Happy New Year! Welcome to 2025! The Issaquah Schools Foundation and our Cultural Bridges Team hope you all enjoyed a wonderful holiday season filled with time spent with family and friends. The New Year is celebrated worldwide and is one of the most important holidays in many cultures, including Japan (Page 25).
As we enter the second half of the school year, elementary school parents can expect to receive their child’s new updated report card for the 1st semester. This should arrive at the end of January (Page 5). We also hope families with special education students have become more comfortable and confident with the District-wide inclusionary practice model introduced this year (Page 12).
For parents who grew up in different educational systems, it can sometimes be challenging to assist your children. Many people might have questions about course selection, differences in the curriculum, or partnerships with school organizations. In this issue you can learn more about the roles of PTA/ PTSA, ASB, and the Booster Club (Page 17), how to support your child’s course selection (Page 16), and how to discuss schoolwork (Page 24). These are all essential steps to bridging gaps and preventing misunderstandings.
When students transition to middle school, some may find math an academic challenge. Fortunately, since last year, the Issaquah Schools Foundation has piloted a Peer Tutoring program (Page 8) at one of our middle schools. This program continues this year. It is run in collaboration with middle and high school staff, high school student volunteers, and ISF. Its goal is to support students in building confidence and skills in math.
My hope for you in this new year is that you feel assured and supported by the many local community organizations working for you and your family. The Circle (Page 21), The Garage (Page 21), Influence the Choice (Page 20), and the Issaquah Food and Clothing Bank (Page 22) each offer valuable community services, counseling, programs, and events that enrich our schools and community.
Here’s to a bright and fulfilling 2025 and our incredible community!
Laura Ni
Cultural Bridges Lead Editor & Program Manager
Issaquah Schools Foundation laura@isfdn.org
LAURA NI
Lead Editor/Program Manager
CHRISTIANA SCHUMANN
English Editor
CLAUDIA ROMO
Spanish Editor
DIYORA SADIKOVA
Russian Editor
NANA TSUJINO
Japanese Editor
Cultural Bridges
Issaquah Schools Foundation
SEONGEUN YUN
Korean Editor
SHAIMA MANSOUR
Arabic Editor
TRAM PHAM
Vietnamese Editor
Vivian Khoang
Cover Designer
YINGCHEN PHOTOGRAPHY
Cover Photographer
YINGYING CUI
Chinese Editor
JIYOUNG LEE, MENGNA LI & TATYANA TCHIBOVA
Proofreading Helpers
Happy New Year!
I hope you all had a wonderful winter break and your students have settled well into the school year. Thank you to everyone who Stepped Up For Kids during our fall fundraiser to help us build a strong start for our 2024/2025 school year programming. Any donation of any amount has the power to open doors to opportunity for our students and we are so grateful for your support. If you’re still wondering who exactly the Issaquah Schools Foundation is and why we are such a crucial piece of the education puzzle in our area, please visit https://isfdn.org/about-us/ and watch a short video explanation. You’ll learn how your support helps us to provide critical resources to students from pre-school through graduation in the areas of:
• Academic Support
• Academic Enrichment
• Student Well-Being, and
• Community Outreach
We were thrilled to once again welcome our community to the Monster Mash 5K in October. We saw a record number of participants – runners, walkers, and volunteers – all joining together to raise money to directly benefit students. It was a truly festive inspiration!
We’re now gearing up to help bring innovative ideas to classrooms across our District as judging starts for our teacher grant awards. These awards, funded by our donors, enable teachers to introduce new teaching methods and to pilot new ideas for the benefit of students. We hope you’ll join us on Thursday, May 1, for our Nourish Every Mind Student Showcase luncheon, where you’ll have the opportunity to hear directly from students impacted by these innovative ideas and more.
Sincerely,
Trisha Marshall Executive Director Issaquah Schools Foundation
T.Marshall@isfdn.org
New Elementary Report Card for the 2024-25 School Year
Over the past few years, the Issaquah School District worked on revising the Elementary Report Card system. Starting this school year, the new Elementary Report Card system will be implemented. Elementary parents will be able to check the first new report card on January 31, 2025, after 4 pm in Family Access.
What are the new Grading Scales? What do they mean?
Grading Scale for Academic Performance: The Academic Grading Scale represents a progression toward mastery of grade-level standards. Mastery indicates the student has demonstrated high levels of accuracy with skills, concepts, problem-solving, and reasoning. See the full Grading Scale Descriptors below for more information on each performance level.
• 4 = Mastery of standards-based learning goals: A student demonstrates Mastery when, by the end of a unit or semester, they have demonstrated knowledge of the core ideas and essential skills taught. They are also adept at engaging in critical thinking, making reasoned inferences, and transferring their learning to different contexts. In other words, by the end of the term, the student has shown the ability to do all or nearly all the work expected from our standardsaligned curricula with minimal support and a high degree of accuracy.
• 3 = Proficiency with core concepts and standards: A student demonstrates Proficiency when, by the end of a unit or semester, they have demonstrated knowledge of the core ideas and essential skills taught. They generally engage in critical thinking, make reasoned inferences, and start to transfer their learning to different contexts. In other words, by the end of the term, the student has shown the ability to do nearly all of the work expected from our standardsaligned curricula with support and scaffolds and may demonstrate 70%-85% accuracy.
• 2 = Basic understanding of core concepts and standards: A student demonstrates a Basic level of proficiency when, by the end of a unit or semester, they have demonstrated knowledge of the core ideas and essential skills taught with some gaps. They engage in critical thinking and make inferences with guidance. In other words, by the end of the term, the student is completing most of the work expected from our standards-aligned curricula with a higher degree of support and scaffolds and may demonstrate 60-75% accuracy.
ISSAQUAH SCHOOL DISTRICT
The State of Washington is making a similar shift in the state achievement scale. The state and ISD are describing "Proficient" or a "3" to mean a student is on track to meet state standards. The state is shifting the "4" to be called "Advanced" which is used in the same way we use the term "Mastery"; it means the student's level of understanding and ability to use learning is beyond the level required by standard. Evidence from standardized testing such as i-Ready, shows that students who achieve Mastery of our curriculum and standards are able to apply their learning to ideas and work that is above grade level.
Mastery also better communicates what it means to achieve at high levels in our curriculum than previous descriptors used to describe a "4".
• 1 = Below grade level: A student demonstrates a Below Grade-Level of proficiency when the student is primarily developing skills related to standards that are prerequisite to grade-level core ideas and essential skills. The student consistently receives significant support and scaffolds in order to access most grade-level core ideas and essential skills.
Grading Scale for Behaviors that Promote Learning: The Grading Scale for Behaviors that Promote Learning is based on the SEL (Social and Emotional Learning) state standards. Behavior grades are an indicator of how students are developing skills in self-regulation and behaviors that result in productive learning and positive social engagement. See the full Grading Scale Descriptors below for more information on each performance level.
• C= Consistently demonstrating age-level behaviors: Student consistently demonstrates behaviors expected of a student at their age, as described in state SEL standards, resulting in productive learning and positive social engagement. Note: Learning behaviors are age appropriate. A student scoring Consistently seldom needs individual prompting or re-teaching. The student routinely responds to whole-class reminders, prompting or teaching.
• M = Meeting behavior expectations described in age level SEL Standards: Student generally meets behavior expectations described in state SEL standards for a student at their age, usually resulting in productive learning and positive social engagement. Note: A student scoring Meeting may need personal reminders of behaviors occasionally (ex: once per week)
since whole-class reminders are not always enough to get back on track. Behaviors that affect learning or social engagement are minor and the student corrects behaviors with prompting. The student sustains positive behaviors for most of the day, most days.
• E = Emerging grade level skills: Social, emotional, and behavior skills are emerging. Student requires reminders of expected behaviors or reteaching of behavior skills multiple days per week in order to stay engaged in learning and/or positive social engagement. Note: Students with Emerging behaviors receive regular monitoring, prompting, and scaffolding to maintain positive behaviors. Behaviors may sometimes substantially interfere with learning or social engagement.
• G = Growth Area, receiving support to learn age-level behaviors: Student benefits from ongoing reminders and re-teaching opportunities throughout the day to support expected behaviors in order to engage in learning and/or positive social engagement. Note: For students whose behaviors are Growth Area, behaviors regularly interfere with learning and/or social engagement. The parent/guardian/ caretaker and teacher are working together on a support plan. The plan may be written or verbal and includes a clear description of expected behaviors and interventions.
In addition to these grades, you may see the following on your student's report card:
• NA = Not Assessed in this grading period
• NG = No Grade (used in agreement with parents or explained in comments)
• Y = Yes (used to indicate if a student is also receiving a supplemental progress report)
Learning about your child's progress begins with home communications such as class newsletters, work samples sent home, the fall conference, and individual parent-teacher communications as needed. Please visit: https://www.isd411.org/ academics/academics-overview/grading/elemrep-card for more detailed information and what a sample report card looks like.
Why did the District make these revisions?
These revisions were made to:
• Better reflect the most important learning in the school curriculum.
• Improve communication between teachers and caregivers about their students' academic progress.
• Supplement other forms of communication between teachers and parent/guardian/caretakers.
• Work in conjunction with district assessment reports emailed to parent/ guardian/caretakers in the fall, winter, and end-of-year.
Meet our Staff: Lina Marin
New Issaquah School District Family Partnership Liaison
Cultural Bridges (CB): Tell us about your position. What are your day-to-day expectations?
Lina Marin (LM): In my role as a Family Liaison at Issaquah School District, I act as the bridge between families and the school. On a day-to-day basis, I communicate regularly with parents, coordinate support services, organize and attend meetings, and provide families with information about resources available in the ISD community. My goal is to ensure that every family feels connected and supported within the school community. My experience as a parent of a college student and a high school student also enriches my understanding of the different stages of educational and personal development.
CB: Why did you choose to work at the Issaquah School District as a Family Liaison?
LM: I chose to work at the Issaquah School District because I believe in the District's commitment to inclusivity and support. Growing up in a remote town in South America and then starting my life in Florida, I experienced firsthand the challenges and rewards of navigating new environments. I moved to the beautiful Pacific Northwest, which reminds me of my hometown with its lush landscapes, although it's cooler here. My diverse background and passion for helping families thrive align perfectly with the District's mission. I’m eager to bring my unique perspective and experience as an immigrant to support and empower our families.
CB: Are parents allowed to reach out directly to you with questions?
LM: Absolutely! Parents are encouraged to reach out to me directly with any questions or concerns. Open communication is key to ensuring their needs are met, and I’m here to help them navigate the various resources
and support the school offers. Whether it’s through email, phone, or in-person meetings, I’m always available to assist.
CB: What is your biggest challenge that you can think of so far? How do you plan to solve it?
LM: One of the biggest challenges I foresee is ensuring that every family feels equally supported, given our District's diversity. To address this, I plan to implement regular check-ins with families, gather feedback, and collaborate closely with staff and community resources. By being proactive and attentive to each family's unique needs, I aim to build a strong, inclusive support network.
CB: Could you tell us a little bit about yourself outside your work?
LM: Outside of work, I enjoy a vibrant life with my family and our dog. My husband, who is from different cultural backgrounds, and I share a multicultural household with our kids. We love exploring the beautiful outdoors, hiking, cooking traditional dishes from our respective cultures, and spending time together. My background in helping farmers start their businesses at a city hall in my hometown has instilled in me a deep appreciation for community and support, which I bring into my work every day. As a parent navigating the school system with a high schooler and a college student, I understand the challenges and triumphs families face at different stages, and I bring this personal experience into my role.
Issaquah School District Family Partnership Liaisons
Liliana Medina (Español)
Family Partnership Liaison
Phone - 425-837-7141
Text: 425-331-9555
medinal@issaquah.wednet.edu
Serving:
Issaquah High School
Issaquah Middle School
Pacific Cascade Middle School
Clark Elementary
Issaquah Valley Elementary
Sunset Elementary
Lina Marin (Español)
Family Partnership Liaison
Phone - 425-837-7008
MarinIsazaL@issaquah.wednet.edu
Serving:
Liberty High School
Cougar Mountain Middle School
Maywood Middle School
Apollo Elementary
Briarwood Elementary
Cougar Ridge Elementary
Grand Ridge Elementary
Maple Hills Elementary
Newcastle Elementary
Wenli Mithal (中文)
Family Partnership Liaison
Phone - 425-837-7106
Text – 978 252-3686
MithalW@issaquah.wednet.edu
Serving:
Skyline High School
Beaver Lake Middle School
Pine Lake Middle School
Cascade Ridge Elementary
Cedar Trails Elementary
Challenger Elementary
Creekside Elementary
Discovery Elementary
Endeavour Elementary
Sunny Hills Elementary
Peer Tutoring Program Pilot
BY Cecilia Lee Programs Director, Issaquah Schools Foundation
"What inspires me most about the Peer Tutoring Program is the impact we have on the lives of students—and on ourselves as tutors."
— Lachlan Maggs, IHS Peer Tutor
Academic support is a fundamental part of Issaquah Schools Foundation’s mission to expand student opportunities. Exploring and piloting an innovative solution to provide free after-school academic support through the peer tutoring pilot furthers that mission. This new initiative addresses the academic support needs of middle schoolers with after-school tutoring by their high school peers. Our vision is to foster a supportive and empowering learning community where students feel valued and motivated to achieve their goals.
The Peer Tutoring Program was piloted last school year by the Issaquah Schools Foundation (“ISF”), in partnership with the Issaquah School District (“ISD”), to provide crossage peer math tutoring at Issaquah Middle School (“IMS”). Weekly after-school tutoring sessions started in February 2024 by Issaquah High School (“IHS”) students. We are continuing to offer free math support this year for all grade levels on Tuesdays and Thursdays (3-4 pm) at the IMS library. While this resource was not widely used last year, we have made great improvements in student engagement since then. The average IMS student attendance has more than quadrupled from last year and is still growing, impacting over 150 students already in less than two months in the 2024-25 school year.
Post-pandemic, we experienced staffing challenges for the before/after-school academic support funded by the Foundation at district schools, IMS being one of them. With IHS next door offering a resource of exceptional students, the Foundation and IMS’ principal began exploring the possibility of setting up peer tutoring by qualified, screened, and trained IHS tutors. This became the ISF Peer Tutoring Program Pilot, powered by a small group of tutors from a thoughtful selection and training process to ensure its success. The pilot is designed in alignment with the ISD math curriculum, allowing tutors to follow the course syllabus on Canvas. We also created a Pilot Advisory Panel for additional trained tutors to work on refining the program and providing more tutoring capacity to meet IMS student demand.
Another unique feature of our pilot program is that we
modeled it after ISD’s VOICE Mentor Program, with invaluable guidance from Tina Weber, VOICE Program Specialist. Being a program that also began as a pilot by the Foundation 21 years ago, VOICE is an inspiration for what is possible when the ISD community comes together to support our students.
Through lessons learned last year, we refined, nurtured, and promoted the Peer Tutoring Program to make a strong start this year. It is incredibly inspiring and rewarding to see IMS students gathering at the library each week, doing homework with their friends, and working with the tutors to clarify their understanding and reinforce their learning. In this setting, they can work on their own or with their IMS peers while having tutors available to answer questions as they come up. By creating an inviting and supportive space for IHS and IMS students to learn together, this pilot program has the added benefit of providing feeder school student connections and mentoring opportunities to help ease the middle to high school transition.
Here’s what IMS students from all grade levels, covering Math 1 to Algebra, have to say about the ISF Peer Tutoring Program:
• "I went to tutoring to study for a test, and then I got 52/52 on it!"
• "They made me feel more confident in my skills."
• “I like how I get to come here with my friends and spend time together while doing homework. And it’s fun to also get to relax in the library after school and get homework done.”
• "You can sit and be scared, or go and be confident" (Talking about the difference between going to tutoring and not)
• “It was very helpful, and they helped me finish my math homework on time. And the tutors are so nice and sweet.” (former IMS 8th grader, now IHS freshman, recalling her work with the peer tutors last year)
Issaquah Middle School Curriculum Night
Andie Yeum, IHS Peer Tutor: “Out of many valuable aspects of the PTP, the best moment was forming genuine bonds with the students. I remember when a student returned to seek help from me after the first session. We would work on her test review, homework, and general topic studies. Through the process, I learned about her character and her motivated attitude, which really energized our learning process.”
We are grateful for the partnership with ISD in launching this pilot, especially support from the amazing teams under IMS Principal Jergens-Zmuda and IHS Principal Connolly, VOICE Mentor, and Teaching and Learning Services as we continue to work on meeting student needs and building out this program. This year, we are working with the wonderful IMS math teachers to increase access to our free math support after school and in the classroom. This collaboration helps the tutors better support students who come to tutoring and in reaching more students to take advantage of help at all math levels. We see the promise of scaling tutoring offered at IMS and expanding the model to other ISD middle schools in support of students’ learning journeys, both as a tutor and a tutee.
Mrs. Melissa Miller, IMS Math Teacher:
“It is so important that our students have a place like after-school tutoring to improve their skills. Not only do they get the math support they need, but they also get to know role models for the learner they want to become. Middle school is a place where students can reinvent themselves, and math help is a place where they can get support along the way.”
Principal Mark Jergens-Zmuda, IMS:
“The ISF peer tutoring pilot program, in partnership with Issaquah High School, has been invaluable in supporting our middle school students with math. We've seen tremendous engagement, with over 100 students now staying to receive help.”
Principal Erin Connolly, IHS:
“The program, which was launched last year, has created a powerful bridge between Issaquah High School and Issaquah Middle School, fostering relationships that reflect the collaborative spirit of our community.”
We begin with Principal JergensZmuda’s remarks about the Peer Tutoring Program Pilot and its impact at IMS. His dedication and tireless efforts in supporting IMS students made this pilot possible.
“The ISF peer tutoring pilot program, in partnership with Issaquah High School, has been invaluable in supporting our middle school students with math. We've seen tremendous engagement, with over 100 students now staying to receive help. This program not only strengthens math skills but also builds meaningful relationships between middle and high school students, creating a supportive learning community across grade levels. The connections students form through tutoring are fostering confidence, resilience, and a sense of belonging, which is essential to both academic and personal growth.”
Seeing what we have been able to achieve together, we are heartened by the prospects of the partnership formed with our committed, caring, and collaborative tutors. The seven inaugural tutors all returned for the 2024-25 school year: Ruchi Doshi, Charlotte Holtan, Katie Hu, Audrey Knirk, Jinwoo (Antonio) Lee, Lachlan Maggs, and Andie Yeum. This year, they are joined by four additional tutors from last year’s Pilot Advisory Panel: Aahana Dhwaj, Archit Gouda, Ulara Miyazawa, and Shruti Sriram. The value these IHS tutors bring to the program extends beyond academic excellence. It is seen in the community being fostered with and among the IMS students, as well as within the tutor group. Each week, these tutors demonstrate the qualities of patience, empathy, and adaptability, taking time to connect and understand the middle schoolers’ individual math knowledge and needs. Two of the IHS tutors share their reasons for becoming peer tutors and reflect on their experiences in this pilot program.
As this pilot continues to grow, we aim to inspire IHS students to join us in helping even more of their IMS peers. We hope that sharing the story about this program here, as well as the impact observed by IMS and IHS principals, students, and teachers, will raise awareness and increase the use of this valuable resource.
For me, the Peer Tutoring Program is personal. As a kid, I was the quiet one in the back of the classroom, afraid to use my voice and ask for help. But when I was introduced to math, it became my language. I used it to foster a sense of security behind the equations, to communicate even when my voice wasn’t loud enough, and to help build relationships with others. All in all, math helped me build my confidence.
That is what’s so cool about the Peer Tutoring Program: reconnecting with middle school students in which you see part of your old self. For me, it was Kian , one of my tutees from IMS. At first, he didn’t have the courage to ask for help. But when I started to work with him, I would always devote the last ten minutes of our sessions to reading some of his stories. They were incredibly well written and mature for his age—narratives that I wouldn’t read till high school. In him, I recognized a part
Lachlan Maggs, Junior at Issaquah High School
ISSAQUAH SCHOOLS FOUNDATION
of myself that once felt voiceless. While my language was math, Kian’s was his storytelling. I gave him the advice that I once needed: “Do what you love, and those who love what you do will follow.” I encouraged him to keep writing, even when he didn’t receive the recognition he deserved. By fostering his confidence, not only in his stories but also in his math skills, he transformed. No longer did he second-guess his answers. Together, we built a bridge connecting our two ‘languages,’ empowering him to express himself fully.
What inspires me most about the Peer Tutoring Program is the impact we have on the lives of students—and on ourselves as tutors. Before Kian moved away, he wrote us a letter sharing the conclusion of his stories and a touching goodbye message. In it, he referred to us as 'friends,' and I hung that letter on my wall. It serves as a constant reminder to me that if Kian can advocate for himself, so can I. Sometimes, the most valuable advice we need to hear is the very advice we give to others.
But growing this program from scratch had its challenges, particularly when it comes to student engagement. Since we started halfway through last year, it took a minute to build awareness of our initiative to the students and parents at IMS. However, from setting up a booth at curriculum night and playing games to handing out flyers and business cards, we’ve grown to serve a full house of students. Now that’s something to celebrate.
tutoring, especially when specific tutors have a memory of which skills students find challenging. Such students also have a positive peer influence, encouraging others to commit to the program and engage with each other.
Furthermore, I feel fulfilled when the students express a better understanding of math. Rather than repeating the same lecture that they may have received from teachers, I always strive to apply confusing concepts to the real world or use specific figures to enhance their understanding. Students react to such visualization by showing positive emotions or commenting, “Oh, it makes sense!” which is very pleasing to our tutors. Knowing that they feel more confident tackling specific topics makes the sessions meaningful.
Since this pilot program started in February last year, one challenge was student engagement at IMS. Despite the meaningful intention and goal of our program, initial interest was low, so I focused on providing the best tutoring experience, hoping that students could spread the word. Over the summer, our team worked hard to promote the program in different ways. We pondered about which method would attract many students and turned our focus to parents and teachers. By making flyers and establishing a booth at curriculum night, we were able to reach so many students every week!
The best part of ISF Peer Tutoring Program (PTP) is how high school tutors put in effort in order to foster a supportive community where everyone feels welcome to develop math skills and build new connections. Each session offers extra support for students with the school curriculum, and students often engage with one another, creating a positive, collaborative learning environment. This program not only provides math support but also acts as a “bridge” that connects the middle school and high school experiences.
For me, being a peer tutor means serving as a proactive peer model with the responsibility to guide middle school students. In doing so, having a clear understanding of foundational concepts is particularly important for tutoring younger students. Through repeated practice and intense math courses in high school, some basic notions are assumed for high school students, such as our tutors. I have learned it is crucial for us to clarify such concepts in a way that the middle schoolers can understand easily to meet them where they are in math.
One of the most rewarding moments in peer tutoring is seeing familiar faces return each session. When the session begins to have a regular “pool” of students, students who received support in past sessions show up again and regularly, accentuating that the support was valuable for them. This also enriches the quality of
Another challenge, more related to my tutoring experience, has been keeping students engaged, especially when students are frustrated by complicated math topics. As a high school tutor, I can easily see when students feel overwhelmed and it is difficult to reignite their motivation. I make an especially careful effort to make the sessions manageable and show them that the goals are reachable, helping them to “refill” their enthusiasm for learning math.
Math is one of my strongest passions – it’s like another language to me, enabling me to express myself. My interest in the elegant nature of math has remained the same as I grew up, and my surrounding environments have changed. I not only put in effort every day to learn new skills but also try to expand my interest by leading my school math team to win different competitions and tutoring diverse students through ISF and other organizations!
Jinwoo (Antonio) Lee, Junior at Issaquah High School
In closing, I want to acknowledge the tremendous support of the IHS principal and staff that enabled the peer tutors’ critical role in the pilot program. This was reflected in our tutor recruitment, selection, and training, as well as through the partnership of novel ideas to increase student engagement and community building between the two schools. It is fitting to end this article with words from Principal Connolly on the value of our Peer Tutoring Program Pilot and the exceptional tutors from IHS. I join her in appreciation and gratitude for the heart, dedication, and commitment of these tutors. It has been an honor and a joy to be on this journey, leading them to build the pilot program together, and I look forward to the exciting progress ahead this year and beyond.
Watching our high school students embrace the role of tutor with dedication and compassion has been incredible. They are not only sharing their knowledge but also giving back to their community. As this partnership continues to grow, I am excited about the many ways it will enrich our schools and strengthen our connections.
Thank you to Cecilia Lee and the Issaquah Schools Foundation for your partnership and to our high school tutors who embody the values of empathy, respect, and community. I’m excited to continue our partnership with their program as we strengthen the bonds between our students, schools, and families.
One of the new partnerships we’ve been working to build is our new peer tutoring program, an initiative that highlights the strength of community and the value of connection within our diverse district. The program, which was launched last year, has created a powerful bridge between Issaquah High School and Issaquah Middle School, fostering relationships that reflect the collaborative spirit of our community.
This program brings our high school students and middle schoolers together for math tutoring, but its impact goes far beyond academics. Our peer tutors, having completed rigorous training, work to meet each middle school student where they are in their math journey, adapting instruction to each individual’s needs and unique background. In doing so, they foster a learning environment that honors each student’s story, strengths, and perspectives.
Did You Know…
The Issaquah Schools Foundation provides funding for before/after-school academic support at all three school levels in the district. For the 2023-24 school year, we funded over $105,000 to meet student academic needs across elementary, middle, and high schools, such as addressing knowledge/skill gaps, helping with homework, preparing for tests, and reinforcing classroom learning. This year, we increased funding to $121,000 to continue supporting student academic success, covering a wide range of subjects and disciplines, including math, social studies, English language arts, sciences, and foreign languages. With the ISF Peer Tutoring Program piloting at Issaquah Middle School, we are finding new ways to engage more middle schoolers in their math learning journey, through individual and group tutoring, classroom visits, instructional videos, and fun Jeopardy games for concept reviews. From September 24 to November 14, 2024, our pilot program impacted over 150 unique students and over 200 students counting returning student visits to afterschool tutoring. For updated information on the ISF Peer Tutoring Program, visit: https:// isfdn.org/peer/
Principal Erin Connolly, Issaquah High School
Peer Tutor Group with ISF Program Director, Ceclia Lee
SCHOOL DISTRICT
Learning Together: Inclusionary Practices Maintain Rigor, Provides Support
Sunshine streams into an Issaquah High School classroom. Students are working on solving algebraic systems through graphing. This fall, it’s one of many classes across all grades and schools in the District where inclusionary practices are being used. They have enhanced the education model for our students with an Individualized Education Program (IEP). What it looks like, in the simplest terms, is a room full of high school students doing algebra with the support of two co-teachers.
“The kids have said they love being with their peers,” said Maywood Middle School teacher Andrea VanHorn. “That’s huge for me. I hear, ‘I’m happy because I’m with my peers. I don’t feel isolated.’”
VanHorn teaches English Language Arts in Special Education. On one recent morning, she co-taught a lesson with fellow Maywood teacher Kevin Comfort. The two educators asked students to look for fictional characters’ “tough questions.” They asked what those questions made the students think about in response. Then, VanHorn read a book aloud while the students listened.
At the heart of inclusionary practices are caring school and classroom communities that educate learners with diverse needs. Inclusionary practices in schools foster an equitable learning environment where all students belong and can thrive. This approach is supported by the Individuals with Disabilities Education Act (IDEA). This law requires school districts to ensure students with disabilities are educated alongside their peers in the least restrictive environment.
Educating students with disabilities in inclusive settings positively impacts their academic and social outcomes, Dr. Thomas Hehir and fellow authors share in “A Summary
of the Evidence on Inclusive Education.” The report also noted that research has shown a positive impact on academic and social growth for students who do not have a disability. In Washington State, the movement toward inclusionary practices is encouraged by the Office of the Superintendent of Public Instruction (OSPI). The OSPI Special Education Department has actively promoted inclusive practices for a number of years. The goal is to increase student access to core instruction and general education settings.
Apollo Elementary Principal Julie Rojo said that she and her team examined equity and inclusion throughout all of their school-wide procedures, schedules, and culture.
“One change that we implemented this year was to ensure that all of our students were having lunch and recess with their grade-level cohorts,” Rojo said. “Our students not only have an opportunity to get to know one another in the classroom, but they also have the opportunity now to sit together during lunch, run around together at recess, and play games, building friendships and social skills.”
The Apollo team also made adjustments to the school drop-off and pick-up procedures. “We prioritized safety while also unifying all of our students,” she explained. She noted that all buses now arrive at and leave from the same area. “On the first day of implementation, we saw excitement and smiles as students walked out the front doors of Apollo. We overheard one of our students say to their Special Education teacher, ‘Can we do this every day?’”
From an instructional perspective, effective inclusion requires collaboration between general education and special education teachers. They need to deliver the same content with modifications to the materials and methods. By working together, our teachers maintain rigor and content and are able to support all students. For example, in the algebra classroom, the two teachers demonstrated several problems visually using the projector while verbally explaining the math problems. Then, students worked in pairs to solve problems together on a whiteboard. The two teachers circulated through the room to answer questions and help students who were struggling. The class includes students with and without Individual Education Plans (IEPs) and 504 Plans.
Within an inclusion model, instructional rigor is held to the same high level necessary to meet grade-level standards. General education and special education teachers collaborate to diversify and build lessons to meet the needs of all learners. Additionally, successful inclusionary
practices ensure students attend school in caring communities; learners have a sense of belonging and are treated as valued members of the school and learning community. This also helps students develop authentic relationships with their peers. It also helps students build important social-emotional learning skills such as self-awareness, social awareness, and relationship skills.
In an Apollo fifth-grade classroom, teacher Jennifer Davis talked with her students, who were gathered together on the carpet at the front of the room. It was election day, and Davis was teaching a lesson about how to be an informed voter. She read a mock voter’s pamphlet that included a fictional initiative, referendum, and a race between two candidates (“Sasquatch” and “Lake Chelan Dragon”). Davis read part of the pamphlet aloud, pointing out the “statement for” and “statement against.” Then, students worked together in small groups to read more of the pamphlet. After reading the pamphlet, they each had the chance to fill out a practice ballot as individual “voters.”
After class, Davis shared that the academic range in her class extends several grades below and above fifth grade for reading and math; it also includes students with and without IEPs. Whenever they work in small groups, Davis picks different groups of students to work together so that they can all build relationships and learn from one another. Davis and special education teacher Erin Courtmanch work together to support all the students in the class.
At Maywood Middle School, VanHorn shared that she and Principal Erin Armstrong and other teachers worked to intentionally build schedules to help
provide the best supports for students. These schedules also allow time for teachers to collaborate. They have been working to adjust plans and arrangements along the way; however, they have already seen the benefits of inclusionary practices.
These practices are being adopted systemwide, from our youngest learners to our older students.
“Inclusion-based practices are not only essential for fostering equitable educational environments but are also deeply rooted in our shared humanity,” said Dr. Luisa Sanchez-Nilsen, Early Childhood Education District Coordinator. “Demonstrating these practices reflects our commitment to recognizing and valuing the inherent worth of every individual, regardless of their background, abilities, or challenges. By creating spaces where all voices are heard, all differences are respected, and every learner is provided with the tools to succeed, we embody a humane approach to education. This commitment to inclusion reflects our belief in the dignity of every person and our dedication to building compassionate, supportive communities where everyone belongs and thrives.”
Apollo Elementary - Inclusionary Practices
Read Aloud at Maywood Middle School
CALENDAR
To check school schedules or PTA/PTSA schedules, please click your school website or PTA/PTSA website for the most recent calendar information.
Issaquah School District Calendar: https://www.isd411.org/calendar
ALL SCHOOLS
Jan. 20: Martin Luther King Jr. Day, No school
Jan. 23: District Reflections Art Reception at Issaquah High School, 6PM
Jan. 27: Teacher Work Day, No school for students
Feb. 17: President’s Day, No school
Feb. 18 – 21: Second Winter Break, No school
Mar. 14: Regular School Day
Apr. 14 – 18: Spring Break, No school
ELEMENTARY SCHOOLS
Jan. 24: Elementary: End of 1st Semester
Jan. 31: Elementary: Report cards available in Family Access at 4pm
Apollo School: https://apollo.isd411.org/our-school/upcoming-events/calendar PTA/PTSA: http://apollopta.org
The District's Family Partnership organizes these events. 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. For more information, visit: https://www.isd411.org/ programs-services/equity/parent-events-and-workshops
Family Partnership Information Event: Supports for Students
January 22, 6:30pm – 8:30pm on Zoom
Information for families on student support available at schools - school counselors, 504 plans, health plans, mental health support and more. A registration link will be provided soon.
8th Grade Transition
February 11, 6:30pm – 8:30pm on Zoom
An information night for Families new to US High School 6:30 pm to 8:30 pm via Zoom. Topics will include high school credits, graduation requirements, high school opportunities, general information about course selection, and programs such as AP, IB and Running Start. Register link: https://forms.office.com/r/MHAC2dugYQ.
5th Grade Transition to Middle School
March 3, 6:30pm – 8:30pm on Zoom
An information night for families new to the US from 6:30 pm to 8:30 pm via Zoom. Course selection information, elective class options such as orchestra and choir, PE/ Health classes, sports, clubs, health/immunization, costs/ fees, supplies. Register link: https://forms.office.com/r/ fvrrvvXLHv
Welcome to ISD: Incoming Kindergarten Families
March 12, 6:30pm – 8:30pm on Zoom
Welcome to the ISD for incoming Kindergarten parents 6:30 pm to 8:30 pm via Zoom. Topics will include What Kindergarten looks like in the ISD, age of students entering Kindergarten, Kindergarten preparedness, transportation, lunch, costs/fees, hours, health and immunization. Registration Link: https://forms.office. com/r/DgAYUzG04t
Family Connections Question and Answer Sessions
(Morning and Evening)
March 19 - Two sessions –In person - 10:30 am to 12:00 pm and 6:30 to 8:00 pm
No formal presentation provided. Space for parents to ask questions about the school – who to contact, policies, procedures, how to navigate, etc.
Cultural Events
Tết in Seattle – Vietnamese Lunar New Year
January 25-26, 2025 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.
Irish Festival Seattle
March 15-16, 2025 at Seattle Center [305 Harrison St, Seattle WA]
This festival is held in March, on or near St. Patrick’s Day, celebrating Irish heritage, culture, and arts with two-days of traditional music, step-dancing, lectures, genealogy workshops, Irish films, exhibits, displays, and more.
Seattle's French Fest: A Celebration of FrenchSpeaking Cultures
March 23, 2025 at Seattle Center
[305 Harrison St, Seattle WA]
This festival celebrates the diversity of traditions, ideas, dialects, and more, that comprises Frenchspeaking cultures around the world.
Seattle Cherry Blossom & Japanese Cultural Festival
April 11-13, 2025 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!
How to Support Your Teenagers on Course Selection?
BY Maggie Liu Skyline High School Parent
In the spring, I attended a parent seminar led by Issaquah School District Family Partnership Liaison Wenli Mithal, where we discussed the issue of course selection for middle and high school students. Choosing courses is something we used to encounter only in college in China, but here, in the United States, children begin to have a variety of choices as early as middle school. What is the best way to choose? Should they opt for standard courses or advanced courses? I believe each parent has their own perspectives, and children have their own preferences. Today, I want to share my child's experience.
We moved from China to the United States in 2018, and my child entered the sixth grade at Pine Lake Middle School. We felt the progress in the Standard Level math class was too slow, so in seventh grade, he took CC7/8, and in eighth grade, he took Algebra 1. However, during eighth grade, online learning due to the pandemic was challenging for him, and he felt he didn’t solidly learn many key points. So, when it came to choosing courses for the ninth grade in high school, he decided to retake Algebra 1. From my perspective, since he had already taken the advanced course, he should continue moving forward, and any weak points could be reviewed over the summer rather than spending an entire year retaking the class. This decision disrupted his high school course plan and could even affect his college applications. After discussing it with him, we decided to respect his choice.
When it was time to choose courses for the tenth grade, he told me on his own that he wanted to take IB (International Baccalaureate) courses in the eleventh grade and the IBDP (The International Baccalaureate Diploma Programme) in the twelfth grade. He had consulted with an IB advisor and planned his IB course selection for the eleventh grade according to his abilities and interests (he even arranged for himself to take two math courses in order to prepare for the IBDP). Initially, I thought that retaking Algebra 1 for a year would delay his academic progress, but surprisingly, the decision to retake it led him to take a more proactive approach to his studies. He became more aware of what he wanted and what he was capable of.
What brought about my mindset change? I believe allowing children to make their own decisions and move forward at their own pace is crucial.
Firstly, regarding course selection, as parents, we can provide our children with suggestions, but the final decision should be left to them. Letting them make their own decisions makes them feel respected, and they will care more about the choices they make. What should they choose, how should they choose, and what will the outcome be? They will be willing to strategize for themselves. Additionally, since they made the choice themselves, they will be psychologically prepared to accept the outcomes of their choices and take responsibility for them. I think this is why my child later wanted to pursue the IBDP and took the initiative to consult with teachers about course selection.
Secondly, every child has their own growth pace, and we must allow them time to think about the problems they encounter and find solutions. Take my child as an example: retaking Algebra 1 in ninth grade and choosing two math courses in tenth grade was a process of self-adjustment for him. During this period, he slowed down his study pace and filled in his knowledge gaps. As he gradually adapted to the high school study rhythm and improved his learning abilities, he made corresponding adjustments. Of course, this choice may not be suitable for every child, but for him, when he made the choice, he was confident and full of hope for the upcoming studies. Furthermore, children develop differently, both physically and mentally. Some understand their learning goals clearly in middle school, while others don’t find their interests until high school or even college. As parents, we need to be patient and consistently provide encouragement and support.
As a parent, I fully understand the worry and anxiety we all feel when our children are choosing courses. But life is a process of constantly making choices, trying, and adjusting to find oneself. Choosing advanced courses does not mean a smooth life thereafter, nor does choosing standard courses mean losing competitiveness. Finding the right courses and making choices, then experiencing the process, is an important part of self-growth. Communicate more with your children and trust them more. I believe they will gain valuable life-long lessons from the course selection process.
These are just some of our own feelings and experiences. I hope sharing them will help other parents and children who are facing similar dilemmas or are troubled by course selection. I hope all children can find the direction and goals they are passionate about through the course selection process.
What Do Parents Need to Know about
PTA/PTSA,
ASB and Booster Club?
What is this organization?
PTA/PTSA stands for Parent Teacher Association (PTA) or Parent Teacher Student Association (PTSA). It is a volunteer organization at each school. There is a board of directors made up of elected volunteers (parents, teachers, and community members). It is an official non-profit organization, 501(c)3. Parents, teachers, and community members can volunteer with the PTA/PTSA.
ASB stands for Associated Student Body, which means it is a collection of all students in the school. ASB is the official representative of students at each school. The state requires ASB to exist to ensure student money is managed by and for students. The student body government at each school makes decisions for all activities, such as clubs and sports, that are outside of the classroom. There is an ASB student government with a staff advisor. Parents and community members typically do not volunteer with the ASB except for specific requests made by the staff advisor.
Booster Club is a group of volunteers who support sports, clubs, and activities at a high school. There is a board of directors made up of elected volunteers (parents and community members). It is an official nonprofit organization, 501(c)3. Parents and community members can volunteer with the Booster Club.
What does this organization do?
PTA/PTSA: Each school has a PTA/PTSA that supports the school in a variety of ways:
• Organizes programs to benefit students
• Plans events for students and families
• Coordinates volunteers for specific school events or programs
• Raises funds for additional resources at school
ASB: The ASB is responsible for making decisions regarding all student clubs and sports at middle and high schools. Their responsibilities include:
• Representing the student body
• Managing ASB funds for clubs and sports
• Raising funds for student clubs and sports
• Approving new clubs and activities
• Promoting school spirit
Booster Club: A Booster Club raises money specifically to support a high school’s sports teams, clubs, and activities.
What levels of school do I find this organization?
PTA/PTSA: Elementary Schools, Middle Schools, and High Schools. You can find PTA/PTSA at every school in the Issaquah School District. Although the programs, events, and fundraising change at each level, they are all committed to supporting the school, students, and staff. PTA/PTSA also has the advocacy and voting ability at the state/national level to engage in the legislative process.
ASB: Middle Schools and High Schools. You will find ASB only at the middle and high schools in the Issaquah School District. This is because elementary schools do not have sports teams or an organized club/activity system.
Booster Club: High Schools. You will find Booster Clubs only at high schools in the Issaquah School District. This is because sports and clubs are more competitive at this level, requiring additional funding for equipment, supplies, travel, etc.
Why do they raise funds? Do parents need to participate in fundraising?
PTA/PTSA: PTA/PTSAs raise funds to support a specific school. Each PTA/PTSA determines how the funds are spent. PTAs often provide funding for:
• Books
• Equipment
• Enrichment Programs
• Classroom Needs
• Art Docent Program
• Reflections Program
• Student Basic Needs/Community Outreach
• Community Events: Bingo Night, Winterfest, Cultural Night, Family Fun Night, Movie Night, Ice Cream Social, Art Night, etc. (either hosting or partnering with ASB)
ASB: The ASB raises funds to support the school’s activities, clubs, and sports teams. These can include:
• School Social Events
• Equipment
• Supplies
• Uniforms
• Sport Referees
• Club/Sport Registration Fees
Booster Club: The Booster Club raises funds to support the school’s activities, clubs, and sports teams beyond the basic funding provided by the school district. These can include:
• Equipment
• Supplies
• Team Gear/Uniforms
• Team Meals
• Facility Improvements/Renovation
• Club/Sport Registration Fees
• Travel Costs
Families are never required to participate in any fundraising events. It is your choice to participate.
Do I need to pay a fee for my child?
PTA/PTSA: PTA/PTSA’s events or programs at school do not require you to pay a fee for your child to participate in. Some PTAs host events outside the school (e.g., ice skating or pumpkin patch visits) that require an entrance fee.
ASB: Students in the school are automatically represented by ASB as limited members when enrolling in school. You only need to pay an ASB fee annually to get full membership if your child plans on participating in sports, clubs, or activities at the school. The full membership also provides discounts for students to sporting events (free admission at all sporting events at their home school), discounts on school performances, and other events. A full ASB membership costs $35 at the middle school level and $60 at the high school level. You can pay the ASB fee through the school’s online portal. If you cannot afford the ASB fee, contact your child’s office to ask about a fee waiver or scholarship.
Booster Clubs: You do not need to pay a fee to the Booster Club for your child to participate in sports, activities, or clubs. However, each school might have a separate fee charged directly by the school to participate.
Do I need to join?
PTA/PTSA: You are not required to join the PTA/PTSA at your child’s school. However, if you join, you can participate in various activities to support the school, students, and teachers. Joining PTA/PTSA also gives you a vote and a voice on various PTA/PTSA decisions. If you decide to join, each PTA charges a membership fee. If you cannot pay the fee and still want to join, you can contact your school’s PTA to request a fee waiver or scholarship. You can become a PTA/ PTSA member on the web page for the school’s PTA/PTSA, or you can fill out a paper form to join.
ASB: All students at each school are automatically enrolled in the school’s ASB as limited members. Students need to pay the ASB fee for full membership. Parents and community members cannot join.
Booster Club: You are not required to join the Booster Club at your child’s high school. However, if your child participates in a sport, club, or activity, the funding available for that specific group can sometimes depend on parent membership numbers. You might be asked to join the Booster Club to increase the funding provided to your student’s specific activity, club, or sport. You can join the Booster Club on the web page for the school’s Booster Club.
PTA/PTSA: Yes! All school PTA/PTSAs love having parents and community volunteers! However, you will need to join the PTA to be allowed to volunteer with certain PTA programs or events. PTA membership is not required if you volunteer with a teacher in the classroom or in the library. ALL volunteers are required to complete the Issaquah School District Volunteer Application if you want to volunteer during school time.
ASB: There may be times when parent assistance is needed (chaperones for field trips, support with a banquet or recognition event). Please contact the ASB staff advisor if you want to support your child’s ASB.
Booster Club: Yes! Booster Clubs rely on parents and community volunteers! There are a variety of fundraising activities that require volunteer assistance. If your child participates in a sport, club, or activity that receives funds from the school’s Booster Club, each group might be required to guarantee a certain number of volunteer hours. You might be asked to volunteer to sell concessions (food and drinks) or spirit-wear clothing at sports events.
PTA/PTSA: Each school PTA/PTSA should have its own website. Search your school PTA/PTSA website here: https:// www.isd411.org/get-involved/ptsa. Contact your school PTA/PTSA President or ask your child’s teacher or the office for more information on your school’s PTA/PTSA.
ASB: You can contact the office at your child’s school to find out more about ASB. You can also ask who the school’s ASB advisor is and the best way to contact them.
Booster Club:
Issaquah High School: www.ihsboosters.org
Liberty High School: www.libertyhighboosters.org
Skyline High School: https://skylineboosterclub.sportngin.com/
Empowering Student-Athletes to Make Healthy Choices: How Coaches and Parents Can Support Substance-Free Living
BY: Marnie Maraldo Executive Director of Influence the Choice
As parents, we want our children to grow into strong, responsible individuals who make healthy choices. The teen years are a critical period, particularly for studentathletes. They face unique pressures both on and off the field. For teens, especially those in sports, the choices they make about alcohol, drugs, and their health can have a lasting impact on their lives. This includes athletic performance, personal growth, and future opportunities. That’s why we’re excited to share a new program, Protect Your Game. This program equips coaches to guide student-athletes in making substance-free choices through regular, impactful conversations.
This program, developed by Influence the Choice for coaches in the Issaquah School District, focuses on educating athletes about the risks of substance use and the benefits of staying substance-free. More than that, it empowers coaches to reinforce this message in a straightforward and positive way. Through short, focused talks at the end of each practice, coaches can provide practical prevention tips that resonate with athletes. These brief discussions cover critical topics like the risks of underage drinking and the impact of drugs on athletic performance. One additional topic is the Good Samaritan Law—which protects teens when they seek help in a substance-related emergency.
How Coaches Become Key Mentors for Teen Health
Athletes often view their coaches as role models. They trust their guidance on and off the field. Coaches have the opportunity to influence their athletes’ choices in positive ways. This program harnesses that influence. Giving coaches accessible prevention messages helps them reinforce to athletes that making healthy choices doesn’t just improve performance. It helps them reach their goals, protect their health, and safeguard their futures.
The program’s practical structure allows coaches to bring up serious issues in a supportive and approachable way. Rather than lecturing, coaches provide practical tips. These tips include how to stay sober at social events, how to recognize the signs of substance misuse in friends, and how to make choices that align with their goals. Athletes hear these messages regularly, building a foundation for good decision-making without feeling overwhelmed or judged.
Encouraging Accountability and Smart Choices in Social Settings
We know that social pressures play a major role in teens’ choices about drugs and alcohol. This pressure is strong around events like homecoming or team celebrations. This program addresses those pressures head-on. Student-athletes are encouraged to plan ahead, choose supportive friends, and stay accountable to themselves and their teammates. They are equipped with strategies for avoiding substances and making smart choices in social settings.
Parents Play a Vital Role, Too
While coaches are trusted voices, parental support is equally essential. Talking to teens about the messages they’re hearing from coaches reinforces the importance of these lessons at home. Conversations about substance use and health don’t have to be uncomfortable. In fact, they can be empowering. Parents can ask their teens what they learned from these discussions with their coach. They can encourage them to share any questions or concerns.
Building Strong, Healthy Futures with Influence the Choice
Ultimately, this program is about setting student-athletes up for success in all areas of life. With the guidance of coaches and the support of parents, athletes learn to prioritize their health, respect their bodies, and make choices that align with their goals. By creating a culture of accountability and care, this program helps equip coaches with resources that inspire young athletes to navigate challenges and make healthy decisions.
We invite all parents to join us in supporting this mission, reinforcing these messages at home, and empowering our student-athletes to make choices that keep them healthy, happy, and focused on their goals. Together, we can help our teens thrive both on and off the field.
Influence the Choice is a dedicated youth substance use prevention organization, committed to empowering youth in Issaquah and beyond to build strong foundations for their futures. (www.influencethechoice.org)
COUNSELING SERVICES
The Circle is now offering counseling services. If anyone in your family needs counseling, please fill out this form: https:// www.thecircle-wa.org/eventdetails-registration/newcounseling-service-in-multiplelanguages. We will reach out to you to better understand your needs. Our programs are free, confidential, and in multiple languages.
ARE YOU NEW TO OUR COMMUNITY?
Do you need help?
Contact us if you have questions about services like food, rent, utilities, Internet, phone, clothing, childcare, insurance, English classes, etc.
The Circle offers classes for elementary school children to understand and appreciate their families' language and culture. For more information, visit our calendar: https://www.thecircle-wa.org/
HOW TO CONTACT THE CIRCLE?
PHONE/TEXT: 425-414-4999
EMAIL: CONTACT@THECIRCLE-WA.ORG
ADDRESS: 160 NW GILMAN BOULEVARD, SUITE 326, ISSAQUAH, WA 98029
FACEBOOK: THECIRCLEWA
INSTAGRAM: @THECIRCLEWA
Community Resources
If you and your family are experiencing financial difficulties, there are organizations in our community that can assist you. We first recommend registering for services at the Issaquah Food & Clothing Bank. You will reduce your monthly grocery bills by visiting our market twice a month. This leaves more money in your budget for other expenses. At the Issaquah Food and Clothing Bank, the items we have in our market change daily. We always have fresh vegetables and fruit, dried goods (like pasta and cereal), and canned items (like tuna, soup, or beans). We like to have (but cannot guarantee) milk, eggs, frozen meat, and bakery items. We have a toiletry closet available during shopping weeks with diapers, baby wipes, and basic personal care items.
If you are still experiencing financial difficulties, the following organizations listed below might be able to provide additional help. Some programs are limited by where you live, and others only have funding for specific times of the year. Please check the websites for each organization!
FOOD
Issaquah Food & Clothing Bank
• Register for Services at: https://issaquahfoodbank.org/services
• Shop at our Market Every Other Week (179 1st Ave SE, Issaquah, WA 98027)
• Check the Schedule to Shop in the Food Bank: https://issaquahfoodbank.org/client-service-hours
• When we are open for shopping, the market is open from 1:00 PM – 7:00 PM. You might need to put your name on a waitlist before you are able to enter the building.
• You do not need to show proof of income or address to receive food.
Issaquah Meals Program
• Nightly meals at the Community Hall (180 E. Sunset Way, Issaquah, WA 98207)
• Check the website for dates and times: https://ccsww.org/services/issaquah-meals/
CLOTHING ASSISTANCE
KidVantage
• Diapers, formula, clothing (up to size 12), and other essential items for children birth to age 12
• You will need to fill out a request form and pick up items from the Issaquah Food Bank.
• Email Robin at robin@issaquahfoodbank.org or pick up a form in person at the Issaquah Food and Clothing Bank.
UTILITY/ENERGY ASSISTANCE
Issaquah Community Services
• Assistance for individuals and families living in the Issaquah School District
• Fill out the online form for assistance: https://www.issaquahcommunityservices.org/
Hopelink Energy Assistance Program
• Appointments are only available during select times of the year
• Check out the website for updates on availability: https://www.hopelink.org/programs/energy/
PSE Home Energy Lifeline Program (HELP)
• Check out the website for updates on availability: https://www.pse.com/en/account-and-billing/assistanceprograms/HELP
Issaquah Community Services
• Assistance for individuals and families living in the Issaquah School District
• Fill out the online form for assistance: https://www.issaquahcommunityservices.org/
Hopelink Financial Assistance Program
• Check the website to see if you live in their service area: https://www.hopelink.org/programs/financial-assistance/
• Read the information on the website and follow their directions to apply for assistance. Hopelink is currently using a randomized drawing for who will be contacted for an appointment.
St. Vincent de Paul
• Fill out the online form for assistance: https://svdpseattle.org/get-help/
• Call the Helpline: 206-767-6449
Issaquah Food & Clothing Bank - Client Services
• Most days (Monday – Friday) between 9:00 AM -3:00 PM, we have volunteers available to assist with accessing resources.
211 Community Resources
• 211 helps connect you to resources statewide
• Call 2-1-1
• Search the 211 website: https://wa211.org/
Issaquah Community Services Resources
• Look through ICS’s list of resources for other agencies that might be able to help you: https://www. issaquahcommunityservices.org/resources/
Shop at the food bank for kid-friendly breakfast, lunch, and snack items, including fresh, healthy options, during the week-long breaks from school. Primarily serving school-age children in the Issaquah School district.
Grocery delivery every other week for those who are unable to shop in our food bank due to transportation, health, aging, or other challenges. Delivery is available for qualifying clients in Zip codes: 98027, 98029, 98059, 98074, 98075.
For more info on food bank programs & resources, visit issaquahfoodbank.org.
GENERAL ASSISTANCE
Beyond the Classroom: The Importance of Discussing Curriculum at Home
BY Noreen Awan Issaquah School District Parent
Asking your child about their school day usually lends simple responses like, “Good,” “Nothing,” or “I don’t know.” Rarely do they share more than that. They seldom talk about the specific subjects they learned in class. Often, we as parents don’t have the time to ask. Or our questions are asked without real intention and meaning. Our schools are becoming more diverse. As we start to question the validity of certain long-standing global perspectives, now is the time to have conversations at home that are pointed and purposeful.
When our students enter their classrooms, they are often exposed to subject matters that might be completely new to them. Other times, our students might have their own personal or familial connection to something they’re learning in class. Even more importantly, our students might disagree with what is being presented in class or what’s written in the curriculum itself. When a student feels a personal connection to a subject matter, it’s a pivotal moment to welcome a conversation about it at home.
As we work hard to move towards a more culturally competent and culturally sensitive curriculum, it is important to recognize that our student’s personal and cultural experiences play an important part in their classroom environment. Conversely, they may be exposed to narratives that highlight biased attitudes or long-held prejudices in the curriculum or classroom that have not been countered before. Students may also disagree with or be negatively impacted by those perspectives. Oftentimes, addressing conflicting views in the classroom can help counter prejudice and discrimination.
Discussing global and historical events and topics at home is vital to helping our students be active learners and participants in the classroom. We must ensure that our students are also aware of their own culture, histories, and events that are personal to them. Encouraging them to raise their hand and advocate for themselves, share their own personal history, or correct what is being taught in a classroom may not be easy. However, creating a safe space and a toolkit to better educate them is a vital first step. By laying the foundations at home, we can begin to not only build our students’ knowledge of the world but
help them develop skills in critical thinking.
We can start by creating a space that is encouraging and open to discussion and varying opinions. Expose your student to current affairs or world events. Balance opinions while grounding them in history. Encourage them to read, listen, or watch reputable news outlets or listen to podcasts. Ensure that your student looks out for biases and skewed perspectives. Once you have created a safe space to have these discussions, they will be better prepared and well-informed to tackle difficult topics presented in the classroom. The aim should be to develop active, empathetic, and culturally sensitive learners.
Educate yourself on the syllabus and the curriculum that your student is learning. Ask your student ageappropriate questions about what topics or events they are learning in the classroom. Ask them what they know about it. Leave the conversation fluid so you can comfortably ask each other questions. Share your personal or family history regarding the subject and how it impacted your life or that of your family or country.
Look for the humanitarian side of the story to create empathy and understanding. Be open to talking about difficulties or trauma experienced. Discuss the people who led movements for positive change. Help them understand the impact of the event and varying perspectives so that they are informed and knowledgeable.
Center the conversations around the voices of marginalized people. Talk about the systemic barriers they faced and, in many cases, continue to face. These include barriers such as racism, colonialism, and supremacist ideologies. Creating awareness will help our students be well-versed in these matters. It will also motivate them to be citizens who help dismantle these barriers and create systems for change.
Encouraging our students to have meaningful conversations at home is a sure gateway to better understanding their own lives and the lives of others. Creating this foundation will hopefully teach them to be observant, perceptive, and active in their own communities as well as the greater world in which they live.
Getting to Know Japan
When you hear the word "Japan," what is the first thing that comes to mind? Sushi, ramen, or maybe Pokémon? In this article, I’d like to introduce Japan, its culture, and some traditional events that are particularly memorable to me.
Culinary Culture
Japan is an island nation located in Asia, surrounded by the sea and mountains. The seafood is fresh; dishes like sashimi and sushi are truly delicious. Throughout the year, we can enjoy seasonal ingredients that vary with the changing seasons. Additionally, Japan has a rich variety of fermented foods, such as miso and soy sauce. This makes traditional Japanese cuisine quite healthy. In elementary schools, nutritious and balanced menus are freshly prepared daily for school lunches. There is no need to bring lunch to school. As someone who prepares lunch almost every day in America, I really miss the Japanese school lunch system.
Rich Natural Environment
Japan has many mountains and rivers, making it great for hiking and fishing. With many beautiful volcanoes, including the iconic Mt. Fuji, there are hot springs all over the country. However, frequent earthquakes can be a troublesome issue. The four seasons also allow us to enjoy activities like cherry blossom viewing in spring, beach outings in summer, autumn leaf peeping, and winter sports like skiing. Mt. Rainier in Washington resembles Mt. Fuji. Every spring, when I pass through the cherry blossoms at the University of Washington and see Mt. Rainier, I am always reminded of Japan.
Fusion of Modernity and Tradition
While Japan has many modern cities like Tokyo, it also has ancient cities with over 1200 years of history, such as Kyoto. Temples, shrines, and castles can be found across the country, attracting numerous tourists from around the world seeking exotic experiences. Traditional cultural practices such as tea ceremonies, flower arrangements, Kabuki theater, sumo, and martial arts like judo are vital parts of the heritage. In modern culture, anime and manga, exemplified by characters like Pokémon and Totoro, enjoy worldwide popularity, as do video games from companies like Nintendo and PlayStation. In technology, Japan has a strong automotive industry with companies like Toyota and Honda, advanced robotics
BY Yasuka Claiborne
High School Parent
technology for applications ranging from industrial to household and caregiving, and high technical expertise in consumer electronics.
Transportation, Housing, and Safety
Japan is smaller than California, yet it houses about onethird of America’s population. Due to the mountainous terrain, only about 30% of the land is habitable. This is why there is such a high population density. You won't find many large houses like in America; instead, there are many high-rise apartments. Public transportation, such as trains and buses, is well developed. It allows people to travel around Japan without a car. Additionally, there are plenty of shops within walking distance. Japan is known for its exceptional safety and convenience. Children can play in parks or go shopping alone without parental supervision. The Japanese have a strong spirit of hospitality. If you find yourself lost while traveling in Japan, you can be sure that someone will help you.
Memorable Traditional Events
Japan has many unique events throughout the year. The one that stands out most in my childhood is New Year's. In Japan, New Year's is celebrated from January 1st to 3rd, known as the "Sanganichi." In my family, we start by eating year-end buckwheat noodles on December 31st. The noodles symbolize longevity due to their long shape. At midnight, the bell is rung 108 times. Buddhism teaches that humans have 108 worldly desires, and the ringing of the bell is meant to dispel them. On New Year's Day, after exchanging greetings with family, we enjoy traditional dishes like Ozoni (a soup with mochi) and Osechi (a colorful assortment of dishes). Osechi is eaten only during the New Year and is made with auspicious ingredients. The preparation of Ozoni varies by region. My family from Kansai makes it with white miso, round mochi, and round carrots and radishes, symbolizing harmony and a smooth year ahead. We also visit a shrine for the first prayer of the year, wishing for a good year ahead. For children, the greatest joy comes from receiving New Year’s money (Otoshidama) from relatives and neighbors. I believe New Year's is a sacred and special time to celebrate health and happiness for the family throughout the year.
