CB21, English

Cultural Bridges INFORMATION TO HELP FAMILIES NAVIGATE THE ISSAQUAH SCHOOL DISTRICT

ACT Program

NUMBER 21 | APRIL / MAY / JUNE 2022

Stress, Anxiety, and Depression ISD Preschools Inclusive Communities How to Help Children with ADHD Have Fun and Be Safe in the Sun Mothers, Fathers, and Children’s Day

ENGLISH

14 4 6 7 17 20 22

Dear Readers, First at all, I want to let all Issaquah School District families know we stand with them in this time of unrest and crisis in Ukraine. Please remember that if your children need to talk to a counselor, they are available in all buildings to assist students.

Our magazine is always looking for ways to include all students and inform parents about the services and programs offered by the Issaquah School District. With this issue, we are showcasing the Academy for Community Transition (ACT) program that is designed to assist differently-abled students after they graduate from high school so they move towards the most independent lifestyle possible.

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Stress, Anxiety, and Depression ISD Preschools Inclusive Communities

The ACT program is in Issaquah but serves families who reside within district boundaries.

To read more about this amazing program and learn ways you or your contacts could make a difference in these students’ lives, read pages 14-15.

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ACT Program

As specified in federal and state law, differently-abled students are served in the least restrictive environment to the maximum extent possible in our district. This means that at all our schools, students with special needs participate in general education classrooms.

So, the diversity that children get to experience every day is not only related to the heritage of the students’ families but also includes students with a variety of abilities.

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How to Help ADHD Children?

As Mara Schichwarg, a parent from the District, shares with us on page 7, it is very important to talk to our children about disability and inclusion. This is not only to protect vulnerable students from bullying but also to encourage empathy and kindness among the student body.

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There are many great opportunities to support differently-abled children. Children in our district can be peer students at the Early Childhood Education preschool (page 6). In the high schools, they can assist students with basic math, reading and computer skills, cooking and other home management tasks, physical education, and vocational skills.

High school peer tutors receive a letter grade and earn elective credit. These opportunities are listed in the course guides of the schools.

In our community, students also can help at Club Inclusive that meets every second Thursday of the month at the Garage, Teen Café. Also, the organization Athletes for Kids partners high school athletes with special needs children to form an encouraging friendship (page 8).

As the school year nears an end and the excitement is building for the summer, let’s all work to make our community a better place for ALL children. The year was long; we all feel the pandemic burnout and need a break more than ever. But we still have time to create strong ties with all the members of our community. I truly believe that this will empower us as a community and bring us together. Remember, kindness starts with you!

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Have Fun and Be Safe in the Sun Mothers, Fathers, & Children’s Day

Cultural Bridges Issaquah Schools Foundation

ALICIA SPINNER Program Manager

CHRISTIANA SCHUMANN English Editor KELLY BURCH Cover Designer LAURA NI Editorial Assistant MINAL DESAI-MONGA Cover Photographer NANA TSUJINO Japanese Editor

Enjoy the summer with your family!

Alicia Spinner Cultural Bridges Manager alicia@isfdn.org

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

NATALIA ARGUTINA Russian Editor NORMA RODRIGUEZ Spanish Editor SONG PARK Korean Editor TRAM PHAM Vietnamese Editor YINGYING CUI Chinese Editor

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

$2,000,000

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$2,000,000

$1,800,000

22,000

$1,800,000 20,000

20,000

$1,400,000

$1,400,000 18,000

18,000

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14,000

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12,000

$400,000

12,000

12,000 $200,000

$100,000

“THERE IS A PENT UP DEMAND IN THIS COMMUNITY TO THROW SOME MONEY AT THE SCHOOL DISTRICT. WE WANT TO PROVIDE A VEHICLE FOR IT.”

$25,000

–John Shaw, The Issaquah Press, January 28, 1987

$25,000

The Beginning

FOUNDATION REVENUE

10,000

$100,000

“THE FOUNDATION WOULD LIKE TO BE AT A POINT WHERE IT IS FUNDING ENRICHMENT ACTIVITIES. RIGHT NOW, IT IS STILL WORKING ON THE BASICS.”

$25,000

–The Issaquah Press, November 9, 1988

8,000

FOUNDATION REVENUE

A need identified.

1987

Volunteers Make it Happen

to the School District from the Issaquah Schools Foundation.

John & Shaw

$2,000,000 Maureen

First Fundraiser Nets $25,000 in Pledges

The answer?

Founding Board Members, from left to right: Martin Stieglitz, Doris Gilbert, Gayle Morgan, Carol Sinnett, Janell Erickson, Maureen Shaw and John Shaw

Student Growth The Foundation works to fill the funding gap as District enrollment almost 22,000 doubles in 10 years.

The Issaquah Schools Foundation $2,000,000began as a fully volunteer run organization and didn’t hire any staff for several years.

22,000

$1,800,000 Create a foundation.

STUDENT ENROLLMENT

Filling the gap.

First Check Awarded

wanted to provide a new carpet for their child’s classroom but were not allowed to make a gift directly to the School District.

8,000

1988–1997

7,000 STUDENT ENROLLMENT

10,000

$1,900,000

Over 160 volunteers manned the phones over a 5-day period and collected from more than 700 donors through the School-a-Thon calling campaign.

Funding the Basics

$1,800,000

Money from the 1988 Phone-a-Thon was earmarked for new reference materials, especially maps and globes for the revised social studies program that was implemented in all grades in the fall of 1989.

20,000

$1,400,000

20,000

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18,000

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$1,000,000

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16,000

$800,000

$800,000

$800,000 $600,000

14,000

14,000 $600,000

$500,000 $400,000

12,000

$100,000

“WE DON’T JUST SEE OUR MISSION AS FUNDRAISING, WE WANT TO ALSO CHAMPION LINKING COMMUNITY RESOURCES TO SCHOOLS.”

$25,000

–Robin Callahan, The Issaquah Press, September 1, 2004

$200,000

10,000

10,000

“OUR GOAL IS ALWAYS TO USE DONOR DOLLARS TO CREATE SIGNIFICANT IMPACT…”

$100,000 8,000

$25,000

1998–2007

FOUNDATION REVENUE

12,000

$400,000

$200,000

STUDENT ENROLLMENT

2008–2017

FOUNDATION REVENUE

Transformation.

Kateri Brow Grants

STUDENT ENROLLMENT

Rapid growth.

Fueling success for every student, every school.

New Fundraiser To keep up with the growing needs of the District, the Foundation begins a new fundraiser and holds its first luncheon event in 1998, originally titled “Kick-off for Kids.”

With a desire to promote innovative thinking, the Foundation’s “Big Idea” grants were named after the late Issaquah School District Superintendent.

8,000

–Robin Callahan, The Issaquah Press, November 7, 2012

Change During Growth

VOICE Mentor, the first program under the Foundation, launches in 2004 with 13 mentors serving 15 students. Today, there are more than 324 mentors serving 400 students.

After many years as a fully volunteer run organization, the Foundation hires its first Executive Director and grows to a working board of 20 members.

After-School Homework Labs

Dedicated Fine Arts Fund

Basic Student Needs

MERLIN and SAGE Support

National Board Certification

Port Blakely Environmental Stewardship

Building Emotional Strength Together (B.E.S.T.) Pre-K/K Summer School

ISSAQUAH SCHOOLS FOUNDATION

Thank you for reading our 21st edition of Cultural Bridges.

As we turn the corner to brighter and longer days ahead, we look forward to celebrating the Issaquah Schools Foundation 35th Anniversary! We have stayed strong in supporting our district students and fueling success for every student and every school.

We have raised over $13 million to support programs that benefit students. We have listened to our donors and our community of supporters who are incredibly dedicated to placing kids first on their list of priorities. The Foundation remains true to its mission: to drive resources to help students reach the promise of their potential. The Foundation has upheld its core values.

· We put students’ needs first, focusing on the whole child. · We create opportunity. · We collaborate with our community partners. · We seek innovation. · We focus on results. · We respect and build relationships with our donors.

At the Issaquah Schools Foundation, we fuel success for nearly 20,000 students district-wide at all 26 schools, funding the gap between what the school district provides and what is needed for a well-rounded educational experience. We hope you enjoy this edition as we focus on resources to help students with special needs. We realize that each child has unique needs, and we must do our best to help where and whenever we can. We hope the information in this issue is informative and helpful.

We would love to hear from you or, better yet, stop by our office. We would love to meet you!

This year we will celebrate our 35th Anniversary in conjunction with our May 2022 spring fundraising event, Nourish Every Mind, also referred to as NEM. Our celebration will be a month-long event during May 2022 that is filled with opportunities for you to engage with us, learn more about existing programs we fund, and hear firsthand from student voices about what is still needed to help them be successful in their educational journey. With your help, we can continue to support students by helping us to bridge the gap.

Bringing Shakespeare Alive!

Career Cruising

Classroom Enrichment Grants

Financial Literacy

Issaquah Scholars (Start Strong)

Kateri Brow Grants

Robotics Clubs

Science-Tech Magnet Support

Special Services

STEM

TEALS

Tools4School

Mentor and Mentee

Greetings, Foundation Family and Friends! Happy Spring!

Please visit our website for our calendar of events for Nourish Every Mind – May 2022.

THE ISSAQUAH SCHOOLS FOUNDATION

FOUNDATION

STUDENT

ENROLLMENT STUDENT THE ISSAQUAH SCHOOLS FOUNDATION THE ISSAQUAH SCHOOLS FOUNDATION WILL CONTINUE TO CREATE LIMITLESS PROJECTED ENROLLMENT TO EXCEED WILL CONTINUE TOCONTINUE CREATE LIMITLESS WILL TO CREATE OPPORTUNITIES TO HELP EACH STUDENTLIMITLESS PROJECTED 22,000 $2,000,000 TO EXCEED TO EXCEED ONOPPORTUNITIES THEIR PERSONAL PATH TO SUCCESS. BY 2022 ANNUALLY OPPORTUNITIES TO HELP EACH STUDENT TO HELP EACH STUDENT 22,000 $2,000,000 ON THEIR PERSONAL PATH TO SUCCESS. BY 2022 ON THEIR PERSONAL PATH TO SUCCESS. ANNUALLY REVENUE FOUNDATION PROJECTED REVENUE TO EXCEED PROJECTED

FOUNDATION REVENUE PROJECTED TO EXCEED

$2,000,000

Looking Ahead

ANNUALLY

As always, the Foundation puts our students’ needs first, continuously seeking innovative ideas or feedback from you on how we might better serve students. Please join our Foundation family by volunteering or donating. If you have any questions, please contact us. We would love to hear from you or, better yet, stopSTUDENT by our office. We would love to meet you!

ENROLLMENT PROJECTED TO EXCEED

22,000 BY 2022

Looking Ahead Looking Ahead Fueling future success.

Cornell Atwater Executive Director cornell@isfdn.org

Fueling futurefuture success.

Fueling success.

A Summary

Over the past 30 years, the Issaquah Schools Foundation has continued to grow with our community providing enrichment opportunities for all students in the Issaquah School District.

A Summary From A Summary To

Areas of Focus

The Foundation focuses on the whole child and provides support for programs that assist students with everything from basic needs and academics, to arts and science, to planning for life after high school.

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Donate Today • isfdn.org/donate

Launch Future Success Build Academic Foundations Build Academic Foundations

Create Unique Opportunities Create Unique Opportunities Launch Future SuccessLaunch Future Success

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PARENT ED

Confronting Stress, Anxiety, and Depression Last January, ParentWiser invited Katie Hurley, LCSW, to talk about stress, anxiety, and depression. She described how parents can learn to identify these issues and how to help children and teens manage and decrease levels of these conditions.

At the beginning of her speech, Hurley quickly mentioned a dramatic increase in the depression rate among teenagers. Then, she shared how parents can differentiate stress and anxiety because, in youth, the symptoms look similar.

The main difference between stress and anxiety is that stress normally goes away, but anxiety does not.

Stress • Usually has an identifiable trigger • People normally react with stress to something • It is something that can be named • People can see it happening, having a peak and coming down

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Anxiety • Has a series of triggers • Like a constant, a group of waves keeps going on and on • Does not necessarily spike high • Can be more of low-grade anxiety but always there They have similar symptoms: Psychosomatic complaints; Sleep disturbance; Changes in eating habits; Intrusive thoughts; Irritability; Restlessness; Lack of focus; Muscle-tension; Fatigue; Excessive worry, fears; Difficulty separating Depression How do parents identify depression in their children?

These are some of the most common symptoms: • Psychosomatic complaints: the body can react first while kids might not understand that their emotions are affecting them.

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• Sleep disturbance: excessive sleep, insomnia.

• Changes in eating habits.

• Irritability, increased anger, low frustration tolerance, conflict.

• Low self-esteem, feeling hopeless, suicidal thoughts: parents should always take this seriously 100% of the time. With depression, whether it is diagnosed or not, there’s always a risk of suicidal ideation.

• Cognitive impairments (memory, focus, concentration) • Negative thought cycle, pessimism • Feelings of worthlessness, shame, or guilt • Loss of interest • Feelings of sadness, excessive tears, feeling helpless How to improve mental health? Stress reduction. Try some emotion regulation tools to practice adaptive coping skills that help kids learn to tolerate and productively work through negative emotions. It also helps them understand how others feel.

The first step to building emotion regulation and distress tolerance is understanding shifts in moods. To understand their own feelings, kids need to be able to label them.

Parents can use a mood meter by assigning colors to moods or using a phone app/paper for tweens and teens.

They can record moods throughout the day and track mood changes. Parents can also keep a trigger tracker to help identify exactly what happened. Jot down some notes like symptoms of moods, time of the day, sleep, food intake, exercise, water intake, and other specific triggers. This can help parents notice some patterns and know where to begin when getting help for kids.

To check Katie Hurley’s full-length lecture or know more about her, please visit: https://www.parentwiser.org/.

Katie Hurley, LCSW, is a child and adolescent psychotherapist, parenting educator, public speaker, and writer. She is the founder of “Girls Can!” empowerment groups for girls between ages 5-11. Hurley is the author of the award-winning No More Mean Girls: The Secret to Raising Strong, among many other titles.

Screenwiser:

An Updated Perspective on Tech Use

Do you worry that your students are detached from friends and family, distracted by, or addicted to their digital devices?

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Last February, ParentWiser invited Devorah Heitner, Ph.D., to share some strategies with parents on how to mentor, instead of monitor, kids with technology use. Her suggestions included social media, texting, and gaming. She also gave direction on how to keep up with the news without getting overwhelmed.

At the beginning of the lecture, Heitner mentioned that long before this pandemic, there was negativity in the general culture around parenting and screens.

Many people felt that screens and technology are bad for kids.

However, if people know how to balance the real challenges of technology, it can be positive.

Ideally, we want to be running our technology devices instead of letting them run us.

There are four areas that parents can focus on: 1. Relationships Kids need parents’ guidance and help to learn to navigate their relationships. It is important for parents to recognize their kids’ world is new and different. But parents should also recognize that they bring a lot of insight to their kids’ lives; adults do have experiences that are very relevant to kids. Remember, do not let kids undercut your authority as a parent, and do not doubt the ability to be a supportive parent. The core message is for parents to mentor kids more than monitor them.

Mentoring is about teaching kids to do the right thing, helping

them repair mistakes, and sharing your own experiences.

For example, if parents need to take away their kids’ devices at some point, kids need to earn them back by doing the right thing. Also, parents can share experiences like the feeling of receiving an upsetting text message that turned out to be a misunderstanding when it is explained in-person or face-toface, or when a social media post comment caused a challenge or a problem. The goal is that our teens or tweens can self-regulate.

Parents want to support their kids, which may include some external regulations and rules, but we want to help them learn how to self-regulate. For little kids, parents should observe how kids behave with the technology device, when they play a game or watch a show.

For older kids, observe how they deal with social media and if they overreact or if it is causing problems, drama, etc. Observing what happens can help you find out if your kids are good at selfregulating and what help they might need to build healthier relationships.

2. Reputation Our kids are growing up with a digital footprint. When parents share their kids’ pictures online, pay attention to how the kid feels about it. Some may be upset, and others may not. Parents need to rethink the practice of publicly posting about their kids and make sure to have a policy of receiving consent before posting. When their kids start to have a phone themselves, this can be especially important.

Set a boundary to teach them something you want them to know before they have a phone themselves. Teaching them the power to say no is important because consent in the digital world is crucial.

3. Self-esteem Teach them to stay away from chasing metrics in the digital world. Kids crave feedback.

Parents need to make sure that kids can figure out who they are without feeling too much pressure when they are sharing in digital spaces. It is typical for tweens and teens to need the feedback and be interested in it.

Still, parents want to make sure that they have some checks and balances and other ways to get the feedback as well.

4. Time management It is so easy to lose time because there are so many things we can do with the technology we have.

Parents need to think about what kids are experiencing with the struggle to manage and balance their time. We need to teach our kids to accept that it is not going to be perfect. There are going to be times when they do not have good time management, but they can learn from those experiences and move forward.

In the second half of the lecture, Heitner talked about a few of the common problems that parents are having with their kids and technology: GAMING Currently, kids are starting to play video games young. One thing parents want to make sure to do is check if their kids are gaming on a public server. This can give parents an idea if their kids are interacting with strangers. If so, parents want to know how that is going and if their kid is ready for that kind of interaction. For younger kids, parents can create servers where they can play just with their friends; they can invite people they know into these servers. Sometimes, the public library or even a school Minecraft club is safer than a public server.

Frequently check in with the kids about if they have ever run into someone in a game who is being hateful or using bad words or if they know someone who easily gets too mad when gaming.

If the child gets upset during gaming, suggest another activity like going outside or just remind them that it is just a game.

SOCIAL MEDIA Most of the current social media like Instagram, TikTok, or YouTube use algorithms to attempt to guess what people might like to see. Parents might be concerned about some inappropriate content popping up in their kids' feed lists. The challenge is that because parents and their kids have different interests, the feed list in these apps might look very different. But the reality is that there will be harmful content in any app where somebody puts the content in and other people can search for it. There are no absolutely good or bad apps. To help build a better youth culture, parents can ask questions to learn about what their kids are thinking from these apps or spaces, hang out with their kids, and listen in on them and their friends.

PARENT ED

TEXTING This is the one thing that kids need to learn because in our current world, texting is important for them to connect with other kids and be social.

One thing parents want to make sure about is that their kids are not texting somebody again and again if that person is not available to respond. Kids might do this because they are used to getting quick responses and instantaneous connections. It is very disconcerting for them when they do not get a response right away. Parents might teach kids to either use a voice phone call or leave a message (they might need parents’ help to set up and use voicemail) and know how to close out a conversation while texting their friends. Kids also need to learn that because of the lack of tone and facial expression of text messages, a conflict or misunderstanding can happen very easily with texting.

They need to learn how to repair the relationships in person and work out any problems. If any text messages made them upset, they might take a break or take a breath and think about reaching out to talk in person and repair the relationship privately.

At the end of her lecture, Heitner emphasized the importance of sleep. Kids can easily skip sleeping while snuggling in bed with these technological devices. Since social media feeds or games do not have any endpoints, parents should talk with their kids about their choices for digital activities before bedtime. Parents should model these choices at bedtime at the same time.

To check Devorah Heitner, Ph.D.’s full-length lecture or know more about how to reach her, please visit: https://www. parentwiser.org/.

Devorah Heitner is the author of Screenwise: Helping Kids Thrive (and Survive) inTheir DigitalWorld and the founder of Raising Digital Natives, a resource for schools and organizations wishing to cultivate a culture of responsible digital citizenship. Her work has appeared in the New York Times, the Washington Post, The Wall Street Journal, Real Simple, and Time magazine.

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ISSAQUAH SCHOOL DISTRICT

ISD Preschools

The Issaquah School District offers Early Learning Programs or preschools for 3- and 4-year-old students.

Read here about all the options: Transitional Kindergarten (TK)

This free 20-week full-day program is available for 4-year-old students scheduled to enter kindergarten in the upcoming fall and are not currently enrolled in an early learning program. Students need to demonstrate financial, academic, and/or social-emotional needs.

They will qualify through an application and screening process. Transitional Kindergarten will focus on essential academics, social-emotional skills, and learning habits to empower children as they launch into their academic journey.

This program is located at Issaquah Valley Elementary.

For more information, contact Lori Shimizu, PreK-K Transition Specialist 425-837-7137 or shimizul@issaquah.wednet.edu https://www.isd411.org/programs-services/elementaryprograms/tk

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Early Childhood Education and Assistance Program (ECEAP)

This program is for income-eligible 3- and 4-year-old students. Classroom placement is based on your family’s home address. Applications are available beginning in March for the following school year. The selection of applicants is based on a point system ranked by highest need. Located at Issaquah Valley Elementary School (morning or afternoon session) and Briarwood Elementary School (morning session).

Selection and enrollments begin May 1st for the following school year. To apply: https://www.isd411.org/programsservices/preschool/eceap ISD Preschool Academy

During the 2021-2022 school year, the District offered three locations: Holly Street Campus, Issaquah Valley Elementary, and Skyline High School. But once the new construction in Holly Street is completed, the IVE classroom will move to the new campus. Holly Street will hold two classrooms and Skyline one. Each class has 15 students with 2 teachers. The reason a preschool class is held inside the Skyline High School building is that this program is part of the overall curriculum offered for high school students. They participate and help with the preschool students. Skyline Preschool Academy classroom lead teacher Melissa Mathiesen commented, “We believe kindergarten readiness is essential and for each child to be prepared. We provide a welcoming environment to educate preschool students through play, engaging activities, whole class, and one-to-one instruction.”

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YEARS Students must be 4 years old before September 1st. The tuition for this program is $1,100 per month - September through June. To set up a virtual or in-person tour (after school hours), parents need to contact the school office.

For more information: https://www.isd411.org/programsservices/preschool/isd-preschool-academy.

Community peer students at Early Childhood Education classrooms: Read below about this opportunity for 3- and 4-year students.

SPECIAL EDUCATION PRE-SCHOOL OPTIONS Bridge-to-Kindergarten

This program is designed to support our 4-year-old students who receive special education services and who will be transitioning into a kindergarten program. This program will focus on important kindergarten readiness skills such as early literacy and math, social skills, and approaches to learning. This program is located at Holly Street Campus. For information about this, please reach out to Special Services Director, Dr. Jameson Moore at MooreH@issaquah.wednet.edu.

Early Childhood Education – ECE

This program offers classrooms for 3- and 4-year students, with a maximum of 12 students with special needs and up to 3 community peers per classroom.

Each ECE session runs 4 days per week: Monday, Tuesday, Thursday, & Friday for 2-1/2 hours per day. Each child’s home address determines the site location and placement in a morning or an afternoon session. This program is located at Briarwood Elementary, Discovery Elementary, and Holly Street Campus. Transportation is provided for students who meet the eligibility criteria for the ECE Program. If you are interested in setting up an appointment to have your student screened, please call 425-837-7197 or email Childfind@Issaquah.wednet.edu.

-Information for special needs students Placement in ECE classrooms is determined through an evaluation process, and students must meet eligibility criteria.

-Information for community peer students A community peer is defined as a child who is following a typical pattern of early development. Community peer tuition is $245 per month - Financial Aid Forms are available upon request at the time of enrollment.

For more information about any of these programs, please visit https://www.isd411.org/programs-services/ preschool.

Inclusive Communities could I have been so inconsiderate? I wished I had asked a little more and try to understand what was going on with this child instead of pointing fingers, judging him, or telling my son not to play with him when what the child needed was love, affection, understanding, empathy and love! And above all, he needed not to be ignored!

I knew that my job as a mother was to educate my son and make of him a good person. But I was clearly not doing this with the way I was handling the situation. Then, I wonder, why nobody had told me about this? I would have like to know about this child condition, but I understand now that there are privacy policies that the district must follow, and not all families choose to share.

BY MARA SCHICHWARG My name is Mara. I was born in Argentina and came to the US in 2010 together with my husband and my 5-year-old son.

We stablished our house in Issaquah and after being here for eight months, my son started kindergarten which was a huge cultural and language challenge for him.

I was also had troubles understanding the educational system and I struggled adapting to the country. But above all, I was a first-time mom, learning new things every day.

With this article, I want to share an experience that made me grow as a person and helped me being a better caregiver for my family.

When my son started school, he used to come every day with a different story about a child in his class: “X hit me.”, “X spat on me.” “X got mad at the teacher today.” “X threw all the pencils”, etc. As a mother, I got worried and was getting tired of this child who wasn't being nice to my son. So, I told my son: “Well, forget about him, just ignore him! I don't want you to play with this child anymore!"

A few weeks later, I applied to volunteer in my son's class. And the very first day that I entered the classroom, I immediately knew who X was, this child was sitting with an assistant on the same bench, and she was trying to calm him down.

I felt like the world had fell apart. I felt so ashamed of myself. And after that, I asked myself a thousand times how

The first thing I did, that same afternoon, when my son came back was to tell him to please help X. I explained my son that I was certain that X needed a friend. I remember my son's face of astonishment, just a few weeks ago I had told him the exactly opposite. But he listened to me, and a great friendship began. I still treasure the valentine cards that X gave to my son. These messages filled my soul!

Years passed, and my son and his friend X were always together in the same class.

I thought it was a coincidence, although I am not sure about this now. But at that time, I felt lucky because I wanted my son to learn to be with children who have other needs.

In 2012 my second son arrived, after two years I noticed that he did not speak anything and did not look at my eyes. I was not a first-time mom, so I knew something was different. At the age of three, he was diagnosed with autism and was enrolled in a special education preschool that same year. In kindergarten, his classroom had mixed neurotypical children and that's where my nightmare begun. It was painful to see the looks from his classmates when they lined up and while other kids were happy to see each other, nobody greeted or included my son. And yes, my son also hit, spit, cried, screamed.

One day when I was leaving him at school, I gaze a mother and her daughter with fear in their eyes because my son was standing in the line behind the girl.

That same afternoon, I spoke with the

ISSAQUAH SCHOOL DISTRICT

principal and asked her to please inform the parents of who my son was and the reason of his behavior. Since I knew that ignoring him or looking at him coldly would only cause more problems. He would try to draw attention and surely it would not be in the best way. I thought about the positive impact that informing these parents could have and that they themselves will talk to their children as I had done years ago.

With the use of a video for children with a very good explanation about autism, the teacher was able to explain at the class how kids as my son have different needs.

And shortly, the mom of the girl who was afraid of my son, contacted me. She was interested in helping me! Of course, I will never forget her kindness.

And then I understood that I have found myself on the other side of the experience. As a mom of a special need child who is longing for her community to understand and teach their own children that we all have different needs. Now, each year when the school is creating the classes for the following year, I ask the school to please keep my son with the children I know have empathy for him. And I understand now that it was not luck what made my son to always move to the next class with his friend, year after year. And I feel so very proud of him.

Now my oldest son and his friend are 16 years old and even if they go to different schools, they are still frequently talking and seeing each other!

I know that thanks that my oldest son’s friend appeared in our lives, my son was able to understand and immediately loved his brother for who he is. This is also part of education! It's inclusion! My oldest son received much more from his friend, that was he was able to offer with his friendship. Honestly, the experience was invaluable for my whole family.

It’s so important to see beyond our problems and to wonder what other people may be going through. A simple word, demonstration of affection can drastically change that person's life. And we never know how those experiences are going to help us in the future. I invite you to talk to your kids about special needs in a matter-of-fact manner and let’s all build, one family at the time, inclusive communities.

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ISSAQUAH SCHOOL DISTRICT

ACT Program

Springtime is full of excitement for high school seniors as they decide their next steps towards independence. For some, that might look like going to a trade school, attending a four-year college program, or even taking a gap year. Other students with developmental disabilities might need a bit more training and support and will choose to attend the Academy for Community Transition (ACT) in the Issaquah School District.

In their second and third year, ACT students are typically out in the community honing valuable vocational skills. Pre-pandemic, our partners included Party @ Display and Costume, Coal Creek YMCA, Sammamish YMCA, Swedish Hospital, Fieldstone Memory Care, Mud Bay, Mudhouse Pottery, Museo Art Academy, the Issaquah Library, iHop, Revolve Clothing, Lucky You, Together Made, Kimberland Collars and REI, to name a few.

These partners worked with ACT staff to develop meaningful internship opportunities for our students.

What is the ACT?

ACT During the Pandemic

For approximately 33 years, the Academy for Community Transition (ACT) has had dedicated staff who have helped young, differently-abled adults connect with community-based employment experiences and fine-tune social, vocational and life skills. Located behind Gibson Ek High School and Clark Elementary School, the program serves about 40 students between the ages of 18-21 years old.

Depending on the time of day, students could be learning about vocational opportunities, practicing functional math skills, or participating in social clubs.

First-year students at ACT spend part of the dayworking on in-house internships and vocational skills. For instance, students might be building mason beehives for Woodinville’s Crown Bees company (www.crownbees.com), filling dog treat bags for pet stores, labeling boxes, stuffing mailers, or assembling care packages for the homeless. The tasks are developed to assess interests, skills, and work stamina.

Of course, the pandemic stopped all off-campus internships from March 2020 through August 2021. Ever focused on maintaining as close to a real vocational experience as possible, staff at ACT pivoted to create more in-house internship experiences. For instance, students continued to practice folding/sizing/hanging clothes to prepare to resume internships in clothing retail. To keep their skills honed for working at grocery stores, students practiced stocking shelves and ringing up items in the on-campus ACT Store. The muchcoveted internships at Swedish Hospital’s Café 1910, at Fieldstone Memory Care and at the YMCA were paused, so students practiced folding towels, refilling salt/pepper shakers, sorting, and restocking items and setting tables. Students remained everready to jump back into off-campus work as soon as the virus was contained.

BY TERESA COWAN Principal, Academy for Community Transition (ACT)

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ISSAQUAH SCHOOL DISTRICT

In September 2021, the program faced another year of uncertainty with regards to internships.

Determined to maintain past relationships with community partners while also keeping everyone as safe as possible, the program decided to look internally for more opportunities. Whether delivering coffee orders, selling snacks at CAFE ACT, helping with mail delivery, supporting teachers in the ECE program or librarians at elementary schools, ACT students stayed busy and focused.

While everyone is looking forward to reconnecting with past internship partners and developing new opportunities, this year has allowed students to highlight their abilities across the school district. To see these young adults working with confidence, maturity and skill is a panacea to a school system that has mostly been stretched to the brink over the pandemic.

In addition to our partners within the school district, we are grateful for new collaboration this year with the Sammamish Animal Sanctuary, Fortunato Chocolate, The Garage and Starbucks.

What is the Issaquah School District Special Education PTSA Network?

volunteer position is part of the ISD PTSA Council that supports all the ISD PTSA units. The Special Education group was originally organized as a small committee, but I’ve expanded it to the larger network.

your school’s PTSA or you would like additional information on the ISD PTSA Special Education Network, please email special-education@issaquahptsa.org.

The Network is continually working towards improving communication between families and ISD and towards providing ISD families with special education students a resource for answers to common issues. We regularly advocate with ISD administration leaders, administer a Facebook page (https://www.facebook.com/groups/ issaquahspecialed/), update PTSA presidents monthly at our Issaquah Council meetings, and we’ve created a series of webinars that can be found on the ISD Council website (https://www. issaquahptsa.org/programs/specialeducation). The Network is working towards having a representative on each school’s PTSA to represent the students with special needs of our community.

We are making great strides towards our goals and are always working to expand and improve how we can support special education families in ISD. If you are interested in volunteering as a Special Education Representative with

Club Inclusive

The Issaquah School District Special Education PTSA Network (the Network) is made up of members from all the PTSAs within the Issaquah School District. We strongly believe in your student and your family being an inclusive part of the school community that you attend, and our group is set up to foster that relationship. If you are a member of your school’s PTSA, then you are included in this group. There is no separate membership required.

My name is Betsy Grant and I am the chairperson of the Network. I am the mother of 4 children currently in Issaquah Schools District (ISD) – a freshman at Issaquah High School, a freshman at Gibson Ek High School, and two 5th graders at Clark Elementary. My son at Issaquah High School has a rare genetic disorder that has caused global developmental disabilities and epilepsy.

He has received support from LRC2 classrooms in ISD starting from preschool through now. I’ve been working in this position since August 2020. My

Every young adult deserves an opportunity to gain vocational skills and find meaningful work in their community. They deserve to wake up every morning with purpose and the knowledge that they make a difference and that someone is counting on them. If your business would like to create an inclusive work environment that includes differently-abled adults, please reach out to discuss potential opportunities to collaborate with the ACT program in the Issaquah School District. cowant@issaquah.wednet.edu 425-837-6397

This is a free community club for kids of all abilities. The group meets on the second Thursday of every month from 7:00 p.m. to 8:30 p.m. at the Garage, a Teen Café: 235 1st Ave SE, Issaquah, WA 98027. During the meetings, children get to sing, dance, and participate in an art workshop led by Epic Art. For more information, visit: https://www. facebook.com/ClubInclusiveIssaquah

Athletes for Kids

This program pairs a high school athlete with a child. The two work together to find common ground and learn from each other in a variety of ways. Both participants bring their own interests and abilities to the mentorship. Over time, many of the pairings grow into strong friendships. For more information, visit: https://athletesforkids.org/

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At home in the community.

It’s more than hospitals and clinics. It’s knowing what your family needs.

And your first name. It’s getting kids to be active, and young adults through college.

Making it easier to live well. It’s creating healthier communities, together.

SWEDISH ISSAQUAH

751 NE Blakely Drive Issaquah, WA 98029 425-313-4000 www.swedish.org/issaquah-kids

How to Help ADHD Children?

BY LI LIU MD. NC. Issaquah School District Parent What is ADHD? ADHD stands for Attention Deficit Hyperactivity Disorder. It is a mental health disorder. The common symptoms of ADHD include difficulty paying attention, hyperactivity, restlessness, impulsiveness, low frustration tolerance, etc. Children identified as having ADHD need to show the signs in at least two different environments; for example, both at school and home. These symptoms need to last for more than six months. ADHD has to be diagnosed by medical specialists.

ADHD can be inherited, develop due to exposure to environmental toxins, or caused by the immune system.

How can parents help ADHD children?

Parents can try different strategies to help their children with ADHD: 1. Improve the diet: The occurrence and severity of ADHD symptoms may relate to the body's excessive heavy metals, sugar intake, and consumption of artificial colors or food additives. If there is an ADHD child at home, paying more attention to the daily diet can be the first step. Studies show that just limiting sugar intake can help reduce the ADHD symptoms for children 6 and under. This is the same with limiting artificial colors and food additives. Taking high-quality Omega3 also can be an effective way to help manage ADHD. 2. Behavior therapy and parent coaching: For ADHD children who are six years old and younger, behavior therapy or parent coaching is an essential and effective way to help them. However, because adults might not know the early-stage symptoms of ADHD, they often miss the best timing for intervention.

Parents need to understand that kids with ADHD might have unintentional and uncontrollable behaviors, such as lacking attention, hyperactivity, or impulsiveness. Kids are too young to control what they say and how

they do things. If there is no adult intervention, kids cannot self-adjust.

Parents need to patiently coach their child with the proper words to say and behaviors to show during daily life and inside the school.

When children with ADHD have behavior issues, it does not mean they are bad kids. It is unrealistic to use the same measurements for these kids. Children with ADHD might not be able to stay in the same sitting position for long periods of time, focus on one thing without distraction, or complete the same amount of work as others. Parents should discuss these things with their child’s teacher and school counselor to make a unique progress plan for their child. (Note: Issaquah School District offers IEP meeting every year to discuss a school-year plan with parents.)

Another typical symptom for ADHD children is lacking executive functioning skills.They usually cannot finish tasks on time. According to the individual kid’s situation, parents and teachers can help them by dividing a big task into several small targets; and making daily or weekly plans. Parents can help their kids complete daily tasks. Make sure to plan for the child to finish the most important thing first. During the task completion process, parents need to remember to keep encouraging kids and rewarding them when there is progress to build their confidence.

Try different strategies if one way does not work out. Find the way that works best for your child and keep doing it.

3. Medical treatment: ADHD medicines target two brain chemicals: dopamine and norepinephrine. These chemicals affect attention and concentration.

There are two different types of medicines. One is a stimulant, which can directly increase dopamine synthesis and work as soon as someone takes them. Another medicine is a non-stimulant, which mainly works to decrease the destruction of dopamine to maintain dopamine levels.

ISSAQUAH SCHOOL DISTRICT

Currently, it seems that there are more and more children with ADHD around us. The reality is the percentage of people who have ADHD has not increased; our recognition of ADHD has increased over the past decade. Hopefully, this information can help more people understand ADHD. With understanding, we hope people show more tolerance, acceptance, kindness, and love to these children and their families!

ADHD children are considered special needs students. For these students in our district, an Individual Education Program (IEP) team works together to create Specially Designed Instruction (SDI) and goals. The IEP is reviewed every year to measure the student's progress and must be completed by the anniversary date. An IEP amendment can be done anytime a change in the program is needed.

IEP Progress Reports are completed at the same time as grading periods, such as the end of the trimester for elementary students.

A reevaluation is completed by the three-year anniversary date of the initial evaluation and every three years following. Off-cycle evaluations can be proposed by a parent or the school in one or all areas of service at any time before the scheduled threeyear evaluation.

An IEP team consists of: • Student at age 16 when transition services are addressed • Parent(s)/guardian(s) • Special education teacher(s) • General education teacher(s)—if the student participates in regular education environment • Representative of local educational agency (often school administrator) • Individual who can interpret instructional implications of evaluation results • The team may also include a counselor, therapist, behavior specialist, and the student, prior to age 16, as appropriate.

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CALENDAR ALL SCHOOLS

Apr. 11-15: Spring Break, no school for students and staff May 2-6: Staff Appreciation Week May 30: Memorial Day, no school for students and staff Jun. 17: Last day of school for students, early dismissal

ELEMENTARY SCHOOLS Jun. 17: Trimester 3 Report cards available Apollo Apr. 1-30: Apollo PTA STEM Month Apr. 8-10: Learning Express Toy store Fundraiser Apr. 27: PTA General Meeting, 6:30 PM May 16-20: Spring Scholastic Book Fair May 20: Multicultural Family Night, 6 PM Jun. 8: PTA General Meeting, 6:30 PM Briarwood Apr. 18: PTA General Meeting, 6:30 PM May 16: PTA General Meeting, 6:30 PM Cascade Ridge Apr. 25-29: Festival of Cultures Week May 19: PTSA Membership Meeting, 6:30 PM May 20: Pastries with Parents Jun. 13: Kinder Playdate Cedar Trails Apr. 5: Dining for Dollars – Panda Express, 5 PM Apr. 20: PTSA General Meeting, 6:30 PM Jun. 7: Dining for Dollars – Panera Bread Jun. 8: Staff Appreciation – Snack for Staff meeting Jun. 9: PTSA General Meeting, 6:30 PM Challenger Apr. 29: Spirit Day! May 10: PTA General Meeting, 6:30 PM May 27: Spirit Day! Jun. 10: Spirit Day! Clark May 10: Coffee with Christy, 9:30 AM May 18: PTA General Meeting, 6:30 PM Cougar Ridge Apr. 1: Last day of Spring Fundraising Fun Run Event Apr. 1: Friday Hikes, 9:45 AM Apr. 19: PTSA General Meeting May 6: Friday Hikes, 9:45 AM May 17: PTSA General Meeting Jun. 3: Friday Hikes, 9:45 AM Jun. 14: PTSA General Meeting Creekside Apr. 6: Family Science and Engineering Night, 5:30 PM – 7:30 PM May 17: PTSA General Meeting, 7 PM Jun. 3: End of Year Event, 5:30 PM Discovery Apr. 6: Lost & Found Family Pick-up, 2 PM – 4 PM Apr. 7: Last day to order Yearbooks May 20: In-person Scholastic Book Fair Jun. 10: Coffee with Kathy, 9:30 AM – 10:45 AM Jun. 16: Lost & Found Family Pick-up, 2 PM – 4 PM Endeavour Apr. 8: Last day to order Yearbooks.

Grand Ridge Apr. 30: Last day to order Yearbooks.

May 17: PTSA General Meeting, 7 PM

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Issaquah Valley Apr. 1: Spirit Day Apr. 8: Spirit Day Apr. 15: Spirit Day Apr. 22: Spirit Day Apr. 24-28: Tutta Bella Fundraiser Apr. 29: Spirit Day May 6: Spirit Day May 13: Spirit Day May 18: PTA General Meeting, 7 PM May 20: Spirit Day May 27: Spirit Day Jun. 3: Spirit Day Jun. 10: Spirit Day Jun. 12: IVE Day at the Mariners Game, 1:10 PM Maple Hills Apr. 4-8: Spring Book Fair Apr. 19: Eagle Reader Clubhouse Apr. 26: PTA General Meeting, 6:30 PM May 13: Art Walk & Spring Dessert, 6:30 PM Jun. 3: Pizza Bingo Family Fun Night Newcastle Apr. 18: PTSA Meeting & Principal Chat, 7 PM Jun. 6: PTSA Meeting & Principal Chat, 7 PM Sunny Hills Apr. 1: Last day to order Yearbooks Apr. 21: Spring Family Event, 6 PM Jun. 9: PTA General Meeting, 6:30 PM Jun. 10: End of Year Family Event, 6 PM Jun. 15: 5th Grade Promotion Sunset May 19: the Culture and Heritage Fair, 6 PM - 8 PM

MIDDLE SCHOOLS May 3: Middle School Third Trimester Mid-Tri Grades Jun. 16: Middle School Grading Day, early dismissal Beaver Lake Apr. 27: Coffee with Kathryn May 25: Coffee with Kathryn Cougar Mountain Apr. 22: PTSA General Meeting, 10 AM May 20: PTSA General Meeting, 10 AM Issaquah Apr. 1: All School Party, 1:15 PM – 2:45 PM Apr. 4 & Apr. 5: Talent Show Dress Rehearsal 2:45 PM – 4:15 PM Apr. 6: ASB Interest Meeting, 3:30 PM – 4:45 PM Apr. 7: Talent Show, 2:45 PM – 4:15 PM Apr. 18 – 22: Charitable Giving Week Apr. 19: ASB Candidate Meeting, 2:45 PM – 4:15 PM Apr. 20: PTSA General Meeting, 6 PM Apr. 22: Theatre Production, 6:30 PM – 8 PM Apr. 23: Theatre Production Matinee, 2 PM – 4 PM Apr. 23: Theatre Production, 6:30 PM – 8 PM Apr. 25 – 29: ASB Campaign Week Apr. 29: MVP Celebration Apr. 29: Spirit Day Apr. 29: Cocoa with Carrie, 10 AM Apr. 29: PM Assembly – Earth Day, Spirit, Recognition May 3: ASB Elections – 8th Grade May 5: ASB Elections – 6th/7th Grade May 10: WEB Auditions, 8:15 AM – 8:40 AM May 18: PTSA General Meeting, 6 PM May 24: 6th and 7th Grade Orchestra Concert, 6:30 PM – 8 PM May 27: Spirit Day May 27: Cocoa with Carrie, 10 AM Jun. 1: 6th and 7th Grade Band Concert, 6:30 PM – 8 PM Jun. 2: 8th Grade Band and Orchestra Concert, 6:30 PM – 8 PM

DID YOU KNOW? Regular school attendance is necessary for mastery of the educational program provided to students. However, students, at times, may appropriately be absent from class.

One of the reasons is for a religious or cultural purpose, including observance of a religious or cultural holiday or participation in religious or cultural instruction. For a list of other reasons, visit https://www.isd411.org/about-us/ regulations/3000-series/3122. Always be sure to call or email your school to excuse the absence!

Jun. 7: Chorus Concert 6:30 PM – 8 PM Jun. 8: WEB Play Day, 8 AM – 10 AM Jun. 9: IMS 8th Grade Celebration, 10 AM – 1:30 PM Jun. 10: Spirit Day – Peaks Day Jun. 13: End of Year Assembly Jun. 14: 8th Grade Promotion Jun. 15: PTSA General Membership Meeting Jun. 16: Yearbook Distribution Jun. 17: Carnival Day, 8:15 AM – 10: 15 AM Maywood

April 21: PTSA General meeting May 16-20: PTSA Spring Book Fair Pacific Cascade

May 18: Java with Jeff, 7 PM Jun. 2: PTSA General Meeting, 12 PM Pine Lake May 13: Spring Fling, 6:30 PM Jun. 16: 8th Grade Promotion

HIGH SCHOOLS Apr. 8: Quarter 3 Grades in Family Access May 16: Midterm 4 Grades in Family Access Jun. 17: Semester 2 Grades in Family Access Gibson Ek

Apr. 26: SAT Exam for Juniors May 10: PTSA General Membership Meeting Jun. 3: 11:50 AM Early Dismissal Jun. 10: Class of 2022 Graduation, 1:30 PM – 3:00 PM Jun. 13: 11:50 AM Early Dismissal Issaquah

Apr. 15: Grant Applications Due Apr. 19: NFA: Capri Cellars Monthly Mixer, 6:30 PM Apr. 20: Staff Appreciation Breakfast Apr. 20: IHPTSA General Meeting, 7 PM Apr. 23: Concerto to Concert Performance, 7 PM – 9 PM May 13: IHPTSA General Meeting, 7 PM May 17: NFA: Capri Cellars Monthly Mixer, 6:30 PM May 25: Staff Appreciation Breakfast Jun. 6, 7 & 8: Recording Sessions, 4 PM – 9 PM Jun. 9: IHS Senior Graduation Liberty Apr. 1 - 3: Field Trip: Robotics Team Apr. 19: PTSA Membership Meeting, 6:30 PM May 20: Senior Prom at the Seattle Aquarium, 8 PM – 11:00 PM Jun. 9: Graduation at T-Mobile Park, 4:30 PM Skyline May 19: PTSA General Meeting CLONE, 6:30 PM Jun. 7: Skyline Orchestra at the Movies Concert, 7 PM – 8 PM

Cultural Events

CALENDAR

Renton Multicultural Festival

Friday, May 6 at Renton Civic Theatre [507 S 3rd St] and Saturday, May 7 at Renton Pavilion Event Center [233 Burnett Ave S.] Tentative time: 11am to 4pm.

This free event is sponsored by a partnership of Renton residents and the City of Renton. Their vision is to build bridges among cultural communities through educational activities, communication, art, cultural performances, and fun!

Parkadilly at Lake Sammamish State Park

Sunday, July 17: 2000 NW Sammamish Rd, Issaquah, WA 98027 Parkadilly is the biggest kid’s concert and fair on the Eastside! This year’s children’s entertainment will feature Gansango African Dance, Dancing Silhouette, and Joyas Mestizas. Outdoor activities will include a petting zoo, Junior Ranger programs, wilderness survival workshops for kids, arts and crafts, trampolines, games, and so much more! More than 40 kid-centric vendors will also be on-site, along with concession stands. And new this year, "Parkadilly Around the World" features the food, art, and culture of our diverse communities. The event is free and open to the public, but either a daily pass or annual Discover Pass is required to enter the State Park. Purchase Your Discover Pass (wa.gov) For more information visit https://www.lakesammamishfriends.org/events

Graduations

The four Issaquah School District high schools are getting ready to commemorate a significant milestone achievement for senior students, graduation! All of them will have traditional graduation ceremonies. But there are other activities that might not be familiar to all parents, especially if they did not go to school in the US. Here are some of them:

Senior Prom This is the last formal dance for seniors held at the end of their last school year. Students wear semi-formal black ties or evening dresses. These events are organized by the schools. If your student needs a dress for Prom, our community works with the organization called Ruby Room that offers a wide selection of free formal dresses in every color and size. Shoes and jewelry are also available to complete their look. They also have a limited collection of men’s formal wear. For more information or to book an appointment, visit: https://www.rubyroomseattle.org/ formal-wear-program Senior Night This is an all-night party for students that takes place on the day of graduation. It is organized by the PTSAs of the schools or the company called Grad Nights. The schedule is normally from 9 p.m. to 6 a.m. It is an alcohol-free and drug-

free celebration held at a secret location that is chaperoned by parents. The idea is to give students a positive and fun alternative to celebrate with entertainment, snacks, food, beverages, and transportation included. There is financial aid available to pay for the ticket. Ask your PTSA for information.

Decorating their Graduation Cap Many students choose to decorate their graduation caps according to their personal style. Some will go for bright and glittery accents, while others opt for more elegant décor and others use their caps to recognize their parents or special teachers. After the event, some students frame their caps to keep them safe and display them in their rooms.

Special Graduation Stoles The stoles are decorative vestments worn by graduates over their robes. In some schools, these adornments include class rank, honors, or participation in clubs or sports. But some students opt to customize their stoles or use flag stoles to share their pride for the heritage of their families.

Graduation Flags or Yard Signs The PTSAs of the schools sell yard signs for parents to display in their front yards. If you miss their deadline, you can create or purchase your own flag or yard sign to congratulate your student.

Graduation Leis Many family members or friends of the graduates give leis to students when the ceremony is over. This is a Hawaiian tradition that has been adopted by many in our communities. Giving a lei to a person symbolizes their affection toward the other and is used to wish good luck.

Leis can be made from flowers, candies, kukui nuts, and even money!

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ISSAQUAH SCHOOL DISTRICT

Meet Laura Kamau,

a Grand Ridge Elementary Teacher that it was a smooth transition, and as a class, we could easily move forward.

It was challenging to teach live and virtual students at the same time. But truly, I loved the schedule of teaching half-day, having a longer planning time, and teaching all the students on Zoom in the afternoon.

In the fall of 2021, when most of the students were back, it took a good two months of transitioning the students back to full-time with COVID-19 restrictions. The students loved being back and seemed to appreciate school more. Overall, things are still challenging with training, meetings, and district deadlines.

I am most grateful to Jill Ravenscraft and Gary Aguilar. They have been so supportive and positive throughout this whole time. I am also grateful for all the supportive parents who made my job easier.

If there was one thing I could change, it would be having more flexibility and options for supporting our students without a “regular year” of meetings, testing demands, and more time to adjust.

As a teacher of 29 years, I have had many experiences that have made my career exciting and challenging.

I have always wanted to be a teacher since I was in the 4th grade. I have accomplished so many things over the years. I grew up in Hawaii, and diversity is a part of my life. I will always be an advocate for all students and guide them to be lifelong learners.

Currently, I am at Grand Ridge Elementary and have been in the district for six years.

Schools need to be ready for any pandemic and always have the flexibility to teach in various ways and still succeed.

I have enjoyed working in the Issaquah School District. I hope that no matter what, educators have grace, flexibility, creativity, and open minds to move forward in the future with students in mind first.

When the pandemic first hit and schools were shut down, it was a shock and one of the hardest things that happened in my career. No one was prepared for teaching online. My mindset needed to change on how to teach in a virtual way that would educate the students and keep them responsible and engaged. I felt like I was back in college. I spent endless hours creating engaging PowerPoints, making Zoom videos, and learning how to use Microsoft Teams to push out assignments.

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Then when we started in the fall of 2020 exclusively online, I felt more prepared and confident to teach online via Zoom. It was a different way, but I still thought of ways to connect and challenge the students. Later in the spring of 2021, when students were given the opportunity to come to school half a day in person, it was so awesome to meet them in person and see them be even more successful. I felt

MAY 2nd-6th

RESOURCES

Student Volunteer Opportunities

Volunteering looks different around the world. In America, 25% of the population takes the time to volunteer. This is an important value taught to kids beginning in elementary school.

When children volunteer, they realize that there is something bigger than themselves. They experience a sense of fulfillment and learn the ability to be selfless, developing empathy towards others. They understand that ordinary people can make a difference, even at a young age. They are also more likely to do better in school, avoid risky behavior, and can even list their volunteer work on college applications!

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Here, we share some great opportunities for kids to volunteer in our community.

Issaquah Schools Foundation, Cultural Bridges Program

We have volunteer opportunities for high school students for the Summer Readig Program. If you are interested, please contact nikki@isfdn.org.

City of Issaquah

Some volunteer opportunities offered are helping with Issaquah’s parks and natural areas or at the senior center, and at the many community events (Issaquah Farmers Market, Issy Kids Triathlon, Beat the Heat Splash Day). Check for more volunteer opportunities with the City of Issaquah, please visit: https://issaquahwa.gov/index.aspx?NID=920.

City of Sammamish

They have opportunities for a variety of events and programs: park projects that include native plantings, trail building in the wetlands, and stream restoration. They also look for volunteers to help with Sammamish Walks and their “Storm Drain Marking Program.” To check the detailed volunteer opportunities with the City of Sammamish, please visit: https://www.sammamish.us/community-involvement/volunteer/

Northwest Harvest

Northwest Harvest has a variety of volunteer opportunities in different locations, as well as some special events.

Anybody who is 9 years old or in 3rd grade can become a volunteer. Check their website for all the opportunities and locations: https://www.northwestharvest.org/get-involved/volunteer/.

Food Lifeline

Food Lifeline offers volunteer opportunities at their Hunger Solution Center, which is located in Seattle. Anybody who is 10 years and older is welcome to volunteer during weekday mornings and afternoons, Saturdays, and some evenings. Check their website to sign up for their volunteer sessions: https://foodlifeline.org/volunteer/.

Eastside Baby Corner (EBC)

Students 12 years old and up are encouraged to volunteer at Eastside Baby Corner. The work done at EBC directly benefits families in our community by providing clothing for children. Volunteers under age 14 must be accompanied by an adult during their entire shift. Check more details on their website: https://babycorner.org/volunteer/.

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Urgent care for the entire family.

No appointment needed.

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Overlake Clinics – Issaquah Urgent Care Every Day, 7 a.m.–11 p.m.

Phone: 425.688.5777

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5708 E Lake Sammamish Pkwy SE Issaquah, WA 98029

Overlake Clinics – Sammamish

SE 4th St

228th Ave SE

Get in line online at overlakehospital.org/urgentcare

Overlake Clinics – Sammamish Urgent Care Monday–Saturday, Noon–10 p.m.

Phone: 425.635.3080 22630 SE 4th St, Suite 300 Sammamish, WA 98074

Mental Health for multicultural families The scarcity of therapy is a significant issue in our community.

Professionals are overwhelmed by so many patients needing mental health care. We are hoping spaces will open, and Issaquah School District families will soon find all the help they need.

For many, this is the first time considering help. If your student asks to speak to someone or if you think this would help your child, send a message to your child’s teacher. If your student is in middle school or high school, ask the school office about the right counselor to contact.

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Now, for all families, it is important to find someone who would be able to recognize some of their lived experiences, which could be challenging for members of6 our diverse community.

We have listed some organizations that support and promote mental health for some of our communities.

Asian Counseling and Referral Service: Their

Youth Mental Health Counseling program offers bilingual and bicultural AAPI counselors. They help youth grapple with the many challenges they may face as the children of immigrants and refugees or as immigrants and refugees themselves. For children and youth services, reach out via cyfintake@ acrs.org. To request an intake form, send an email to cyintake@acrs.org. Visit acrs. org, @acrsnews on Instagram and Twitter, @ACRSonline on Facebook for more info. ACRS offers services in more than 40 languages and dialects.

Language assistance services are offered free of charge. (https://acrs.org/services/ child-youth-development/).

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API Chaya: Supports Asian, South Asian, and Pacific Islander survivors and families impacted by domestic violence, forced marriage, sexual assault, and human trafficking survivors from all

communities. To get more information, visit https:// www.apichaya.org or call (206) 325-0325 or 1-877-9224292 (M-F 9am - 5pm) Consejo Counseling and Referral Service: The organization offers youth an initial assessment appointment at one of Consejo’s offices in Renton or Bellevue.

To get more information, visit consejocounseling.org, @consejocounseling on Instagram, or call 206-4614880. Remote and in-person services are available. Services are provided in Spanish and English.

CALMA Clinic: Seattle Children’s Child and Adolescent Latino Mental Health Assessment and Treatment (CALMA) Clinic is a mental health evaluation and treatment clinic for children and families who primarily speak Spanish. Their providers are bilingual and can provide care in both Spanish and English. Their services are for children ages 2 to 18 who have mental health concerns and their parents or other caregivers.

They see children who struggle with disruptive behavior, difficulties following household rules, anxiety or low mood, difficulties in school, and concerns about development (coordination and movement, schoolwork, making friends).

They perform a thorough evaluation to understand the child’s challenges and then work closely with families to provide short-term group treatments.

They may recommend a psychiatric medication consultation and short-term medication management with our bilingual psychiatrist. They do not offer long-term individual therapy or medication management.

If these services are needed, they will provide a referral to services in the community.

Seattle Children’s accepts most private insurance, Apple Health (Medicaid), and the Medicaid Managed Care Organizations (MCO) plans like Molina, Amerigroup, Coordinated Care, CHPW, and United HealthCare Community Plan. For more information: https://www. seattlechildrens.org/clinics/ psychiatry-and-behavioralmedicine/services/latinomental-health-clinic/ Sea Mar Behavioral Health Clinics: This clinic offers therapy for children and adults. Sea Mar accepts most insurance, including Medicaid, and provides services regardless of a patient’s ability to pay. When insurance is not available, Sea Mar offers a sliding fee discount, determined by household size and income.

Services are provided in Spanish and English. For more information, visit: https:// www.seamar.org/services-bh. html Compartiendo Esperanza videos: The nonprofit organization, NAMI (National Alliance on Mental Illness) offers a three-part video series that explores the journey of mental wellness in Hispanic/ Latinx communities through dialogue, storytelling, and a guided discussion on the following topics: Youth and Mental Wellness: “Sanando Juntos”/“Healing Together”, Community Leaders and Mental Wellness: “Las Raíces de Nuestra Sanación”/“The Roots of Our Healing”, Latinx Families and Mental Wellness: “La Mesa”/“The Table”. For more information, visit: https://www.nami. org/Your-Journey/Identityand-Cultural-Dimensions/ Hispanic-Latinx Black Girls Smile: This is a nonprofit organization that focuses on the mental health of young Black women and girls. Through mental health literacy workshops and therapy scholarships, the organization aims to empower the mental well-being of

RESOURCES Black women. They offer the Charlyne McFarland Therapy Assistance Program that aims to alleviate the financial burden of seeking therapy for young African American women and girls. They connect Black women and girls with culturally, racially, and gender competent and sensitive providers to meet therapeutic needs.

The CMT Assistance provides financial support for approximately 2-6 therapy sessions with a licensed mental health professional.

Recipients have the option to work with a current licensed mental health provider, a vetted provider list, or through a provider partner’s network such as Open Path Collective, BetterHelp, and TalkSpace.

For more information, visit blackgirlssmile.org, contact@ blackgirlssmile.org, call 347669-4229, @blackgirlssmile on Instagram, Twitter and Facebook.

WA Therapy Fund: This nonprofit organization offers help for the Black community in Washington State. Families must be facing a financial need and having trouble paying for the cost of therapy. Funds are available on a first-come, firstserved basis. Families will be awarded 6 voucher numbers to cover the cost of 6 therapy sessions. Vouchers will only be provided per participant one time a year. For more information, look for them on Instagram and Facebook or therapyfundfoundation.org The Muslim Behavioral Health Network: This group is made up of distinguished professionals whose goal is to educate and provide resources to the Muslim community about mental health and substance use issues. To connect, look for them on Facebook, Instagram, or muslimbhnetwork@ gmail.com. Remote referral services, virtual, and inperson workshops are available. Some providers speak multiple languages and dialects.

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RESOURCES

KCLS K-12 Resources for Equitable Student Outcomes

King County Library System (KCLS) offers many free resources for King Country students. Learn how to use the free online resources available with a KCLS library card or Student Account. These resources can increase equitable outcomes for K-12 students in an online learning environment.

Student Account Student accounts are partnerships that King County Library System has with all 18 school districts within King County and several private schools and two-year colleges. These accounts are automatically created for students so they have access to all the KCLS online resources. The aim is to offer seamless access to KCLS online resources. Students and teachers can log in with their student ID or their employee ID number, instead of having a physical library card. Visit https://kcls.org/ ask for any questions regarding students’ accounts.

Study Zone Plus Study Zone Plus (https://kcls.org/studyzoneplus ) was developed by KCLS. It is a free volunteer tutoring service for students in Kindergarten -12th grade, available Tuesday to Thursday from 4 p.m. to 6 p.m. and Saturday from 3 p.m. to 5 p.m. It does not require a library card or student account to access. Students can connect with experienced tutors in a variety of different subjects on Zoom or by phone. They can receive help in reading or math, join a math club, or participate in a recharge room where they can do coloring and play games. Also, additional support is available for ELL and BIPOC students. There are tutors available to speak a variety of different languages. Study Zone Plus is more suitable for elementary students because they can see and talk to tutors on Zoom. There is usually a summer session available too.

Tutor.com Tutor.com is a contracted service that KCLS pays for and is an online resource for students in Kindergarten -12th grade. It’s a volunteer-powered, free online, one-on-one Tutoring program using chat or audio. It’s available in English at https://kcls.org/tutuor and Spanish at https:// kcls.org/tutorespanol by logging in with the KCLS student account.

The tutors on Tutor.com are trained to help students find the answers themselves by asking them questions and offering suggestions. Instead of doing the work for students, they are supporting the students to find the answers.

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E-books and Downloadable Audiobooks KCLS subscribes to OverDrive, a digital reading platform.

In 2021, KCLS lent out almost 8 million e-books and downloadable audiobooks, and the numbers keep going up every year. There are collections for every age. KCLS has special portals to see the collections for kids and teens.

KCLS digital collections are different from its physical collections because they purchase licenses for e-books instead of owning them. For each student account, students can check out and hold a limit of 25 items and can borrow e-books for up to three weeks. Items are returned automatically on due dates. Students can use a free app called Libby, which is available free in the App Store or Google Play. Libby also has some additional features, such as a sleep timer and bookmark.

Students can access OverDrive through their student account: https://kcls.org/students or https://kcls.overdrive. com/library/kids or https://kcls.overdrive.com/library/ teens.

Other Services that Support Students & Teachers Currently, KCLS is in phase 4 of the pandemic recovery plan, which means the libraries are open at full capacity.

The meeting rooms are not open for reservation yet and KCLS is only doing online programs currently. Masks are required for ages 5 and up, but proof of vaccination is not required. The hours will be expanded soon.

Normally, students can access this service at home for free 24/7. However, live tutoring is only available from 2 p.m.midnight daily. There is always a tutor to help all students.

Each live tutor session lasts about 20 minutes. In each tutor session, a tutor can answer up to two questions. There is no limit to how many sessions a student can use a day.

Right now, the available library services include: Pick up & return items, browse the collection, use library computers, connect to library Wi-Fi, print from a device, and pick up at the library (not available at all branches). For more services, please visit https://kcls.org/visit.

Also, middle or high students can submit/drop off papers, assignments, or math questions 24/7, and they will receive feedback within 24 hours. They can also take a free practice quiz for different school subjects. There are also prep tests for standardized tests. Because it is free, it is particularly helpful for families looking for SAT/ACT, AP exams, and other test-prep services.

Visit https://kcls.org/k-12/. It has resources for teachers and parents with students in kindergarten to 12th grade. Teachers and parents can sign up for the monthly newsletter. It includes lots of resources, programs, and services that the library is offering to help support students.

K-12 webpage

RESOURCES

EMERGENCY: 911 When to call 911?

911 is to be used for emergencies only.

•To report an emergency of any serious medical problem: chest pain, seizure, bleeding, etc.

•To report any type of fire: business, car, building, etc.

•To report any life-threatening situation: domestic violence, fights, a person with weapons, etc.

• To report a car crash • To report any crime in progress.

POLICE NON-EMERGENCY Bellevue: 425-577-5656 Issaquah: 425-837-3200 Renton: 425-235-2121 Sammamish: 206-296-3311 Newcastle: 206-296-3311 When to call the Police NonEmergency number?

• To report a crime that occurred earlier.

• To report a suspicious circumstance that may indicate an ongoing criminal activity.

• To report a circumstance when there is no immediate danger to life or property.

• To report any non-emergency situation in progress (example: noisy party).

What if I do not speak English?

If you do not speak English or have trouble conveying the needed information in English, interpretation services are available at all 911 centers in King County.

Let the call-taker immediately know which language you speak in English so they can find the correct interpretation services.

Who has access to 911?

Anybody can call 911, even a tourist!

How much does it cost to use 911?

Calling will not cost you any money, unless you get transported by an ambulance.

Can I text 911?

Text 9-1-1 if you are deaf, hard of hearing, speech impaired, or feel unsafe if you were to be heard by an intruder or abusive partner. While texting 9-1-1 is a vital tool that increases accessibility to emergency services, the preferred method for those who can speak is to call.

DOMESTIC ANIMAL CONTROL

WILD ANIMAL CONTROL

Bellevue, Issaquah, Newcastle, and Sammamish: 206-296-7387 Call the Regional Animal Services of King County (RASKC) if you encounter a dangerous domestic animal, loose livestock on public roadways, as well as animal abuse. They provide 24-hour emergency services and respond to non-emergency calls (as noise complaints) seven days a week from 7:30 a.m. to 6:30 p.m.

Our state is known for having neighborhood wild animal sightings, especially at homes near densely wooded areas. This includes deer, raccoons, coyotes, cougars, and bears. Residents can deter wild animals at their homes by keeping garbage cans in a garage or another secure area. You only need to report animal sightings to 911 if there is a threat to public safety or property.

Renton: 425-430-7550 Call Animal Control Officers to enforce noise violations, such as barking dogs or other repetitive noises. You also can call this number to enforce leash law violations, investigate animal cruelty complaints, take reports of lost/found domestic animals, or pick up any stray or deceased animal on the roadway.

If the encounter is not an emergency, contact the Washington Department of Fish and Wildlife: 425-775-1311

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RESOURCES

Have Fun and Be Safe in the Sun! -Beaver Lake Park: 25101 SE 24th Street Sammamish, WA 98075 -Newcastle Beach Park: 450 110th Ave NE Bellevue, WA 98009 -Lake Boren Park: 13058 SE 84th Way, Newcastle, WA 98056 -Gene Coulon Memorial Beach Park: 1201 Lake Washington Blvd N, Renton, WA 98056 Public pools are another good low-cost activity for this summer. Issaquah’s Julius Boehm Pool (50 SE Clark Street, Issaquah, WA 98027) offers recreation swim times Mondays-Thursdays from noon-4:30 p.m. and 7:30-8:30 p.m., Fridays 12 p.m.-8:30 p.m., and Saturdays from 1:30-4:30 p.m. You can buy tickets online (https://www.issaquahwa.gov/772/Pass-Fees) or at the front desk. Daily passes are $5 per child, $6 per adult, or $15 per family.

Summer is a much-needed break for our students, but coming up with low-cost or free activities and doing them safely can be challenging if you are new to the area. Here are some ideas and important things for parents to know.

Lake Sammamish State Park is perfect for families to swim in the lake and enjoy a summer day with their children. Everybody can use State Parks. If you are entering this park or another State Park without a car (foot, bicycle, etc.), you do not need a pass. But to enter with a car, you need a Discovery Pass. These passes cost $11.50 for one day or $35.00 for a year. If you get the annual pass, you can use it for two vehicles. You will need to write down the license plate numbers on the pass. Since you need to leave the pass visible in the windshield, you only can use it for one vehicle at a time.

To buy a pass, visit https://store.discoverpass.wa.gov/ or get it at a store such as Safeway: 735 NW Gilman Blvd, Issaquah, WA 09027 or 1452 Highlands Dr. NE, Issaquah, WA 09029. In addition, some of the parks have automated pay stations to buy a pass, such as Lake Sammamish: 200 NW Sammamish Road Issaquah, WA 98027.

There are other lakes where you can take the family to swim and spend the day that do not require a Discovery Pass and are open to the public. These are parks with lake access that are owned by the cities: -Pine Lake Park: 2401 228th Ave SE, Sammamish, WA 98075

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If your children don’t know how to swim, do not forget to bring a life jacket for them and sign them up for lessons. Julius Boehm Pool has classes for children of all ages. There are scholarships available for the swimming lessons and the Issaquah Community Center summer camps for children 3 to 10 years old: https://www.issaquahwa.gov/807/Scholarships. If you need help filling out this application, please contact us at culturalbridges@isfdn.org.

Another great pool in our community is Henry Moses Aquatic Center. It is closed now, but they are currently in the process of planning for this 2022 season. They have slides, a wave pool, a toddler water area, and a lazy river. This fun pool is scheduled to open on Saturday, June 25th. For updated information, visit: https:// rentonwa.gov/city_hall/public_works/facilities/henry_ moses_aquatic_center Biking is another great activity to do with your children but it is very important for everybody to wear a helmet.

The Kohl’s Safety Program at Seattle Children’s provides free helmets and life jackets. The program teaches parents and kids how to properly fit every helmet and jacket they give away. Their events for this season are still not scheduled. Please visit their page for updated information: https://www.seattlechildrens.org/health-safety/keeping-kids-healthy/prevention/kohls-helmet-safety/ Finally, if you are outside enjoying with your family from 10 a.m. to 4 p.m. wear sunscreen with a SPF of at least 30, regardless of skin color and even in a cloudy day. We all need sun protection! Enjoy the summer!

THANK YOU THANK YOUTO TOOUR OUR COMMUNITY PARTNERS! COMMUNITY THANK YOUPARTNERS! TO OUR COMMUNITY PARTNERS!

6

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

parent engagement and lead to greater student success.

We provide navigation support, host parent/student events and We provide navigation support, host parent/student events and Cultural Bridges serves Issaquah School District families to increase publish quarterly magazines translated in seven languages. publish quarterly magazines translated in seven languages. parent engagement and lead to greater student success.

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

Cultural Bridges INFORMATION TO HELP FAMILIES NAVIGATE THE ISSAQUAH SCHOOL DISTRICT

Cultural Bridges

ENGLISH

帮助家长了解Issaquah学区的相关信息

Cultural Bridges THÔNG TIN ĐỂ GIÚP CÁC GIA ĐÌNH TÌM HIỂU VỀ KHU TRƯỜNG HỌC ISSAQUAH

CHINESE

Cultural Bridges

VIETNAMESE

학부모들이 이사콰학군에 관련된 정보를 찾는데 도움을 주는 정보

KOREAN

National Junior Honor Society

Pg 9

What kind of children will we leave this world?

乘坐大黄校车 第4页

Embrace your culture!

Trang 7

Khung Nhận Dạng của Quý Vị là gì?

第11页

Holi庆祝活动

Pg 21

Trang 18

Tín Ngưỡng Hồi Giáo và Hijab Trang 23

첫 번째 달 6 페이지 제 14호 | 2019년 10월 / 11월 / 12월

SỐ 13 | THÁNG 4 / THÁNG 5 / THÁNG 6 NĂM 2019

第23页

第十二期 2019年 1月/ 2月/ 3月

NUMBER 11 | OCTOBER / NOVEMBER / DECEMBER 2018

10 Tin Đồn về Trường Cấp 2

为什么警官会出 现在学校里呢？

Pg 11

청소년 지도자 되기 9 페이지

라틴계 학생으로 산다는 것은 어떻습니까?

21 페이지

OUR CULTURES

Mothers, Fathers, and Children’s Day

Many of our students celebrate these holidays during the spring. But the dates of observance and the traditions vary according to their family’s heritage. And some get to celebrate twice since they also do so according to the U.S. customs.

CHINA

Mother’s Day: Second Sunday of May Father’s Day: Third Sunday of June Children’s Day: June 1 Women’s Day: March 8

In China, we have Women’s Day when women receive special treats and normally get a half- day off of work.

Mother’s Day is a celebration that was recently adopted. It is not an official holiday, but Women’s Day is. Father’s Day is also not widely celebrated and is not a public holiday. Children’s Day is June 1st. Schools have special activities for children and many places offer discounts on food, attractions, etc. In my memory, Children’s Day normally was celebrated in elementary school.

Each class and school would have big parties and games to celebrate this day.

Kids would dress up on that day and got prizes and treats during the parties and games. Typically, we would have the afternoon off after the school and class parties were over. This was always the happiest day of the entire school year during my elementary school years.

- Laura Ni, Apollo Elementary and Maywood Middle School parent GERMANY

Mother’s Day: Second Sunday of May Father’s Day: 40th Day of Easter Children’s Day: September 20

In Germany, we do not celebrate Children’s Day. Father's Day is celebrated on Ascension Day, which is a public holiday in Germany. Ascension Day is the 40th day of Easter and commemorates the ascension of Jesus into heaven 39 days after his resurrection on Easter Sunday. It always takes place on a Thursday. In some regions, it is also known as Men’s or Gentlemen’s Day as all men take part in the celebrations.

This tradition dates to the eighteenth century, when prizes were awarded to fathers (e.g., for the father who had the most children) after Ascension Day parades in rural areas. The men would then spend the rest of the day in “manly” pursuits. Nowadays, most dads mingle and head out biking or gathering with other dads. For Mother’s Day, people do something good for their moms; give them flowers, breakfast, cards, or

anything similar. My mom always said, “I don’t want to be celebrated because it’s Mother’s Day. Instead, I want to be celebrated and remembered each day.”

- Katrin Benders, Pacific Cascade Middle School parent INDIA

Mother’s Day: Second Sunday of May Father’s Day: Third Sunday of June Children’s Day: November 14

Children's Day in India is celebrated to mark the birth anniversary of India's first Prime Minister Pt. Jawaharlal Nehru.

Children's Day is popularly known as 'Baal Diwas' in India. The day aims to increase the awareness of the rights, care, and education of children. As kids in school, we used to sing songs dedicated to Jawaharlal Nehru. The teachers used to put up programmed and entertaining performances for the children like fancy dress competitions.

Father’s Day and Mother’s Day are very recent celebrations in India with influence from the West! When we were growing up, we did not have these days on the calendar.

In India nowadays, Father's Day is celebrated on the third Sunday in June, like in the U.S. This day is celebrated to acknowledge and appreciate the role of fathers who play a very important role in our families. Children look forward to this day and make their dads feel special with their gestures. Children give cards, gifts, and flowers to their fathers. Some go out to dinner and spend the day with their fathers as well.

Similarly, Mother's Day is celebrated in India on the second Sunday of May, as in the U.S.A. On this day, children express their love, respect, honor, and gratitude for their mothers and try to make them feel special by greeting them with gifts and family outings.

- Darpan Marwah, Pacific Cascade Middle School parent

JAPAN

Mother’s Day: Second Sunday of May Father’s Day: Third Sunday of June Children’s Day: May 5

Children's Day in Japan is a national holiday to celebrate every child's health and happiness and wish them a bright future. Traditionally, the family flies carp-shaped streamers (Koi-Nobori) to celebrate the day. From an old tale of a carp swimming up the torrential river and becoming a dragon, people symbolize carp as courage and the ability to achieve

goals. The family also enjoys eating rice cakes (Kashiwa-mochi/Chimaki), making paper Koi-Nobori, cooking some family dishes kids like, or having potluck parties. Many families living outside of Japan use their creativity to celebrate that day. I used to celebrate with my son when he was little.

- Nana Tsujino, Issaquah High School parent KOREA

Parent’s Day: May 8 Children’s Day: May 5

I grew up in Korea where Children's Day and Parent's Day are in the same month, May, which is referred to as the Month of Family. On Children's Day, we used to go to amusement parks when I was little. On Parent's Day, we made a little flower and gave it to our parents. We celebrate both parents on one day, not separately. Here in the U.S., we have a special dinner on that day for both Father's and Mother's Day with the kid's grandparents. In the U.S., we celebrate each kid's birthday by having a special dinner with a gift for them.

- Caroline Yi, Issaquah High School parent

MALAYSIA

Mother’s Day: Second Sunday of May Father’s Day: Third Sunday of June Children’s Day: June 1

Growing up, I remember Children’s Day at school. It was a one-day long event like a school concert, but also with a party and yummy food. But we did not celebrate this holiday outside of school.

As a child, Mother’s and Father’s Day were not celebrated in Malaysia yet, but I think towards my late teens I started hearing about them.

- Farha Ajir-LeHue, Pacific Cascade Middle School parent

MEXICO

Mother’s Day: May 10 Father’s Day: Third Sunday of June Children’s Day: April 30

Growing up in Mexico, Children’s Day was a big deal. For sure, it was one of my favorite holidays. It felt just right; we have a day for Mothers, one for Fathers, and one for Children! Children’s Day in Mexico is always celebrated on April 30th. Usually, there are no classes at schools, even if it is not an official holiday in the school calendar. There are no classes, but no children want to miss school this day! Teachers and parents organize a big party or festival for the students at school with treats, games, and many fun activities.

The cities also offer colorful parades, and there are many special events at museums and malls. There are also toy drives to make sure all kids are celebrated. Parents and all adults give gifts to children and make them feel special throughout the day. This day serves as a reminder to adults to reflect on their childhood and remember the world through their child’s eyes.

Nowadays, adults and all public figures change their profile image in social media with a picture of themselves when they were kids to celebrate their inner child.

It has always been very important to me to offer a special day for my children, especially since this holiday is not celebrated in the U.S. So, every year on April 30th, I celebrate my two children with gifts, a special lunch or dinner, and a fun activity in the evening.

- Alicia Spinner, Cultural Bridges Manager

NETHERLANDS

Mother’s Day: Second Sunday of May Father’s Day: Third Sunday of June

To be honest, I never heard of Children’s Day before. We never celebrated it in the Netherlands. And Mother’s and Father’s Days are not over the top. We always made a drawing or craft project with a text (rhyme) at school when we were in elementary school. We made breakfast for our parents to eat in bed and gave our handmade gifts. We still love handmade gifts more than bought gifts because children have to put their creativity and time into it instead of parents helping them to buy something expensive. For moms, most of the time, the kids buy some flowers. On their day, mom or dad can choose what to do or eat and do not have to do any chores that day.

- Kim de Booji, Pacific Cascade Middle School parent

PHILIPPINES

Mother’s Day: First Monday of December Father’s Day: First Monday of December Children’s Day: June 1

Niños Inocentes (Holy Innocents) was our Children’s Day. For this holiday, we would stop by the church and say a prayer for all the children in this world.

In the years this holiday fell on a Sunday, we would hear a mass. That’s how I remember commemorating Children’s Day. And for Mother’s and Father’s Day, we would also go to church where mothers and fathers will get a special blessing from the priest. The kids would greet and thank them and have a special homemade meal. My mom usually received flowers that we would pick from around the neighborhood, never

a florist bouquet. And when my sisters were in college, they would come home and bring her a cake from Manila.

There have been a lot of changes to the dates when these holidays are celebrated. In 1980 they were proclaimed to be the first Monday of December. Then the next president moved them to align with U.S. traditions to May and June, but the dates were changed back to December under a different President in 1998. But because of the heavy influence of American culture, everyone celebrates in May and June, even if these dates are not official.

- Nori Pagaduan Dy, Issaquah High School parent

RUSSIA

Mother’s Day: Last Sunday of November Father’s Day: Third Sunday of October Children’s Day: June 1 International Women’s Day: March 8

Russia does have Children’s Day, though it is not a state holiday; there are no celebrations, and it is not a day off.

June 1 is called International Day for Protection of Children. There might be some special events held at cultural venues like libraries and museums but all-in-all, people go about their everyday lives without paying much attention.

However, Russians celebrate a big holiday in spring. It is International Women's Day on March 8th. This one is a state holiday with a day off. While initially, it was a day to commemorate women's fight for emancipation and equal rights, in Russia over the past few decades, it has evolved into a holiday to celebrate all females: sort of like Mother's Day, but people congratulate gals of all ages, regardless of their age, marital status, or whether they have kids. At schools, teachers organize celebrations in each classroom, and all boys prepare gifts for girls. They draw names from a hat, and it is not always the girl that you like! Usually, about that time tulips and daffodils start to sprout.

This holiday is often associated with these flowers, being the first flowers of spring, a perfect match to the first spring holiday.

Mother's Day is another new holiday that passes pretty much unnoticed like Children’s Day. - Natalia Argutina, Challenger Elementary parent

VIETNAM

International Women's Day: March 8

I grew up in a small city called Dalat.

We did not celebrate Children’s Day, and I did not know it existed until I was 15 years old. It is not a big holiday in Vietnamese culture, so it is not a celebration to remember.

However, March 8th is International Women's Day. This day is a celebration to honor the mother of the family, as well as motherhood, maternal bonding, and the influence of mothers in society.

For students, this is also an opportunity for them to pay tribute to the "second mother at school,” who is always by your side to lead the way, guide you to the shore of knowledge, and help you grow and improve yourself before stepping out into society. Also, at school, boys give small gifts to girls. At home, most moms will have a relaxed day to enjoy.

Vietnam does not have a designated day to celebrate fathers.

- Tram Pham, Liberty High School parent