I hope your family is enjoying the new school year! The Cultural Bridges program will keep offering a variety of information and resources, reaching out to serve all families in the Issaquah School District community. Beginning with this issue, we will adjust our publication dates to November and March. This way, we can ensure the highest quality and broaden our support for more diverse families.
In my family, my younger child started middle school, while my older one is now a sophomore in high school. The transition from elementary to middle school has been tough for my younger child. I believe many families with 6th graders share this impression. Fortunately, we have wonderful teachers and staff helping students adjust to middle school life. This year, our District also launched a pilot innovative learning program called “Microschool” at Maywood Middle School and Pine Lake Middle School. This program provides hands-on and project-based learning along with academic studies (see Page 5).
At this time of year, many parents and students are also starting to think about volunteer opportunities with schools and community organizations. Before committing, please review the basic guidelines and requirements to make sure the experience is a good fit for both students and families (see Page 9).
As a parent, I want my children to grow up in a healthy environment with positive learning experiences. At the top of my list is technology safety, both at school and at home. Parents can learn from the District what efforts and resources are in place to ensure students use technology safely. Community organizations also provide valuable support for student and family well-being. One example is Influence the Choice, a program dedicated to preventing alcohol and substance abuse while encouraging high school students to advocate for themselves. All high schools in the Issaquah School District now have a TECH club to raise awareness about the dangers of alcohol and drugs (see Pages 16 & 18).
Please remember, you and your students are never alone. We are fortunate to have amazing community partners such as PEPS (Page 19), The Garage, The Circle (Page 21), and the Issaquah Food and Clothing Bank (Page 22). These organizations are accessible and provide consistent support to our school community. Meanwhile, our teachers, staff, the Issaquah Schools Foundation, and our PTA/PTSA volunteers continue to work tirelessly to ensure that all students receive a high-quality education.
I am deeply grateful to be part of this community. Here’s to another successful school year!
Laura Ni
Cultural Bridges Lead Editor/Program Manager
Issaquah Schools Foundation laura@isfdn.org
LAURA NI
Lead Editor/Program Manager
CHRISTIANA SCHUMANN
English Editor
CLAUDIA ROMO
Spanish Editor
FELICIA QIANG
Cover Photographer
KSENIA KHOKHLOVA
Russian Editor
Cultural Bridges Team
NANA TSUJINO
Japanese Editor
SEONGEUN YUN
Korean Editor
SHAIMA MANSOUR
Arabic Editor
TU NGUYEN
Vietnamese Editor
VIVIAN KHOANG
Cover Designer
YINGYING CUI
Chinese Editor
JIYOUNG LEE, MENGNA LI & TATYANA TCHIBOVA
Proofreading Helpers
KARINA MACEDO
Community Volunteer
Dear ISD Families,
Welcome back! The school year is off to a fantastic start, and it’s beginning to feel like we’re truly back in the rhythm of things. Here at the Foundation, we’ve been hard at work, and we’re excited for another year of enriching the lives of every student in our district.
We launched the year by distributing more than 900 backpacks at the ISD Resource Fair, ensuring students are equipped with the supplies and support they need to thrive. We’ve also finalized our funding priorities in collaboration with the Superintendent and her leadership team.
Thank you to everyone who joined us for our Monster Mash 5K and Impact in Action Event. We’re always grateful for opportunities to connect with our community, and we look forward to seeing you again after the new year at our next Impact in Action Event or our annual Nourish Every Mind luncheon.
As the holiday season approaches, we want to express our deepest gratitude to our donors and supporters. Your dedication, vision, and generosity make our work possible and our impact meaningful.
Wishing you and your loved ones a joyful holiday season and a bright start to the new year. Together, let’s continue creating opportunities and access for every student to reach their full potential.
With gratitude,
The Issaquah Schools Foundation https://isfdn.org
Discover Microschools: A New Way to Learn in Our District
The Issaquah School District is trying out a new way to learn called microschools. Microschools are small learning groups where students work closely together and combine academics with hands-on projects connected to the community.
This year, microschools started at Maywood Middle School and Pine Lake Middle School, following a test program that took place at Issaquah High School during the 2024-2025 school year. In these programs, subjects like science, English, or social studies are combined into a single block. Students learn not just content, but are also part of a learning community, learning together for multiple periods per day. Students in the microschool take part in activities that help them think critically, collaborate, and make a difference in their communities. While learning important academic content to support their academic growth, they also find ways to connect their education to real-world experiences and the community, making learning more relevant and meaningful.
“When learning is meaningful and connected to the world, students become more engaged and excited. Microschools help them build the skills to shape their futures with confidence.”
– Julia Bamba, Principal on Special Assignment for Secondary Innovation
What is a Microschool?
Issaquah School District microschools are small learning communities within a larger school that offer students a more personalized and connected way to learn. These programs typically focus on:
• Interdisciplinary learning — Students explore big questions across science, language arts, and social studies.
• Project-based learning — Students complete real-world projects that connect to their communities.
• Community experiences — Learning can happen outside the classroom, in nature, neighborhoods, or on field trips.
• Competency-based learning — Instead of just test scores, students demonstrate growth in engagement, confidence, communication, creativity, and personal responsibility.
Microschools in Action
Last year, Issaquah High School started a new microschool program. In this program, students earned both English and science credits. They participated in hands-on activities like building an interactive mini golf course for a preschool or applying physics during a rock climbing field trip in North Bend.
At Maywood Middle School, the new eighth-grade microschool will dive into the theme “Secrets of the Salish.” Students will learn about the water cycle across Washington, explore ecosystems on a boat trip in the Puget Sound, and visit places such as Snoqualmie Falls, a wastewater treatment plant, or the Gates Foundation.
Students in the Microschool program are learning and working on different hands-on projects
Pine Lake Middle School’s microschool will focus on sustainability and community impact. Students will engage in local sustainability efforts and connect with partners in Sammamish, such as the City Council, Sustainability Ambassadors, and Chamber of Commerce. This program aims to tackle real environmental challenges through research, writing, and science exploration.
Daily Sample Schedule
Maywood Middle School Pine Lake Middle School
1st period Elective such as choir, world language, or art
2nd period Math
Microschool
Microschool
3rd period PE PE
4th period Social Studies Math
5th period Microschool
Lunch
Language Arts
6th period Microschool Elective such as music, robotics, or art
“We're thrilled to offer this learning experience and look forward to seeing how our students will grow as problemsolvers and change-makers.”
–
Michelle Caponigro, Principal, Pine Lake Middle School
A Welcoming, Inclusive Experience
Microschools are designed to serve all learners, including students who are multilingual, new to the District, or looking for new ways to learn. Classrooms are built on relationships, creativity, and trust with plenty of movement, collaboration, and opportunities for student voice.
Programs are currently designed for small cohorts of about 25–30 students and are integrated into students' regular schedules. Students still take math, PE, and electives with their broader school community.
Future Microschools
The District is excited to pilot microschools for a second year and is looking at ways to expand microschool opportunities in the future. If you're a family interested in learning more about microschools at your child’s school, reach out to your school counselor or administrator about new microschool opportunities that may be added in the 2026-2027 school year.
Do You Know…
The Issaquah School Foundation awarded the District a $3,300 Impact Scholarship to support microschool startup projectbased supplies, materials, and tools.
Meet the Staff: Julie Rojo, Principal of Apollo Elementary
Question (Q): Can you tell us a bit about yourself, your position, and what your day-today responsibilities at school look like?
Answer (A): I’m Julie Rojo, and I am the principal at Apollo Elementary. I became the Principal at Apollo in July 2024, and I couldn’t be happier as a member of the Apollo community. My day-to-day responsibilities include keeping students and staff safe while also fostering a sense of community with students, staff, and families. It is important to me that I connect with staff and students every day and help bring positivity into the school building. I try to smile and say hello to each person I see throughout the school, checking in with students, and making sure our teachers have everything they need. Along with making connections, I tackle management tasks, overseeing operations and overall school functioning. Another important task is instructional leadership, setting academic goals, and observing and coaching teachers in the classroom.
Q: What motivated you to take on this role as the elementary principal and move to Washington? What unique perspectives do you hope to bring to the administrative team, particularly at your school, and how do you think your students will benefit from them?
A: I started teaching 25 years ago as a 1st grade teacher. I have served in many roles throughout the years, including teacher, instructional coach,
education consultant, and administrator. I worked at the elementary level, middle school level, and high school level. After all the years of experience, I returned to my favorite age group. Elementary school is where my heart is, and it was important that I return to the role of elementary school administrator.
Washington has always been my favorite place to visit. I used to make every excuse to plan a trip to Washington, and much of my vacation time was spent in the PNW. After my two children headed off to college, I took the opportunity to change things up, and I made the move to what I believe is the most beautiful place on the West Coast.
I think that I bring a unique perspective coming from California, in which the demographic is quite diverse and there is a great demand to meet the needs of students just entering the country and attending a U.S. school for the first time. I am also of mixed race, and I feel I can help our students feel represented by a school principal of color. I attended school as one of a few minority students and the only Japanese-American family in our small town. Meeting our families and connecting with many Asian-American students, I feel a sense of belonging that I never had the opportunity to feel as a student. I have also raised my children in Mexican-American culture, as they are both halfMexican. Our family is rich in tradition and comes from cultural backgrounds that value family and have thrived with a strong immigrant work ethic. I have a deep appreciation and respect for diverse cultures, and I often see shared family values and beliefs.
Q: Are parents allowed to reach out to you directly with questions? What do you believe is the ideal relationship between the principal and our families?
A: I welcome parents to call, email, or come into the office to ask questions or simply say “hi” and connect with us. I believe an ideal relationship between the principal and families is one in which there is mutual trust, respect, and a common goal to help the child grow and thrive.
Q: Is there a particular story or experience you'd like to share with us?
A: There are so many stories I could share. Oftentimes, we say in education, “We could write a book...” about the funny and heartfelt experiences we have on a daily basis. I think the best way I can sum up my experiences is to share my appreciation and amazement that I feel as I get to know students. They are honest, forthright, empathetic, and very funny human beings. Our children have important things to say. They have their own opinions, their own
Q: Can you tell us a little about yourself outside of work?
A: Outside of work, I love to spend time with my family. Since my son and my daughter are away at college, living their life, I savor the time I have with them. We enjoy traveling, being outdoors, and simply spending time together. As many Apollo families already know, I am a competitive sports fan. I love to watch any and all sports, and I enjoy playing soccer, tennis, and golf. Just like many people living around the Seattle area, I enjoy all types of music, and especially love to
The Garage is a safe space for high school-aged teens to hangout with friends, get a coffee and a snack, play a game, play music, watch TV, plan an event, and much more. We also have Mental Health Therapists and a Case Manager on staff.
Student Volunteering in ISD Guidance for Middle and High School Families
Volunteering can be a wonderful way for middle and high school students to grow, learn, and give back. In the Issaquah School District, parents and students are always wondering how to help the middle/high school students start, and how to get involved, whether for activities or events on campus, or becoming a VOICE mentor, or volunteering outside the school campus. This quick guide walks through some guidelines that the parents and students will need to know to get started.
Who may volunteer? When is supervision required?
Middle school students (grades 6–8) may volunteer only when a parent or guardian is physically present on site for the entire shift*. High school students (grades 9–12) may volunteer independently unless a specific organizer or program sets a different expectation. Final supervision requirements and role details are determined by the event or program organizer (for example, a staff sponsor, coach, or event lead).
*Please double-check with the organization or people in charge to make sure this rule is applied. Some might not require a parent/guardian’s presence if the lead or coach is present on site.
Is volunteering required for middle and high school students?
No. Volunteering is optional. However, some programs and clubs require or strongly encourage service hours—for example, NJHS (National Junior Honor Society) (typically grade 8), NHS (National Honor Society) (grades 10–12), DECA, Key Club, Green Team, and others. Please confirm the specific hour requirements, eligible activities, and verification process with the program advisor/coach.
Issaquah High School PTSA, Liberty High School PTSA, and Skyline High School PTSA also offer a community service recognition cord for graduating seniors (12th grade) to wear during their graduation ceremony who complete a set number of verified hours. Requirements vary by school—check your student’s PTA/PTSA for details.
Where can students help on campus—and what’s appropriate?
Age-appropriate support roles at athletic and school events—such as sweeping the gym floor between quarters, serving as a ball kid or team manager, or assisting with the shot clock/game management—are permissible at the organizer’s discretion. Concession stands at high school events are managed by Booster Clubs and typically do not include student workers; when a student shift is expressly permitted, students may not wear school-branded gear and may not perform the majority of the work or any major functions at the stand. School-level parameters, advertising, and sign-ups are determined locally, consistent with District principles and procedures. Please check with your student’s school’s Booster club to understand the volunteer requirements from them if the student wants to help with the concession stands.
Getting started at school: forms, approval, and timing.
Before a student begins, families complete the Student Volunteer Application (Form 5630S1) and the Volunteer Release/Hold Harmless Agreement (Form 5630S2), which schools provide as a single packet. Because a review can take time, plan ahead and allow one to three weeks for processing. Once approved, students follow the directions of the site supervisor (teacher, event coordinator, or other district employee) during each shift so that tasks are clearly delegated and safety expectations are understood.
VOICE Mentor Program (high school only)
VOICE Mentor is a one-to-one mentoring program in which trained volunteers support students’ academic, social, or life skills. High school-aged VOICE Mentors are matched with elementary-aged students and provide one-on-one social and emotional support during school hours. In addition to the two District forms
noted above, high school applicants provide two personal references, attend a mandatory 2-hour pre-match training and assessment session, and have an administrator letter signed on their behalf by the admin at their school (the letter and signature are requested directly by the program staff — no action is needed from the student). For more details about becoming a VOICE mentor, please visit: bit.ly/VOICEisd.
Volunteering outside school
Many students also serve through community organizations. Before signing up, check the outside organization’s specific volunteer requirements, as policies vary. Some programs set minimum ages or require parent/guardian supervision for younger volunteers; others may ask for training, reference checks, waivers, or proof of vaccination/health clearances. Confirm whether the organization accepts school volunteer forms or has its own application, what dates/times are available, and any transportation or safety expectations for minors. If your student is tracking service hours for recognition or applications, ask how the organization will verify hours (e.g., supervisor signature or portal confirmation).
How are opportunities shared?
Student-appropriate roles are typically advertised by schools, Booster Clubs, PTA/PTSA, or specific program organizers. Because each event has unique needs, schools may set additional parameters. If you have questions about forms, timelines, or current opportunities, please start with your school office or the contact named in the event announcement.
We encourage every middle and high school student to volunteer and make a difference. Apply the right way, follow the guidelines, and let your talents blossom!
Technology Safety & Screentime Resources
Technology is an important part of your child’s education. It can help with learning, but it can also have some negative effects. The Issaquah School District wants to reduce these possible negative effects. They have provided information on technology safety and healthy screentime resources.
Technology Safety
The Issaquah School District has “Responsible Use Guidelines” for technology use that all students and staff are expected to follow. These guidelines ensure that the use of technological resources is legal and ethical and outline the District’s responsibilities to students.
The Issaquah School District is guided by the following ideas about technology:
• Use the right technology for the intended purpose.
• Apply the same behavioral expectations in the digital environment that we expect in the physical environment.
• Report unsafe or harmful materials or behaviors encountered online.
The Issaquah School District teaches “Digital Citizenship.” This means being responsible, safe, and ethical while using technology. “Digital Citizenship” includes three key areas: Media Literacy, Digital Identity and Reputation, and Safety and Security. Students receive a variety of lessons on “Digital Citizenship” throughout Kindergarten – 12th grade. Some examples of the lesson plans for high school last year include:
2024-25 School Year
Grade 9 Building Our Academic Digital Identity Your Personal Brand Fair Use, Copyright & Citation. Oh My!
Grade 10 Social Media and How You Feel Rewarding Relationships Countering Hate Speech
Grade 11 Social Media and How You Feel In development In development
Grade 12 Social Media and How You Feel In development In development
Safety measures used by the Issaquah School District include:
• Filtering the internet on school laptops to block inappropriate materials.
• Monitoring Microsoft 365 accounts for harmful words and images.
• Promoting healthy technology habits.
To help parents and caregivers keep students safe with technology, the District suggests:
• Talk to your student about how they use technology (school and personal).
• Set rules for when and where technology can be used at home.
• Store devices outside the bedroom at night.
• Introduce technology gradually and explain responsibilities.
Screentime Resources
To help promote healthy technological habits, the Issaquah District suggests helping students balance screentime. They encourage parents and caregivers to think about what their children are doing on their screens: homework, video games, or scrolling through social media. There is a difference in those activities. Parents might want to think about the purpose of the technology use in their decisions about how much screentime to allow.
Here are some suggestions on monitoring screentime at home:
• Balance screentime with other activities away from screens.
• Create a Family Tech Planner to organize technology use.
» Common Sense Media provides templates to help you create your own Family Tech Planner: https://www.commonsensemedia.org/family-tech-planners
• Use the Securly Home app to monitor internet use on school-issued laptops (grades 6-12). Here are some basic directions:
» Family members listed in the "Family 1 and Family 2" fields of Skyward can activate their Securly Home accounts by visiting https://www.securly.com/ home-parent
» From there, download your preferred app from the Apple App Store or Google Play.
» Sign up using the SAME email address listed in Skyward.
• Set up parental controls at home through your Wi-Fi router.
» CNET provides general directions on how to set up parental control: https://www.cnet.com/home/internet/ parental-controls-are-easy-to-set-up-on-your-wi-fi-router-heres-how-to-do-it/
» Check with your internet provider for specific directions for the technology that you use.
• If you have other types of technology in your home, find out how to set up parental controls on a variety of devices (Amazon Echo, Netflix, Xbox One, PlayStation, Nintendo Switch, YouTube Kids app): https://www. commonsensemedia.org/search/parental%20controls
Each King County Library offers classes, activities, programs, and events for different age groups and diverse communities. The examples below highlight programs from libraries within the Issaquah School District area. Please check with the library closest to your home for details or visit kcls.org to learn more.
Paper Cutting and Crafts for Families
November 22 & December 20, Saturday, 11am – 1pm
Presented by Mary Wang of Love and Grace Bilingual Preschool (Factoria).
Drop by to do themed paper-cutting and paper craft activities each month. When children play and craft with parents, they are learning and developing critical fine motor skills. They also build a positive relationship with others. This is important for children and teens on the autism spectrum. Learn easy crafts you can do at home with your child. Build community connections in this Mandarin/English bilingual program. Supplies provided. Registration is not required.
Vietnamese Family Story Times
December 12, Friday, 1:30pm – 2:30pm
Newborn to age 5 with an adult. Enjoy stories, music, movement, and rhymes that develop your child’s early literacy skills. Playtime follows. Registration is not required.
Information and Assistance Services
Every Tuesday, 2pm – 5pm CISC will provide appropriate information and assistance services in Cantonese and Mandarin. They will help clients access programs, benefits, and community resources and connect them with social and cultural activities. For older adults (ages 55 and older) and adults with disabilities (ages 18 and older). Registration is not required.
Mandarin Story Time
Every Thursday, 11:30am – 12:15pm
Enjoy stories, music, movement, and rhymes in Mandarin Chinese. Help develop your child’s early literacy skills. Sponsored by the Friends of the Issaquah Library. Registration is not required.
Spanish Story Time
Every Saturday, 11:30am – 12:15pm
Enjoy stories, music, movement, and rhymes! Help develop your child's early literacy skills. Sponsored by the Friends of the Issaquah Library. Registration is not required.
Tween & Middle School Drawing & Art Club
Every Monday, 4pm – 5pm
Drop in and hang out with other tweens and middle schoolers, drawing and doing art! The library will provide all materials while supplies last. Feel free to bring your own craft projects, also. Snacks and materials provided by the Friends of the Sammamish Library. Ages 11 to 14. Registration is not required.
Tutors at Sammamish Library (Study Zone)
Monday and Thursday, 4pm – 6pm Volunteer tutors provide homework help for grades K-12. They can also give language support for homework or translation in many languages. Students may drop in any time during Tutor hours. Look for volunteers wearing the Tutor t-shirt.
Tutor Subjects Available: Subject and language availability may vary based on volunteer attendance. Unexpected absences or schedule changes can occur. All subjects are available for grades K-5 on each shift.
Advanced Subjects for grades 6-12 and Languages available:
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-andworkshops
• Paying for College or Post High School Education - Financial Aid Information Night (For High School seniors and parents only) November 17, 2025, 6:30 PM – 8:30 PM on Zoom. Register here
• Family Connections Question and Answer Session December 8, 2025 - Two Sessions – In Person: 10:30 AM – 12:00 PM and 6:30 PM – 8:00 PM. Issaquah School District Administration Building, 5150 220th AVE SE, Issaquah, WA Register here.
• Information on High School Graduation Pathways January 12, 2026, 6:30 PM – 8:30 PM on Zoom. Register here
• 8th Grade Transition to High School Information Night January 26, 2026, 6:30 PM – 8:30 PM on Zoom. Register here
• 5th grade transition to Middle School - An information night for families new to the U.S. February 9, 2026, 6:30 PM – 8:30 PM on Zoom. Register here
• Welcome to the ISD for incoming Kindergarten Parents March 9, 2026, 6:30 PM – 8:30 PM on Zoom. Register here
Lunar New Year Family Festival
February 21, 2026, at Seattle Asian Art Museum [1400 East Prospect Street, Seattle, WA] Ring in the Year of the Horse with SAM's annual Lunar New Year celebration presented by PNC Bank! The whole family will be captivated by live lion dances, exploring the galleries, getting creative with drop-in art activities, and immersing in a story time inspired by the holiday. Included with museum admission
Hidden in Plain Sight: Helping Parents Recognize Signs of Substance Use
Influence the Choice recently hosted a "Hidden in Plain Sight" event to help parents recognize warning signs of youth substance use. The event featured a model teenager's bedroom with small but important clues that could suggest alcohol or drug use—items that many parents may not notice.
Some of these items included candy packages infused with THC, which look like regular candy but contain cannabis. There were also vape pens that don’t look like traditional e-cigarettes and stuffed animals with hidden compartments for storing drugs.
The event focused on the importance of open conversations between parents and their children. Parents received practical conversation starters to help them talk about substance use:
Ways to Start a Conversation with Your Child: Starting these conversations can feel challenging, but using natural moments or observations can make it easier. Here are some ways parents can begin talking with their child:
• "I noticed that..."
» You seem different lately (mood, behavior)
» Your grades have changed
» You have new friends
» Your clothes or decorations show drug-related symbols
» I found something that looks like drug-related items
• "Did you hear about..."
» A school event related to alcohol or drug use
» A celebrity who had a problem with drugs or alcohol
» A news story about substance use
» An advertisement that promotes alcohol or drug use
• "Have your friends ever talked about..."
» What they think about drugs and alcohol
» What they think about celebrities who use drugs
» Their own experiences with substance use
• "Before you go..." (Setting Expectations)
» To the mall with friends
» To a friend’s house
» To a school event or party
Understanding the Risks of Substance Use: Telling kids to “Just say no” is not enough. Parents should explain why avoiding alcohol and drugs is important for their health and future.
Jeannie Bowers, Clinical Manager of Substance Use Services at Friends of Youth, explained how drugs and alcohol affect teen brain development. Since the brain is still growing, substance use can have long-term effects. It can impact:
• Decision-making and judgment
• Thinking speed and reaction time
• Memory and learning ability
• Overall intelligence (Teens who use cannabis often may lose up to 8 IQ points over time.)
Also, teens who start drinking before age 15 are four times more likely to develop alcohol addiction than those who start at 21.
The Danger of Fentanyl: Marcus Pickett, Community Outreach Specialist with the Drug Enforcement Administration (DEA), warned about fentanyl, a powerful drug that is 50 times stronger than heroin. Many fake prescription pills contain fentanyl, and people often don’t realize it. Even a small amount can be deadly. Naloxone (Narcan) is a medicine that can reverse an overdose and save lives. It is available at pharmacies.
Ending Conversations with Clear Expectations: Parents were encouraged to share clear expectations with their children:
• "I expect..."
» You to not use alcohol, tobacco, or cannabis before age 21
» You to be honest with me so we can trust each other
» You to never ride in a car with someone who is impaired
» You to call me if you ever need help
• "I want for you..."
» To be healthy
» To succeed without drugs or alcohol holding you back
» To avoid addiction
» To be happy and safe
• If pressured by friends:
» "Just try it" → "It’s not my thing."
» "You’re ruining the party!" → "I’m just having fun being here."
» "You’re no fun!" → "I’ll be in big trouble if my parents find out!"
• "If you need me..."
» I will be there right away
» I won’t lecture you—until tomorrow
» My biggest concern is that YOU ARE SAFE
Final Thoughts: Parents don’t need to have all the answers. The most important thing is to show kids that you are paying attention and that you care. Many small conversations over time work better than one big talk. It’s never too early—and never too late—to talk with your child about substance use.
TECH at Liberty High School
By Vivian Zhou & Sophie Cao Liberty High School Students
Drug and substance abuse have trapped many people in a cycle of isolation. Although many try to break this chain, change in itself is terrifying, and the road to recovery is notoriously long and winding. The question often raised is: Is it even worth it?
That feeling of isolation is far too common and talked about far too little. Like many issues, the solution isn’t highlighted in black and white, and Influence the Choice recognizes this complexity.
Influence the Choice is a non-profit organization based in Issaquah. It is focused on reducing substance abuse among today’s youth by addressing the root causes. Established in 2013, Influence the Choice was awarded a federal Drug-Free Community Grant worth $125,000 per year for up to ten years. As of 2018, they received official acknowledgement as a non-profit as well as a grant renewal.
Influence the Choice understands that while substance misuse may not always be preventable, it can be greatly reduced with the increase of knowledge, resources, and community. They also offer resources such as their “Hidden in Plain Sight” exhibit, which helps parents identify warning signs of potential substance abuse that may be present within a teen’s bedroom. Along with many other programs, they host a yearly Youth Advocacy Day. They invite middle and high school students to meet with state leaders and share their own opinions and experiences regarding drug and substance abuse.
At the heart of Influence the Choice is a simple truth: change begins with young people. Therefore, within Influence the Choice, there is a smaller coalition known as TECH (Teens Encouraging Community Health). It is made up of teens aged 12-18 who advocate for their peers, raising awareness throughout the district and in local high schools.
These branches of TECH, such as the one at Liberty High School, help carry out the mission of Influence the Choice. They organize activities for teens, like park hangouts, and record podcasts about substance use. TECH is dedicated to its mission to make a difference. The main goal of the TECH high school branches is to facilitate volunteer work, mirroring the community-building hangouts that
Influence the Choice offers. Because the branches take the form of student-led clubs, the aim isn’t to prevent substance abuse flat-out, but rather to offer a safe space for teenagers to find their communities.
Through promoting leadership in the younger generation, the program encourages teens to stand up and speak about occurrences and struggles in their daily lives. These rising leaders learn skills such as self-advocacy and empathy, gaining a greater understanding of the world. The truth is, teenagers hold a considerable amount of power. When friends and peers begin to acknowledge substance abuse as a real issue, then the topic begins to slowly veer away from the ‘awkward’ and the ‘implausible.’ The attitude of teens towards these difficult topics means everything. Though invisible to the naked eye, so many people have been affected in some way by the cycle of drugs and substance abuse.
Despite their ambitious goals, the TECH coalition also takes the time to acknowledge that they are not experienced professionals. However, by carrying out Influence the Choice’s mission, they are also able to make an impact by showing others that they aren’t alone.
Though the cycle may seem endless, and the path may be treacherous, the final verdict is that it is worth it. The support system established by Influence the Choice has demonstrated how the worth of every single person has created a beautiful, resilient community. Even beyond that, the community they have created is the future.
Many Cultures, One Family: A Pilot Program for International Families
By Gloria Martinez, PEPS
For international families raising children in the U.S., where the culture and environment differ from their home countries, the parenting journey can be both exciting and overwhelming. They often encounter unique challenges as they try to balance their cultural traditions with the realities of a new setting and educational system.
PEPS, a local nonprofit that brings parents together in weekly peer-support groups to find support and build community, has been serving families in Puget Sound for over 40 years. Recognizing the need to support international parents raising teens in this country, PEPS conducted a comprehensive landscape analysis.
In 2024, PEPS:
• Designed and carried out a community survey that involved over 70 parents and gathered valuable insights.
• Conducted three focus group discussions attended by community leaders, parents, and teens to understand these families' experiences better.
Some key findings from this landscape analysis included:
• Protecting the home culture and pride in that culture is a major priority for international parents. Parents and children often feel “sandwiched” between cultures, which makes communication confusing. Parents expressed struggles with 'how to instill family values and enforce our house rules.'
• Parents want to connect with their children and are concerned for their child’s mental health, especially as it relates to balancing activities and busy schedules.
• Teens clearly expressed feeling tense about growing up as children of immigrants; they shared how different life at home is compared to at school, while parents voiced concerns for their child’s safety.
• International parents feel underinformed and overwhelmed by the US education system.
• 40% of the parents felt that navigating transitions between elementary, middle, and high school stages was among their biggest challenges.
PEPS analyzed the survey and focus group data, using the findings to shape its approach to addressing the unique needs of international parents within the PEPS Program for Parents of Adolescents and Teens (PAT). Based on these insights, PEPS created a specialized curriculum tailored for international families in collaboration with interns from the University of Washington's Public Health program and local consultants with expertise in inclusive, holistic, and impactful program development. Together, they developed a series of topic guides to facilitate discussions during weekly parent peer-support meetings for families of adolescents and teens.
With these insights, PEPS launched a pilot group specifically for international families raising teenagers. In spring 2025, parents from Mexico, Colombia, Guatemala, India, Dubai, and Poland gathered weekly to share stories, discuss challenges, and exchange strategies.
Here is some of the feedback that parents provided from their participation:
“This program gave me new ideas and the right words to connect better with my teen.”
“I realized we are not alone—many parents from different countries face the same struggles.”
“It’s so important to honor our children’s lives and decisions, while also keeping our cultural traditions alive.”
Parents left feeling more confident, supported, and hopeful. They also valued learning practical tools—like how to navigate the U.S. school system and how to build resilience while balancing two cultures.
PEPS continues its work with new groups and workshops this fall, in partnership with organizations such as Neighborhood House and Bellevue LifeSpring. More pilot groups are planned for 2026 to reach even more families.
Every family contributes a unique thread to our multicultural community, transforming diversity into strength, joy, and shared growth. By supporting one another, we can make raising teens in the U.S. not only easier but also truly rewarding.
As one of our participants shared: “I personally benefited from these group discussions, and I want other international parents I know to benefit from them as well. I was sharing this program with a colleague in his early 20s from Chile, and he told me, ‘I wish my parents had these kinds of options when I was in school—it would have helped me in many ways.’”
Interested in participating in an international families PEPS Group for parents of adolescents and teens? Contact PEPS at programs@peps.org
Gloria Martinez (she/her/ella) is the Program for Parents of Adolescents and Teens (PAT)BilingualOutreachManageratPEPS.Shehasapassionforbuildingtoolsthat support families and create meaningful change in the communities they serve. Her experienceasapsychologistacrossdifferentcountriesandcommunities,combined withherperspectiveasaparent,hasdeepenedherconvictionthatconnectionisthe foundationforcollectivegrowthandlastingimpact.
Participants first PEPS Parents of Adolescents and Teens Pilot group for International Parents with PEPS staff. (Photo credit: Swarnima Aswinkumar)
ARE YOU NEW TO THE AREA?
DO YOU NEED HELP OR HAVE QUESTIONS ABOUT LOCAL RESOURCES LIKE THE ONES MENTIONED HERE?
Food, rent, utilities, internet and phone, clothing and household items, child care, medical services, legal services, domestic violence, mental health services, starting a business, bus and transportation, services for seniors, help during the holidays, volunteer opportunities, and many others!
MAKE AN IN-PERSON OR BY PHONE APPOINTMENT WITH US HERE:
EDUCATION
THE CIRCLE OFFERS CLASSES FOR CHILDREN, TEENS, ADULTS, SENIORS, AND FAMILIES.
TO SEE WHAT WE ARE OFFERING, SEE THE CLASSES BELOW OR VISIT OUR CALENDAR.
CIRCLES
WE OFFER EVENTS TO HELP COMMUNITIES COME TOGETHER TO CONTRIBUTE, LEARN, CELEBRATE, AND UNDERSTAND EACH OTHER’S DIVERSITY.
BRING YOUR FAMILY TO ENJOY AN EVENT OR PARTICIPATE AS A VOLUNTEER!
• OSHA Training: By appointment, 1-2 hour sessions
• Food Worker Card: By appointment, 2-hour sessions
• Warehouse Training: By appointment, 2-week sessions, 11am – 3pm
We offer classes in multiple languages, as well as many workshops and events each month. Our topics cover a wide range of subjects, including home buying, building your credit, financial planning, banking, starting a business, doing your taxes, caring for your family and your health, and legal clinics. To see our current offerings, please visit our calendar at thecircle-wa.org.
New Express Shopping at the Issaquah Food & Clothing Bank!
The Issaquah Food & Clothing Bank is excited to announce a new way to shop – Express Shopping! The goal of the Express Shopping Experience is to serve more neighbors, reduce wait times, and improve the overall experience for those who need or prefer quick pick-up.
When is Express Shopping?
Express Shopping will be on Thursdays of shopping weeks. (For a list of shopping weeks, visit: https://issaquahfoodbank. org/client-service-hours)
What to expect on Express Shopping Thursdays:
1. Fill out a menu outside with a volunteer.
2. Sign up on the waitlist at the front door (if needed).
3. Wait to be called inside.
4. Check in and give menu to volunteer.
5. Wait outside while we pack your groceries—we will bring them out and call your name when they are ready!
What is the same as a regular shopping day?
You will still receive fresh food like produce, milk, eggs, and meat—plus the toiletries we have been offering, like diapers. Just like normal market shopping, most of these items are donations and will depend on availability.
What is different from a regular shopping day?
• The wait on Thursdays will be significantly less than on a normal market day. Our hope is that no one has to wait outside for long and that we will be able to serve more people.
• Dry pantry goods will not be offered on Thursdays with express shopping at this time. We’re exploring ways to offer even more items outdoors when the weather allows, and we will continue to make improvements as we go.
We are excited to try this new way of shopping! If you would like further information about the Issaquah Food & Clothing Bank or would like to register for services, please visit: https://issaquahfoodbank.org/
From Samhain to Halloween: An Irish Tradition in America
By Nicola Doyle Issaquah School District Parent
It is a quietly discomfiting experience as an immigrant to be part of cultural occasions here in the U.S. that originate from your homeland. On moving here from Ireland, I anticipated that the broadly celebrated St Patrick’s Day and Halloween would make me feel more at home. Instead, very unexpectedly, they made me feel more alien and apart. The differences in traditions and ways of celebrating seem to highlight the great distance from home. As a family, we embrace some of the American ways of celebrating, but try to also incorporate some of our own traditions so that our children can continue to be familiar with the Irish customs.
The alienness of our supposedly common traditions was one of the many cultural shocks I had that first year of being in the U.S. back in 2016. Moving here in a year when anti-immigrant sentiments burst into the national consciousness and dominated the daily headlines meant that the message received was often not one of welcome but of suspicion. Our family’s whiteness meant we often only invoked reaction upon speaking in our still foreign accents. That November, I vividly recall being quizzed on my immigration status in an Issaquah pet store in the same week that my third grader came home, with a school yard conversation fresh on her mind, asking if we were going to be deported. In a new home, new schools, a new country, and new foreignness, that fall, we were ready for some comfortable traditional celebrations of home.
It is not commonly known, but Halloween originates from an Irish festival called Samhain (pronounced sowwen), and there are many traditions that are practiced in Irish culture around that time of year. Some of which come from the ancient traditions, some which are imported via American cultural influences, and some which are an often-incongruous blend of the two. Samhain itself is a pagan festival that dates back over 2000 years. Life in Ireland back then was organized around four important festivals: Samhain (November 1st), Imbolc (February 1st), Bealtaine (May 1st), and Lughnasa (August 1st). Samhain was a very important time of year; the fire festival marked the movement from light into darkness. It was thought that on this night, leading into November 1st, the barriers between this world and the otherworld were at their thinnest and that spirits could move freely between the two. Communities would light bonfires and prepare harvest food on the eve of Samhain, and they would gather to honor their ancestors and welcome their spirits. It was seen as important for people to wear masks and costumes to disguise themselves and confuse harmful spirits. This was an important act of protection.
The festival of Samhain was considered the most important of the year in Ireland for thousands of years. When Christianity arrived, many of the pagan customs were appropriated into new traditions. November 1st and 2nd became All Saints Day and All Souls Day, respectively, and October 31st became All Hallows (saints) Eve. Customs were passed down from generation to generation, surviving centuries of change. In the 1840s, during the genocide known as the Great Famine, over 1 million Irish people fled to the US. They brought with them many traditions, including those of Halloween. These traditions have evolved over the years in the U.S.,
and some have made their way back to Ireland by way of TV shows and movies. Irish families often incorporate some of the newer American traditions alongside the old customs. The Irish hollowed out turnip with a candle inside to ward off harmful spirits became the carved pumpkin in the U.S., and has, in recent years, led to a new boom in pumpkin patches in Ireland.
As a child, some of my most treasured memories are from Halloween. Dressing up in scary costumes with masks, we were usually witches or ghosts or monsters, and we would head out into the cold, crisp night full of anticipation and excitement. What we were doing was traditionally called mumming or guising, but by the 1980s, we were watching American TV shows and calling it trick or treating. We were required to perform a party piece on each doorstep; this was usually singing a song or telling a joke. We were rewarded with chocolate, oranges, or nuts, and by the older generation with money, often silver coins. It was crucial to stay masked and not reveal your true identity.
Storytelling is an essential component of Halloween in Ireland, and the spookier the better. Grandparents tell stories of the Banshee being out and about, and children listen carefully in case they can hear her wailing. The Banshee is a female spirit whose keening indicates death is close by, and she is to be avoided at all costs. As children, we would convince each other we could hear her in the distance and would be delightfully scared silly. Every Halloween gathering has games, and this is a custom that I always kept with my own children when they were little. Two popular games from Samhain times involve the harvest fruit of apples. “Bobbing for Apples” meant placing an apple in a bowl of water and trying to pick it up using only your mouth, while “Snap Apple” was tying an apple by a piece of string to the ceiling and trying to take a bite with hands tied behind your back.
Food is one of the best parts of Irish Halloween celebrations. One of my favorites is a traditional Halloween meal called “Colcannon.” This is potato mashed with cabbage and scallions, with a coin hidden in the dish. The lucky person who found the coin in their portion could expect a year of wealth ahead. Another food with a fortune-telling role was the “Barmbrack,” a delicious, spiced fruit bread with a ring baked into it. Finding the ring in your slice meant you were destined to be married.
When we moved to the U.S., we were excited for our first Halloween experience here in Issaquah. Our kids were delighted to dress up and head out trick-or-treating with their new friends and take part in new traditions. We had a lovely time visiting a pumpkin patch and having some apple cider, all new experiences for us. However, I found that somehow the aisles of Costco’s Halloween decorations and the beautifully decorated porches left me aching for home. Ostensibly, Halloween is the same thing everywhere, but while the Irish and the U.S. celebrations do share many similarities, all the little differences seem to create a dissonance that makes them feel culturally as many thousands of miles apart as they are geographically. I wanted the familiarity of the Irish storytelling and the food, and bringing the children trick-or-treating to the doors of their grandparents, aunts, and uncles. The Irish celebration is based on our ancient heritage. We kept these traditions of costume and food and storytelling alive through centuries of cultural oppression. Tiny rural regions have vibrant traditions
passed down through generations. It is part of who we are as a people. It took a while to figure out that it was good to view the U.S. celebrations as a separate, fun thing entirely. But know there was something special about having our own Halloween food and games and stories at home, taking part in the same customs as our grandparents and great grandparents, and knowing that our ancestors had been fulfilling these rituals for thousands of years.
The Samhain custom of dressing as someone else to conceal your real identity is something that perhaps rings true to many immigrants. We change our language, our accents, our clothing, our food, to fit in and to feel a part of our new home. For many of us who have newly arrived here, our children are like chameleons. They walk into their school buildings as Americans, they dress and look and sound the part, then they come home, and we want them to be the person we feel they are underneath the costume. We want to see in them the same cultural identity as ourselves; we don’t want that to be hidden.
Understanding how schools work here and the many nuances of education has been one of the greatest challenges of immigration. The highest barrier for us as parents was the time it took to understand that “no” in the school system here, from an admin or a teacher, means ask again, but differently or in a more demanding way. Our children missed out on much during those first few years until we grasped how the game is played. English is our family’s first language, so we didn’t have a language barrier in that sense, but we absolutely had a cultural language barrier, and there were many cumbersome obstacles on the way to equitable access.
After nine years here, it still feels, much of the time, almost like wearing a costume and pretending to be someone else, just like the ancient Irish did. Absorbing cultural norms and trying to understand how and why. When my flight lands in Ireland on visits back, it feels like removing the mask and being fully Irish, speaking fast and furiously, saying rubbish bin and footpath and car boot, understanding the tiny shibboleths, and being in the little southeast corner where I can trace my people back for over a thousand years.
Returning to the U.S. brings its own familiarities now. The lakes and the mountains, the Starbucks and the bag packers in grocery stores, the little piece of it that we have made home. I am so privileged to have become a citizen of this country, being a dual citizen with all the rights and responsibilities that come with that. My love for this new place means seeing the beauty and the flaws and taking every opportunity to be an active part of this wonderfully diverse community. It is good to breathe in the cold, crisp fall air and look forward to the pumpkins and apple cider alongside the colcannon and barmbrack.
