Cultural Bridges Number 27, English Version

Dear Families,

The warm weather reminds us that spring is already here and summer is not far away. Congratulations and best wishes to our 5th, 8th, and 12th-grade students who are celebrating promotions and graduations. We hope you will be enjoying this special time with your families!

Learning a second language gives your student a valuable skill in today’s interconnected world. Each Issaquah School District high school offers different World Language Classes (Page 7) for students to choose from. Also, for each high schooler, it is a state requirement to complete a High School and Beyond Plan (Page 9) every year to better prepare for the future. Not all the students suit the traditional high school model. For some of the incoming 8th graders, it will be a perfect time for families to think about whether Gibson Ek High School (Page 10) will be a better choice for them. Make sure to read and talk to your children about their options to enrich their high school experience.

The District keeps improving its plans for school safety and security (Page 5) to provide a safer educational environment for our students and the emergency reunification process (Page 6). Families also need to be aware of the importance of school attendance (Page 11) for your student to achieve academic success. Be sure to let your school and teachers know if there are any absences to avoid unexcused absences.

For many families with a special education student, there are often questions on how to ask for updates to your student’s Individualized Education Plan (Page 17). Do not hesitate to ask your teacher directly or reach out to the Special Education PTSA if there are any questions or uncertainty regarding your child’s education.

If you are concerned about your children watching television all day or playing video games during the summer break, a good option is to encourage them to volunteer in the community. There are many volunteer opportunities for students that can help them learn things that are different from books and school (Page 21). If you need food assistance, please read about the Summer Lunch program that the Issaquah Food and Clothing Bank offers, in addition to their Food Market (Page 22).

While this school year nears an end, our efforts to build a better community for our children never end. This summer, we encourage each of you to spend some time with your neighbors or community members and spread kindness, civility, and grace to build stronger community ties.

Enjoy the summer with your family! Laura

Hello to all the families in our wonderful, culturally rich district!

As the newly appointed Executive Director of the Foundation, I want to personally thank you for the extremely warm welcome I have received. I couldn’t be more excited about the community we are building for our students.

Hopefully, you were able to attend our Nourish Every Mind Student Showcase a few weeks ago and experience firsthand the impact your support of the Foundation has on our students. If you missed it, you could still watch highlights on our website and across social media in the coming days. My sincere hope is that you are as inspired as I am to support the hard work of the Foundation as we fuel success for Every Student, Every School.

Because it is your support that fuels innovation. So, if you haven’t gotten to know me yet, please take the opportunity to reach out and share your thoughts with me about how you envision student success. We all want the same thing — for the Issaquah School District to be the best district in the state to live, work, and raise our children. With your help and continued support, I am confident we will reach that goal together

Sincerely,

Dwight D. Heckelman Executive Director

Dwight@isfdn.org

2023-24 Academic Enrichment Grants

The Issaquah Schools Foundation is excited to award 23 Academic Enrichment Grants this year! These grants support ideas and programs at 15 Issaquah School District elementary, middle & high schools. These grants foster hands-on STEM exploration, introduce new options in art, music, and science, enhance accessibility to physical & outdoor education opportunities, and devise novel approaches to engage diverse readers. Below are some of the awarded grants for this year:

School Grant Recipients

Grant Type

Grant Title

Beaver Lake Karen Harmon Arts/Music Artistic Adventures to support New Classes in Sculpture, 3D and Fiber Art

Cascade Ridge Zana Moore Literacy (Library) VOX Books - Books that Talk and Support All Types of Learners

Cedar Trails Julianna McDowell Literacy (Library) STEAMworks in the Library!

Challenger Jennifer Kessler & Rachel Lingenbrink STEM Science and Math in Everyday Play: Using LEGO to Learn

School Grant Recipients

Grant Type

Cougar Mountain Kari Torres and Morgan Seifert Physical Education/ Accessibility

Echo Glen Lindsay Myatich

Gibson Ek Sae Teasely

Issaquah Middle Katherine Lincicum

Issaquah Valley Nicole McCulloch

Grant Title

Rifton Adaptive Tricycle to Increase Special Education PE Activities

Social Emotional Enhancing Prosocial Peer Networks in School Communities: Building Problemsolving Skills and Increasing Academic and Behavioral Outcomes

Arts/Music Empty Bowls: A Kiln for Charitable Works & Student Creativity

Social Emotional Issaquah's Royalty Dance and Cheer: Uniforms for a new team

Literacy (Library) We Read to Learn: We Have a Need, The Need to Read Updated Nonfiction Books!

Liberty Lauren (LJ) Grant STEM

Zoology for High Schoolers: Textbooks for a New Science Elective

Maywood Stephanie Tolonen Other Enrichment Bringing Life to History: Living Voices Performance for Humanities Classes

Pine Lake Robert Huss STEM

Skyline Jennifer Lynn Paulsen

Special Services Tammy Unruh

Sunset Chrissie Wright

In the Fast Lane: BeeSpi Photogates for Accurate Speed Measurements

Literacy El Antídoto del Dragón / The Antidote of the Dragon: Action and Adventure-Based Storytelling

Social Emotional Inclusive Behavior Support Programs and Token Economy Support

Literacy (Library) Get Graphic: Graphic Novels to Promote Reading Engagement and Robust Vocabulary

(*Please check the complete list of awarded grants here: https://isfdn.org/our-purpose/promoting-professional-development/grants/ )

Thanks to your generous support, the Foundation has awarded 86 teacher grants totaling over $250,000 and impacting every school in the district. In fact, the Teacher Grant program is the Foundation’s longest-running program, dating back to its origination in 1987. These grants fund ideas that: show innovation, pilot new ideas that can scale, offer equity within our district, and make a clear impact.

The Foundation extends its gratitude to its generous donors for providing the essential funds needed to explore and implement transformative ideas in the classroom, thereby creating a positive impact across the entire district.

School Safety and Security

Safety is the number one priority for Issaquah District Schools. The District and each school have a comprehensive crisis management plan in place to prevent a crisis and anticipate, prepare, respond, and recover from it should it occur.

*Please note: To avoid the exploitation of our safety plans by those who would cause harm or damage, we do not make these documents available to the public.

The mission of the Issaquah School District Safety and Security Department is to create and maintain a safe, secure, and tranquil environment for our students and staff and to serve the greater needs of the community by working in partnership with the local first responders and law enforcement agencies.

There are seven School Security Officers who are assigned primarily to the secondary buildings but assist throughout the District with everything from traffic control to crosswalk safety to monthly drills. They especially enjoy handing out stickers and visiting elementary schools during celebrations and activities. The District Lead Security Officer patrols the entire District, checking buildings and facilities and assisting where needed.

All the School Security Officers completed statemandated training on de-escalation techniques, working with students with mental health needs, rights of students, student interviews, and trauma-informed approaches. They are also trained annually in first aid, CPR, Narcan administration, Advanced Stop the Bleed, AED usage, fentanyl identification and response, as well as Safety Care De-Escalation Skills. They maintain regular contact with local agencies, police and fire departments, and assist with conducting after-action reviews and updating safety plans and procedures.

As for the school building and facility safety, the District has daily patrols of District buildings and facilities – including nights, weekends, and holidays. There are continual assessments of building and perimeter security, and additional security fencing is installed to secure building perimeters. All buildings are required to use the visitor management system, Legend ID, at entry, as well as controlled access by using vestibules, automatic doors, and keycard access controls. Currently, vape detectors are installed at all high schools and most middle schools. The District’s emergency radio system has been upgraded to provide better coverage and clarity while building radios are upgraded to enhance communications at each site.

There are also safety requirements that each school building needs to follow:

• Schools shall conduct at least one safety-related

drill per month, including summer months when school is in session with students. These drills must teach students three basic functional drill responses: “Shelter-In-Place” “Lockdown” and “Evacuation” (RCW 28A.320.125)

• All building principals are required to be FEMA (Federal Emergency Management Agency) certified. Our district is at 100% to complete FEMA ICS 100 course: Introduction to the Incident Command system, including all the Security Officers as well.

The District also has emergency plans in place to ensure the safety and security of students and staff. The Executive Emergency Response Team (EERT) guides the superintendent and cabinet with specific roles and responsibilities. The Emergency Operations Plan (EOP) is building-specific to each site within the District (based on Federal Emergency Management Agency model). The District recently provided additional training to all the elementary principals to include a tabletop earthquake drill. There are annual emergency container checks throughout District school buildings to make sure that emergency 10year water at sites is enough for each student and staff. Checks also include emergency classroom buckets, emergency backpacks and emergency information posters in each classroom, staff areas, and main offices.

As for school bus safety, the Bus Stop Paddle Program is in place to ensure that cameras are installed on all large buses for student safety during pickups and dropoffs. Additional cameras will be installed on small bus fleets. If a car runs a bus stop paddle, a ticket is issued from the King County Sheriff’s Office with a $476 fine.

There are other safety measures that the District currently puts efforts into:

• Security Team trained in best practices for testing and identifying illegal substances, including Tetrahydrocannabinol (THC), alcohol, narcotics, and fentanyl.

• Narcan is located and available in every building and in multiple locations throughout the District.

• Well above the required number of AEDs (Automated External Defibrillator) throughout the District

• Over 1,600 cameras were installed throughout the District.

To check out more information regarding the District’s safety and security, please visit: https://www.isd411. org/about-us/safety-and-security

Emergency Standard Reunification Process

Student/Family Reunification

Circumstances at the school might require parents to pick up their students in a formalized, controlled release. The process of controlled release is called “reunification” and may be necessary due to weather, a power outage, hazmat, or if a crisis occurs at the school. The Standard Reunification Process is a protocol that makes this process more predictable and less chaotic for all involved.

Because a controlled release is not a typical end-ofschool day event, reunification may occur at a different location from the school a student attends. If this location is another school, those students may also be subject to a controlled release.

None of this can happen without correct information for your child!

Notification

Parents may be notified in a number of ways. The school or district may use its broadcast phone or text message system. In some cases, students may be asked to send a text message to their parents. A reunification text message from a student may look something like this: “The school has closed; please pick me up at 3:25 at the main entrance. Bring your ID.”

Parent/Guardian Expectations

If a parent or guardian is notified that a controlled release and reunification is needed, there are some expectations that parents or guardians should be aware of. First, bring identification. That will streamline things during reunification. Second, be patient. Reunification is a process that protects both the safety of the student and provides for an accountable change of custody from the school to a recognized custodial parent or guardian.

What if a Parent Can’t Pick Up Their Student?

When a parent can’t immediately go to the reunification site, students will only be released to individuals previously identified as a student’s emergency contact. Otherwise, the school will hold students until parents can pick up their student.

What if the Student Drove to School?

There may be instances where a student may not be allowed to remove a vehicle from the parking lot. In this case, parents are advised to recover the student. In some circumstances, high school students may be released on their own.

How it Works

The school asks that students be orderly and quiet while waiting. Students may be asked to text a message to their parents or guardians. Students are also asked not to send other text messages in or out of the school or the

reunification area. Keeping cellular network usage at a minimum may be important during a reunification.

Reunification Cards

For parents, there are a few steps. If a parent is driving to the school, greater awareness of traffic and emergency vehicles is advised. Parents should park where indicated and not abandon vehicles. Parents are asked to go to the reunification “Check In” area. Lines may be formed based on the first letter of their student’s last name or by grade level. While in line, parents are asked to fill out a reunification card. Parents are asked to complete all parts of the card. When multiple students are reunified, a separate card for each student needs to be completed.

Bring ID to Check In

During check-in, identification and custody rights are confirmed. From the “Check In” area, parents are directed to the “Reunification” area. There, a runner will take a copy of the card and take it to the Student Assembly Area to recover the student or students. Parents should be aware that, in some cases, they may be invited to meet for further information.

Interviews and Counseling

In some cases, parents may be advised that a law enforcement investigation is underway and may be advised that interviews are necessary. In extreme cases, parents may be pulled aside for emergency or medical information.

For more details about the family reunification process, please visit: https://www.isd411.org/about-us/safetyand-security/family-reunification-process

High School World Language Class

If your high school student wants to pursue college or university after high school, they are required to earn 2 –4 credits in a World Language. These can be earned either by taking one of the World Language classes that the high school offers or by taking a competency test. (Please consult the school counselor to learn more about language competency tests.)

The purposes and applications of world languages are as diverse as the students who engage with them. Some students study another language with the aspiration of cultivating a rewarding career in the international marketplace or government service. Notably, in Washington, international trade supported 940,800 jobs in 2020, constituting 20.0% of all employment in the state (https://www.commerce.wa.gov/ wp-content/uploads/2022/02/CommerceReports_20220125_ OEDC_IntlTrade_Final.pdf ). The report from ACTFL reveals that 9 out of 10 US employers rely on employees with proficiency in world languages.

Others are drawn to the intellectual challenges and cognitive benefits that come with mastering multiple languages. Research indicates that learning a second language enhances cognitive development and academic performance. Still, others pursue language acquisition to deepen their understanding of diverse cultures, enabling them to engage more thoughtfully with the global community.

For some, world language study is approached much like any other course – a means to fulfill a college or university entrance requirement. High school students in Washington state, for instance, are mandated to complete 2 credits (years) of world language study, while some colleges highly value three or four years of such study as a criterion for admission. This high school graduation requirement may be replaced with a Personalized Pathway Requirement. Personalized Pathway Requirements are related courses that lead to a specific post-high school career or educational outcome chosen by the student based on the student’s interests and High School and Beyond Plan, that may include Career and Technical Education, and are intended to provide a focus for the student’s learning.

Regardless of the reason for study, world languages are an important course in the 21st century. Currently, all middle schools in the Issaquah School District offer a Spanish course. Skyline High School offers Spanish, French, Chinese, and Japanese through IB level, as well as American Sign Language

1 & 2 in the 2023-24 school year. Issaquah High School offers four-year programs in French (AP), Spanish (AP), Japanese, Chinese, and ASL. Liberty High School offers Spanish, French, and Japanese through the AP level. Although courses may vary slightly among schools, it is with this philosophy in mind that the standards task force should align with the national World-Readiness Standards for Learning Languages: Communication, Cultures, Connections, Comparisons, and Communities—the five C’s of world language education1 :

Communication lies at the core of world language study, whether it occurs face-to-face, in writing, or through reading

and presenting using both traditional and new media. Our World Language teachers provide a supportive and welcoming environment where students can learn, practice, and improve their communication skills.

Cultures always take center stage, differentiating world language courses from others. In world language classrooms, students engage with cultural competence and understanding, celebrating diversity and ultimately reflecting on their own cultures.

The Connections standard encourages world language students to build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. Learners can also access and evaluate information and diverse perspectives that are available through the language and its cultures. STEM, sustainable development, social studies, marketing, and business – the world language curriculum covers a wide range of topics.

The Comparisons standard allows learners to utilize the language to investigate, explain, and reflect on its nature by comparing it to their own language. This proves to be an effective method to help learners identify similarities and differences between languages, facilitating a more straightforward mastery. Cultural comparisons aid students in developing critical thinking skills, which are crucial for highlevel tests such as AP and IB exams.

The Communities standard encourages learners to use the language both within and beyond the classroom. In addition to taking world language classes, students can also lead and participate in language clubs, such as the Spanish Club, French Club, Chinese Club, Japanese Club, and even clubs for languages not offered by the school, like the Korean Club. World language students are also encouraged to apply what they have learned in the real world and serve the community.

1The National Standards Collaborative Board. (2015). WorldReadiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

ACTFL is a national organization aiming to improve and expand the teaching and learning of all languages at all levels of instruction. https://www.actfl.org/

The International Baccalaureate (IB) is a global leader in international education— developing inquiring, knowledgeable, confident, and caring young people. Their programs empower school-aged students to take ownership of their own learning and help them develop future-ready skills to make a difference and thrive in a world that changes fast. https://www.ibo.org/

Advanced Placement (AP) is a program in the United States and Canada created by the College Board. AP offers undergraduate university-level curricula and examinations to high school students. https://ap.collegeboard.org/

Skyline High School Chinese Class

Zoe Jiang, the Chinese Teacher at Skyline High School and District World Language co-lead, shared the integration of the 5Cs in her classroom. Her classroom has recently been recognized as the distinguished Chinese program in the United States by the Chinese Language Teachers Association-USA.

Some people believe that the Chinese language might be too challenging. However, it is simply relatively more different from English. Ms. Jiang creates a dynamic learning experience, making learning Chinese effective and engaging for students. For example, Chinese uses measure words in a wider way and using a wrong measure word can make the meaning funny.

Agatha Barber, a sophomore in Ms. Jiang’s Chinese 2 class shared her work. “I was able to submit a project based around measuring words in Chinese, where the prompt was to integrate measure

words applied to objects. I drew pictures of steamed buns (包子) in these contexts: "One cup," "one cat," "one dog," "one bowl," "one person," and more. Because of this prompt, it helped me understand measuring words outside of traditional memorization.”

To enrich the students’ learning experience, Ms. Jiang connects her students to other schools such as Yubei Secondary School in China and the University of Virginia through Zoom interviews, pen

pal activities, and a VR school scavenger hunt game. She also frequently invites experts to her class. These professionals include a Kungfu master, a Sichuan Opera performer, a Chinese musician, a US university admission officer working in China, and a previous Global Chinese Bridge Competition champion now engaged in business in China.

Ms. Jiang's students have immersed themselves in a variety of rich Chinese cultural activities, ranging from tea ceremonies and mooncake making to calligraphy and traditional sugar painting. Their cultural experience is not limited to the Chinese classroom. In addition to holding a joint Chinese musical instrument class with the music class, Ms. Jiang’s students visit the LRC classroom and celebrate the Lunar New Year together every year.

Collin Snyder, a freshman in Ms. Jiang's Chinese 1 class, shared his experience. “First, I would like to say that it was a great experience getting to share Chinese culture with the LRC classroom through fun demonstrations, using robots, and handing out red envelopes with candy coins. I got to share about a Chinese word that brings good fortune. One of my favorite parts was next, where robots did actions like starting a dragon dance or setting off fireworks. Overall, it was a great experience, and I hope we can continue to share Chinese culture inside and outside the classroom.”

Furthermore, Ms. Jiang’s Chinese class co-organizes the annual Sammamish Lunar New Year celebration. They operate educational booths and perform a dragon dance every year.

Leo Chen, a Skyline junior in Ms. Jiang’s IB class, shared his thoughts after volunteering for this event.

“Participating in volunteer activities organized by Jiang Laoshi has allowed me to deeply experience the power of community. After each activity, I gain a better understanding of the importance of teamwork and social responsibility.

Through serving others, not only did I develop a sense of social responsibility but also felt the warmth of sharing and caring. Jiang Laoshi guides us with dedication, turning volunteering into a learning experience. These experiences not only inspire me academically but also contribute

to a more comprehensive set of skills for my life journey.”

Although the above examples are from Ms. Jiang’s Chinese class, the success stories and exciting learning moments are happening every day in all the World Language classrooms.

Natalie Cui, a 9th grader at Skyline in Mrs. Ochea’s Spanish 2 class, described her learning experience as follows: “I began learning Spanish independently using a language app in 7th grade. With my sustained interest, I enrolled in Spanish 1 during 8th grade and realized that having teachers is crucial in language learning. They provide helpful feedback and make the process enjoyable! Therefore, I decided to continue my Spanish learning in high school. My Spanish teachers, Profe Klein and Profe Ochea, have helped us grasp challenging grammar rules, pronounce words accurately, and explore the culture behind the language through music, anecdotes, cultural projects, and various engaging hands-on experiences.

Instead of solely focusing on vocabulary and grammar, they also teach cultural perspectives and insights, creating opportunities for us to apply our knowledge in real-life situations — an aspect lacking in many current language apps. With their guidance, we can improve more rapidly and feel more confident in speaking the language.”

Did You Know…

The Issaquah Schools Foundation provides funding to support students with financial needs to cover fees for school-proctored tests that align with their high school plans/ needs. This helps to remove fees as a barrier for more equitable access to testing for all students. The Foundation funded over $20,000 for PSAT, AP, IB and World Language testing across the district high schools in the last three years.

Agatha’s work was published in the 2023 issue of the ELECTION OF AMERICAN K-12 OUTSTANDING CHINESE WORKS

Leo demonstrates the lion craft to participants at the Lunar New Year Celebration booth.

High School and Beyond Plan

High school can be an exciting time in a student’s life. Before them lies a blank page on which they get to begin writing their own story. This is a time for students to explore their interests, guided by their post-high school plans. Many students in the Issaquah School District will pursue a 4-year bachelor’s degree at one of the many universities within or outside of Washington State. Some students will pursue a 2-year associate degree, technical certification, apprenticeship, or on-the-job training to obtain their career of interest. Others will join the military for job training and education. There are many opportunities for everyone to find their own success. Each path a student starts down may change as their interests evolve over time.

In Washington State, every student is required to have a High School and Beyond Plan as part of their graduation requirement. Plans are personalized and designed to help students set, visualize, and work to achieve goals. It's a process for students, parents, and teachers to guide students through high school and think about their future. A High School and Beyond Plan is one of the three components, along with Credit and Subject Area Requirements and Graduation Pathway Options, that Washington students must complete to achieve a high school diploma.

The first step to creating a high school and beyond plan is identifying a student’s career goal. One’s own interests and choices, often assisted by the guidance of family or caregivers, influence a student’s high school experience. In the Issaquah School District, starting in middle school, each student will complete a series of assessments in an online program known as Xello. Each assessment will help explore and identify the student’s own knowledge, skills, and interests. The assessment results will guide students toward careers to which they may be well suited, or if the student already has a career plan in mind, they may begin exploring and preparing for their career of choice.

What is Xello?

Xello is a District-provided online program that students use to complete the High School and Beyond Plan graduation requirement. Each student has a Xello account beginning in 6th grade, and they can explore careers, post-high school opportunities, and a wide variety of college options through their Xello account.

Students can use the “About Me” page in Xello to list their interests, skills and any education, work, and volunteer experiences. This can build toward a future resume. Access is easy. Students sign into their ClassLink (https://launchpad. classlink.com/issaquah) and launch Xello from there.

Starting February 9, 2024, the Issaquah School District provides parents with access to a Xello Family account.

Each middle or high school student’s first parent/guardian listed in Family Access will get an email invitation from Xello with a link to access their Xello Family account.

What is Xello Family?

Xello Family is a feature that allows caregivers to log into their own Xello account. Through this account, caregivers can see their students' Xello portfolio, including any saved careers, colleges, or interests, and all progress on their High School and Beyond Plan activities. Caregivers can also log into Xello as demo students, allowing them to explore the Xello site and tools with the same view a student would have.

To access Xello Family, caregivers must first receive an invitation via email, which will include a link to access their Xello Family account - this link expires after seven days.

If the parent is not the first caregiver listed in Family Access and would also like to receive an invitation to create a Xello Family account linked to your student, or if the parent has received an email invite but the link has expired, please complete the Xello Family Account Request Form (https:// bit.ly/3OZZ0ex). District staff will process additional Xello Family Account requests.

To learn more about Xello and Xello Family, please check https://www.isd411.org/academics/high-school-curriculumpathways/graduation-requirements/high-school-andbeyond-plan.

Communication is always important; families and caregivers play a pivotal role in how youth approach their future beyond high school. Plan broadly and explore along the way. Remember, a student’s plans can change. Talk with students about any expectations for future education and career options. There are many resources to help guide students to achieve their ideal future; reach out to School Counselors or College and Career Specialists to help guide the way.

The Great Careers 2024

On Friday, February 9, 2024, Great Careers 2024 was held in person at Renton Technical College for all the Issaquah School District high school students to attend. This event was organized by the Greater Issaquah Chamber of Commerce Education Committee. They partnered with the Issaquah School District and provided an excellent opportunity to educate ISD high school students about careers they can pursue through on-the-job training, certification, apprenticeship, or two-year college programs.

The event was in the form of an EXPO. Each vendor was an exhibitor. Students could come by and ask questions about their industry and potential careers. The students also had a chance to tour the Renton Technical College.

Gibson Ek High School

An Innovative Option for High School

In the fall of 2016, Gibson Ek opened its doors for the first time and welcomed 100 students who wanted a strong learning experience but who wanted that experience to look different from a traditional model. Since then, Gibson Ek has doubled in size, but the heart of the work remains the same. Students’ goals and needs are at the center. They learn by doing and experimenting, with time to dig into real-world work that matters to them and their communities. While the process is different, students still build their skills and knowledge in communication, math, science, and social studies, with an emphasis on personal qualities and building strong communities. Gibson Ek is built around learning that is personalized, real-world, project-based, and focused on mastery.

Personalized Learning

Every student has an advisor who knows them well and guides them through their four-year journey. Advisors and students work together to design a personalized learning plan that starts with that student’s interests and challenges their growth. For example, a student might start with a strong love of science but a need to develop writing skills. The student and the advisor create a plan that might include taking a lab class to learn how to design and conduct experiments, an independent project to deepen scientific knowledge by researching a bioethics topic, scheduled time in the writing center for support in writing a bioethics research paper, and an internship at the salmon hatchery collecting scientific data on spawning habits. The student blends strengths, challenges and experiences to learn science, math, social studies, and communication. Each student’s path will be different.

Real World Learning

One of the most unique features of the Gibson Ek experience is that students spend two days every week in the community at an internship. Internships are all over the region in a variety of fields, including architecture, education, technology, veterinary medicine, real estate, marketing, entrepreneurship, music recording, and much more. In addition, Gibson Ek regularly hosts professional experts on campus to share knowledge, provide students with feedback on their work, and be a mentor for their independent projects. Finally, courses are centered around actual challenges in our community, and students work together to design solutions to those challenges.

Project-Based Learning

While students do take some traditional classes, such as math or other courses through the community college, most of their learning is done through projects. Some projects are independent, and others are done with a small group of students or in an internship with a mentor. Most projects mix different subject areas, so a student might learn science and writing in one project and then social studies and math in the next project.

Learning for Mastery

In a traditional high school, students have certain classes they take, which determine when and how they meet academic standards. At Gibson Ek, students first see what standards they have to meet to graduate and then create a plan to master those standards in a way that is most relevant and challenging for

them. They get multiple attempts in multiple settings to show what they know. They then collect all the ways they learned in a portfolio and present this portfolio to show they mastered the standards. They can also choose to do this at an advanced level. Each student’s path and portfolio look different.

Post High School

Like students at other schools, Gibson Ek students have a variety of post-high school goals. Some start businesses or are hired by their internship mentors or other businesses in the field. Some begin an apprenticeship. Approximately 25% of students enroll in a two-year school, and 50% enroll in a four-year college or university. Even though Gibson Ek students do not have grades, they earn mastery credits on their transcripts. This transcript also highlights the courses they have taken and the strongest examples of their learning. (Learn more about the transcript on the Mastery Transcript Consortium website: https://mastery. org/). Gibson Ek graduates are in public and private universities all over our state and country, as well as in Canada, Italy, and the UK. You can see a list of some of the schools where they have been accepted on the College Acceptances page of the Gibson Ek website: https://gibsonek.isd411.org/student-life/ counseling/college-acceptances.

Every January and February, eighth-grade students who live in the Issaquah School District service area can apply to attend. A lottery on March 1 determines who is admitted and who is on the waitlist. Families with questions are encouraged to visit the Gibson Ek website (https://gibsonek.isd411.org/) or contact the principal directly.

Gibson EK Students share their experiences:

Maya Gomez (Grade 12)

“In the eighth grade, I was a very timid, quiet kid. In smaller classes I could start to feel comfortable and start maturing, but not in my larger classes. When I started Gibson Ek, and we returned to campus, I finally started feeling comfortable, opening up, and experiencing who I am. The “family” feeling in advisory, the connections with staff, and the opportunities to explore my interests have shown me I’m a leader. Through internships, I discovered I want to be a teacher. I think I’ll be a step ahead of the people in my teacher education classes in college because I’ve already experienced what it is like to be the teacher in the classroom.”

Eli Ng (Grade 11)

“I got to do an internship with an architecture firm. I loved being able to shadow my mentor on projects and then help out and apply the knowledge on smaller parts of the project. I’m interested in architecture, and I gained a lot of knowledge about the field that I didn’t have before. They gave me so many resources, both physical and in people I now know, that I’m still using in my work this year. I’m still leaning toward studying architecture, and the experience affects how I’ll search for colleges.”

Raaz Mostaghim (Grade 10)

“At Gibson Ek you have the opportunity to explore what you want and your interests. In a normal school I would have to stick to the seven classes with almost no choice. At Gibson Ek I can pick.

I can focus on dance, I can experiment with new things, and I can focus on what I want. Right now, I’m doing a choreography project. I’ve researched methods and studied contemporary pieces. I’ve drawn from this to create my own work. I usually like to focus on writing and arts, but I’ve also had classes to study mechanics and forensic science that I probably wouldn’t do on my own.”

FREQUENTLY ASKED QUESTIONS

What does a typical day look like?

Mondays, Wednesdays, and Fridays, students are on campus in our innovation spaces during student-led exploration and teacher-led labs, with additional time for writing, online math, and other skill development. Students pursue the arts, technology, sciences, humanities, engineering, social justice, trade skills, health and wellness, writing, and more.

On Tuesdays and Thursdays, students intern all over the region, mentored by professionals as they observe career options, work on soft skills and tackle a related project. Internship start and stop times vary, so students also build independent project work time into those days.

How do the internships work?

Students work with advisors in the fall to identify and pursue internship opportunities from our menu of community partners, through their own family connections, or through cold-contacting. While the District does not provide transportation, students may walk or take a city bus. Internships typically span four hours each Tuesday and Thursday, and most continue through May.

If there are no grades, can I still go to college?

Absolutely! Most Gibson Ek students attend a four-year university upon graduation. Our transcripts show courses and mastered knowledge but also highlight project work and internships, providing schools with a unique perspective of our students’ learning and potential. See “College Acceptances” on our Counseling webpage to learn where Gibson Ek students have earned admission.

If I want to explore a path other than a 4-year college, can I do that at Gibson Ek?

Absolutely! Many Gibson Ek graduates use their experiences from internships and projects to pursue technical colleges, apprenticeships, military enlistment, or immediate work in a field they experienced during high school.

What do You Need to Know about School Attendance?

For every student in the Issaquah School District, one of the important aspects of a student’s ability to achieve academic success is to go to school every day.

In fact, research has shown that it usually takes students three days to catch up with schoolwork for every day they have missed. By making your child’s school attendance a priority, parents will be taking an important step in supporting your child’s school success and setting a good example. Every day counts. When talking about school absences, there are two types of absences: excused absences and unexcused absences.

Excused absences are absences that are scheduled in advance or unscheduled absences due to illness or unexpected emergencies. The Issaquah School District recognizes the following reasons for excused absences: Illness or health condition; medical/dental appointments; religious observance, when requested by a student’s parent(s); school-approved activities and field trips; family

emergencies; required court proceedings; family trips with prior administrator approval; and, as required by law, disciplinary actions or short-term suspension.

Parents need to contact the school’s attendance office if there will be any absence on a school day and need to report on every absent day. If it’s a parent-initiated pre-arranged absence of 3 or more days, the parent needs to fill out a prearranged absence request form and submit it to the school attendance office at least one week prior to the requested absence dates. This form will be reviewed and signed by the school Principal or Designee, who may only grant permission for a student’s absence, providing such absence does not adversely affect the student’s educational process.

If a family is going on an extended trip for more than 20+ days, and plans to be returning to the school before the end of the school year, they still need to complete the same pre-arranged absence form at least a week before the travel.

ISSAQUAH SCHOOL DISTRICT

• The family needs to meet with an administrator to arrange for 20+ day absences. The administrator will excuse the pre-arranged absences if the form is completed at least 1 week prior to the absence, attendance is not a concern, and they have a conversation about the impact. If the family communicates with the school and shares what is happening (examples include: death in family, VISA issues, religious observations, etc.), the school will work together with the family to have the least impact.

• Students who are requesting to be excused for an absence for greater than 20 days must have a signed agreement between parent/guardian and school principal that the absence will not cause a serious adverse effect upon the student's educational progress.

• Your student's school will be contacting you to schedule a conference at a mutually agreeable, reasonable time with at least one District employee, to identify the barriers and supports available to you and your student related to this absence prior to your departure.

• It is the student’s responsibility to make up all assigned work according to his/her teachers’ classroom guidelines.

• Teachers are not expected to give students homework or classwork prior to their absences. Students are expected to check Canvas and make up any work missed unless the teacher does not expect the student to make up the work.

• If a student is traveling internationally and needs access to Office 365/Canvas , Principal/Designee must submit a work order to allow access for the students. Reminder: In high school, the absences may result in loss of credit.

Families are always encouraged to travel during our scheduled breaks. Pre-arranged absence request form can be found and downloaded/printed on each school’s website under Our School -> Attendance menu.

Unexcused absences (Truancy) are all absences that are not authorized by the principal, not excused from among the above reasons, or are the results of leaving school without checking out. Failing to provide a note/phone call from parent/caregiver to verify an absence on the day of the student’s return to school will result in an unexcused absence. The table below shows the different intervention will be performed based on the number of unexcused absences that a student has in a certain duration of time:

As a parent or caregiver, to help improve your student’s attendance, you might consider taking the below actions:

Plan ahead:

• Help your child get to school on time every day by planning ahead. Encourage your child to prepare for the next school day by laying out clothes the night before and helping to fix lunches. Daily attendance routines, created at home or in school, can reduce stress for students and families and create a sense of safety and security, especially after chaotic transitions.

• Create nighttime expectations about the use of technology and limit access to devices after a certain hour to help students focus on getting their sleep.

• Develop a back-up plan for what to do if they miss the bus. Arriving late is preferred over not attending school that day.

• Follow school guidelines and attendance policy, and report excused absences immediately. At the beginning of the school year, review school rules and make sure you understand who to call if your child will be absent.

Schedule family events with your child’s school schedule in mind:

• Try to plan holiday celebrations or family trips during weekends or school vacations. In the case of family emergencies or unexpected trips, let the school know as soon as possible and speak to your child’s teacher to set up a means for your child to work ahead or bring important assignments on the trip.

• Limit absence due to medical appointments or illness. If possible, avoid scheduling doctor’s appointments during the school hours. Keep your child at home only in case of contagious or severe illnesses.

Take an active role:

• Stay involved with your child’s daily experiences at school by asking how the school day went. Listen carefully to what your child shares with you about their successes and struggles. Make it a point to meet your child’s teacher and friends.

• Promote a restful environment. Limiting stimulants before bed has been shown to improve sleep performance. Instead of TV or video games before bed, relaxing activities like reading, stretching, or meditation can help a child get the advised 8-12 hours needed to properly function.

• Identify potential sources of anxiety. If your child frequently appears upset or reluctant to go to school and cannot tell you why, schedule an appointment with their teacher or school counselor to talk about possible sources of anxiety.

Promote engagement:

• Being in school helps students get to know peers, teachers, and school staff. It creates trusting relationships that motivate students to participate in learning.

• Schools help students and families gain access to basic resources such as meals, physical and mental health services, and fun enrichment activities, including sports, clubs, music, after-school and summer programs.

Attendance Contact Information for Each School

ELEMENTARY SCHOOLS

• Apollo Elementary School: apattendance@issaquah.wednet.edu or 425-837-7500

• Briarwood Elementary School: bwattendance@issaquah.wednet.edu or 425-837-5001

• Cascade Ridge Elementary School: CaAttendance@issaquah.wednet.edu or 425-837-5500

• Cedar Trails Elementary School: CTattendance@issaquah.wednet.edu or 425-837-6500

• Challenger Elementary School: chattendance@issaquah.wednet.edu or 425-837-7550

• Clark Elementary School: clkattendance@issaquah.wednet.edu or 425-837-6300

• Cougar Ridge Elementary School: crattendance@issaquah.wednet.edu or 425-837-6407

• Creekside Elementary School: CSAttendance@issaquah.wednet.edu or 425-837-5200

• Discovery Elementary School: diattendance@issaquah.wednet.edu or 425-837-4100

• Endeavour Elementary School: endattendance@issaquah.wednet.edu or 425-837-7353

• Grand Ridge Elementary School: grattendance@issaquah.wednet.edu or 425-837-7925

• Issaquah Valley Elementary School: IVEattendance@issaquah.wednet.edu or 425-837-6600

• Maple Hills Elementary School: MHAttendance@issaquah.wednet.edu or 425-837-5100

• Newcastle Elementary School: ncattendance@issaquah.wednet.edu or 425-837-5800

• Sunny Hills Elementary School: SHAttendance@issaquah.wednet.edu or 425-837-7400

• Sunset Elementary School: ssattendance@issaquah.wednet.edu or 425- 837-5600

• Beaver Lake Middle School: blmsattendance@issaquah.wednet.edu or 425-837-4157

• Cougar Mountain Middle School: CMAttendance@issaquah.wednet.edu or 425-837-6766

• Issaquah Middle School: IMSattendance@issaquah.wednet.edu or 425-837-6800

• Maywood Middle School: MMSAttendance@issaquah.wednet.edu or 425-837-6900

• Pacific Cascade Middle School: pcmsattendance@issaquah.wednet.edu or 425-837-5906

• Pine Lake Middle School: plmsattendance@issaquah.wednet.edu or 425-837-5701

MIDDLE SCHOOL HIGH SCHOOL ISSAQUAH

• Gibson Ek High School: gehattendance@issaquah.wednet.edu or 425-837-6352

• Issaquah High School: ihsattendance@issaquah.wednet.edu or 425-837-6012

• Liberty High School: lhsattendance@issaquah.wednet.edu or 425-837-4810

• Skyline High School: shsattendance@issaquah.wednet.edu or 425-837-7779

CALENDAR

ALL SCHOOLS

May 6-10: Staff Appreciation Week

May 7: District Golden Acorn/Outstanding Advocate Reception, 6:30PM

May 27: Memorial Day, no school

Jun. 18: Last Day of School, early dismissal

Jun. 19: Juneteenth

ELEMENTARY SCHOOLS

Jun. 18: End of 2nd Semester

Jun. 18: Report cards available in Family Access

Apollo

Apr. 16-26: Orange Ruler Fundraiser

Apr. 23: Orange Ruler Dance Party

Apr. 24: STEM Fair student project tri-fold board drop off, 9AM – 10AM

Apr. 25: Apollo Choir concert/choir alive

Apr. 26: Apollo STEM Fair, 6PM – 8PM

May 3: Orange Ruler Fun Run

May 13-17: Spring Scholastic Book Fair

May 17: Multicultural Night, 6PM – 8PM

May 22: PTA General Meeting, 7PM

Jun.3-5: 5th Grade Environmental Camp at Warm Beach

Jun. 14: Field Day

Briarwood

Apr. 22-26: Spring Book Fair

May 17: Popcorn Friday

May 21: PTA General Meeting, 6:30PM

May 31: Carnival, 6PM

Jun. 7: Popcorn Friday

Jun. 14: Field Day

Cascade Ridge

Apr. 25: 4th Grade Concert, 6PM

May 7: PTSA General Meeting, 6PM

May 13: Site Council Meeting, 4PM

May 16: Kinder/1st Grade Concert

May 17: Community Connection with Principal Sehlin, 9:30AM

May 21: Heritage Festival

May 29: Kindergarten Orientation Night

Jun. 14: Field Day

Cedar Trails

Apr. 26: Festival of Cultures, 6PM

May 17: Popcorn Friday

Jun. 6: PTSA General Meeting, 6:30PM

Challenger

Apr. 25: Coffee with Kessler, 9:20AM

Apr. 26: Color Run, 5PM

May 2: Green Team Meeting for Grades 3-5, 8:15AM

May 3: Popcorn Friday, 11AM

May 7: PTA General Meeting, 7PM

May 23: Coffee with Kessler, 9:20AM

May 29-31: Scholastic Book Fair, 1PM – 8PM

May 31: Art Walk, 5PM

Jun. 7: Field Day

Jun. 14: 5th Grade Promotion

Clark

Apr. 25: Music Concert: 5th Grade, 6:30PM

Apr. 29-May 10: Walk-A-Thon

Apr. 30: Coffee with Christy, 9:30AM

May 7: Music Concert: 4th Grade, 6:30PM

May 21: PTA General Meeting, 6:30PM

May 23: Music Concert: Kindergarten, 6:30PM

Jun. 1: Yearbook sales end

Cougar Ridge

Apr. 25: STEAM Fair, 6PM

May 1: Student Council Meeting – Grade 5, 8:15AM

May 2: Green Team Meeting for Grade 3-5, 8:15AM

May 16: Heritage Festival, 6PM

May 21: PTSA General Meeting, 6:30PM

Jun. 5: Student Council Meeting – Grade 5, 8:15AM

Jun. 6: Green Team Meeting for Grade 3-5, 8:15AM

Jun. 11: PTSA General Meeting, 6:30PM

Creekside

Apr. 25: STEM Night

May 16: PTSA General Meeting, 8AM

May 31: Talent Show

Discovery

Apr. 28: Mariners Game

May 1: Family STEAM Fair

May 3: Popcorn Friday, 11AM

May 7: 4th Grade Music Concert, 6PM

May 21: 5th Grade Music Concert, 6PM

Jun. 3: PTSA General Meeting, 6PM

Jun. 7: Popcorn Friday, 11AM

Endeavour

May 3: Popcorn Friday

May 16: 1st Grade Choir Concert, 6PM

May 22: Art Walk, 6PM – 8PM

May 28: PTSA General Meeting, 7PM

Jun. 2: Endeavour Mariner’s Game, 1:10PM

Jun. 6: Kindergarten Choir Concert, 6PM

Jun. 7: Popcorn Friday

Grand Ridge

Apr. 22: Earth Day – Celebrate in the garden, 11AM

Apr. 24: After School Movie, 1:30PM

Apr. 24: Kindergarten Concert, 6:30PM

May 3: Popcorn Friday

May 10: Parent Playground, 11:35AM

May 14: PTSA General Meeting, 7PM

May 22: After School Movie, 1:30PM

Jun. 5: Volunteer Appreciation Event, 10AM

Jun. 7: Popcorn Friday,

Jun. 12: Summerfest, 6PM

Jun. 14: Parent Playground, 11:35AM

Issaquah Valley

Apr. 25: 4th Grade Field Trip, Fort Nisqually

May 2: 3rd Grade Music Concert, 6:30PM

May 14: PTA General Meeting, 7PM

May 16: 1st Grade Music Concert, 6:30PM

Jun. 6-7: IVE Field Day

Maple Hills

Apr. 23: PTA General Meeting

Apr. 25: 4th Grade Music Concert

May 3: Popcorn Friday

May 10: Art Walk

May 14: Eagle Reader Clubhouse

May 17: Popcorn Friday

May 31: Pizza Bingo Night Fundraiser

Jun. 7: 5th Grade Musical

Jun. 13: 5th Grade Celebration

Jun. 14: Field Day

Jun. 17: Popcorn Friday

Newcastle

Apr. 26: STEM Night

Apr. 27: Mariners Game

May 3: Orange Ruler Fun Run

May 7: PTSA General Meeting, 6:30PM

May 17: Movie Night for Transitional Kindergarten, Kindergarten and 1st Grade

Jun. 14: Field Day

Sunny Hills

Apr. 23: Family STEM Night, 5PM – 7:30PM

May 2: 2nd Grade Concert

May 16: 4th Grade Concert

May 23: 5th Grade Concert

Jun. 4: Kindergarten Concert

Jun. 7: PTA Family End ofYear Event, 5:30PM – 7:30PM

Jun. 10: PTA General Meeting, 6:30PM

Jun 12: 5th Grade Promotion, 9:30AM

Sunset

May 7: Music Concert: 1st Grade, 5:30PM

May 14: Music Concert: Kindergarten, 5:30PM

MIDDLE SCHOOLS

Apr. 23: Eastshore Music League – Choir Festival @ Chief Kanim Middle School

May 6: Mid-Trimester 3

Jun. 14: Trimester Report Card Writing - Early Release @ 10:55AM

Jun. 18: Middle School Third Trimester Ends.

Beaver Lake

May 1: Coffee with Kathryn, 10:30AM

May 2-3 & May 6-7: SBA State Testing

May 9-10: WCAS (Science) Testing for 8th Graders

May 21: i-Ready Assessment – Amended Schedule

May 30: Orchestra Concert, 7PM

Jun. 4: Choir Concert, 7PM

Jun. 5: Trimester 3 Art Exhibition, 5PM

Jun. 6: Band Concert, 7PM

Cougar Mountain

May 17: PTSA General Meeting, 10 AM

May 22: Orchestra Concert, 6:30PM

Jun. 5: Band Concert, 6:30PM

Jun. 6: PTSA General Meeting 10AM

Jun. 6: Choir Concert, 6:30PM

Jun. 13: 8th Grade Promotion, 6:30PM

Issaquah

Apr. 22-23: SBAC – English Language Arts: 6th – 8th Grade

Apr. 24-26: SBAC Make Ups

Apr. 25: Fire Drill with Evacuation, 2:25PM

Apr. 26: Java with JZ, 10AM - 11AM

Apr. 29-30: SBAC – Math: 6th – 8th Grade

May 6: NJHS (National Junior Honor Society)

Meeting after school

May 15: PTSA General Meeting & Volunteer

Reception, 6PM

May 15: Full Lock Down Drill, 10:20AM

May 21: 6th and 7th Grade Orchestra Concert, 6:30PM

May 30: Chorus Concert, 6:30PM

May 31: Java with JZ, 10AM – 11AM

Jun. 3: Fire Drill with Evacuation, 10:10 AM

Jun. 3: NJHS (National Junior Honor Society)

7th Grade Induction and 8th Grade Celebration

Ceremony, 6:30PM

Jun. 4: 6th and 7th Grade Band Concert, 6:30PM

Jun. 6: 8th Grade Technology Turn In

Jun. 6: 8th Grade Band & Orchestra Concert

Jun. 7: 7th Grade Technology Turn In

Jun. 7: 8th Grade Celebration

Jun. 10: 6th Grade Technology Turn In

Jun. 17: 8th Grade Promotion, 9AM

Maywood

Apr. 25: PTSA General Meeting, 6PM

May 14: Multi-Cultural Night, 6PM – 8PM

May 14-16: Spring Book Fair

May 31: 8th Grade Dance, 6:30PM

Jun. 12: 8th Grade Field Trip

Jun. 13: Yearbook Distribution Day

Jun. 14: 8th Grade Promotion

Jun. 17: End of Year Assembly

Pacific Cascade

May 8: Staff Appreciation Breakfast

May 30: Choir Concert, 7PM

Jun. 4: PTSA General Meeting, 12:30PM

Jun. 4: Orchestra Concert, 7PM

Jun. 6: Band Concert, 7PM

Jun. 12: Staff Appreciation Breakfast

Jun. 13: 8th Grade Promotion

Jun. 14: Staff Appreciation Lunch

Pine Lake

May 21: PTSA General Meeting, 7PM

May 30: Band Concert, 7PM

May 31: Spring Fling, 6:30PM – 8:30PM

Jun. 3: 6th – 8th Grade Orchestra Concert, 6:30PM

Jun. 6: Choir Concert, 7PM – 8PM

Jun. 10: Choir Banquet, 5PM – 7:30PM

Jun. 14: 8th Grade Promotion, 8:45AM – 10:30AM

HIGH SCHOOLS

Jun. 14: Graduation! 2PM for Gibson Ek High School

Jun. 17: Graduation! 8PM at T-Mobile Park for Issaquah High, Liberty and Skyline

Jun. 18: Second Semester Ends

Gibson Ek

May 13: Final PTSA Meeting, 6PM

Jun. 5-7: Gibson Ek Exhibitions (Senior Graduation Exhibitions)

Jun. 10-17: Gibson Ek Exhibitions (Learning Cycle 3)

Issaquah

Apr. 24: ASVAB (Armed Services Vocational Aptitude Battery) Test, 8AM

Apr. 24: Percussion Ensemble Concert, 7:30PM

Apr. 25: Jazz Band Concert, 7:30PM

May 1: PTSA Staff Appreciation Breakfast

May 6-17: AP Exams

May 14: Boosters General Meeting, 6PM

May 17: PTSA General Meeting, 11AM

May 23: Choir Cabaret Concert, 7PM

May 25: Season Finale - Evergreen Philharmonic, 7PM

May 29: Spring Band Concert, 7:30PM

May 30: Spring Orchestra Concert, 7PM

Jun. 1: Senior Prom at MoPOP

Jun. 4: College Admission 101 with CWU and HIS, 6PM

Jun. 5: PTSA Staff Appreciation Breakfast

Jun. 6: College Essay Workshop with UW and HIS, 6PM

Jun. 11: Last Day for Seniors

Jun. 11: PTSA Senior Farewell, 7PM

Jun. 12: Mandatory Graduation Practice

Jun. 12: PTSA Senior Breakfast

Liberty

Apr. 23: PTSA General Meeting, 6:30PM

May 6-17: AP Testing

Skyline

Jun. 6-10: Senior Finals

Jun. 11-14: Semester 2 Finals, Grade 9-11

Jun. 11: Senior Breakfast, Senior Assembly, Graduation Rehearsal

Jun. 11: Senior Sunset, 6PM at Spartan Stadium

Jun. 17: Semester 2 Finals (Grades 9, 10, 11) CLONE

ISD Family Events

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

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

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

Family Connections Question and Answer Session

April 24, 10:30AM – 11:30AM & 7PM – 8PM, Zoom

No formal presentation provided. Space for parents to ask questions about the school –who to contact, policies, procedures, how to navigate, etc.

ISD Community Resources Fair with EVP Support: In-Person

August 13, 4PM – 8PM, August 14, 8AM –8PM & 8/15 12PM - 8PM, In Person

This event is to provide families with available resources and support they can get from the District and community. This is a good opportunity for families who need help with the Enrollment Verification Process (EVP). The locations for each date are to be determined.

Cultural Events

Asian Pacific Islander Heritage Month Celebration

Saturday, May 4, 2024, 11AM – 6PM at Seattle Center [305 Harrison St, Street WA]

The festival marks the beginning of the officially proclaimed and recognized Asian Pacific American Heritage Month (APAHM) of May in the Greater Seattle area. It aims to preserve and promote the culture, heritage, and contributions of Asian Pacific Islanders (API) and Asian Pacific Americans (APA). Recognizing Seattle's strong ties with Asia and the contributions of Asian Americans and Pacific Islanders in our region through culturally-influenced music and dance and a celebrity hum bow eating contest.

Spirit of Africa

Saturday, May 11, 2024 at Seattle Center [305 Harrison St, Street WA]

The festival presents traditional and contemporary music, a fashion show, art, food, marketplace, dance workshops, and more! Fostering greater inclusivity, awareness, and appreciation for the varied traditions of music, movement and storytelling of the African diaspora.

A Glimpse of China - Seattle Chinese Culture & Arts Festival

Saturday, May 18, 2024, 10:30AM – 5:30PM at Seattle Center [305 Harrison St, Street WA]

The festival explores traditional and contemporary influences of China, covering 5,000 years of history through folk dances, artwork, dance, and more! Illuminating the colorful and ancient palette of Chinese arts with dance,

CALENDAR

painting, calligraphy, workshops and martial arts.

Northwest Folklife Festival

May 24-27, 2024 at Seattle Center [305 Harrison St, Street WA]

The annual Northwest Folklife Festival is a community-powered celebration of the arts, culture, and heritage that make up the brilliant cultural tapestry of the greater Pacific Northwest.

Pagdiriwang Philippine Festival

June 1-2, 2024, 11AM – 7PM at Seattle Center [305 Harrison St, Street WA]

The festival celebrates Philippine culture, arts, and history through food, exhibits, performing arts, fashion show, martial arts, and more.

Indigenous People Festival

June 8, 2024, 11AM – 7PM at Seattle Center [305 Harrison St, Street WA]

The festival provides a venue for Native people to celebrate their unique cultures through song, dance, performances, art, food, and the sharing of indigenous knowledge.

Seattle Iranian Festival

June 22, 2024, 11AM–7PM at Seattle Center [305 Harrison St, Street WA]

The festival brings together Iranians, Iranian-Americans, non-Iranians in celebration of the culture with poetry, music, food, tea, comedy, and more.

Do you have little ones,

It's okay to ask for help

Care Solace connects students, staff, and their families to care. At no cost to you, Care Solace will quickly and confidentially find available mental health and substance use providers matched to your needs.

Find the right help at the right time.

24/7/365 Multilingual support

A multilingual team is available 24/7/365 to help you understand options, call providers on your behalf, and schedule an appointment.

Care regardless of insurance

Connect to care with any coverage, including Medicaid, Medicare, and sliding scale options for those without insurance.

Easy access to care

Use Care Match, the self-serve website, to find a provider or services on your own.

Please note: Care Solace is not an emergency response service or mental health services provider. In the event of a life-threatening emergency, call 9-1-1 or the National Suicide Hotline 9-8-8.

How to Ask for a Change in Your Child’s IEP? PARENT

By A’me Dunn VP Community Building of Issaquah Special Education PTSA hello@issaquahapecialeducationptsa.org

When the IEP (Individualized Education Plan) team writes the goals for the year, they are using their best knowledge about what is true about the child at that time. However, children grow and change in ways that cannot be foreseen. The IEP goals may not be suitable for the entire year.

If you ever feel that the IEP goals are not meeting your child’s needs, it is a good time to talk to the child’s teacher. The teacher is the educational expert, and they know what is both developmentally and academically appropriate for children. However, you are the expert on your own child. Only you can see what happens at home before and after school. Only you can see anxiety or depression that a teacher may overlook. Only you are responsible for the little face that you tuck into bed every night and kiss on the cheek before turning out the light or the teen who refuses a hug but still wants to know what you are making for dinner.

It is always an appropriate time to talk to your child’s teacher about your child’s IEP.

WHO can ask for a change? Parents/guardians, teachers, the student

HOW do you ask for a change? Put it in writing; email is best.

• Copy everybody on the IEP team to the email. This includes the principal, school psychologist, general education teacher, special education teacher, any specialists who see your child, such as a Speech Language Pathologist (SLP) or Occupational Therapist (OT).

• Say what it is you want to change. Some changes can be made without a meeting, and some changes need a meeting. If you are asking for more time in special education, there probably needs to be a meeting. For example, “I am writing to change the minutes my child receives in special education. I would like to change from 20 minutes of pull-out reading per week, as is written on the IEP, to 30 minutes of pull-out reading per week.”

• Say why you think the change is necessary. For example, “This is a necessary change because my child has not made sufficient progress in reading, based on the IEP goals that we wrote at the last meeting.” Use as many examples as you can. Examples can include grades, progress reports, behavior you see at home, and anything else you think is relevant to your child. This information does not need to come from a professional evaluator.

YOU can also share the knowledge you have with the team. Your knowledge counts as evidence for the IEP. You can see their progress or stress at home that teachers cannot see. As a member of the team and as your child’s advocate, it is your responsibility to monitor progress as you see it.

• Tell them the next steps because you are a pro! For example, “If you agree with this change, it can be made without an IEP meeting. Please send me the paperwork to sign. If you do not agree with this change, please send me a Prior Written Notice (PWN) as to why. However, if you would like to discuss this more, please send me an IEP meeting request.”

WHAT is a Prior Written Notice (PWN)?

In the Procedural Safeguards given to you by the District, you are guaranteed to be given a Prior Written Notice (PWBN) whenever the District adds, changes, or denies educational services or wants to change a child’s placement.

According to understood.org, Prior Written Notice must include a full description of what the school plans to do or refuses to do. It must also give parents the following:

• An explanation of why the school wants to make this change or is refusing to make the change you requested.

• A description of other options that were considered and why those options were rejected.

• A description of each test or record the school used in making the decision.

• A reminder that parents have legal rights to procedural safeguards.

• Information about how parents can get a written copy of their legal rights

• Contact information for help in understanding their rights

If you disagree with the school’s evaluation results, you have the right to get an IEE (Independent Education Evaluation). An IEE is an evaluation of your child’s skills and needs by someone who’s not a school employee. The school must consider the results of the IEE. However, the school isn’t required to accept the findings.

A copy of your procedural safeguards can be found here: https://ospi.k12.wa.us/student-success/special-education/ family-engagement-and-guidance/parent-and-studentrights-procedural-safeguards

If you email your child’s teacher to ask for a change to the IEP, the teacher may say no and give a reasonable explanation. However, if you still feel that the IEP needs to change, you should email the entire team and ask for a Prior Written Notice or for an IEP meeting. If IEP goals are not met before the end of the IEP year, they need to be rewritten to better fit the student.

In general, goals should be S.M.A.R.T.

• Specific: Specific goals target areas of academic and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child’s progress will be measured.

» Dylan will demonstrate the following study skills: skimming written material and using reference materials in social studies class.

• Measurable: Measurable means you can count or observe it. Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal.

» Given second-grade material, Owen will read a passage of text orally at 110-130 words per minute with random errors.

• Action words: IEP goals include three components that must be stated in measurable terms:

» Direction of behavior (increase, decrease, maintain, etc.)

» Area of need (reading, writing, social skills, transition, communication)

» Level of attainment (i.e., to age level, without assistance, etc.)

» Provided with anger management training and adult support, Betsy will be able to remove herself from environments that cause her to lose control of her behavior so that she has no disciplinary notices.

• Realistic and relevant: These are objectives that address the child’s unique needs that result from the disability. These are not based on district curricula, state or district tests, or other external standards.

» Kelsey will improve her writing and spelling skills

so she can write a clear, cohesive, and readable paragraph consisting of at least three sentences, including compound and complex sentences that are clearly related.

• Time-limited: What does a child need to know and do after one year of special education? What is the starting point for each of the child’s present levels of academic achievement and functional performance? Time-limited goals and objectives enable you to monitor progress at regular intervals.

What happens when a parent wants to talk to a teacher about making a change to their child’s IEP? It is a reasonable first step. Talking to the teacher is a good way to find out what is working or not working with the IEP. You may choose to speak to the teacher about the changes you want to make, but it is not necessary to do so. Everybody on the IEP team has the child’s best interest at heart, including the teacher and including YOU. Go ahead and ask for the change!

More information can be found here: https:// issaquahspecialeducationptsa.org/

*Information from this article was taken from the book From Emotions to Advocacy, Second Edition. By Pam Wright and Pete Wright. Copies of this book are available for free from the Issaquah Special Education PTSA. Pick up a copy at Parent Power Hour or General Membership Meetings.

Youth Legislative Day

BY Marnie Maraldo Executive Director of Influence the Choice

On a chilly Monday morning, a group of dedicated students from the Issaquah School District embarked on a meaningful journey to the Washington State Capitol. These middle and high school students participated in Influence the Choice’s Youth Legislative Day. The primary goal? To engage with state legislators and advocate for increased support for prevention efforts aimed at steering young people away from the use of alcohol and other drugs.

Representing various legislative districts, including the 5th, 11th, and 41st, these students seized the opportunity to converse with legislators and their assistants. Their focus was on addressing the impact of substances like alcohol, cannabis, tobacco, and other drugs on students, particularly during school hours, irrespective of whether the students themselves were users.

Emphasizing the need for a comprehensive approach to health education, the students conveyed more than a simple "just say no" message. They stressed the importance of understanding why substances are unsafe for youth, particularly in relation to brain development. Notably, the students discussed a legislative proposal, House Bill (HB) 1956, which aims to introduce units in health classes covering the dangers of fentanyl and other opioids. The bill calls for collaboration between the Office of the Superintendent of Public Instruction (OSPI), the Department of Health, the Health Care Authority, state agencies, and Educational Service Districts (ESD’s) to develop materials for middle and high school students. The Issaquah School District students advocated for broader collaboration involving organizations specializing in youth substance use prevention, such as Influence the Choice, in curriculum development. Their plea was for more impactful prevention education encompassing all substances.

Another pressing concern for the group of teens was the impact of vaping on young people. Drawing on data from the 2021 Washington State Healthy Youth Survey, they highlighted that 8% of Issaquah School District 12th graders reported vaping, with 14% uncertain about the substances they were inhaling. Students expressed the adverse effects of vaping on the school environment, citing discomfort in restrooms and disruptions in classrooms. One student shed light on the rapid onset of nicotine and tobacco dependence among youth, underscoring the lack of effective programs to aid young people in quitting smoking.

Legislators displayed a keen interest in the students' perspectives, recognizing the significance of hearing directly from those affected by legislative decisions. The day offered a unique platform for

students to engage with legislators, providing insights into issues that directly impact them. As the day concluded, each student had the opportunity to converse with at least one legislator, appreciative of the chance to use their voices and develop valuable advocacy and leadership skills.

The Youth Legislative Day at the Washington State Capitol proved to be a pivotal moment for the students of the Issaquah School District. Their impassioned discussions with legislators underscored the urgency of comprehensive prevention education and the need for collaborative efforts involving organizations like Influence the Choice. As these young advocates continue to navigate the complexities of substance misuse issues in their schools, their voices have become a catalyst for change. This experience not only provided an opportunity for students to share their concerns but also served as a platform for them to develop essential advo cacy and leadership skills. The engagement with legislators left a lasting impression, demonstrating the tangible impact that open dialogue can have on shaping policies that directly affect the well-being of our youth.

As these students return to their classrooms and communities, they carry with them the knowledge that their voices matter and that their advocacy can contribute to creating a safer and healthier environment for all. The Youth Legislative Day stands as a testament to the power of collaboration, education, and the unwavering determination of young individuals committed to fostering positive change.

Influence the Choice is a nonprofit, community-based, grassroots organization dedicated to preventing youth substance use and promoting the mental, physical, and social wellness of our youth in the Issaquah School District. (www.influencethechoice.org)

Students with Washington State Senator Bob Hasagawa

Students with Washington State Representative Bill Ramos

The Circle, from Neighbors to Neighbors

Are you new to the community, have questions about resources, or would you like to get to know other neighbors? Come to The Circle, a nonprofit based in Issaquah. All our activities are free, and everyone is welcome! We offer community navigation, education, and circles.

COMMUNITY NAVIGATION

If you need help or have questions about local resources, please make an appointment with us. We will be happy to help you! Every week, we meet families who are arriving in our communities, and we assist them in getting items for their homes such as furniture, plates, cups, pots, mattresses, etc. We also help them get medical and legal services. In case they are struggling to pay their rent or need food assistance, we connect them with many local resources. We also explain how our schools and transportation services work. We make sure each family feels welcome and included.

EDUCATION

We are a nonprofit organization that offers education programs for adults, such as English classes, in partnership with Renton Technical College. We have an instructor who comes to our offices in Issaquah every Tuesday morning and afternoon. We also offer Computer classes on Thursdays where individuals learn how to use a computer that they take home at the end of the program. For babies and preschool children, we offer Music classes every Wednesday morning. This is a great opportunity for parents and guardians to come to meet other adults while their little ones enjoy a fun music class. For elementary school children who already speak Spanish at home, we offer Spanish classes on Wednesdays and Saturdays to teach them to read and write in the language of their families. Thanks to the Mexican Consulate, we use the same textbooks that children in Mexico get at their schools. During these classes, kids get to do many fun activities as well as plays and games. Also, on the first Monday of the month, we offer Art classes for families. We love

to see our families enjoying each other while they learn a different art technique every month! In addition, we have many other educational classes to learn how to buy a house, start your own business, build your credit, etc. And many other just for fun activities such as jewelry classes!

CIRCLES

Would you like to know other people in your community? Join one of our circles! The Inclusive Circle is for kids and teens of all abilities. This Circle meets every second Thursday of the month. The Latino Circle is a group of neighbors that plan events such as the Day of the Dead or the Children’s Day Celebration for our community. They meet once a month and prepare crafts and activities for these fun events. The Chinese Circle offers four events a year, such as Traditional Papercutting and Dragon Dance Workshop. The Indian Heritage Circle offers events for Diwali and Holi. The Russian Circle meets every Saturday and offers STEM and fun activities for children. Parents attend and have a good time getting to know each other.

Please check our calendar of events to join a class or a circle or come to meet with us! For questions, email us at contact@thecircle-wa.org or call/text us at 425-414-4999.

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!

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

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 in June, Beat the Heat Splash Day in August and Boo at the Barn in October). To 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, wetlands, stream restoration, invasive management, and storm cleanup. 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/communityinvolvement/volunteer/

Renton History Museum

They are looking for volunteers at the museum. Volunteers under the age of 18 will require a parent/ guardian for their background check. Each volunteer needs to attend volunteer training and sign release forms. Please visit: https://www.rentonwa.gov/cms/one. aspx?pageId=8566064

Issaquah Food and Clothing Bank

The Issaquah Food & Clothing Bank is always looking for volunteers to help translate into our primary languages: Spanish, Mandarin, Russian, and Ukrainian. Translation assistance is needed for written materials in person at the Food Bank. If you are interested, please contact our

volunteer coordinator at volunteer@issaquahfoodbank. org. If you would like to volunteer at the Food Bank with a student, please note that the minimum age to volunteer is 16. Volunteers younger than 18 need to be accompanied by an adult. For more information and to sign up, visit: https://issaquahfoodbank.org/volunteer/

Northwest Harvest

Northwest Harvest has a variety of volunteer opportunities in different locations, as well as some special events. Anybody who is at least 9 years old or in 3rd grade can become a volunteer. 9-to-15-year-olds need to have a parent or guardian with them. Individuals who are 16 and 17 years old are able to volunteer on their own with an application and a parent/guardian permission form on file. Check their website for all the opportunities and locations: https://www.northwestharvest.org/getinvolved/volunteer/

Food Lifeline

Food Lifeline offers volunteer opportunities at its Hunger Solution Center, which is located in Seattle. Anyone 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/

KidVantage (Formerly Eastside Baby Corner)

Students 12 years old and up are encouraged to volunteer at KidVantage. The work done at KidVantage 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://kidvantagenw. org/volunteer/

The Circle

The Circle is a nonprofit based in Issaquah that advocates reducing barriers for individuals and families new to the country, as well as those who are already established in the community. The Circle identifies their needs and makes them feel welcome and connected so they can participate fully in their communities. We offer classes, cultural events, and community navigation. They are always looking for volunteers to assist in a class, help during an event, translate information, and do many other tasks. Contact them to find out more about opportunities. They want to make sure you are doing something you enjoy while giving back to your community. Send them an email to: contact@thecircle-wa.org

RESOURCES

Frequently Asked Questions for New Clients

Have you heard about the Issaquah Food Bank but are unsure what it is? Or how it works? If you would like to learn more, read more about some of the most frequent questions we get from community members.

Question (Q): What is a Food Bank?

Answer (A): A Food Bank is a non-profit, charitable organization that provides food for people who need assistance accessing food for themselves and their families.

Q: Do I need to pay?

A: No. You do not need to pay. All the items we have in the Issaquah Food Bank are free. We have limits on how much you can take to help make sure there is enough for everybody who needs help.

Q: How do I get food?

A: If this is your first time going to the Issaquah Food Bank, you must register for services. You can then come and shop in our market. Check our schedule (https://issaquahfoodbank.org/client-service-hours). We are open for shopping every other week (Monday – Thursday, from 1:00pm - 7:00pm). On weeks we are not open for shopping, we have pre-packed emergency boxes at the door from 8:00am - 4:00 pm.

Q: How do I register for services?

A: You can register online here: https://issaquahfoodbank.org/services. You can also register in person when you come to shop for the first time.

Q: Do I need to show proof of income to get food?

A: No. You do not need to show proof of income or other paperwork to receive food from the Issaquah Food Bank.

Q: Do I need to show proof of address to get food?

A: You do not need proof of address to receive food. However, we do have special programs that require you to provide your address to determine eligibility. (These are programs for students like Summer Lunch, Lunch for the Break, and Holiday Gifts). We can only provide these extra programs for people who live in specific zip codes or the Issaquah School District.

Q: When are you open for shopping?

A: Our market is open for shopping every other week (Monday – Thursday, from 1:00pm – 7:00pm). Be sure to check our schedule (https://issaquahfoodbank.org/client-service-hours).

Q: How do shopping days at the market work?

A: The market is open from 1:00pm – 7:00pm on our shopping days. At 12:45pm, we start a waitlist to determine the order in which people can enter the building to shop. You will receive an alert when it is time to enter the building. When we start this waitlist, people receive a random number for the order they will enter. When we open, we are not “first come, first served.” Where you are standing in line at 12:45pm will not determine your place in line. You will receive a random number that will tell you about your place in line. What this means is that even if you come early to the Food Bank, you are not guaranteed to be first in line. Later in the afternoon, when there are fewer people, the waitlist is based on the order in which people arrive.

Q: How long will I wait to receive an alert that I can shop in the market?

A: That all depends on how many other people are waiting. If it is a Monday or Tuesday and we just opened, you might wait 1-2 hours, or longer. If it is later in the day or on a Wednesday or Thursday, you might wait only 15 – 30 minutes. Typically, the longest wait times occur on Mondays and Tuesdays.

Q: What do I do when I get to the Food Bank?

A: Here is a brief description of the process:

1. Put your name on the waitlist.

2. You can choose to get your alert as a text message or use one of our pagers. If you have a cell phone, we kindly ask that you opt for a text message to ensure we have enough pagers for everyone without phones.

3. When you receive an alert, enter the building.

4. Go to the check-in desk and provide your name or birthday.

5. Get a shopping cart and bags. (We highly encourage you to bring reusable shopping bags.)

6. Turn right and enter the market with produce, refrigerated food, and frozen items.

7. There are signs that indicate how many of each item you can take.

8. Walk across the lobby (back in front of the check-in desk) to the room with the boxed and canned items.

9. Follow the arrows on the ground to walk around the room.

10. Look for the signs that tell you how much of each item you can take.

11. Exit the building from this room. A volunteer can help you get the food to your car.

12. If a volunteer did not come out with you, bring the cart back to the front door.

Q: What kind of food can I get?

A: The types of items we have change each day. We always have fresh vegetables and fruit, dried goods (like pasta and cereal), and canned items (like tuna, chicken, or beans). What we like to have (but cannot guarantee we have each time you come to the market) includes milk, eggs, frozen meat, and bakery items. We also have personal hygiene items, diapers, and cleaning supplies.

Q: How do I know how much I can take?

A: There are signs on all the food items with a number that tells you how much of each item you can take. Due to the increasing need in our community, we are unable to adjust the number of items based on family size. The limits we have in place ensure we can have enough for everyone needing our services.

Q: What happens if I come when the market is not open for shopping?

A: If you come when we are not open for shopping and cannot return during the shopping time, you can get a box of shelf-stable items and a bag of fruits and vegetables. Ring the doorbell at the front door; if the food bank is open, someone will come to the door.

Q: Where does the food come from?

A: The food that we provide comes from multiple sources. We get donations from grocery stores, individual people, and larger non-profits. Thanks to generous community donations, we also purchase fruits, vegetables, eggs, and milk regularly to ensure we are providing our clients with healthy, fresh food!

The Issaquah Food & Clothing Bank has a program called “Summer Lunch.” It provides extra food for students during the summer. It includes kid-friendly produce, dairy, protein, and snack options.

• This program is open to all students (Kindergarten –12th Grade) who live in zip codes 98027, 98029, 98059, 98074, and 98075 or attend school in the Issaquah School District.

• You do not need to provide proof of income to qualify. You may need to verify your address or enrollment in the Issaquah School District; if more information is needed, you will receive an email.

• Summer Lunch provides extra groceries. It does not provide pre-cooked meals.

To participate in Summer Lunch, you need to:

1. Register for services at the Food Bank (you can also do this in person): https://issaquahfoodbank.org/services

2. Register for the Summer Lunch program. This is a separate registration and can only be done online (https:// issaquahfoodbank.org/summer-lunch-program).

The dates for Summer Lunch are:

o Thursday, June 27 o Thursday, July 11 o Thursday, July 25 o Thursday, August 8 o Thursday, August 22

Open for shopping from 1:00pm – 7:00pm each day. Timeslots may be assigned via email to ensure a short waiting time.

On the Summer Lunch dates, you will follow the same procedures as a regular shopping day at the Issaquah Food Bank. You might need to wait, and you will need to check in before shopping.

If you have questions, please email programs@issaquahfoodbank.org.

Getting to Know your Community

BY Lovenia Hardin Liberty High School Parent

As a native of Washington State, East King County, I grappled with articulating our cultural identity in this article. Sharing aspects of one's culture is akin to revealing parts of oneself and lived experiences. There is often an expectation to convey something inherently defining. Yet, the challenge lies not in presenting something fundamental but in expressing a cultural concept that diverges from the mainstream narrative of Native peoples in the United States.

When approached to write about my culture, it was a moment of awakening for me. I agreed enthusiastically, contemplating including my family's rich cultural history rooted in blackness. However, as I delved into what the article would encompass, I quickly realized that our cultural practices and traditions were not vastly dissimilar from those of others.

At times, there's a prevailing perception that because my family is black, we are somehow inherently different. Yet, it is essential to acknowledge that while we take pride in our black identity, we also share many common cultural traditions with other Americans. Like countless families native to the United States, we observe Thanksgiving, Christmas, and New Year's traditions with appropriate décor for each. We partake in the festivities of all major U.S. holidays, enjoy Tuesday game nights, and savor meals like hamburgers and fries.

The misconception that our skin color denotes a fundamental difference fails to recognize the universal truth that beneath our varying shades lies a shared humanity deserving of equal respect, dignity, and opportunity.

You may know me by name. Perhaps as the former Girl Scout Service Unit Manager, a troop leader, a volunteer within the Issaquah School District, or a PTSA council board member. However, what truly matters to me is my role as a mother to my three daughters and a wife to my husband.

While actively engaging in various community roles, my family and I have encountered challenges that have left their mark. One significant issue has been the discomfort or reluctance of some individuals to engage with me directly, often preferring to communicate through intermediaries. Additionally, my children have unfortunately experienced instances of racial discrimination, enduring hurtful language, and intrusive inquiries about their physical appearance. Despite these challenges, my daughters maintain a resilient spirit, and it is heartening to witness the community's efforts to foster a more inclusive environment.

My name is Lovenia Hardin. Alongside my husband, we are proud parents of three daughters: a Junior and a senior at Liberty High. Our eldest is an alumna of Liberty and attends the University of Washington, Seattle. For the past 19 years, our family has been an integral part of the school district community, and this, too, is a part of our culture.

La Quinceañera: A Celebration of Tradition, Family, and Transition

BY Lizeth Barbato Skyline High School Parent

In the vibrant tapestry of Latin American traditions, the Quinceañera stands out as a profound celebration marking the transition of a young girl into womanhood. Rooted in the rich cultural landscapes of Mexico, this festivity has woven its way through the heartstrings of families, echoing its significance across borders and generations. The inception of the Quinceañera traces back to the early 20th century, a brainchild of the Mexican upper class aiming to present young women to society. Yet, it is the evolution of this tradition that paints a picture of enduring love, community, and spiritual gratitude.

Mexico, with its deep-seated Catholic heritage, sets the stage for this rite of passage with a Mass. This religious ceremony is more than a formality; it is a heartfelt gathering of parents, godparents, and loved ones, coming together to offer prayers and thanksgiving for the fifteen years of the celebrant's life. The spiritual overture gives way to a celebration of life and potential encapsulated in the ensuing festivities.

Following the Mass, the Quinceañera, adorned in her quintessential dress, embarks on a visit to the photo studio. This ritual, capturing the essence of her transformation, precedes the much-anticipated banquet. The banquet is not merely a feast but a tableau of familial bonds and societal ties. With the Quinceañera's father initiating the celebrations with a speech, the event transcends the bounds of a mere gathering, becoming a moment of blessing, reflection, and communal joy.

The evening unfolds with an array of dances, showcasing the Quinceañera's grace and evolving identity. From the elegance of the classic waltz to the vibrancy of modern dance and the emotionally charged family waltz, these dances are a testament to her journey. The dance floor then becomes a realm of collective joy, culminating in a spirited session with mariachis and the symbolic cutting of the cake, all under the harmonious strains of the traditional "Mañanitas."

Despite regional nuances, the essence of the Quinceañera transcends geographical confines, binding communities with the thread of tradition. At its core, the celebration is an ode to familial love and societal acknowledgment of a young woman stepping into a new chapter of her life. The Quinceañera dress, a symbol of purity and dreams, and the festivity itself are but external expressions of a deeper, universal sentiment - the unwavering bond of family and the timeless journey of growth and acceptance.

As the Quinceañera continues to evolve, it remains a beacon of cultural pride and familial love, a testament to the enduring power of tradition in the ever-changing landscapes of Latin American societies.

A Quinceañera is a traditional Latin American celebration marking a girl's transition from childhood to womanhood on her 15th birthday. The term "Quinceañera" is derived from the Spanish words "quince" (fifteen) and "años" (years). It is a significant milestone celebrated in many countries, including Mexico, Central America, and parts of South America, as well as among Latino communities in the United States.

Thank You!

Your Support Makes All This Possible

We hope you were able to join us for the 25th anniversary of the Nourish Every Mind Student Showcase. Your support of the Foundation fuels innovation for every student in every school.

Visit our website to view videos of the inspiring stories that were shared by Issaquah School District students. Please consider contributing to their further success. https://www.isfdn.org