June 2, 2005

SCHOOL SCENEin Almaden Valley

Change is in the air for Leland High School

Foundation sets fund-raising goals, aims for aggressive curriculum enhancements

By Kymberli W. Brady
Staff Writer

The Leland Foundation for Excellence in Education has just three months to raise $132,167 to better prepare students for life beyond high school.

The funding will enable the school to implement curriculum enhancements slated to go into effect in September. According to Principal Bob Setterlund, they’re up to the challenge.

“The committee’s recommendations are in a word, bold,” he admits. “It was a major undertaking and this is a major change. Although we know there will be some challenges in the transition to this new program, we believe that Leland’s science curriculum will be stronger and more balanced and that future students will benefit from this year’s work by the curriculum committee, the science department, and the Leland Foundation.”

It is the first of an aggressive two-part campaign that will cost over $220,000 and implement major enhancements to the science and performing arts curriculum at Leland High School.

To achieve its goal, the foundation officially launched an aggressive fund-raising campaign during a reception on May 24 in an effort to generate the necessary combination of money, technology and equipment needed to support the first phase in time for the next school year.

“This was tremendously encouraging to have a full house come and listen to us talk about the need for biotechnology and conceptual physics,” notes Setterlund. “Especially when I’m sure there’s great reality TV shows they could be watching.”

According to Foundation President Gary Rummelhoff, an initial $22,000 was needed to acquire the specialized curriculum material to make conceptual physics a reality—an entry-level course that incoming freshman would want to take.

“It kind of gets the whole sequence started,” he says. “But if you think about it, it will take some time to eventually work our way into some of the more advanced online physics courses. It’s not so essential that those begin immediately, so if it takes some time to acquire the technology and get it going in full force, that’s okay. The lab equipment can be phased in.

Getting to work
Last fall, Curriculum Committee members attended a high school summit in Sacramento, looking for a way to integrate and make math align better with science. They discovered that the University of California System [UC] was using a different sequence that produced better results by offering biology prior to chemistry. The new plan demanded a strong freshman level science course that would complement the rest of the sciences. Conceptual physics seemed to fit the best.

An impressive crowd gathered Tuesday evening to hear about the new changes to Leland’s science and performing arts programs.

Upon evaluation of the current science program during a visioning retreat last spring, the five-year vision for Leland included recommendations that called for adjusting the science course sequence, enhancing the upper level physics program with the addition of a UC On-Line Program, and acquiring updated lab equipment—changes that they say can only occur if the needed course materials, laptops and lab equipment can be acquired prior to the school year.

So far, the impetus on strengthening and embellishing the laboratory experience has resulted in three new chemistry labs and the conversion of a home-economics lab. Ultimately, the foundation plans to have four to five chemistry classrooms running at full capacity, along with three to four physics classrooms.

The retreat also resulted in the recommendation to build upon the visual and performing arts programs, including associations with the Galeb Institute and the Ford Foundation—an additional $89,000 project that would be phased in later.

“Once the foundation is able to do what they need to do to get the initial science program going, they’re going to be helping us in the arts as well,” explains Rummelhoff. “That will be the next step.”

Change is good
With a degree in electrical biology and chemistry and a 20-year track record in teaching physics, Greg Woytek feels that they are finally headed in the right direction.

“I like the idea of these changes,” he says. “Twenty years ago, we were debating whether it should be physics first, then chemistry and then biology. Now schools are starting to speak up and say, ‘let’s do it the right way, in the right order.’ And I like the idea of aligning the math and science portions. It makes a lot of sense.”

“It’s a core—a base knowledge of science—that would open up and help with knowledge of all sciences across the board,” notes Cliff Mitchell, assistant principal of Instruction. “On the math side, geometry would offer the opportunity to take chemistry to algebra to trigonometry, and math analysis.”

The Curriculum Committee also discovered a disturbing imbalance, where some students who were expressing frustration with their science courses were found to have an inadequate education in math.

“Integrated science just hasn’t been working as well as we would like it to here at Leland,” explains chemistry teacher, Greg Asplund. “So we were looking for something to start our freshman students off with that would give them a broad knowledge of all the sciences. We really looked at conceptual physics as a basis for the knowledge for what they need in any class that they would need to go to. It’s also a great facilitator for critical thinking.”

“Now it’s developed this new wrinkle, this lower level class,” adds Woytek, “It’s not a watered down physical science course. It’s a bonafide physics course with a lower level math requirement—a very elementary algebra. That’s the only difference. It’s a great idea to bring them in early. It’s about reasoning your way through an equation without the burden of the mathematical requirement.”

Pitching in
Nancy Young, president of the Leland Bridge Group, comprised of members of the Chinese community presented Rummelhoff with a check for $5,000 raised through ticket sales from a youth variety show. The funds move Leland closer to an ultimate goal of $221,167 for enhancements to the science and performing arts departments.

Nancy Young of the Leland Bridge Group and members of the Chinese community presented Leland Foundation president Gary Rummelhoff a “very big” check for $5,000 raised through ticket sales from a youth variety show. The funds move Leland closer toward an ultimate goal of $221,167 for enhancements to the science and performing arts departments.

“We’re hoping now, with the official kick-off check from the Leland Bridge Group, that we’ll be able to make everything we described a reality,” says Rummelhoff. “We have found in them a solid partner and they’ve don’t a great job connecting families to what is going on here in the school. They have embraced this vision wholeheartedly.”

More to do
The foundation will continue to address additional findings that call for more project-based learning, diversity education, stress-management techniques, and enhancements to the writing, art, and music programs.

Participants stressed the need to create “whole people, not just A-students,” by setting them up to succeed, both academically and by encouraging them to develop their own interests and passions.

“As it turns out, it’s come full circle,” explains Rummelhoff. “We’ve engaged the school in a discussion about its long term vision and the advantages that we want our children to have. They did good work and then came back to us and said, ‘we need your help.’ That’s what this really all about.”

Rummelhoff says the foundation hopes to raise most of the initial $132,000 needed for curriculum and assessment costs by June 30 through a unique online campaign, grass roots fund-raising, and in-kind assistance with technology from local firms such as IBM.

“As a volunteer trying to good work in the community, you want to know that the time and effort you’ve spent really achieves something,” he explains. “This is why we chose to get involved, to make a difference in this school and we’re really excited about the opportunity now. But it’s not going to happen without some resources that we’re going to need to develop and pull together.”

“I remember thinking how sad it is that our students, who live in the technology capitol of the world, are doing chemistry experiments using buckets and jugs of water,” adds science teacher Jean Resler. “Thanks to the foundation, our new labs are wonderful. But in order to implement and build these programs, we need to equip the labs with the chemicals, glassware and the technology needed to give our students the confidence to say, ‘I’m a Leland graduate. I come to you well qualified and I’d like a job.’”

The community is invited to support the improvement effort. Details can be found on the Leland Foundation Web site at http://leland.sjusd.org/parents/foundation/. Donations are being accepted on-line.

Volunteers are also being sought to help with the campaign and support its mission to improve academic programs at
Leland High School. If you are interested, please contact Gary Rummelhoff at Rummelhoff@yahoo.com or call 396-5970.

Children of WOW Committee co-chairs Lynn Murtha and Andrea Trudeau are proud of their contributions to the school. From left, Casey Murtha, Elise Trudeau, Bryce Trudeau, Miles Trudeau, Greg Murtha and Jeff Murtha.

It’s a Whale-of-a-Wall!

Williams Elementary School recently unveiled its William Whales tile wall to the delight of the community. The Whale-of-a-Wall (WOW) tile project brought children, teachers and staff together to create a work of art that will become a legacy to their school.

Graduation, prom predicament: 48 hours in jail plus a $12,000 fine

A night at the prom or an after graduation night of frivolity that includes drinking and driving could come at a high price, warns AAA of Northern California.

A first time conviction for DUI—driving under the influence of alcohol or drugs—can cost up to $12,000 in fees and fines. The cost of a taxi or even a limo looks like a bargain by comparison.

“Many young drivers will act responsibly because they don’t want to be responsible for a tragedy,” said Sean Comey, spokesman for AAA of Northern California. “For others, a reminder about the financial consequences of driving under the influence may provide the additional incentive needed to convince them to obey the law.”

Cost of first DUI
• One year without a driver’s license (under 21)
• Up to $12,000 in fees and fines*
• Forty-eight hours jail time
• Three years probation
• Seven years with two points on driving record
• Up to $1,500 annual auto insurance increase
• 15 weeks DUI classes*
• Two DUI impact sessions
• Lots of time at DMV

*depending on judicial district

AAA reminds graduating students that there are safe and sober alternatives for prom and graduation celebrations.
Recipes for non-alcoholic beverages from some of AAA’s top rated hotels and restaurants are available at AAA.com. Click on “Education & Safety Tips” in the “Your Car” section of the home page.

Academic Expedition takes students on multi-faceted journey

Castillero promotes learning with mix of art, academics

By Jeanne Carbone Lewis
Staff Writer

Academics and fun seem to go hand in hand at Castillero Middle School. Students at this magnet school can dance, sing and act, yet they also value the importance of reading, writing and arithmetic. And their ninth annual Academic Expedition proves that its students are achieving scholastic pinnacles—and enjoying themselves at the same time.

Castillero students enjoy the Academic Expedition. Photos courtesy of Purveen Canteenwala

The school’s Academic Expedition is a celebration of academic excellence achieved by Castillero students. More than 600 hundred were nominated for work that excited their educators throughout the year, while 336 students represented the “best of the best,” showcasing their work to 58 guest experts from the community and most importantly, to their peers.

“Every year we have teachers nominate work to be recognized,” said organizing chair Michelle Yeider. “We have a real mix of kids that we honor with the Academic Expedition. The event gives all our students a venue to shine. And with the experts, the kids understand the real life applications of the work. It’s an awesome experience for them.”

In addition to drama, students demonstrated their expertise in art, computers, language arts, leadership, math, physical education, science, social science and technical drawing. Exhibits as varied, including demonstrations on how a bill becomes a law, the Boston tea party, “The Pearl” by John Steinbeck, to Roman religion to fractions of a square, demonstrating Castillero kids’ elevated learning curves. And there was no disagreement with the students. They appeared as excited about the program as the parents sponsoring the event.

Monica Martinez thoughtfully listens to students’ questions about her art.

Castillero students even presented their exhibits as if they were seasoned speakers, despite their young ages.

The visual aids were professional and thoughtful, while public speaking appeared to come easily and effortlessly for those discussing subjects that interested them. Guest experts included district attorneys, engineers, artists, actors, doctors, educators and other professionals who commented after the presentations. Later an informal meeting allowed the presenters to meet with the specialists to ask questions.

“It’s very exciting,” said parent Mike Ross, media relations project manager with IBM Research in Almaden and a guest expert. “The kids are learning so much. The world is very sophisticated and they are exposed to so much. I am amazed and encouraged by their expertise. It really propagates an appreciation of academia.”

In one room, Marie Baartan, MacKenzie Dennis, Monica Martinez, Mari Nakashima, Tyler Rodericks, Carissa Rosario and Tiffany Wu presented their paintings and sculpture to fellow students and expert artists.

Student projects varied at Castillero’s Academic Expedition.

“What is your favorite piece?” asks a student seated on the classroom floor after the presentation of techniques used to create an art piece.

“The papier mache pie,” said Dennis. “It’s a Chicago deep-dish pie. I had a lot of fun making it.”

Academic Expedition is sponsored by the Castillero Education Foundation. The organization works to enhance and support academic programs at the middle school helping students, teachers, parents and administration meet their objectives for success. Castillero is an academic, visual and performing arts magnet besides being a National Blue Ribbon School of Excellence.

“A third of the student body participates,” said committee member Purveen Canteenwala. “It’s a wonderful day for the kids and for us.”

Almaden students celebrate high school graduation

Pioneer High School will hold its graduation ceremony for nearly 300 grads at 6 p.m. on June 14 at the Rose Garden, located at 1500 Naglee Ave.

Leland High School will host its commencement for 397 grads at 6 p.m. on June 15 at the Rose Garden.

Leigh High School will recognize its 391 graduating students at 5 p.m. on June 16 at its football bowl, “The Bull.” The high school is located at 5210 Leigh Ave. in Campbell.

Leland sophomore Agnieszka Bialy

Local student receives national honor

Leland sophomore Agnieszka Bialy, pictured at right, has been selected for membership by the National Society of High School Scholars. The society recognizes top scholars in the nation and invites only those students who have achieved superior academic excellence. For more information, visit http://www.nshss.org.

Metropolitan Adult Education Program to hold graduation

The Metropolitan Adult Education Program will present its annual graduation ceremony at 6:30 p.m. on June 15 at the Metropolitan Adult Education District campus, located at 760 Hillsdale Ave. Former MAEP student and MetroED employee, Martha Larson, will serve as the keynote speaker.

The ceremony will also feature four student speakers, music by the San Jose Metropolitan Band and an Oak Grove High School Air Force Junior ROTC color guard presentation.

San Jose State University still accepting applications for the fall

An increase in this year’s state budget has led SJSU, as well as other California state university campuses to continue to accept applications for admission for the fall semester.

Marshall Rose, SJSU’s associate vice president for enrollment services, said the university has received 17,117 freshman applications thus far, an 11.4 percent increase from 2004. For more information, call Susan Hoagland, director of undergraduate and graduate admissions at (408) 924-7029.

High school English teachers honored

Several local high school English teachers were recently nominated by their students to receive the Dorothy Wright Outstanding Teaching Awards for helping to prepare them for college writing courses.

Richard Ajlouny of Leland High School, Joanne Walsh of Pioneer High School, Rachelle Burnside of Branham High School, Dan Meester of Valley Christian High School and Joe Hudelson of Archbishop Mitty were among the teachers chosen to receive the award at a recent ceremony.

Leland High School English teacher Richard Ajlouny accepts an award at theDorothy Wright Outstanding Teaching Award ceremony.

The Dorothy Wright Outstanding Teaching Awards were established in 1987 as a memorial to a former member of the Department of English who distinguished herself for her commitment to teacher education.

Professor Wright taught at San Jose State for 30 years before retiring in 1987. What gives the award its unique character is that its recipients are nominated by former students.

To identify worthy candidates, the English Department circulates questionnaires in its freshman composition courses asking students to identify those teachers who best prepared them for their college writing courses.

Hundreds of the questionnaires are collected and tabulated, then the honorees are honored in a campus ceremony, in early May and attended by English Department Faculty, students, and other members of the University Community.

The English Department at San Jose State University considers it a privilege to sponsor the Dorothy Wright Awards, not only because many of its recipients are former graduates of its program, but because the program allows it to make the acquaintance of many of the most inspiring members of the area’s educational community. The success of the English Department’s own program rests upon the dedication and idealism of the area’s English teachers.
Below are some of the local teachers who received awards and the statements of students who nominated them:

Richard Ajlouny - Leland High School
“He was enthusiastic about our reading, and we would discuss it the next day in class, so we had to have read the assignments. He picked really cool books like ‘Alice in Wonderland,’ ‘Through the Looking Glass,’ and ‘East of Eden.’ We would have a quiz once a week so he could make sure we knew the material. Richard Ajlouny plays the guitar; he loves the groups the Doors and the Beatles. He was really enthusiastic about the readings, and he had a smooth rock-and-roll voice. He had pictures of the bands he liked up on the wall so his classroom looked like a recording studio. He would tell us random stories all the time. He really wanted the students to enjoy reading and the subject.”

-Elizabeth Milam

“Mr. Ajlouny emphasized writing as one of the most important things you will need to know in college. He would assign college-like papers and grade them like a college professor. He would also analyze in great detail whatever we were reading. Mr. Ajlouny did a whole unit on existentialism when we were reading Albert Camus’ ‘The Stranger.’ The test on the book was an essay on how we could tie in existentialism and Camus’ work. I have used this knowledge to tie in existentialism with other writings I have done at San Jose State.”

-Dana Allen

Dan Meester - Valley Christian High School
“As my English teacher, he helped develop my writing and grammar. He was chosen to be the senior class graduation speaker the two years he was at our school.”

-Matt Castelo

“He made English fun and interesting. He was easily one of the most-liked teachers in the school.”

-Evan Brown

“He had us focus on showing our ideas. We had to express ourselves in our papers. His comments on the papers were always incredibly helpful. He opened up our eyes to English and made the poetry section not as boring as previous years.”

-Stephen Gregory

“He taught me the importance of writing and established quick ways to improve our writing.”

-Parris Khachi

Joanne Walsh - Pioneer High School
“Mrs. Walsh did a wonderful job preparing me for all of my college English courses. When I had her class as a freshman, she taught us how to write a strong five-paragraph essay with a thesis and conclusion. She helped us learn how to organize our essays and make then as strong possible. I haven’t struggled with an essay since then.

She helped us seniors with grammar to ensure that we had our basics down before entering college. I have also read many novels with her and learned many terms and vocabulary. She made me a much stronger reader and writer and even influenced me to major in English. When I was a senior in her class, she would take class time to go over college applications and college-entrance essays. She would answer all our questions. Not only did Mrs. Walsh make sure we were ready for college English, she made sure we were ready for college life.”

-Susan Beth Stafford

“She taught us Latin root words so that we’d understand the origins of words and the meanings behind them. She had us master vocabulary words and had us research them and present them to the class. She conjugated verbs on the board and conjugated all the different tenses so that we were aware of the differences and similarities between the tenses. In addition, she diagrammed the plot of stories and used visuals and projects to keep us interested. Mrs. Walsh taught me how to read Shakespeare and analyze poems. She understands the importance of words and the written language. In order to help us to better understand ‘The Odyssey’ by Homer, she had the class research different Greek myths so that we’d be aware of the mythological context of the times. She helped us realize how the authors reference other texts/stories and made us passionate about Greek mythology!”

-Sara Laxson

“She exposed me to classical literature, and both English and ethnic-American literature. She also greatly improved my essay writing. I remember hitting the hard subjects of racism and bigotry while reading Ralph Ellison’s Invisible Man. Mrs. Walsh had no qualms about free discussion, and I respected that a lot.”

-Bryan Ringsted

“Mrs. Walsh prepared me for the challenging work and pace of my English 1A/1B classes like no one else could. She not only taught us tools to use for researching, studying, and essay-writing-she also taught us skills that we can use throughout our entire college careers. She prepared us by having us write in-class essays every week based on writing prompts-this helped prepare me for the English 1A department final. Mrs. Walsh moved the class at a rigorous pace and gave us plenty of reading, including Shakespeare. In high school, Mrs. Walsh was widely known as one of the best English teachers; she helped her senior students with college applications, she gave us college-style writing prompts and realistic advice about how to improve our writing. Aside from that, she was kind, caring, and sweet-and she would often sacrifice her own personal time to help her students, sometimes with personal problems. She supported every one of us and inspired us to grow-both academically and personally. She taught us to tackle challenges and to never give up. Mrs. Walsh has touched me in a way that no other teacher has and I will never forget her! I am grateful to her for realistically preparing me for English 1A/1B classes, and college in general. I’m also grateful to her for preparing me for life in the real world. She is a one-of-a-kind teacher that you only encounter once in your lifetime-and is truly unforgettable.”

-Ramona Giwargis

Rachelle Burnside - Branham High School
“She helped me improve my writing skills and vocabulary. She has a good personality and is very outgoing.”

-David Krause

“Ms. Burnside helped me organize readings in depth, not just on the surface. She helped me notice different and deeper meanings of the authors’ point-of-view. She also helped me in my writing, making me understand how to write well-developed papers, like our Junior Millennium Project. Ms. Burnside was everyone’s best teacher. She always had a way of making her students improve their English skills. She was always very helpful and very kind. She was enthusiastic about teaching English, which rubbed off on her students.”

-Selma Skokic

Joe Hudelson - Archbishop Mitty High School
“He was one of the first teachers to point out how thoroughly thesis ties in with everything. He taught us the Platonic Pyramid structure of how to write essays. I felt encouraged in his class; he was always pushing us to do our best, and to be creative and witty.”

- Brian Anido

“Mr. Hudelson taught us very efficient writing skills and gave us excellent examples and models. He stressed the idea of ‘practice, practice, practice,’ and encouraged us to ask questions and to share our ideas with peers. He was the teacher we looked forward to seeing. His class was not only informative, but he made it fun, exciting, and worth our time and energy. He was a down-to-earth, fun-loving, young, and modern teacher that equally challenged and encouraged us in class as well as in life.”

-Victoria Von Dran