. 26: Class Picture Day Apr. 5: Yearbook Order Deadline Sunset Feb. 7: New Families to Sunset, 6 PM Mar. 19: Music Concert: 2nd Grade, 5:30 PM Apr. 2: Music Concert: Sunset Singers, 5:30 PM MIDDLE SCHOOLS Jan 13: Wrestling Finals, 8 AM at Maywood Middle School Mar. 18: Second Trimester Ends, Early Release @ 10:55 AM Beaver Lake Jan. 9: i-Ready Assessment – Amended Schedule Feb. 7: Coffee with Kathryn, 10:30 AM on Zoom Mar. 6: Coffee with Kathryn, 5 PM Mar. 7: Orchestra Concert, 7 PM Mar. 13: Trimester Two Art Exhibition, 5 PM Mar. 21: Band Concert, 7 PM Apr. 3: Coffee with Kathryn, 10:30 AM on Zoom Cougar Mountain Jan. 19: PTSA General Meeting, 10 AM Feb. 8: Orchestra Concert Feb. 16: PTSA General Meeting, 10 AM Mar. 12: Band Concert Mar. 19: Choir Concert Mar. 22: PTSA General Meeting, 10 AM

CALENDAR Issaquah Jan. 16: Temperance and Good Citizenship Day Jan. 19: Java with JZ, 10 AM Jan. 26: IMS Annual Staff Chili Cook-Off Jan. 31: 5th Grade Parent/Caregiver Night (A-K) Feb. 1: 5th Grade Parent/Caregiver Night (L-Z) Feb. 2: 5th Grade Visit to IMS Feb. 8: Eastshore Music League – Jazz Festival @ Snoqualmie Valley School District Feb. 9: Fire Drill with Evacuation, 8:45 AM Feb. 16: Java with JZ, 10 AM Feb. 28: PTSA General Membership Meeting, 6 PM, Hybrid Mar. 2: Eastshore Music League – Solo & Ensemble Festival @ Tolt Middle School Mar. 4: National Junior Honor Society Meeting after school Mar. 12: Band Concert, 6:30 PM Mar. 22: Cultural Heritage Fair, 6 PM Mar. 26: Modified Lock Down Drill, 8:15 AM Mar. 26: Chorus Concert, 6:30 PM Mar. 28: Eastshore Music League – Concert Band Festival @ PLMS Mar. 29: Java with JZ, 10 AM

Mar. 26: PTSA General Meeting, 12:30 PM Mar. 26: Orchestra Concert, 7 PM Mar. 27: Band Concert, 7 PM Mar. 28: Spring Musical, 7 PM Mar. 29: Spring Musical, 7 PM Mar. 30: Spring Musical, 2 PM & 7 PM

Maywood Jan. 18-Feb. 1: ASB/PTSA Issaquah Food Bank Food Drive Jan. 18: PTSA General Meeting, 6 PM Jan. 19-20: Maywood Musical, 7 PM Jan. 30: Music Open House for 5th Grade Families, 6 PM Feb. 13: Orchestra Concert, 6:30 PM @ Liberty High School Mar. 4: Choir Concert, 6:30 PM @ Liberty High School Mar. 6: Staff Appreciation Mar. 7: Band Concert, 6:30 PM @ Liberty High School

Gibson Ek Mar. 6: PTSA General Meeting, 6 PM Mar. 13: Gibson Ek Showcase (Learning Cycle 2 Design Fair)

Pacific Cascade Jan. 23: PTSA General Meeting, 12:30 PM Feb. 14: Staff Appreciation Breakfast Feb. 15: Choir Concert, 7 PM Mar. 13: Staff Appreciation Breakfast Mar. 18: Staff Appreciation Lunch

Pine Lake Feb. 13: Plateau Choir Festival @ Skyline High School Mar. 2: Solo & Ensemble Contest @ Tolt Middle School Mar. 5: Band Concert, 7 PM Mar. 11: Orchestra Concert, 6:30 PM Apr. 1: Music Department - Silverwood Parent Meeting, 6 PM

HIGH SCHOOLS Jan. 25: First Semester Ends Jan. 29: Second Semester Begins Feb. 9: The Great Careers Expo @ Renton Technical College

Mar. 6: Staff Appreciation Breakfast Mar. 12: Boosters General Membership Meeting, 6 PM Mar. 13: SAT for 11th and 12th graders Mar. 19: PTSA Hybrid General Membership Meeting, 11 AM Mar. 26: TOLO Assembly – Adjusted Schedule, ASB-Sponsored Dance Apr. 2: Chamber Music Recital, 7 PM Apr. 3: Staff Appreciation Breakfast Liberty Jan. 20: NJROTC Field Trip, 5:30 AM-5:30 PM @ Spanaway Lake High School Jan. 23: PTSA General Membership Meeting, 6:30 PM Feb. 10: NJROTC Field Trip, 5:30 AM-5:30 PM @ Steilacoom High School Feb. 14-20: Field Trip: Model United Nations (LIBMUN) @ Washington DC Mar. 5: Incoming Freshman Night

Issaquah Jan. 19: PTSA Hybrid General Membership Meeting, 11 AM Jan. 20: College Prep SAT Practice Exam, 8:30 AM Jan. 20: Evening at the Pops – Evergreen Philharmonic, 7 PM Jan. 24: Scoresback Sessions for ACT/SAT Practice Exams, 7 PM Feb. 1: Choir Concert Feb. 7: Staff Appreciation Breakfast Feb. 9: PTSA Hybrid General Membership Meeting, 11 AM Feb. 10: Swingin’ in Vienna, Evergreen Philharmonic and Jazz Band, 7:30 PM Feb. 14: World Language Credit Test, 7:20 AM Feb. 29: Student Career Fair

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. If you would like to participate in helping at any of these events, contact Laura Ni at: laura@isfdn.org.

For more information, visit: https://www.isd411.org/programsservices/equity/parent-events-and-workshops

5th Grade Transition to Middle School - An Information Night for Families New to the U.S. January 24, 6:30 PM – 8:30 PM, Zoom Course selection information, elective class options such as orchestra and choir, PE/Health classes, sports, clubs, health/ immunization, costs/fees, supplies.

8th Grade Transition - An Information Night for Families New to U.S. High School February 7, 6:30 PM – 8:30 PM, Zoom Topics will include high school credits, graduation requirements, high school opportunities, general information about course selection, and programs such as Advanced Placement (AP), International Baccalaureate (IB), and Running Start.

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CALENDAR Welcome to the ISD for Incoming Kindergarten Parents March 13, 6:30 PM – 8:30 PM, Zoom Topics will include what kindergarten looks like in the Issaquah School District, age of students entering kindergarten, kindergarten preparedness, transportation, lunch, costs/fees, hours, health, and immunization.

Understanding the School Attendance Policies April 3, 6:30 PM – 8:30 PM, Zoom Information night on Issaquah School District Attendance Policies.

City of Sammamish Lunar New Year Celebration 2024 Saturday, February 10, 2024, 1:00 PM – 5:00 PM at Central Washington University – Sammamish [120 228th Ave NE, Sammamish, WA 98074] Event Highlights: Vibrant performances, music, dance, visual arts, various interactive booths for kids, food trucks, etc.

Irish Festival Seattle

March 16-17, 2024 at Seattle Center [305 Harrison St, Seattle, WA] This festival celebrates Irish heritage, culture, and arts with two days of traditional music, step-dancing, lectures, genealogy workshops, Irish films, exhibits, displays, and more.

Cultural Events Chinese Monthly Book Group

January 20, February 17, March 16, 2:00 PM – 3:30 PM Bellevue Library: 1111 110th Avenue NE Share your thoughts and discuss your point of view in Mandarin. Books are available during the previous month’s meeting. For more information in Mandarin, contact Liang Du at duliang@hotmail.com.

Tet in Seattle – Vietnamese Lunar New Year

February 3-4, 2024 at Seattle Center [305 Harrison St, Seattle, WA] This festival celebrates the cultural roots and traditions of Vietnamese Americans during the Vietnamese Lunar New Year. For two days, attendees gain a glimpse into the spirit and energy of Vietnam through arts, music, hands-on experiences, and performances unique to Vietnam. Additional features include offerings of traditional Vietnamese food, awe-inspiring lion dances, curated ao dai fashion show, and an all-inclusive health fair, providing free health services, screenings, and medical support.

Seattle’s French Fest: A Celebration of FrenchSpeaking Cultures

March 24, 2024 at Seattle Center [305 Harrison St, Seattle,WA] The festival aims to embrace this diversity of French-speaking cultures in the types of activities offered at the event. It promotes the French idea of “joie de vivre” through music, dancing, cooking demonstrations, film screenings, wine tastings, baguette-tasting contest, and more. Each year, there are live performances on the main stage featuring traditional dance and music from French-speaking countries or in the French language.

Seattle Cherry Blossom & Japanese Cultural Festival April 12-14, 2024 at Seattle Center [305 Harrison St, Seattle, WA] The festival deepens the understanding and serves as a vehicle for sharing Japanese and Japanese American culture and heritage through hundreds of performing and martial arts, exhibits and demonstrations, hands-on children’s activities, culinary treats, and more!

Newcastle Lunar New Year Celebration

Sunday, February 4, 2024, 1:00 PM - 5:00 PM at Risdon Middle School [6928 116th Ave SE, Newcastle, WA 98056] Newcastle celebrates Lunar New Year with a spectacular Dragon Dance by Northwest Kung Fu and Fitness. After the performance, enjoy activities like lantern making, Chinese calligraphy and popular Asian board games. Welcome the Year of the Dragon!

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PARENT ED can affect their learning by making it difficult to acquire, retain, and retrieve information. It can also affect school performance by making it difficult for them to follow directions, get along with others, and handle stress. Remember: Better sleep leads to better performance!

The Importance of Sleep Are you a parent of a teen? Do you find yourself asking: Why is my teen staying up so late? Why is my teen not waking up?

In the fall of 2023, Lisa L. Lewis joined ParentWiser to discuss the importance of sleep for teenagers. She also explained why teens go to bed late, wake up late, and often get less sleep than they need. She also suggested strategies to help teens develop better sleep patterns. Below is a summary of what Lisa talked about during her ParentWiser presentation.

Why is Sleep Important for Teens?

Sleep is vital for people of all ages. Teens are in an important physical and brain development stage, and sleep is especially critical. When teens sleep, their brains process and store the information they learned that day. They are also removing unused brain cells and increasing connectivity between the ones they use to make them faster and stronger. Removing unused brain cells and increasing connections in the brain are multi-year processes from adolescence to early adulthood.

The result is that young adults can use their brains to focus and make good decisions. Sleep also affects how the teen grows and how quickly they can recover from injuries.

In addition to the importance of sleep for a teen’s brain and physical development, it can also affect their mental health.

When teens do not get enough sleep, they have less control over their emotions. Sleep deprivation also worsens mental health issues such as anxiety, depression, and suicide risk.

Why do Teens Get Less Sleep?

The recommended time for teens to sleep each night is 8-10 hours. In reality, many teens get fewer hours of sleep. The primary reasons for less sleep during the teen years are: 1.

2.

3.

Humans experience a shift in their circadian rhythm and a later release of melatonin. Circadian rhythm is your body’s internal clock. Melatonin is a hormone that regulates the sleep and wake cycle. The shift in both of these leads to a biological change in teens. They naturally fall asleep later than both young children and adults.

Teens are often overloaded with schoolwork and activities.

There might be less than 8-10 hours a day available when they can sleep.

How teens are using technology. Many teens are continuing to use technology late into the night. The time they could be sleeping is used on technology. Online activity is engaging and stimulating, which does not help them wind down to sleep. There is also the presence of blue light. This is part of the light spectrum that makes you feel more alert and can delay the release of melatonin.

What are the Effects of Sleep Deprivation?

When teens do not get enough sleep, it can negatively affect their brain development, physical development, mental health, and school performance. When teens are sleepdeprived, it can be like they are sleepwalking through school. It

What are Some Strategies to Help Teens Get Better Sleep?

Even though teens face challenges with getting enough sleep, 8-10 hours each night, families can use specific strategies to encourage and support healthy sleep habits.

Strategy #1: Evaluate the Teen’s Activities and Commitments Families should think about whether the teen has too many things to do. They should look at the teen’s time commitments over a 24-hour period. Write down what they are doing, the anticipated time needed for homework, and time commitments for activities, clubs, and jobs. If there is no 8-10 window for the teen to sleep, the family might need to work with the teen to re-evaluate choices. And then, kids withdraw and go to their friends instead of going to their parents.

Strategy #2: Develop Best Practices for Technology Use Technology is engrained and embedded in our lives, especially for teens who often use it in their social lives. We cannot just tell the teen to stop using technology. Some best practices for technology use at night include: • • •

Log off devices one hour before bedtime.

Move technology devices out of the bedrooms at night.

One idea is to set up a central charging station in the house where all devices go before bedtime.

Disconnect before bed.

Strategy #3: Encourage Wind-Down Routines Work with your teen to develop a routine that helps them relax before bed. Since each teen is different, help them find what relaxes them. Encourage your teen to come up with their own wind-down routine.

Strategy #4: Pay Attention to Naps and Weekend Sleep Help your teen become more aware of how naps and weekend sleep can affect their sleep cycle. Naps, either too late in the day or too long, can make it hard for the teen to fall asleep at night. Weekend sleep can disrupt the regular sleep routine.

Strategy #5: Make Sleep a Family Priority Be a role model for your teen! If we expect them to follow best sleep practices, we should follow them, too. Talk to your teen about how you value your own sleep. Show them that you have your own routine to relax before bed.

Lisa’s final advice during her presentation was: “There is nothing we do better as a result of being sleep-deprived!” If you would like to learn more and listen to her full ParentWiser presentation, visit https://parentwiser.org Lisa L. Lewis, MS, is a freelance journalist who covers the intersection of parenting, public health, and education. She played a key role in California’s new healthy school start times law, the first of its kind in the nation. Lewis is a frequent contributor to The Washington Post and has written for The New York Times, The Atlantic, TIME, the Los Angeles Times, Slate, and Your Teen, among others. She’s a parent to two teens, who inspire much of what she writes about.

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ISSAQUAH SCHOOL DISTRICT

Self-Care For Special Education Parents (Or Any Parent) If There’s No Time To Care For Yourself

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

Parents are just trying to get it all done. Finding the time to focus on your personal well-being can be difficult. For caretakers of children with disabilities or other medical issues, it is especially challenging to step away from their daily responsibilities. Taking an afternoon or a day off is often an impossibility. However, we all still need to find ways to destress and relax, if only for a stolen moment here and there, so we can continue to care for our loved ones.

When I was a student at Northwestern University in the early 1990s, there was a wonderful tradition called the Primal Scream. At 9 pm on the Sunday before every finals week, students open their windows or go outside and scream into the night at the top of their lungs. That momentary release of stress and pressure allowed me to clear my head and push

The Equity, Belonging, and Family Partnership department has exciting news to share about a collaboration we have formed with a mental health and substance abuse care coordination service called Care Solace. Why is this exciting news? Well, in our most recent survey to families, the number one basic need families identified wanting help with is accessing mental health care therapists and/or programs. Care Solace will find therapists and programs, navigate insurance (even no insurance), and set up appointments. This service will be offered free of charge to students, families, staff, and staff’s immediate families.

Care Solace is a central service that connects students, staff, and their families to care free of charge. Care Solace will quickly and confidentially find available mental health and substance use providers matched to your needs. Care Solace helps school districts provide care coordination for every student, staff member, and family member in need. The Care Solace team is always available — including nights, weekends, and holidays — in 200+ languages. Our school counselors, Swedish counselors, and administrators will have the ability to use the Care Solace online portal (or phone number) to provide a referral to a care coordinator that will handle the entire process of setting your student up to receive mental health or substance abuse services. Families also have access to this online portal (or phone number) to provide a referral to a care coordinator to set up mental health or substance abuse services for their student or any other member of their family, including themselves.

We know that sometimes, our families need comprehensive support to address mental health or substance abuse.

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forward with my responsibilities for the week ahead. I enjoyed the practice of taking a minute or two out of a particularly stressful time. I know parents are not able to scream at the top of their lungs at any given moment, so I’ve compiled a short list of ideas that will each allow for 5 minutes or less of self-care. ǧ ǧ ǧ ǧ ǧ ǧ ǧ ǧ ǧ

Listen to a favorite song Stand up and stretch Put lotion on your hands or your face Eat a little something sweet (a piece of fruit or a small candy) Send a gratitude text to someone Put on lip balm Pet your dog or cat Light a scented candle Walk outside and take three deep breaths

But if you can safely scream for a few seconds, try it. Maybe even stomp your feet a little. I think you’ll like it.

Below is a high-level summary of what Care Solace does: • Navigation help available in any language 24/7/365 by phone, email, text, or video chat in any language • With a network of over 350,000 providers and services, Care Solace will help you find the right help at the right time — at no cost to you. They will connect you with providers accepting all medical insurances, including Medicaid, Medicare, and sliding scale options for those without insurance.

• A dedicated Care Coordinator who will support students, families, staff, and staff’s immediate family members through the entire process, calling providers on their behalf to determine fit and availability • Help with private insurance, government insurance, and no insurance • Care Solace services come at no cost to staff, students, or families • Completely confidential support; Care Solace will not share your information without your permission • In-person, online, or teletherapy (Video Chat) options • Appointment coordination for students, staff, and their families Visit our ISD Care Solace site to learn more. For immediate help finding a provider: call or text (888) 515-0595, or visit the site (http://www.caresolace.com/issaquah) to start a “Video Chat” or to begin your own guided provider search.

THANK YOU COMMUNITY PARTERS FULL PAGE - REDESIGN

RESOURCES

Action Forum for Youth Sparks Conversation

On September 20, 2023, Influence the Choice hosted its annual Action Forum forYouth at Blakely Hall in the Issaquah Highlands.

Nearly fifty people attended. Parents, city governments, the Issaquah School District, and civic organizations attended the event, which focused on ways to prevent youth substance abuse and promote youth mental health.

Attendees at the Forum first reviewed information from the 2021 Healthy Youth Survey, but the real spark was a student panel discussing various aspects of young people’s lives in today’s changing world. All four students are members of TECH (Teens Encouraging Community Health), a youth program sponsored

by Influence the Choice. The teens all said they felt supported by parents, friends, and community. However, they also provided many examples of how young people are not being given enough information or skill-building to resist the pressure to achieve, fit in with peers, or manage complex emotions. Panelists focused mainly on high school health class lessons.

Adult attendees were next asked to discuss the ideas presented in small groups. From those discussions, attendees provided Influence the Choice leaders with some clear directions for future actions: • Ensure that middle school and high school health curriculums provide students with practical “refusal” skills and a better understanding of the consequences of substance use.

• Provide young people in Issaquah with alternatives to substance use and emphasize opportunities for connections to adults and peers.

• Be more aggressive in taking messages about substance abuse and mental health to community gatherings and events.

Alcohol Use Data by grade level (6th to 12th grade) from 2016 to 2021: Percent of students who report having drunk a glass, can, or bottle of alcohol in the past 30 days.

Cannabis Use Data by grade level (6th to 12th grade) from 2016 to 2021: Percent of students who report using cannabis in the past 30 days.

Vaping Use Data by grade level (6th to 12th grade) from 2016 to 2021: Percent of students who report using an electronic cigarette, e-sig, JUUL, or vape pen in the past 30 days.

Please note that this Healthy Youth Survey statistic data was administered in October 2021 when students returned to school after two years of remote learning during the pandemic.

ISD students just did another Healthy Youth Survey in October 2023, which should be very interesting to analyze the results next year. However, the graphs above do show that: 1.

2.

Strong parental influence, as was experienced during the pandemic and Lack of access to alcohol and drugs -- do work to reduce teen use. Influence the Choice has worked to increase both since our inception in 2010.

Influence the Choice, our community’s youth drug prevention coalition, was established in 2010. They have presented the Action Forum for Youth annually or biannually since its inception. In previous years, input from attendees has resulted in the construction of a new public skatepark in downtown Issaquah and led to the introduction of mental health counselors in all high schools in the Issaquah School District. Influence the Choice leaders appreciate the thoughtful comments received from this year’s attendees and will be working to turn them into actionable items.

To learn more about Influence the Choice, please visit https://www.influencethechoice.org.

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Family and Community Engagement – FACE

BY Laura Ni & Melissa Valdez Issaquah PTSA Council FACE Co-Chairs face@issaquahptsa.org Currently, the Issaquah School District contains 27 schools and serves almost 20,000 students. The population and demographics served by the ISD have been changing rapidly in the past 20 years. In 2001, the District was about 85% white students and 15% students of color. Now, the District’s minority enrollment is over 50%. Every year, there are about 500 new families joining our District. (*Note: There are families moving out of our District at the same time.) As our communities become more diverse, we should take extra care to ensure our schools and PTSA/PTAs are an open and welcoming place for all parents and families from different groups and cultures.

Today, both the National PTA and Washington State PTA state the importance of the family and community engagement and list four principles of how the school PTA/PTSA can be more family engaged: • Inclusive: Embracing and valuing diverse perspectives.

• Individualized: Meeting the unique needs of every family and child.

• Integrated: Connecting and aligning with the educational system.

• Impactful: Empowering families to support their child’s success.

Therefore, the Issaquah PTSA Council encourages all the Issaquah schools’ PTA/PTSAs to have a Family and Community Engagement (F. A. C. E.) coordinator to create an inviting environment for your school community. The mission is to involve more parents and teachers in school activities, advocate for the needs of all children, and encourage more volunteers to advance this mission!

As the Issaquah PTSA Council Family and Community Engagement chairs, we understand that each school and PTA/ PTSA works differently. However, the suggested ideas below are for each PTA/PTSA’s Family and Community Engagement coordinator on how to help their families: • Coordinates Cultural Ambassadors to welcome families and help translate school information.

• Works together with the school Registrar of the school office to welcome and assist families.

• Supports school Librarian to help search for books in different languages.

• Supports MLL (Multilingual Language Learners) staff.

• Supports school cultural events and activities.

• Liaison with the Issaquah PTSA Council FACE chairs.

• Liaison with Cultural and Family Partnerships of the Issaquah School District.

• Liaison with the Cultural Bridges Program of the Issaquah Schools Foundation.

We offer an array of resources to enhance the current outreach for new families and diversity initiatives. We believe that

RESOURCES when families understand how to engage and connect with schools and help their kids, they feel less intimidated, isolated, detached, and then they feel empowered to help and to advocate for their own children.

If you are new to Issaquah School District or you want to know or understand school programs or activities, please reach out to your school’s PTA/PTSA Family and Community coordinator or your PTA/PTSA President or reach us via face@issaquahptsa. org if you are unsure who is the correct person to contact.

Diversity, Equity & Inclusion – DEI

BY Lovenia Hardin Issaquah PTSA Council DEI Chair dei@issaquahptsa.org In August 2023, the Issaquah PTSA Council added a new role to their council board – Diversity, Equity & Inclusion and recruited me to chair this position. I embraced this role with a deep commitment to Diversity, Equity, and Inclusion (DEI) efforts, driven by the belief that every student deserves equal access to resources, opportunities, and support. This fundamental principle is at the heart of bridging achievement gaps and establishing an equitable playing field, regardless of students' backgrounds.

As the DEI position is an emerging addition to our council, I'm eager to explore how DEI can be effectively integrated into our council PTA/PTSAs. Recognize that DEI is a progressive philosophy that encompasses a wide spectrum of strategies and practices designed to encourage inclusivity and equity.

Implementing this philosophy will require a step-by-step integration into various facets of our community's culture and operations. It's a journey, and it may take some time for everyone to embrace this philosophy fully.

With this in mind, I will continually share resources from the PTA National and State councils, bringing insights and knowledge to each monthly PTSA general council meeting. Additionally, I will collaborate with Family Engagement and Community (FACE) to provide comprehensive information during our scheduled meetings, the next of which is on January 19th and May 10th. This collaborative approach aims to ensure that DEI principles are not just words but actionable and impactful steps towards a more inclusive and equitable community.

Finally, DEI is not about singling out any specific group but about recognizing and celebrating diversity in all its forms.

It's about promoting a school culture that values and respects all student’s unique experiences and backgrounds. By doing so, schools can provide a more enriching and equitable educational experience for all students, helping them become well-rounded individuals who are prepared for the challenges and opportunities of an increasingly diverse world.

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RESOURCES For those seeking valuable DEI resources, I recommend exploring the wealth of information available on the PTA National, state, and Issaquah Council websites. Among these resources, the Multicultural Reference Guide stands out, offering a comprehensive roadmap to initiate a DEI journey within the PTA/PTSA.

Diversity

National PTA states: Diversity is the representation of, and respect for, people from different backgrounds and identities—including but not limited to race, culture, religion, socioeconomic status, age, geographic area, sexual orientation, gender identification, language, learning style, and physical appearance. It also involves bringing different ideas, perspectives, lived experiences, talents, values, and worldviews to represent the variety of children, caregivers, educators, and communities within the PTA family.

Equity

National PTA states: Equity provides fairness in resources, opportunities, and outcomes so that all communities get what they need to be engaged and successful. This moves beyond an “equal across the board” approach to: 1. Recognize and address bias and privilege.

2. Understand and attend to specific individual and community needs, providing additional resources to those with greater needs.

Inclusion

National PTA states: Inclusion is actions, behaviors, and social norms ensuring everyone feels safe, welcomed, and belong. This means putting diversity into action with skill and intentionality to ensure everyone feels respected, supported, and valued—and can fully participate with equal voice and right to be heard. This includes actively seeking out voices that have been traditionally underrepresented and/or marginalized.

The Garage is a safe space for teens to hangout with friends, get a coffee and a snack, play a game, play music, watch TV, plan an event, and much more.

We also provide mental health counseling and case management services.

EVERYTHING IS FREE: Food, Events & Activities, and Services

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Monday - Friday, 3:00 - 7:00 p.m.

235 1st Ave SE, Issaquah, WA 98027 issaquahteencafe.org

THE CIRCLE FREE PROGRAMS

The Circle offers activities for our community. All The Circle classes and programs are free, and everyone is welcome. For more information and to sign up, visit our site: thecircle-wa.org or call/text us at (425) 414 4999.

ENGLISH PLAYGROUP This is a program for caretakers and their children (birth to 6 years old). Come and enjoy with your children a music class by Musicalize while you get to know other adults. We meet every Wednesday from 11:00 am to 12:00 pm at The Circle: 160 NE Gilman Blvd, Suite 326, Issaquah, WA 98027.

SPANISH PLAYGROUP This is a program for caretakers and their children (birth to 6 years old). Come and enjoy a music class with your children while you get to know other adults. We meet every Wednesday from 12:00 pm to 1:00 pm at The Circle: 160 NE Gilman Blvd, Suite 326, Issaquah, WA 98027.

SPANISH CLASSES These classes are for elementary school children who already speak Spanish at home. The children will learn using Mexican textbooks for reading and language and will engage in many fun activities. We have two schedules: Wednesdays from 3:00 pm to 4:00 pm and Saturdays from 10:00 am to 11:00 am.

Classes are held at The Circle: 160 NE Gilman Blvd, Suite 326, Issaquah, WA 98027.

RUSSIAN PLAYGROUP This is a program for children with games, reading, and developmental activities. Come to meet other families, chat in Russian, and play. We meet every Saturday from 4:30 pm to 6:00 pm at The Circle: 160 NW Gilman Blvd, Suite 326, Issaquah, WA 98027.

INDIAN HERITAGE PLAYGROUP This is a program for caretakers and their children (birth to 6 years old). Come and do a cultural activity with your children, while you get to know other adults. We meet on Sundays from 3:00 pm to 4:00 pm at The Circle: 160 NW Gilman Blvd, Suite 326, Issaquah, WA 98027 ART CIRCLE Every first Monday of the month, we offer an art class by The Fat Brush Art. The Art Circle is for adults and teens, but kids are welcome to participate with their parents. Come with your family and enjoy some quality time! We meet from 6:30 pm to 8:00 pm at The Circle: 160 NE Gilman Blvd, Suite 326, Issaquah, WA 98027.

INCLUSIVE CIRCLE Every second Thursday of the month, we offer this group for kids and teens of all abilities. They will enjoy a music class by Amy McOmber and an Art Workshop by Epic Art. We meet from 7:00 pm to 8:30 pm at The Garage Teen Café: 235 1st Ave SE, Issaquah, WA 98027

Parent Connection Conference In October, the Issaquah Schools Foundation sponsored an interactive Parent Connect conference on youth mental health & wellbeing. It offered breakout topics that families may face with their children now or in the future and included local experts. The conference gave parents a better understanding of the resources available in our community. Please check out some of the session highlights from the conference below:

Parent University: Strengthening the Family Unit This session was presented by Lisa Koenigsberg Roshon, the workshop developer and certified facilitator of Parent University, and Kylee Mudrovich, certified facilitator of Parent University.

Parent University offers 10-week workshops for parents and guardians called Parent Project, with 2 hours each session and a total of 20 course hours. It not only teaches parents content/ lecture-based information, but also let parents work with their support group every week to learn concepts, techniques, and ideas for supporting children and addressing destructive behaviors. This program is FREE to the parents, and the course materials are provided by the Issaquah School District. Parent University is more than one program; it focuses on developing supportive home environments to support families struggling with destructive adolescent behavior. It teaches parents the skills to develop structure and predictability in the home, address drug and alcohol use, improve school attendance, and etc.

Parent Project Weekly Units Overview: ǧ Unit 1: Understanding our children. The foundation where we begin the workshop. ǧ Unit 2: Addressing problem behavior with your child. ǧ Unit 3: Active supervision and structure in regard to peer relationships, social media, technology. ǧ Unit 4: Improving school attendance and performance. ǧ Unit 5: Addressing drug use/substance abuse, identification, prevention, and intervention. ǧ Unit 6: Addressing out of control behaviors. ǧ Unit 7: Developing person action plans. ǧ Unit 8: Finding help and support. ǧ Unit 9: Developing healthy relationships and peer influences. ǧ Unit 10: Addresses the dynamics of change and how parents can visualize success.

The session in the Parent Connection Conference is a brief snapshot of their Unit 1 workshop to provide parents with some important concepts that can strengthen the family dynamic in the home.

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Whether a toddler or a teenager, the single most important parenting tool is Love and Affection. It’s the key through all of parenthood. Parenting is considered the greatest form of love, requiring sacrifice and guidance. Adolescents, despite their sometimes-challenging behavior, still crave love and attention. If people think toddlers require the most attention, prepubescent and adolescent children possibly need even

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more love and affection. Love and affection are paramount in parenting, especially for strong-willed and out-of-control children, who benefit from open displays of love. While acknowledging that love alone may not entirely alter negative behavior, it serves as the foundation which the parent must start with. An example is, “I love you more than you can possibly understand. I would do anything to keep you safe.

That is why you are grounded for the next three days.” Express deep love preceding a consequence. This reinforces the idea that love and safety are central concerns in parenting, even in disciplinary situations.

Three Most Effective Methods for parents to show love to their children: •

Verbal “I love you”: Verbal Affirmation to express love through words is a powerful method. Verbally say "I love you" to your children daily, multiple times if possible.

Whether it's during drop-offs, phone calls, or bedtime, the repetition of these words is emphasized for better impact.

•

Physical affection; touches, hugs, etc.: physical touch is a method of demonstrating love. Actions like hugs, pats on the back, kisses on the forehead, arm around the shoulders, or a simple squeeze of the hand are encouraged. There’s the misconception that as children grow into adolescence, parents need to reduce physical affection. This is not correct. Teenagers still need and appreciate physical love.

•

Written “I love you”: Expressing love through written means. Sending text messages, leaving notes in lunchboxes or on bathroom mirrors, and incorporating love into birthday cards and sticky notes are also recommended.

The idea is to communicate love through the written word in various forms and locations where the child will notice it.

There’s a distinction between control and influence in parenting. Parents do not have absolute control over their children's behavior, especially during adolescence. Parents can reflect on their own experiences as teenagers, likely to evoke a recognition that parents couldn't fully control their behavior during that time. While control may be limited, parents possess a significant amount of influence over their children's choices. Influence is presented as a more effective and realistic approach to guide children's behavior, contrasting with the idea of strict control. Keep in mind that parents serve as crucial role models for their children. Children observe and learn from their parents' behavior. The parents' actions play a vital role in shaping the values and decisions of their children.

There are three methods for influencing and motivating children: •

Positive Strokes: Verbal praise and recognition given to a child when they exhibit positive behavior. Motivate children by reinforcing positive behavior through positive strokes.

•

Positive Consequences: Advocates for rewarding children for their good behavior. Positive consequences should not be treated as bribes.

RESOURCES •

Negative Consequences: Involves the removal of privileges or desired items and activities as a consequence of negative or destructive behaviors. Should be short-term, fitting the way children think, and applied consistently every time a rule is broken. Due to the developing nature of the human brain, children and teenagers may need parental guidance to comprehend the consequences of their actions.

A strategy called T.E.A.S.P.O.T., which stands for "Take Everything Away for a Short Period of Time." involves restricting a child's access to various activities and items as a consequence for breaking house rules or exhibiting negative behavior. The restrictions include removing options such as phones, video games, computer usage, time with friends, and TV, leaving the child with only the options to read, draw, or spend time with the family. The effectiveness of T.E.A.S.P.O.T. relies on consistent application. The length of the restriction is less important than the commitment to applying it consistently every time a house rule is broken. For persistent and dangerous behaviors, the text recommends combining T.E.A.S.P.O.T. with other supports and resources, such as seeking counseling or treatment for a child with substance abuse issues. Overall, T.E.A.S.P.O.T. is presented as a discipline strategy that, when consistently applied, can effectively influence and modify a child's behavior.

To learn more about Parent University or register for this 10week workshops, please koenigsbergroshoni@issaquah. wednet.edu /mudrovichk@issaquah.wednet.edu, Or 425-8312686/253-740-1238.

Helping Adolescents Deal With Stress This session was presented by PEPS in English (by Deepa Murugesan) and Spanish (by Gloria Martinez). PEPS is a non-profit organization that connects parents to strengthen families and build community.

The session addressed the stress experienced by adolescents during the crucial phase of adolescence and the crucial role of parents in guiding their children through this challenging period. The key points are understanding stress, recognizing stress signs in adolescents, coping mechanisms, and strategies for helping them manage stress effectively.

Stress is our physical reaction to things that happen around us that make us feel threatened. When faced with such events, our body responds with both physical and emotional reactions that send out an “alarm signal.” Hormones are triggered, and cortisol levels rise. Stress itself is neither good nor bad. It is merely part of living in a complex, changing world. Normal stress can be beneficial because it helps us build resilience.

Stress can also help us realize our values, motivate us, and make us work harder.

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Stress is a natural and adaptive response to challenges, opportunities, and situations, particularly prevalent during the growth and self-discovery phase of adolescence. Stress can be categorized as positive, tolerable, and toxic. Toxic stress results in a prolonged activation of the stress response systems, with no time to relax and recover. It can disrupt brain development and impact an adolescent’s ability to learn and function in school, as well as their ability to build trusting, supportive relationships. The good news is that if at least one parent or caregiver consistently engages in a caring, supportive relationship, most stress responses will be positive or tolerable.

Recognize some signs of stress in adolescents, including changes in behavior, academic decline, physical symptoms, and social isolation. Coping mechanisms for managing stress include open communication, self-care, and setting boundaries. Modeling positive behaviors as parents include demonstrating coping strategies, a positive mindset, and resilience. The strategies for parents to teach their teens emotional awareness, healthy habits, problem-solving skills, and seeking help when needed.

Practical lifestyle strategies, such as exercise, adequate sleep, healthy eating, staying away from alcohol and drugs, limiting caffeine, time management, daily relaxation time, going outside, taking a break from stressful situations, and practicing mindfulness are effective ways for adolescents to cope with stress.

As parents, it’s important for us to recognize and address signs of excessive stress in adolescents. Potentially unhealthy coping mechanisms include substance abuse, unhealthy relationships, self-harm, or risky behaviors.

In summary, adolescence is a period of immense growth and self-discovery. Open communication, healthy coping skills, and empowerment can help adolescents manage stress. Parents can support them through this challenging phase by fostering resilience and overall well-being.

PEPS is now offering a program for Parents of Adolescents and Teens (PAT). Parents and caregivers gather weekly to connect, learn in a community, and find support. To learn more about PEPS, please visit: www.peps.org.

The mental health and wellbeing of our students is a priority area for the Foundation that we support through supplemental curriculum materials in our schools and training to Issaquah School District teachers and staff in Youth Mental Health First Aid. Learn more about the Issaquah Schools Foundation work and how to support at www.isfdn.org.

Lunar New Year Eve – My Childhood Memory

OUR CULTIURES

BY Laura Ni Cultural Bridges Lead Editor

My name is Laura Ni. I have lived in the United States for over 23 years. Still, my childhood memories of celebrating Lunar New Year (the Spring Festival as it is called in China) are still vivid, like they just happened yesterday.

I was born and grew up in Shanghai, China. Like the celebration for Christmas, which starts on Christmas Eve, the celebration for Lunar New Year starts on Lunar New Year Eve. On that day, I remember my parents would decorate the house with yellow or red Winter Sweet flowers, colorful Cat-tail Willows, and Chinese Daffodils to wish for resilience, bravery, perseverance, and reliability, as well as wish for a productive and successful new year. An inverted Chinese character, '福' (fu), is pasted on the door, symbolizing the arrival of blessings in the new year and all things going smoothly.

During the day, everybody would help prepare the dinner feast. My favorite things to do to would be to help my parents make egg dumplings and handmade glutinous rice flour in a stone mill. Egg dumplings are made with handmade egg wrappers filled with pork filling, shaped like traditional Chinese gold ingots, symbolizing wealth and prosperity.

A stone mill grinds rice and water into rice water, then processed into glutinous rice flour. My dad used it to make stuffed glutinous rice balls. In my memory, the must-have Lunar New Year’s dish was always glutinous rice balls, not dumplings. I never ate dumplings during Lunar New Year in my childhood. I only started eating them as part of Lunar New Year when I moved to the United States.

Family members gathered on the Lunar New Year’s Eve for the dinner feast, which normally had over 15 dishes. That night, whether adults or children, everyone would chat, play games (like Chinese Majiang), or watch TV and stay up until midnight, symbolizing guarding the year. When the clock struck 12, everyone would rush outside to set off fireworks and firecrackers, lively and boisterous, welcoming the new year. Adults would also exchange New Year's greetings and congratulations. After setting off firecrackers, children would reluctantly go to sleep. After I was asleep, my parents would secretly place a red envelope with money inside under my pillows, hoping for safety and smoothness in the new year. Opening the red envelope was always the first thing I did when I woke up on Lunar New Year morning. Not because of the good wish, but because I was curious about how much was inside the red envelope.

As I remember, we always celebrated Lunar New Year for 15 days until the Lantern Day festival. Every day was filled with endless laughter, happiness, and love from families and friends. I still remember the warm feeling every time I look back. Now I have my own kids, I tell them my memories of the Lunar New Year and wish they could feel the significance of the Chinese culture in my story.

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OUR CULTURES

Building Bridges Through Books:

The Journey of Books 4 Cultural Competence in Enhancing Diversity

BY Judy Shi B4CC High School Student Leader & City of Issaquah Resident In Washington state, a dynamic team has been contributing to cultural education since 2021. The team at Books 4 Cultural Competence (B4CC) includes Dr. Yanfang Su, a Harvardeducated assistant professor at the University of Washington and founder of Mandarin Playground; Mrs. Yingying Gao, an enthusiastic Chinese educator; Mrs. Chen Ding; and Mrs. Laura Ni. They are nurturing mothers. Each contributes unique expertise to this impactful initiative, blending maternal insight with a commitment to positive change.

Discovering B4CC as a high schooler has been like uncovering hidden gems that lead to the foundation of our society. From hosting camps to exploring the fascinating bits of different cultures, every moment has been like finding a new puzzle piece: I loved every part of it! B4CC's mission is simple yet profound: to enhance cultural competence in the K-12 community. They believe that by offering books showcasing diverse stories and experiences, they're helping to forge a more empathetic and understanding society. The B4CC team focuses on deepening cultural awareness and identity, emphasizing the importance of connecting with, respecting, and learning from diverse traditions.

Since its inception in 2021, B4CC has made remarkable strides.

Hosting events, engaging over fifty volunteers, and donating many culturally rich books to classrooms and libraries across school districts. Their efforts are commendable. Through continuous book drives, school outreach, summer camps, and curriculum development, B4CC fosters opportunities for children to explore and appreciate societal diversity.

Each step of B4CC's journey reflects deep community involvement, from initiating book drives to establishing afterschool classes and online book clubs. B4CC was honored to receive the community fund from a program of United Chinese Association (UCA). Their collaboration during the Asian American and Pacific Islander (AAPI) Heritage Month in 2021 kickstarted the book drive. Since then, there have been countless engagements, community funds, educator grants, and impactful summer retreats. The collaboration with the Issaquah Schools Foundation has been transformative.

Two summers of vibrant camps, student-led initiatives, and collaborative curriculum design have significantly impacted students, teachers, and high schoolers seeking to contribute to their communities.

What’s been the real cherry on top you ask? The connections, of course! Through the events, it’s like stumbling upon a family of students and teachers who share the same passion for embracing diversity. Those friendships and bonds have turned this journey into an absolute joy! Personally, I have had a unique experience with B4CC as a part of the student leadership team. Through the curriculum planning project, specifically, I connected with students from other local high schools. I made a lot of friends and created astonishing projects with them.

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Highlighting the power of youthful enthusiasm and dedication, what was unique and amazing in many of the B4CC projects was that the students drove the initiative, ranging from online book clubs to curriculum development. Brilliantly, a new after-school program was added to the SnoSprings School in Issaquah! The program leverages curricula developed by local high school students and teachers under a flagship B4CC project.

As B4CC looks to the future, it aims to spotlight AfricanAmerican culture and embrace a variety of world cultures, further bridging understanding across diverse communities.

This whole experience for me has been a personal journey of self-discovery painted with the colors of curiosity and an eagerness to understand the world better. Through planning and attending events, what really stuck with me are those moments of quiet reflection. It’s like sitting back and diving into the stories behind each cultural root. This journey has been a bridge—connecting me not just to diverse cultures but to a community that celebrates and cherishes these differences.

It’s a reminder that true understanding doesn’t just come from textbooks; it comes from shared experiences and stories. And in B4CC, I found this sense of understanding.

Books 4 Cultural Competence transcends its name. It's a collective and inclusive endeavor that paves the way for a diverse and understanding future. B4CC stands as a testament that learning about different cultures extends beyond textbooks—it's about sharing stories, experiences, and celebrating the richness of diversity. This is an invitation to join a transformative journey and be a part of meaningful change. B4CC has been a significant change for me personally.

It’s fueled my empathy, expanded my horizons, and made me literally fall head over heels for the incredible mix of cultures we’re surrounded by!

As the Lunar New Year approaches, B4CC will once again contribute to community celebrations by bringing its books and engaging activities. We encourage everyone to stop by and participate in these events, offering an enriching experience for all. Wishing everyone a joyous and prosperous New Year!

Thank you letters from students at an Elementary school “Thank you for bringing the books to our school. They taught me about things I otherwise wouldn’t know…Reading these books and the stories was amazing and very inspiring. Someday I want to write books like these about my culture.”

Written by a fourth grader.

Sparking Children's Interest in Chinese Culture: Strategies for Nurturing Intrinsic Motivation

OUR CULTIURES

BY Dr. Yanfang Su, ScD, MA; Mrs. Yanfen Su, EMBA Founders of Mandarin Playground and Parents in Issaquah School District

Understanding the importance of Chinese culture in our globalized world is essential. Engaging with Chinese culture not only broadens personal perspective but also fosters personal growth with a deeper understanding of the diverse fabric of our world. Learning about Chinese culture enhances appreciation for its rich history, traditions, and arts. This knowledge also promotes cultural sensitivity and respect, which are vital in today's interconnected environment. In professional and personal realms, an understanding of Chinese culture aids in effective communication and building meaningful relationships.

Additionally, given China's significant influence in global economics, a deep understanding of its culture is invaluable for navigating international business, diplomatic, and cultural exchanges.

To instigate intrinsic motivation among children for Chinese culture, consider these strategies: Expose Children to Chinese Cultural Experiences: Since 2012, we have collaborated with community partners to offer various cultural opportunities. Immersive experiences in Chinese culture are invaluable. Examples include trying authentic cuisine, watching movies, shopping in supermarkets, attending local Chinese festivals, or participating in cultural workshops such as calligraphy or martial arts. Such experiences create a tangible connection to the culture, making it more accessible and intriguing for children. The 2023 animated movie "Chang An" wonderfully introduces the poet Li Bai to young audiences.

Incorporate Interactive Learning Methods: Our experience in afterschool programs, summer camps, and free community events has involved introducing children to Chinese folktales, legendary figures, and the concept of the twenty-four solar terms. Engaging methods like storytelling, games, and multimedia resources effectively introduce Chinese culture. Such interactive approaches make learning fun and memorable, tapping into a child's innate curiosity and fondness for play.

Traditional games like Go, WeiQi in Chinese, can particularly captivate their interest.

Lead by Example and Show Enthusiasm: Personal enthusiasm for Chinese culture can be highly contagious. When children observe adults around them who are keenly interested in learning about a new culture, it often ignites their curiosity. Sharing what fascinates you about the culture, the language, history, or the arts can inspire a similar interest in them. The cultural ambiance of our homes, which mirrors Chinese aesthetics, often leaves guests feeling as if they've stepped into China itself.

Embarking on this journey of cultural exploration is not only enriching but also a delightful experience that we hope you will thoroughly enjoy!

Children browsing B4CC book donations and participating in book co-creation activities at various community events

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2024 Nourish Every Mind Student Showcase Fuel Innovation & Student Success Save the date! Join us in-person at noon on Thursday, March 28th, 2024, at the Issaquah Community Center for the return of the Issaquah Schools Foundation’s annual fundraiser, Nourish Every Mind Student Showcase.

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During this 1-hour event, we invite you to reconnect with friends over a light lunch as you hear stories of how your support fuels student success and innovation in our schools.

More info to come: www.isfdn.org