RESOURCES UNDERSTANDING RESEARCH
Mary Visco
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C A L IOUTREACH F O R N I A RESOURCE S C H O O LCENTER F O R -TCALIFORNIA H E D E A FSCHOOL , R I V FOR E R STHE I D DEAF, E RIVERSIDE THRIVE!
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THRIVE! OUTREACH RESOURCE CENTER
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MAKING MAKING
Photo by Kelly Krzyska
VOL. 69 ISSUE 1 SPRING 2022
e v i t i s w a P REFLECTIONS & Resources
1
News from Nancy, Superintendent
Cultivating a Compassion Based School Community Human beings have gone through so much this past year due to the pandemic, our ongoing challenges with climate change, and political strife around the world. The amount of information people get daily generates a lot of anxiety, tension, and frustration, individually and collectively. People often try to maintain their healthy space at work by leaving their negative thoughts and emotions at home, but that can be difficult to do sometimes. That is one of the many reasons why I believe it is so important for us to learn ways to promote healthy and compassionate dialogue on campus, with boundaries.
If we have no peace, it is because we have forgotten that we belong to each other." - Mother Teresa
Our skills of compassion are not something we can perfect overnight. However, we can further our skills by being mindful of the different tools available to us to develop a nurturing and safe environment. One is for us to make time to listen to each other with open minds and hearts. When self-compassionate people become active listeners, it becomes easier for their peers to feel safe in sharing their thoughts and feelings without being judged. And once both parties share their thoughts freely with respect, it becomes easier for them to work together with clarity. With that said, please join us in cultivating a compassion-based school community. With compassion, Nancy
Editor's Note
Making Connections
Nancy Hlibok Amann, Ph.D. Superintendent
Erika Thompson, M.A., Coordinator Thrive! Outreach Resource Center Newsletter Staff, Kimberly Davis, Outreach Teacher-on-Assignment Layout, Gisella Visco '22, Transition Student Printed by Wes Rinella's Graphic Design class
Students and staff are making connections with each other and the community as everyone has finally returned to campus for in-person instruction, student housing, and sports this school year. Early Childhood Education strengthened the approaches on mindfulness, cultural sensitivity, and inclusion in the classroom. Students are encouraged to connect to literature through motivating challenges or graphic novels in Elementary or bulletin board Thinking Maps and personal essay expressions in high school. Students are enjoying the hands-on experiments and activities in person for math, science, career and technical classes, and work experience. Students have begun connecting to their new, unique identities in being who they want to be outside of school, whether a cowboy or an archer. Diversity student clubs have expanded to include more kinds of identities, where students support each other. Students have hosted a national virtual conference for Junior National Association of the Deaf (JrNAD). Professional development activities have resumed in-person for teachers to strengthen the ASL-English biliteracy curriculum. ASL Storysigning for the community has continued, with a special in-person literacy event on campus open to all families in and outside school, in partnerships with community organizations. The sports program has skyrocketed, with students overjoyed to resume healthy physical competitions together as a team, resulting in impressive record-breaking successes with outstanding media attention and generous donations. Students schoolwide are recognized by the city, local businesses, and national organizations for their achievements in academics, athleticism, and career skills. CSDR alumni successes continue to make the school proud. A good number of new staff are welcomed this school year to join the CSDR family and legacy, and we also remember with love and thanks to the staff and alumni members who have departed us this school year. 2 | PAWSITIVE REFLECTIONS & RESOURCES | CALIFORNIA SCHOOL FOR THE DEAF - RIVERSIDE
About the Cover
Pre-K class practices mindfulness by "Grounding." They connect with the Earth by walking barefoot and showing love with ILY sign. Photo by ECE teacher Mary Visco.
ASL Storysigning Videos by CSDR Written by Ms. Erika Thompson, Thrive! Outreach Resource Center Coordinator Photos by Maisha Franklin-Safford, CODIE & Erika Thompson, CSDR
CSDR continually promotes early literacy and reading appreciation to families that are open to community members and other families not enrolled at the school. This year, the school hosted free events for book storysigning both virtually and on campus. During the first Wednesday of every month, Erika Thompson and Mary Kopcho, of Thrive! Outreach Resource Center and CSDR Library services provide free webinar-based virtual ASL storysigning sessions through ZOOM. Families can log in and view a variety of Deaf storysigners who volunteer to read aloud different books, with opportunities for discussion through ASL or typewritten chats afterwards. Videos are recorded and posted on Facebook, YouTube, and the website.
In March, CSDR's Family Education Coordinator, Jenni Kysella, hosted the first ever statewide literacy event in collaboration with the local agency, Center On Deafness Inland Empire, and with the statewide LEAD-K Family Services. The event geared to Deaf and Hard of Hearing Babies, ages 0-5 was called "Love & Literacy Across California". The Riverside presenters and storysigners this year were an exciting mixture of school staff, families, and community members. Superintendent Nancy Hlibok Amann, Blair Rasmus, Secilia Jaimes with her son Jeremiah, Nicolette Obidos with her daughter Winter, student Christian Jimenez, and community member Rosina Garcia. Also provided were vendor booths, prizes, goodie bags, activities, free pizza, Scholastic Book Fair, and Kona Ice sales. Specific CSDR booths included Speech and Language teachers Leah Adelsberger & Wendy Green, PIP teacher Jaclyn Vincent with her Paint & Sign company, Librarian Mary Kopcho for the Book Fair, and Erika Thompson & Yollie Vollmar for CSDR information. The children enjoyed playing at the interactive booths while parents received information and literacy tips. Thanks to everyone for participating and providing services!
3 | Pawsitive reflections & resources | california school for the deaf - riverside
Athien Hernandez, ‘25, a Mexican Cowboy Interviewed and Written by Erika Thompson, Outreach Resource & Media Coordinator
Fifteen-year-old Athien Hernandez attends classes and hangs out with classmates at CSDR, but outside of school, he is a Mexican cowboy, which is called a “Charro.” On Thursdays and Saturdays, he rides horseback dressed in a sombrero, boots, and sometimes in colorful traditional Mexican clothing. Participating regularly in equestrian tournaments and “Mexican Rodeo” are what Athien loves doing as a sport and pastime. In the age 13-17 category, he and other young riders show off their skill in individual and team competition. “My favorite tournament events are horse roping and pulling bull tails,” said Athien, with a huge smile.
@deaf_horseman
Athien explained that while he rides on his horse, he ropes up another horse or conquers a bull by grabbing and pulling its tail under its leg to make it fall. After the occasional Saturday competitions, he and his family join in with the other riders for community dinner gatherings with Mexican food vendors, enjoying their membership in this unique community. Athien is the only deaf player on his Charro team, but he is not excluded. “I can hang out and talk with other hearing players because they use a lot of visual gestures, that is common in Mexican culture.” Athien’s social and communication needs have been met with the added balance of peer and adult interaction in ASL (American Sign Language) at his school environment.
Courtesy of Family
@deaf_horseman
Athien now trains vigorously in three specific areas at different sites in or near Riverside: with Jorge Pasillas at Aprendiendo A Charrear in Jurupa Valley, reining skills with Luis Torres at LT Quarter Horses in Galvin Hills, and Charro roping lessons with Jamie Ortiz in Riverside. Athien learned about these horsing events online and wanted to train for these new additional challenges, with support from his family. Reining competitions as an individual is now added to his list of tournament events. “I train every week on Thursdays from 4pm to 9pm, and on Saturdays,” said Athien. “I have much love and respect to horses and instructors!” It had not always been easy for him and the family, when there was a lot to overcome at the beginning. Athien’s first reining trainer was reluctant to train him. Not even 10 minutes into the session, the trainer yelled at his mother, “I can’t do this, by the time I need to tell him it’s too late unless YOU can teach him how to hear or something”. Upon learning later from his parents of this discrimination. “Athien’s face turned white, and he was emotionless, but he took it with stride,” said the mother. The family kept searching, and finally connected with Luis of LT Quarter Horses, who is a special person who happened to have a background of training deaf horses, who had the right attitude and willingness to train a young Deaf rider. Also, balance and coordination difficulties accommodated his unique condition as a Deaf person, that Athien does not allow to stop him from working harder at something he loves doing. Sally is thankful that “God has moved in Athien’s life in so many ways.”
“Athien has always wanted to ride horses,” said his mother, Sally Zarate. “When we moved here to Riverside, we noticed the surrounding areas had a lot Other goals of Athien’s are to attend college to study about making horseshoes for of rodeo-related stuff. So, we searched a career. “I would like to have a business making and selling horseshoes, and to for something affordable which led us have a horse ranch as a home someday.” On his Instagram profile to Norco Equestrian Academy.” This was @deaf_horseman, he wrote: “I ❤️the Ranch Life, wish I could live it every day.” where Athien started out with basic skills. “But it’s nothing like he does now,” his mother added. 4 | Pawsitive reflections & resources | california school for the deaf - riverside
Bella aguilar, '28 bullseye with a bow and arrow
Courtesy of John Aguilar
Written by Erika Thompson, Outreach Resource & Media Coordinator
Bella trains with her bow and arrow everyday at home
Inspired by the character Katniss Everdeen in Hunger Games, 6th grader Isabella “Bella” Aguilar learned archery and excelled at it within a brief period of training. Last summer in Alabama, Bella took 1st place in the USA Archery JOAD Nationals after learning archery in less than a year. Bella recalled her experience at the tournament in an interview with Melissa Yingst on Melmira for DPAN Deaf channel network: “I was sort of nervous. Some of these kids were nervous, too. I stopped thinking so much, focused, and aimed for the target. If I get one arrow wrong, I wouldn’t panic. It’s fine, I’d fix my mistake and keep going.”
Not only is Bella a national champion in her age group, but she also set two USA Archery National records," her father John Aguilar commented to this writer. Since last summer, "Bella has achieved several impressive milestones. She has progressed to compete in two age groups above hers at the national level" (a 12 year old against older, more experienced 16-18 year olds), explained her father. For the first time, her group is eligible for the U18 US National team, for which Bella is determined to qualify by participating in a series of United States Archery Team tournaments. Shy of two tournaments, USA Archery JOAD Bella is currently ranked 35th in the nation. It's Bella in a red jacket, lined up with other not a question of whether she will qualify, but players, all facing their targets outdoor in when, because young as she is, she will get there the rain soon.
Courtesy of John Aguilar Bella (at right) watching her father John (at left) interpret during the scoring at the Arizona Cup
Her father added, "Bella is becoming an elite athlete. First, she currently draws a 34 lb. bow, usually a weight pulled by older teens or young adults. This takes a great deal of physical strength and mental strength, which for a girl her age and size is impressive. Second, her mental fortitude to shoot in high pressure, National ranking tournaments against some of the best archers in the country. That is crazy to me, she has an athletic focus far beyond her years."
QR code Melmira's interview
USA Archery JOAD Bella wins 1st place at JOAD Nationals
Bella's father continued to explain, "What Bella does with a bow is impressive; she is hitting the central yellow target, the size of a softball at 60m, or 66 yards, which is threefourths of a football field away! Just watching her doing that is mind blowing." He says with pride, “Bella is such an amazing kid and I feel she is a shining example that there are no barriers for deaf kids.” Bella is committed to this sport through daily practice in the mornings before breakfast, and in the afternoons before dinner. “Like, one hour or two hours. I have a timer. Until I reach 100 arrows, then I go rest,” Bella shared with Melissa. “My goal is to go to the Olympics one day.”
"My next goal is I want to go to the Olympics," Bella shares on Melmira's YouTube Channel. See the QR code.. 5 | Pawsitive reflections & resources | california school for the deaf - riverside
Tony Wysinger Awarded by Riverside County for Student Achievement Contributed by Nancy Hlibok Amann, Superintendent
Riverside County Office of Education recognized a distinguished student from every school, including California School for the Deaf. State Superintendent of Public Instruction Tony Thurmond presented the award for "Student Achievement" to Senior Guy "Tony" Wysinger, who was recommended by HS Principal Tammy Mitchell. His mother, Edith, and CSDR Superintendent Nancy Hlibok Amann cheered for him as witnesses of Tony's moment in the spotlight. What a special recognition for Tony, singled out of thirty thousand students in Riverside County. Congratulations! Senior Tony Wysinger with his award certificate presented by Tony Thurmond, State Superintendent of Public Instruction. In front of the podium, ASL interpreter signs "Congratulations".
"I am honored to receive this award," Tony tells his school superintendent.
Mindfulness as a Pre-K Morning Meeting Focus
Written by Mary Visco and Arianne Hendrix '94, Pre-Kindergarten Teachers
The morning meeting used to consist of calendar-related routines, but the course of the morning meeting has gradually changed. Based on current events of our world, social media and technology, social-emotional development and reconnection with nature are most crucial for children at this time.
Pre-K students meditating during Morning Meeting
The morning meetings in Pre-K are all about making connections, making commitments, discussing emotions, doing movements, and doing a variety of mindful techniques. During the morning meeting, children learn different ways to be mindful, such as hugging a tree, breathing in and out, grounding, walking, and more. The hugging a tree method reconnects children with nature and helps them feel calm. Another mediation activity, Grounding (also earthing), is when we make direct connection with the earth by having our bare feet on the the ground in order to feel the electrical charges from the earth which will make a positive impact on our bodies.
Pre-K students using hugging a tree method to connect with nature
6 | Pawsitive reflections & resources | california school for the deaf - riverside
Pre-K students spending some time outside to learn about being mindful.
QR code for more information on Mindfulness
Culture and Inclusion in Early Childhood Education
Jessica Valencia-Biskupiak '03, PIP Teacher
Culture and Inclusion in Early Childhood Education is a very crucial period. We want our students to step into a school environment where they feel secured, honored, and recognized. At this age group, they are very aware of differences of color, language, gender, and physical ability.
Two students compared and contrasted their stuffed puppies to understand that differences do not make one less than another.
The Early Childhood Education department is delighted to show that we have been working hard to check materials such as books, posters, and the classroom setting to indicate the diversity/inclusion of the students. We need to ensure that they thrive on showing their diverse backgrounds and own identity. We want our students to feel a sense of belonging by affirming their identities and cultures. By doing so, they will recognize bias and injustice. They will be able to stand up for themselves, as well as their peers. We want our students to engage in joyful learning and learn to work with others, regardless of their differences. The classroom setting offers diverse activities and toys to all children regardless of race, gender and developmental needs. We offer to share and compare cultural traditions with the students. Positive role models are displayed through toys, imaginary play, books, and posters which promotes non-stereotyped images.
Students paint their puppies in different colors and embrace each other's perspectives.
We also focus on partnerships with families to be inclusive. For instance, we hosted celebrations that focus on families sharing their heritage and stories. Our students learned the special ways that the families celebrate holidays, events, and even their own sign languages. The more the children learn and understand different cultures, the more they understand why people are unique. We strongly believe in bringing together the diverse communities, children, and families to make this school stronger by recognizing and respecting "ways of being" that are not necessarily our own. In closure, building our young children's self-confidence and skills will increase their awareness, appreciation, and inclusion of diverse beliefs and cultures. It will enhance our children's academic achievement and educational success. Diversity is the one thing we all have in common. Celebrate it every day because we are unique!
Pre-K Teacher, Arianne Hendrix shows two different colored eggs but they are the same on the inside!
7 | PAWSITIVE REFLECTIONS & RESOURCES | CALIFORNIA SCHOOL FOR THE DEAF - RIVERSIDE
QR Code for ASL Version
Helping Students Connect to Reading through Motivating Department-wide Challenges Written by Scarlett Valencia, Elementary Principal
Everyone knows how important literacy is in our students’ lives, not to mention our own. Literacy makes so many things possible. We want to help our Cubs develop a love of literacy, so the elementary department started doing monthly literacy-related challenges. For the first month, in October, students got a checklist of 20 different reading-related activities. Each time they completed one of the activities, they could color in the square and check the activity off. These checklists were returned to the principal at the end of the month for a drawing for a grand prize winner. The lucky winner was 4th grader Mila Kent.
The more you read, the more you know. The more you know, the smarter you grow. The smarter you grow, the stronger your voice, when speaking your mind or making your choice.
In November, students were challenged to come up with their most creative acrostic poems using the word, NOVEMBER. Students could work alone or in groups, and both ASL and English versions of the poetry were welcome. Judges reviewed all poems at the end of the month and chose a winner from each grade level. The winning poems were posted on the bulletin board in the main Elementary hallway. The winners from each grade level were 1st gradeJeremiah Jaimes, 2nd grade- Jaden Merino, 3rd grade- Zeux Valencia-Biskupiak, 4th grade- Claire McCrory, and 5th grade- Ryan Carrasco and Amy Gonzalez. For the winter months of December and January, the elementary department sent home winter reading activities for students to enjoy during the colder temperatures and over the break. Students who completed all six activities became eligible for a grand prize. 4th grader Ryan Gonzales was the big winner. February brought the students a brand-new challenge related to literacy. They were given the opportunity to design their own posters to promote reading. Students put their artistic skills to use while coming up with the most creative ideas to express their love for reading. The posters were posted all over the walls in the Elementary area. We look forward to doing more literacy challenges in the spring and summer. Hopefully these challenges will help our Cubs develop a lifelong love of all things literacy!
Reading Challenge bookmarks with a series of reading activities to complete; Individual young smiling students with blue facial mask on or pulled down temporarily, holding up a gift bag, a group of Elementary students reading outside on Read Across America day.
8 | Pawsitive reflections & resources | california school for the deaf - riverside
DEAF READERS AND GRAPHIC NOVELS Many of us often think about the significance of reading abilities. The wellreceived opinion by teachers, parents, and school experts is that reading is an essential skill for work success and navigating the world today. However, a study conducted by the National Endowment of the Arts showed that the number of U.S. readers is declining (NEA Office of Research & Analysis, 2018). From this, we can estimate that between 2014 and 2018, approximately 720,000 Deaf readers stopped reading. To find out more, I met with several Deaf individuals who admitted they no longer read as much as they used to. When asked why, several said they didn’t enjoy reading. The most common reasons included difficulty understanding, lack of relating to the reading or of finding pleasure in reading. The conversation made me wonder about Deaf individuals becoming reluctant readers. They have the skills as readers and yet do not apply them to be efficient readers, which is different from struggling readers, who struggle due to not understanding what they are reading (Beers, 1996; Day & Bamford, 2000). For these readers, graphic novels, or stories told in a comic format, are recommended (Cary, 2006; Smetana et al., 2009). Graphic novels slowly make their presence as a valuable educational resource used from elementary to university classes (Chute, 2008; Kim, 2021; McCloud, 1994). The use of graphic novels was discouraged because they did not carry the equivalent to the complexness found in traditional text-based books. Such speculation has been challenged, with more scholars emerging in comic studies, and continuous research on the benefits of comics are becoming common. It is worth noting that Deaf readers are visual readers who prefer images and rely on visual cues for information (Kuntze et al., 2014; Simms & Thumann, 2007). For visual readers like them, graphic novels are often the recommended readings in their learning experiences (Behrman, 2006; Chute, 2008; Smetana et al., 2009).
Written by Dae-Kun Kim, PhD, Gallaudet University, in research collaboration with Thrive! Outreach Resource Center, CSDR
Hypothetically, if one had continuous exposure and opportunities to play with a language long enough while growing up, one would possess enough capacity to make their readings a breeze. But what if, even with the said abilities, one did not enjoy reading? That would be the very example of a reluctant reader, and what does that look like for the Deaf? For my doctoral research, I met with four upper elementary graders from California School for the Deaf, Riverside in the hope of finding a potential starting point to find an answer. The study included observations of shared readings and book club discussions of two graphic novels, interviews on their background and experiences on the reading, their interview data, and book review data. The study lasted two and half months, with weekly virtual meetings for observations and interviews. The books used for the study are The Cardboard Kingdom (Sell, 2018) and Suee and the Shadow (Ly, 2017). The findings from my research indicated that a lack of interest in starting to read, influences from their friends and family members, and the experiences in learning to read were factors to their reluctance in reading. In addition, participants’ interactions with books influenced them if positive reinforcement was provided. The positive influence motivated the participants to read more. If the book was in a genre the participants enjoyed, they were more motivated to read, allowing total immersion in the story. My doctoral research study serves as a starting point to explore the option of graphic novels as a valuable academic resource for fostering an appreciation of reading and to provide a greater understanding of how Deaf readers read graphic novels. This topic is still new and needs more study that focuses on the Deaf and their experiences of reading graphic novels. QR code to Dr. Kim's Disseration For more information or references, please reach out to dae-kun.kim@gallaudet.edu.
All images: Students excitedly read comic books donated by The Comic Dude- a Riverside Deaf family-owned business
9 | Pawsitive reflections & resources | california school for the deaf - riverside
Learning with Each Other and the Community By giving our students practice in talking with others, we give them frames for thinking on their own. - Lev Vygotsky Horses After Reading Black Beauty
Written by Ms. Elizabeth Henderson
When students read "Black Beauty" in Ms. Lisa Chute's middle school Bilingual Language Arts class, they went on a trip to experience horses in person at Ms. Stacey Hausman's homestead. Stacey, CSDR Testing Coordinator, owns four horses! With vocabulary review, students learned how to saddle and ride a horse, clean and brush them, braid their manes and tails, and clean their hooves. They also explored the horse trailer and even shoveled horse manure! Learning and participating in basic horse care was a wonderful way to engage students in their reading!
Battle of the Teams in ACE Written by Ms. Becky Gage
Students in HS Alternate Curriculum Education engaged in "Battle of the the Teams". Students in different classes read and analyzed The Ghost Boys, focusing on the Critical Race Theory aspect of it. Then each class competed as a team in Battle of the Teams. The three teams were named Peace, Pride, and Unity. Students learned so much and had a wonderful time! See students in action in above photo.
Congressman Takano Visits CSDR Congressman Mark Takano and his team visited CSDR on Wednesday in different classrooms from Elementary to Career Technical Education. Takano is a wonderful friend and supporter of CSDR and for the Deaf community. A few years ago, Congressman Takano had welcomed a CSDR alumnus to work for him as an intern at his office in Washington D.C. Katy gently cusps the horse's muzzle above her shoulder
Nathan and Vivian brush and clean the horse
See this article for additional information on Takano's commitment to the Deaf community in relaunching the congressional Deaf Caucus:
Nathan atop a horse, pulling back on the reins
Karina braids the tail of a horse
Rep. Takano spoke in some classrooms including this 4th grade class
Congressional Deaf Caucus Article
10 | Pawsitive reflections & resources | california school for the deaf - riverside
Things Fall Apart: Making Connections with Destiny
Written by Jennifer Burnett, HS BLA Teacher
The students are reading Things Fall Apart by Chinua Achebe. They will be making connections while reading with our unit theme which is Destiny. The students have created a large tree map for all the characters where they will keep each other updated in terms of direct characterization and indirect characterization and updates of each character every three chapters. Students have shared their feelings so far with the book: Gianna Visco said,
“Things Fall Apart is very interesting and very challenging. I have been learning a lot about their culture, religion and many more. I have learned a lot about their beliefs in the book which is mindblowing.” Anthony McFarland-Smith said, “I think TFA is a unique book that filled with a lot of cultures, religion, beliefs and their traditions which sometimes to me is a bit crazy but cool too.” Other students have mentioned how much they really enjoy the diction
and the way the author Chinua Achebe writes to describe things and they are appreciating the historical context that comes with the story. The class thinking map pictured is a work in progress! Stay tuned!
Science: Photosynthesis and Cellular Respiration Exchange Written by Mr. Andrew Tarpey, HS Science Teacher
On February 10th, I was asked to watch and evaluate the presentations given by Mr. Ben McCrory’s Biology/Life Science class by the student-teacher, Mr. James Trusock who taught photosynthesis and cellular respiration exchange. He had the class do the project by making visual aids of how photosynthesis and cellular respiration exchanged together on the science department’s bulletin board. I enjoyed watching all the presentations done by Kaden Adams, Alicia Allende, Xavier Gamboa and Darius Zarembka who took turns to explain how photosynthesis and cellular respiration work. All of them did an excellent job explaining in their own terms. 11 | Pawsitive reflections & resources | california school for the deaf - riverside
Math: What are Proportional Relations? Written by Junior Dominic Turner '23, with contributions by Mr. Ben McCrory's 4th Period Pre-Algebra Class
We discovered that the tree near social hall is 76 feet tall, how in the world did we find that information? We used proportional relations; it is a method anybody can use to find relationships between two variables where their ratios are equivalent. Now you may be wondering how to use it. It is straightforward. You must look at the calculations you have right now and multiply the numerator on the right by the denominator on the left, then divide to solve for the variable. After cross multiplying a proportion, simplify the equation, then divide to solve for the variable. Why even bother to use it? When we have all kinds of measurements and easier ways to figure things out, however, sometimes you cannot use measurements on specific things like trees or buildings, tall objects, or things that cannot be measured. That is when proportional relations can help us.
Solve for x,x : 6 = 4 : 12 First, rewrite the problem: x6 = 412 Then, cross-multiply and solve for x: x x 12 = 6 x 4 12x = 24 x=2
For example, there is this towering tree on our CSDR campus. It is impossible to measure it with a ruler tape because one: it is too tall, the tape will fall, and second: somehow the tape stayed up and it would not reach the tallest point because of the leaves and branches blocking it. Our fourth-period class went to this towering tree and measured its shadow from its tallest point on the ground to the shadow’s tallest point. Once we got the information, we quickly measured one person’s shadow, then their height. Why do we have to measure a person’s shadow quickly? This is because the sun changes its direction every minute, and we want the most accurate scale possible. Then we used proportional relations to find the measurement for the tree.
12 | Pawsitive reflections & resources | california school for the deaf - riverside
This beautiful oak tree is 80 feet tall.
Connection You Will Never Understand
Written by Senior Gisella Visco '22
You will never understand the emotion of hiding something from others; I always hid myself and became embarrassed when I am asked to show my work, or discuss my learning disorder, until I made a connection with The Plague of Tics by David Sedaris. He perfectly described how I felt by explaining how he hid himself due to the disorder he had by doing things alone, just like I did. He felt plagued by his tics, just like how I feel plagued by my learning disorder. I always feel more comfortable when I am alone because I can really focus and give myself the space I need. Sedaris explained how he shamed himself When I read this story, Plague of Tics, I felt for being a human because he feels like he more confident that I was not the only one must hide himself. People would judge or who was feeling this if he was, too. This make fun of his disorder, so he would expands my comfort zone because it has start worrying about what other people been small for a long while due to my fear think of him every day. Does he deserve of being judged for needing to do specific this? Obviously not, but this is a perfect ‘tics’. I now have this story to remind me example of how people that are plagued by our disorder think, like myself. For that it is mostly me overthinking, and to not example, David usually licks the light switch before he leaves the classroom let it overcome me. Growing up, I never because it cozies his tics, but he must wait until all his classmates leave the room. wanted to tell people that I have a learning When they all leave, he will feel more like himself and do the stuff he needs to do, disorder because I felt shame, but after I like licking the switch. He had to wait until everyone left because they would make read this, I started to build up my fun of him and judge him. That applies to me as I have zero confidence about confidence. It built my confidence so much myself during class time; I am aware that students would make fun of me or get that recently I wrote about my struggles and annoyed by my needing support due to my disorder. So, I always think that it would journeys since I was a little girl and showed be better if everyone left before I do specific things such as signing out the story in it to my classmates. I thought I would never, ASL because it helps me overcome my disorder and understand the story. David but the connection I had with David made reminded me of my actual everyday experience around other students. me feel proud of who I am.
Unrotting Myself
Written anonymously by a High School Student
Earlier this year, my class and I read a book that had really horrified us. In Cold Blood by Truman Capote was about a pair of murderers who performed a quadruple homicide on an unsuspecting family who could do no harm. It is a true crime that had occurred in the late 1960’s. My teacher had us read this because of its excellent writing, its impactful word choices, and ominous suspense of the Kansas Bureau of Investigation pursuing two cold-blooded murderers across North America. I, one of its readers, instead felt the direct impact of the story as I felt that one of the murderers was relatable, which made his eventual execution later in the book… rewarding. Perry Smith, one of the murderers, battled with mental health that influenced his mindless rage of killing the Clutters. In risk of revealing too much of myself in opening to you, I still do have mental health issues that used to dominate my days. Nowhere near the murdering level, that is for sure, but I could understand why Perry Smith gave in to his instincts to kill. He viewed the patriarch of the Clutters as his own abusive father when he was not and went out of his way to murder him instead of to rob the family, which was his original intention. On the contrary, I have a great father, a loving mother, and an awesome brother; I am far luckier than Perry Smith ever was. In the murderer, I found my darker self, my rotten core, between the words of Perry even though he lived more than 50 years before I was born. If I had let that rot rule over me, I would have gone down a different route. Instead, I let my own self dominate that core, to wrangle that core into submission. In Cold Blood taught me what could happen if I did not turn that rot into flowers and butterflies. In the end, Perry Smith was executed for his crimes against the Clutters. Hanged, he died to American justice which I believe was rightfully served: “Perry Smith died on the gallows at the state prison… at 1:19am” I felt this emotion, something I describe as a relief. I was relieved that Smith, the perfect symbol of how a person could become the worst, was executed. The rot in my core disappeared as I felt the burden of this book on my shoulder taken off; the suspense completed in a fitting and deserving end. When you eat an apple, and find that its core has rotted, you cast it away into the trash bin. That was what I did with the book immediately, just after it absolved me of my rotten core. I felt reborn afterwards and would always remember the name of Perry Smith as it is carved into my mind as a reminder. Truman Capote, the author, did not feel reborn or relieved when he witnessed Smith's death; instead, he felt the rot creep into him even more. In him, Smith lived after his death, and he finally died only when Capote died from alcoholism. Do not let that divert you from reading the book, though, as I do truly recommend you read this book and find one of its many inspirational impacts… but this one was mine and mine alone. 13| Pawsitive reflections & resources | california school for the deaf - riverside
Jr. NAD Conference 2022
Written by Ty Willey in Jr.NAD Conference Newsletter, April 2022
Our very own Jr. NAD cubs worked diligently and efficiently to ensure that the virtual Jr. NAD conference could happen. It was a smashing success! There were 294 Jr. NAD members from various chapters across the United States that attended the virtual conference. The conference had a motto of the year, #JRNADVIBES2022 that emphasized on the power of vibes that they lead with. The conference was fortunate enough to have an amazing keynote presenter, Arlene N’galle-Paryani that shared her theme, Purpose of Our Existence. She described her journey as a Black person and Deaf woman. With the Jr.NAD motto and her theme, our future Deaf leaders understood the importance of leading with good vibes at their own pace. The NAD president, Melissa DraganacHawk also graced the conference with her wisdom and presence. It was her last speech as the President of NAD after serving for fourteen years. The Jr. NAD conference wrapped up with selecting delegates to attend the NAD conference in Orlando, Florida. Gisella Visco from CSD Riverside was chosen as one of the delegates to attend along with Wille Noble from Florida School for the Deaf and the Blind. During the conference, New Mexico School for the Deaf won the bid for the next Jr. NAD conference in the year of 2026. Congratulation and thanks to the CSD Riverside Jr. NAD sponsors, Jeannette Zarembka and Erica Hossler. Heartfelt gratitude to our CSD Riverside Jr. NAD officers and members for making this event a success! See CSDR Jr.NAD's newsletter with their reflections about the conference they hosted this year!
CSDR JrNAD Newsletter issuu.com/csdrinfo/docs/jrnad _conf_2022_newsletter
CSD Riverside Jr. NAD Members
Jr. NAD member, Luca Visco, participates in breakout room
294 Jr. NAD members from different chapters across U.S. participating in the virtual conference.
CSDR Jr. NAD Members signing "Thank You"
#JrNADVibes2022
14| Pawsitive reflections & resources | california school for the deaf - riverside
NAD Organization
Ebony Club
Written by Janelle Green, Middle School Principal
What happens when a Middle Schooler gets invited to a HS Ebony Club event? They have the time of their life! A recent collaboration between the HS Ebony Club and our students here in Middle School made this experience possible. It was an evening that was not only fun, but also inspiring. It was a night that not only taught art but belonging. Nevaeh Oler took advantage of this opportunity and participated in all the night had to offer. She learned via Zoom how to draw her “Black Super Hero” and was provided with the materials needed to do just that. She was able to learn the trick of shadowing and using colored pencils to add depth to her picture. More importantly, the evening provided a sense of belonging as it was lead by Awet Moges who is a Black Deaf Artist. He taught pride through art; encouraging our students to be the Super Hero they see themselves as. As the students started to create, it was clear that the idea of what a Black Super Hero is, is in the eye of the beholder. At lunch the next day, the excitement of the event was still at the forefront of Nevaeh’s mind as she proudly shared what she did and what she learned. The students she was sitting with were in awe of her experience and thought she was awfully lucky to be involved in the event. We couldn’t agree more! We are so thankful for these types of collaboration and look forward to the next event!!
Black Deaf Resources wke.lt/w/s/I8Xfnb
Asian Club
Written by Kim, School Counselor/Social Worker & Asian Club Co-sponsor Written byJayne Co-Sponsors Jayne Kim, Counselor/Social Worker & Shari Kido, ACE Teacher
Deaf Korean American sound artist and activist Christine Sun Kim met virtually with MS & HS students in Asian Club at school in late March! Thanks to the presenter, Asian Club Members, Group photo of CSDR's Asian Club members and CSDR staff (Nancy, Jeff, Martha, and Davis) and staff of Asian descend with Christine Sun for this smashin’ successful event! Kim on enlarged screen
Also, a special thank you to Kay & Ivan Kim (Christine and Jayne’s parents) and Asian Signers organization for sponsoring the delicious Korean catered food, Korean drinks, and Japanese Ice candy (popsicles)! Only 4% of Club members in a line filling their CSDR students are Asian, Filipino, Native plates with food and drinks Hawaiian, or Pacific Islander, which emphasizes Deaf Asian the need for connections with others of Heritage shared identities within and outside school. Resources Asian club sponsors Shari and Jayne standing by Christine's virtual screen wke.lt/w/s/I4stUf 15 | Pawsitive reflections & resources | california school for the deaf - riverside
Latinx Club with Council de Manos Written by Erlinda Miller and Leticia Ruiz, Latinx Club Co-Sponsors
Juniors and seniors of the CSDR HS Latinx Club met during Fall semester with peers at 15 other Deaf schools and programs in an interactive virtual meeting with the national Deaf Latinx organization, Council de Maños. Students took turns sharing with each other where their families came from. From Council de Manos, students learned name signs for each country in Latin America, definitions of Latinx and Hispanic, a brief history on Spanish colonization of the Americans, and common myths about Latinx. Some HS staff with Hispanic/Latinx heritage also attended the webinar to support the students. CSDR has a large percentage of students of HIspanic/Latino ethnicity. Students meet for the Latinx club on a monthly basis and/or host club events to celebrate their Latinx identity and heritage.
Students and community can learn more by subscribing to the following Deaf Latinx site: Council de Manos @councildemanos https://www.councildemanos.org/
Latinx Heritage Resources
Genders & Sexualities Alliance
Written by Darren Hause, HS Teacher & GSA Sponsor
Monthly meetings are held for the Genders & Sexualities Alliance (GSA)* student organization. Membership is open to LGBTQIA+ high school students or peer allies with LGBTQIA+ family members. Students enjoyed eating pizza and discussing LGBT-related topics. The club kicked off during the first month by writing and drawing personal thoughts and feelings on three posters. Among the topics covered at club meetings is celebrating a list of related awareness periods from National Coming Out Day (October 11) to International Day Against Homophobia, Transphobia and Biphobia (May 17). The first lunch meeting was memorable as students finally had a safe space to gather in person since the pandemic began!
Top: Students writing or drawing on the posters at an outdoor table.
Below: A close up of posters, include words: Harley Quinn, Deafies in Drag, Craig Rodwell, DeafU, Euphoria, LGBT, ??? need more LGBT history, Came out at 14 years old, I'm proud of it!
16| Pawsitive reflections & resources | california school for the deaf - riverside
LGTBQ+ Resources
wke.lt/w/s/Ia_FC_
Connecting Education and Careers Written by James Smith, Career Technical Education Principal
Written by James Smith, CTE Principal
Third, the Business class hosted a business pitch competition on food trucks. Out of 5 students, Angela Martinez's food truck won. It is called El Tapatio Deliciosa! Stay Fresh! Serving fresh salsa & Mexican food. We had a blast discovering varying business plans on food trucks and facilitating entrepreneurship skills among our students.
What a month for our CTE students! They began with the career interview project, where they get to interview real life employers to help them visualize their potential career journeys. This is an excellent way to determine what kind of steps they need to reach their goals and even more, jumpstart their networks. Some of our students got to interview a CSDR alum who works at a casino hotel, a social worker, an accountant from Gallaudet University, a Real Estate Agent, an interior designer, and many more. Our goal is to build the connections between the career center, employers, and communities out there so our students can have a good foundation of network.
Finally, CTE students participated in RIT/NTID's Career Exploration Series with Biomedical Technology and Construction classes participating in the event. The Career Exploration Series is a group of exciting hands-on virtual workshops for deaf and hard-of-hearing students in grades 9-12. Our Biomedical Technology classes participated in the BioTech - Investigate a Crime Scene on February 24th. The students did an experiment using fingerprinting kit. The Construction class participate in the Construction - Structure of Architecture on February 10th. The students built a rollercoaster. Our Graphic Design class participated in the Graphic Design - Art and Museum Studies on March 10th.
Secondly, we are very thrilled for our students who experienced the NAD Youth Mock Interview on March 4. They were interviewed by Apple, Facebook Meta, NAD, GlobalVRS, and more! What an opportunity to experience a job interview by demonstrating their work readiness and interview skills. Excuse us while we're busy polishing up our resumes and cover letters!
Transition Partnership Program Student Spotlight Eliseo Hernandez has been part of CTE’s Transitional Work Group partnering with Walgreens Distribution Center in Moreno Valley since the end of February. His shift supervisor at Walgreens Distribution Center named Eliseo as the top five performers in his work area- not once, not twice, but thrice. Kudos to Eliseo! Eliseo’s father Angel emailed Transition Coordinator Ingrid Christianson-Wadler in Spanish, "It was a successful week. Eliseo Hernandez, a top performer Eliseo was on time for work. Thanks at Walgreens again for all your help to my son."
CTE Resources wke.lt/w/s/AqOn-t
17| Pawsitive reflections & resources | california school for the deaf - riverside
Freshman Wins Mural Art Concept Written by Wesley Rinella, for Riverside Business CTE Graphic Arts Teacher Mary's concept drawing of red hearts, cats and dogs, butterfly, with Riverside Raincross bell; Full photo of the completed mural at the sPet Adoption Thrift Store Gisella Visco '22
Of all the local high schools within Riverside, Mary Figueroa ‘25 has won the Mural Concept Contest for Mary S. Roberts Pet Mary outside in jumpsuit on grass Adoption Center's Thrift Store in Riverside! See pictures of both Mary's conceptual drawing and a picture of the Thrift Store where the huge painting will be applied to. The judges have voted Mary’s art concept as the winner which was sent to their designated local professional artist, Jenn Detroit, to sketch a drawing of the finalized piece before painting the mural on the Thrift Store. The photos show Mary's concept sketch, and the location to where it will be applied. You can find the mural on the backside of the building in the parking lot at 9462 Magnolia Ave, Riverside, CA 92503. The mural revealing celebration took place on a Saturday at Mary S. Roberts Pet Adoption Center's Thrift Store in Riverside, with Mary signing her name on the mural as the official concept artist, in the presence of Mary's family, the mural artist Jenn Detroit, and representatives from the Pet Adoption Center, Thrift Store, and CSDR, including Mary's CTE Graphic Arts Teacher Wesley Rinella and a staff ASL interpreter.
CSDR Business Partners Win RIT's "Next Big Idea" Competition TPP business class participated in 2022 RIT'S Next Big Idea: High School Competition this semester. CSDR business partners Enza Visco and Gianna Visco made it in the top five and competed again in the final round. And the result? The Visco cousins won first place!
Screenshots of the Visco business website and logo
Mary signs her name on the mural with teacher Wes Rinella
Written by Erica Hossler, Transition Partnership Program Teacher
Enza and Gianna's business, "ASLCodes", is about increasing accessibility for Deaf learners in school.
Screenshots of the Visco business proposal video, "Gianna: Yeah, I have a hard time figuring out the info in English to ASL."
18 | Pawsitive reflections & resources | california school for the deaf - riverside
MAKING CONNECTIONS BETWEEN AND ASL English
Written by Stacey Hausman, Student Outcomes Specialist and and ASL Specialist Joy Maisel Department of Curriculum, Instruction, Data, and Advancement
After attending a two-day training on Bilingual Grammar Curriculum (BGC) developed and led by Todd Czubek and Kristin DiPerri, teachers from all departments across campus have been implementing BGC. The first steps are to evaluate students' current knowledge of ASL and English grammar. Teachers have been busy collecting data on Vocabulary knowledge, Sentence Judgment, Sentence Boundaries, and Storytelling in both ASL and written English and are now ready to get started. In addition, students are participating in Daily Writing activities to build confidence with writing skills and improve writing fluency. The next important step will be to conduct ASL grammar lessons for 20 minutes every day. There are eight ASL Anchor Standards to address in Level 1. Each Anchor Standard has specific Benchmarks that are broken down into learning objectives that analyze components of sentence grammar and conclude with a formative assessment. Students are expected to learn vocabulary and grammar knowledge of ASL before moving on to English. When the student successfully demonstrates knowledge of ASL grammar rules, they will then be expected to apply the knowledge to written English.
We anticipate seeing our students begin to develop a deeper understanding of both ASL and English grammar rules, which will improve reading and writing English skills. BGC is a three-year program and additional teachers will be trained how to implement the curriculum in the near future. Our originally trained teachers will become mentors to help guide newly trained staff. CSDR is committed to providing the best bilingual education that is possible for our students and have high hopes for BGC to help make the connection between ASL and English more accessible for all levels of students.
Photos of training in the CSDR library with teachers and specialists seated in U-shape format and young students in the front near the projected screen as part of teaching demonstration
Lessons in ASL
ASL Resources
wke.lt/w/s/PmbFbq
wke.lt/w/s/X8giPk
"Deaf Fight" ASL Arts Units
sites.google.com/view/asladeaffight/home
19| Pawsitive reflections & resources | california school for the deaf - riverside
SPORTS CELEBRATIONS
Written by Laura Edwards, PE/Athletics Supervisor, and Head Coaches
What a year for CSDR Sports! After 18 months of shutdown due to COVID pandemic, our student athletes and coaches were chomping at the bits to get our sports going, which is an understatement. Football, as we all know, drew national attention with their winning ways and found themselves in the state finals with a 12-0 record. They faced a formidable opponent in Faith Baptist, a perennial playoff contender and lost to them in the historic game held at John North HS, which drew 2,400 fans, most ever in school history. Gratitude goes to North HS for the use of their field. Players received many All-Arrowhead league, CIF, and NDIAA honors. CSDR is NDIAA 8 Man Football National Champions. In the Victory League, Trevin Adams is MVP, and Christian Jimenez, Feliz Gonzales, Jory Valencia, and Phillip Castaneda made All-League Team. Trevin is also NDIAA and CIF Offensive Player of the Year. Felix and Jory made CIF 1st Team. Felix, Trevin, and Jory made NDIAA All-American 1st Team, and Cody Metzer and Philip made 2nd Team. In the Victory League and for NDIAA, Keith Adams is Coach of the Year.
By Adam P
erez - Th
e New Yo rk Times
On the supportive sidelines, Cheer Head Coach Stacey Hausman, in her 26th year of coaching, got her squad going in fine form, led by five experienced seniors, Daniel Hernandez, Tony Wysinger, Kassandra Gonzalez, Karen Sanchez, and Esther Cho, and complemented by upperclassmen Alicia Allende and Victoria Gomez. The dedicated cheer team showed their true school spirit colors at every competition event for 7 months, a feat accomplished by no other team. Not only they cheered on their comrades at night, they also showed up at lunch times or various time of the day to send off their teams to away contests in CUB Spirit fashion. After a year and a half of no sports, Volleyball Coach Kasimira Clark kicked off the August fall camp with 18 players, led by Seniors Gisella Visco, Enza Visco, Zoei Porter, Bree Goldstein, and Kendra Cogswell. The girls battled it out with the other schools for the top three places in the league where the top four schools were even in talent and experience. Our Cubs finished fourth in a tight finish and got to see four of our players named to 1st and 2nd All League. Jada Zarembka received NDIAA All American Honorable Mention. Gisella, Zoe, Enza, and Jada also qualified to play on USA Deaf Volleyball U18 Team. Coach Clark said that it was great to see their maturity and willingness to support the younger players and explain all they have learned over the years! These girls deserve a shout out to their amazing season where they drew a huge fan following and their strong display of Cub Pride!
Head Coach Darren Hause took over the cross-country program on a short notice and he was able to get our Cubs off to a running start on the first week of school. Darren, a runner himself, and his XC student athletes spent a lot of time running many miles on and off campus, including Victoria Avenue, Gage Canal, and Olivewood Cemetery. There were seven meets in the season, and the XC student athletes have met every challenge of 3 miles on concrete, grassy, dirty, and hilly courses. Tony Wysinger, Jaxon Rothermund, Richard Valle and Alondra Rosas-Campos improved their running throughout the season. Alondra Rosales-Campos was selected to the Second All-League Team. 20| Pawsitive reflections & resources | california school for the deaf - riverside
Sports Celebrations continued on p. 21
MORE SPORTS CELEBRATIONS Wrestling, led by Head Coach Kevin Croasmun and Assistant Coach Fred Weiss, had 15 wrestlers turn out with 2 returning veterans this year. The grapplers competed in 11 matches this season, including a tournament. According to Coach Croasmun, "It was difficult season due to COVID, making it nearly impossible to have a full team. However, I couldn’t be prouder than what wrestlers have done for this season. 10 out of 11 wrestlers brought back home medals from the league tournament and they qualified for California Interscholastic Federation (CIF) Southern Section Individuals tournament". Kudos go to Dezmen Soto and Richard Rios for earning their NDIAA All-American honors. Well done wrestlers for a good season!
The Cubs girl hoopsters broke the school record with 20 wins, most ever in school history and had 2 losses this season. During this historic year for CSDR sports, our female ballers took the Arrowhead League title, first since 1986 (36 years) and earned the NDIAA Division I Team of the Year award. For league honors, Senior Bree Goldstein won the Player of the Year and Sophomore Gianna Visco took the Defensive Player of the Year awards. Three other players, Seniors Gisella Visco, Enza Visco, and Junior Jada Zarembka, earned All-Arrowhead league honors. Bree is Player of the Year for both Arrowhead League and NDIAA, and First Team of All CIF and NDIAA. Arrowhead League recognized Gianna as Defense Player of the Year. Laura Edwards was recognized as NDIAA Coach of the Year, and Steve Valencia-Biskupak for Arrowhead League. Junior Winter Sluyter-Obidos and Senior Zoei Porter came off the bench to play key roles for the Cub squad all season. Last but not least of all, the girls could not have done it this season without the wonderful service of Dania Lopez, our team manager who was always there to handle the little details!
Athletics Website
The boys’ basketball led by Head Coach Matt Cerar concluded the season with a record of 13 wins and 7 losses with 9 wins and 1 loss in league. The team finished the season in the second round of CIF Southern Sectionals playoffs. The varsity boys' basketball came into the season with a strong bond they developed from football season. They learned more about teamwork and enhanced their skills. In results of that, we are the Arrowhead League Champions for the first time since 1999, and NDIAA Deaf National Champions for the first time in school history. Jory Valencia NDIAA Player of the Year and Arrowhead League MVP. NDIAA First Team players include Enos Zornoza, Jory Valencia (who also qualified for Rising Starz), and Second Team Trevin Adams. Enos broke the school record with 11 3-point made in a single game on Senior Night. It's an honor to coach these fine boys who played their heart out to capture both titles. They never stopped playing and brought their A+ effort to every game. Congrats, boys!
Instagram @csdrathletics
Schedules & Scores
SPORTS CELEBRATIONS
http://csdrathletics.com/
www.instagram.com/csdrathletics/
www.maxpreps.com/
21 | Pawsitive reflections & resources | california school for the deaf - riverside
ATHLETICS MEDIA SPOTLIGHT
Erika Thompson, Outreach Resource & Media Coordinator
Ever since the HS Varsity Football team entered the playoffs with an undefeated record, the school has received an overwhelming volume of media attention to the players, coaches, and the school program. We were delighted with articles written by The New York Times, The Los Angeles Times, The Press Enterprise, and The Epoch Times. Television reporters also came from ESPN, ABC, ABC World News, CBS, CNN, FOX, Inside Edition, KTLA, NBC, Spectrum, Telemundo, Morning in America, USA Today, and even networks in France and India, to name a few. News were also covered by deaf networks Daily Moth, Melmira, and Deafwire. Legislators present a Proclamation to Football Coach and Co-Captains
CUBS IN THE SUPER BOWL
By Brittney Kinder, Assistant to the Superintendent
CUBS ON THE KELLY CLARKSON SHOW
CSDR Football team representatives and Head Coach Keith Adams were invited to speak on The Kelly Clarkson Show about their experiences during the past Fall season. Outreach & Media coordinator Erika Thompson and staff interpreter Julie Hurdiss joined the guests in private escorted cars to the studio at Universal Studios, to faciliate the interviews. Juniors Trevin Adams and Christian Anakin Jimenez delivered great speeches, along with the coach, in answering Kelly Clarkson's questions on live television. Meanwhile the entire football team and administrators for HS and PE/Athletics were also shown live, remotely from the CSDR football field, with NBC4 TV reporter Tony Shin. Christian answered Kelly's question about the condition of the field, saying "we were using portable gas lights, and the smell was kind of noxious ... and our home stadium only has about 50 seats." In reply, The Show presented a gift - a $25,000 check to CSDR's C-Booster Club for CSDR's new football stadium! View the show that aired on Monday December 20 on NBC4! The Kelly Clarkson Show: youtu.be/PwNK5J1u3No
CBS also covered the record-breaking success of the Girls Basketball team's season and Bree Goldstein's 1,000+ career basketball shots in her final game. Moreover, the community has showered so much love and generosity throughout and after the championship game. LA Chargers nominated the Head Coach as Coach of the Year. Local businesses covered the team's restaurant outings and meals. Movie production companies hosted complimentary movie screenings and viewings of America's Top Underdogs and Spiderman: No Way Home. National Football League invited our four cocaptains to take part in the Super Bowl coin toss at the LA Rams Stadium. Assemblymember Medina and Senator Richard Roth came to CSDR to present an official Proclamation to the CSDR Football team, with statements asserting that a school for the Deaf is the place where Deaf students can excel.
See all news features at: linktr.ee/csdrathletics
22 | Pawsitive reflections & resources | california school for the deaf - riverside
Super Bowl LVI, hosted at SoFi Stadium in Inglewood, California, featured the Los Angeles Rams and the Cincinnati Bengals, but those weren’t the only football players in attendance. CSD Riverside’s Cubs, located only 64 miles from the stadium, participated on the field during the coin toss, after their record-breaking season. Invited by the NFL and the Rams, the four football captains, Trevin Adams, Christian Jimenez, Enos Zornoza, and Jory Valencia, represented CSDR and the Deaf community on a national platform. Standing alongside former tennis star, Billie Jean King, who stated, “it’s hard to understand inclusion until you’ve been excluded” brought goosebumps and pride to the audience. The players also shared the field with Deaf performers Sean Forbes and Wawa Snipes. After the Cubs incredible season, numerous news stories, and a once in a lifetime Super Bowl experience, these four honorary captains continue to show that they are defying stereotypes and breaking barriers.
BS U C 5K K L A /W N U R
Schoolwide Results with Name and Time Completed: 1. Gio Visco 20:10 2. Bryan Smith 20:13 3. Darren Hause 21:02 4. Zeux Valencia-Biskupiak 22:30 5. Enos Zornoza 22:47 6. Noah Valencia 23:27 7. Jory Valencia 23:53 8. Steve Valencia-Biskupiak 23:56 9. Lance Seegraves 25:21 10. Lino Visco 25:32 11. Dominic Turner 25:42 12. Phillip Castenada 25:42 13. Luca Visco 26:09 14. Robert Connor 26:21 15. Zylo Valencia-Biskupiak 26:22 16. Esau Zornoza 26:35 17. Jose Aguilar-Ceja 26:39 18. Tommy Korn 26:48 19. Jaden Gamache 26:49 20. Daniel Hernandez 26:52 21. Lily Kireyeva 27:00 22. Kaden Adams 27:00 23. Yvette Ring 27:02 24. Darius Zarembka 27:07 25. Giuliana Visco 27:56 26. Eliseo Hernandez 28:12 27. Max Bachmeier 28:41 28. Alfredo Baltazar 29:02 29. Sarah Hostetler 29:57 30. John Payales 30:29
And many more student, staff, and community members came after the 30th! Congratulations to everyone for the great effort!
23| Pawsitive reflections & resources | california school for the deaf - riverside
Written by Laurie Waggoner, Retired Outreach Staff
The Redlands "Angels' Closet Charities" is a community based 501(c)(3) non-profit organization that provides everyday clothing and school formal wear for in need and at-risk youth in middle school, high school and college. It was my honor to go with CSDR staff member, Darlene Wadler, to the headquarters of the organization and meet Pat the lead “Angel.” She explained the program and showed us around before she loaded us up with more items than I could imagine.
Even as the Covid pandemic was going on, it didn’t stop nor did it deter the fabulous members of the Redlands Community, volunteers and the Administrators of the East Valley High School from continuing their hard work making sure students atrisk within their community got the donations they desperately needed.
CSDR is truly grateful for their support. Even though we are not "officially" within their covered area, they were willing to donate to 13 of our "at risk" students. Each student received a bag/box of clothes, toiletries, shoes, socks and underwear - we filled the van!! Darlene Wadler has developed a wonderful working relationship with them and we will continue to foster this relationship.
If you would like to make a donation to them you can do so at:
Thank you to this year's large donors, Sorenson Communications Sorenson for your annual support of our school and student programs, and Riverside Kiwanis Club for donating to the Theatre program.
Thank You!
The "Angels" are an amazing group of people and we are so thankful to them!
Angels' Closet Charities P.O. Box 648 Mentone, CA 92359 Email / PayPal: angelscloset08@aol.com www.angels-closet.org 909-794-7967
Top: Esther Cho '22 signing "Thank You" by Gisella Visco '22
Left: Angel's Pat and CSDR's Darlene Wadler load donations into the car for students
Written by Brittney Kinder, Assistant to the Superintendent
CSDR hosted the first school-wide event since the pandemic on December 16th. Thankful to our California sunshine, Festival of Holidays was held outside where all staff and students visited different tables participating in activities, decorating cookies, learning about diverse cultural holiday experiences, visiting signing Santa, and more. It was an incredible day where the school was able to come together and celebrate!
24| Pawsitive reflections & resources | california school for the deaf - riverside
Alumni Returns Back Home as Athletic Director Written by Erika Thompson, Outreach Resource & Media Coordinator
CSDR alum basketball legend returns back as the school’s Athletic Director. Jeremias Valencia ‘99 began his journey on January 12 as he reports to the department of PE/Athletics. As the Athletic Director, Jeremias will provide direction for our school's sports program. Valencia received his bachelor's degree in Physical Education, from Gallaudet University with a specialization in Coaching, and a master's degree in Special Education/Deaf Education from National University. He is one of the only three Deaf individuals who obtained a National interscholastic Athletic Administrator certification.
Jeremias returns to CSDR as Athletic Director
The three other Deaf schools Jeremias taught at include: Marlton School for the Deaf in Los Angeles, Phoenix Day School for the Deaf, and Maryland School for the Deaf, the latter where he served as the assistant athletic director for the past three years. Previously, he had worked at CSDR as the Sports Coordinator for Elementary and Middle School Athletics Program and established the Iron Five Classic Basketball for Deaf National Middle School. Jeremias comes from a rich sports background as a director, coach and as an athlete; he founded the national Deaf Sports Academy for which he served as a basketball camp director and CEO for 18 years. He also directs the Stars Basketball Camp, as well as the 2025 Stars Camp for USA Deaf Basketball. He currently oversees the USADB International organization. As a CSDR student in 1999, Jeremias led the Basketball team to win the Arrowhead League Champion, and the National Deaf Championship both in 1998 and 1999. He went on to play for Gallaudet University and the Deaflympics. Jeremias is the parent of three CSDR children, the oldest who has graduated from college. The school community extends a heartfelt welcome to Jeremias as he embarks on a new era in leading the sports program at CSDR.
Jeremias played for CSDR Varsity Basketball from 1996-1999
Alumni Artist Brittany Castle Written by Kimberly Davis and Erika Thompson, Outreach & Media Team
True Biz, a book on Deaf school and culture, made it on Reese Witherspoon's Book Club of the Month! CSDR alumna Brittany Castle '08 is the Deaf illustrator for the book by Deaf writer Sarah Nović. In a New York Times article, Maile Meloy writes that "... deaf culture are interspersed in the text and illustrated by Brittany Castle." Congratulations Brittany! What Reese Witherspoon says about the pick: “Goodness, I can’t even begin to put into words all the feelings this book provoked! True Biz is an eye opening and heartfelt story about human connection and the beauty and adversity woven into the deaf community and culture.” Brittany is the business owner of "58 Creativity". She creates digital art and design that highlights ASL. She also sells products that displays her art. CSDR enjoyed Brittany's visit a few years ago when she was a guest presenter in the Graphic Design class, and appreciated using her monthly calendar with ASL illustrations. Brittany sends a profound advice for our CSDR students, "Keep creating something, no matter how small or big the project is. Enjoy the journey and learn from your mistakes."
Top: Illustrator Brittany Castle, Bottom: Brittany's digital self-portrait
58creativity.com IG:@58creativity
25 | Pawsitive reflections & resources | california school for the deaf - riverside
Connect to CSDR's Past CSDR Old Times www.facebook.com/ CSDR-Old-Times
Series of articles written by Kevin Struxness, ‘76, CSDR Curator and author of The CSDR Story and CSDR Old Times Facebook Page
CSDR Museum has Relocated from Bungalows to the Old FEAST Room Pat Davis, ‘63 and I are now setting up the museum in Room 310 near the Voc/CTE buildings. We are happy the major move has been completed after seven weeks of the museum artifacts transfer with CSDR students’ assistance. Now we are now unpacking boxes and placing the artifacts throughout the room. This set of memorabilia, loaned from the museum, are on display in the hallway of the Brill Administration building. Artifacts consist of sports goods and uniforms, a picture portrait of Dr. Brill, old TTY devices, a film strip machine and a hearing evaluation machine. Pat Davis, ‘63 and I will display those in the main museum for the fall. They will decide on which artifacts to display in the Brill Building for the next school year.
Memorabilia on display in the Brill building
Seeking CSDR Artifacts - Do you have something for the CSDR museum? Pat Davis, ‘63 and I welcome donations from the alumni and retirees for the museum. The donations can be many things like hearing aids, glasses, watches, pictures, suitcases, Vocational made things, yearbooks, old films, class rings, etc. If you have questions about museum donations, you can contact us through the (CSDR Old Times) Facebook Messenger account using our full names. We check the Messenger regularly. Pat and I take turns working in the museum five days a week. We love it. We thank you in advance for your consideration of your museum donations. New main museum, a work-in-progress
Old CSDR Classroom Furniture
The student desks are arranged in a horseshoe formation. On the desks are the books students actually used in the past. In the front of the unit is a movable green board with board erasers and white chalks. In the back corner is a teacher desk. Due to the small space constraints, we borrow the student desk from the dorm to replace the bigger teacher desk. On the desk are an enlarged photo of Pat Davis with her hearing classmates dated in 1950 in San Bernardino, a three-hole paper puncher, books kept together by bookends made by a student, a stapler and a tape holder that once belonged to Holly Bernstein with 36 years of teaching at CSDR. Pat and I will continue to place more appropriate memorabilia in the classroom unit in the coming weeks. That is the fun part for us. Of course, the museum will be ready for public viewing in June 2023 for the 70th anniversary Alumni Reunion.
Old classroom furniture, stapler, and tape dispenser
26 | Pawsitive reflections & resources | california school for the deaf - riverside
Save the Date! June 16-17, 2023
CSDR Alumni Association 70th Reunion
New Staff Steve Biskupiak-Valencia Teacher, ACE
Kimberly Davis Teacher, High School
Brittany Wink-Zuniga Teaching Asst., Curriculum
Sarah Hostetler Audiologist, Counseling/Speech
Rory Osbrink Teacher Specialist, Admissions
Jeremias Valencia Athletic Director, Athletics
Pat Downer Office Technician, High School
Joshua Kennedy Stationary Engineer, Engineering
Michael Mabashov Counselor, Residential
Nicholas Moore Security Guard, Security
Savannah Tellander Office Technician, Assessment
Olivia Phillips Teacher, ACE
Sosefina Toilolo Supervising Cook, Nutrition
Melissa Anderson Teacher Asst., ECE
Arturo Tovar-Huerta Groundskeeper, Grounds
Fernando Guzman Teacher Asst., Elementary
Alexandero Morales Teacher Asst., ACE
Corazon Carrillo Kambrina Clark Accountant Specialist, Office Technician, Athletics Accounting
Jose Najar Custodian, Custodial
Joshua Valencia Custodian, Custodial
Gerardo Romo Custodian, Nutrition
Kevin Wnek Night Attendant, Residential
to our DEN! 27 | Pawsitive reflections & resources | california school for the deaf - riverside
california school for the deaf - ri versi de ive reflections & Resources t i s Paw
Incepted in 1953, California School for the Deaf, Riverside is a fully accredited ASL/English bilingual school serving 425 day and residential Deaf students ages 3-21 from Southern and Central California with local multi-district-based Parent Infant Program for students ages 18 months to 3 years old. Counseling, speech, audiology, assessment, behavior support, and occupational therapy are provided based upon student need. In addition, CSDR offers a full extra-curricular program including athletics, academic competitions, student organizations, and residential activities. Extended School Year is available for students that meet eligibility. Its Outreach Resource Center provides assessment, resources, and services to the community. Mission: Students at the California School for the Deaf are engaged in a positive environment where ASL and English are valued, cultures are embraced, learning is relevant, and self-worth is uplifted. In collaboration with families and school communities, Southern California students prepare for college and careers with academic rigor, innovative technology, and extracurricular opportunities.
KIRSTEN FISHLER August 29, 2021
Longterm Sub Teacher for 20+ Years
LAURA PAULINE KOWALEWSKI February 25, 1918 – September 28, 2021
Retired Elementary Teacher, CSDR's early founding years
WILLIAM STEPHEN MATHER April 17, 1952 November 1, 2021 Retired CSDR Teacher who encouraged students to reach their full potential.
MARK BALDIVIEZ
HOLLY AUMAN
1964 – September 12, 2021
November 6, 1948 August 15, 2021 Retired CSDR Substitute Teacher & Parent of CSDR Alumnus
Teacher's Aide / Media Equipment Technician for 20 Years & Parent of CSDR Alumni
TIMOTHY ALAN JAECH, SR. JEFFREY LENHAM
April 15, 1942 – January 30, 2022
ROBIN ZANE
1949 – January 29, 2022
1952 – January 17, 2022
CSDR Alumnus Class of 1967
Director of CA State Special Schools
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Retired CSDR Administrator CSDR's First Deaf Principal (1970's) Donations to CSDR Timothy A. Jaech, Sr. Scholarship Fund