I recently visited the Murray Elementary School campus to check in on the progress of their new construction. Phase I is to complete construction of the new kindergarten classrooms at the rear of the campus. The new EDCC portable has been installed in the northwest corner of the site. According to Site Supervisor, Don Cooper, of Bay Valley Construction, the project remains on schedule and the new classrooms should be available to staff and students upon the return from winter break in early January, 2014.

Phase II of the project will focus on improving the ingress/egress flow, which has been an ongoing challenge at Murray. A much wider and deeper loop will be created of off Davona Street that will greatly improve drop off and pick up. This new traffic flow is slated to be completed for the start of the 2014/15 school year. Principal Carrie Nerheim is elated with the progress.

A team of Dublin volunteers and avid runners recently donated some sweat to raise money for Project Open Hand, in conjunction with event sponsor San Francisco Giants. The team beat their goal of raising $1,000 for this worthy cause.

According to Dublin High School alum and team captain Ann Kenney, “Since 1985, Project Open Hand has provided vital nutrition and compassion to some of the neediest individuals in our community. Project Open Hand provides meals, groceries, and nutritional counseling to individuals living with HIV and AIDS, individuals who are homebound with other critical illnesses, and seniors in San Francisco and Alameda County. At Project Open Hand, the goal is to feed the body, mind, and soul, through healthy food prepared and delivered with love, by dedicated staff and volunteers.

“This event took place on August 4th, 2013 in San Francisco at AT&T Park and consisted of a half marathon, a 10k and a 5k, as well as a family race and a kid’s race. People who want to get involved should look to Project Open Hand and consider volunteering. There will be another run in March, but it will be put on by a different organization. Project open hand should be putting on another run next year and these races are open to anyone; you don’t have to be a runner to participate, there were plenty of walkers in the race, even people with strollers. People can still get involved this year, we can still take donations and the donation would be greatly appreciated, but anyone who is moved at all by this should consider doing the run next year, it not only allows you to change someone else’s life, but it allows you to change your life as well.”

Ms. Kenney continues, “The members of our team, Teri Kenney (District Employee), Alison Pitts (DHS Alumni), Ciera Taylor, Maya Baranouskas, Nick Kouri (DHS Alumni) and myself were all very moved by this organization and what it was doing for those who were unable to provide meals for themselves. We made it our goal to raise over $1,000 and through donations from family and friends as well as the money we raised from a yard sale, we were able to achieve our goal and then some. Our total raised was $1,150, which allowed us as a team to go to a special warm-up room, where we learned that we were one of only three non-corporate teams to raise over $1,000.

“The run itself was beautiful along the Embarcadero, we ran a mile and a half down and turned around to run back, finishing in AT&T Park. After the race we were able to cool down on the field and then make our way into the stadium. We had a great time raising the funds for the event and participating in the event as well and look forward to do this again next year.”

At the end of each summer, an annual meeting is conducted with the Citizens’ Bond Oversight Committee and the DUSD Board of Trustees. The purpose of this meeting is to review the general bond obligation rating, to discuss the overall project scopes and then to visually drop in on active construction projects. This event occurred on Monday. Senior Director of Facilities, Kim McNeely, led most of the discussion/updates.

The CBOC is chartered to oversee the utilization of Measure C. This bond measure was passed in 2004 and encompasses $184 Million of site improvement funds for the entire district. To date, approximately 85% of these funds have been expended to modernizing facilities, electrical, plumbing and HVAC improvements to many of the sites. A majority of the funds have been devoted to creating an almost complete makeover of Dublin High School. One of the centerpieces of the redevelopment is the new Performing Arts Center.

In addition to the CBOC and Board of Trustees, key district personnel and project members embarked on a physical tour of Murray Elementary, Wells Middle and Dublin High School. Some highlights:

Murray Elementary School: As previously reported by OneDublin.org, the project is moving smoothly and is on schedule. While still an active construction site, the new Kindergarten classrooms were accessible. The classroom cluster, located at the rear of the campus, closely resemble the reconfiguration that occurred at Frederiksen Elementary a few years ago. The classrooms are connected and allow access from left to right. A new EDCC portable has been installed to the left of the new classrooms which feature a “zero elevation” access – no need to walk stairs or a ramp. The secondary portion of the Murray project will include demolition of the current Kindergarten classrooms in order to construct a vastly larger ingress/egress system. This project will commence in the summer of 2014.

Wells Middle School: Building B is close to becoming a reality. After housing many ELA classrooms and the library in portables, this new structure will be a state of the art facility which will house 14 classrooms, a conference room and the new library. Installed in the building are leading edge HVAC systems that will allow staff to modify their specific environment, independent of the other classrooms on the same floor. Both staff and student restrooms were installed with “solatube” platforms. The end result is that there will be virtually no need to electronically light these rooms based upon receiving simple sunlight. Classroom design at Wells was replicated by the existing facilities at Dublin High. Part of the thinking was to have middle school students become comfortable and familiar with their surroundings as they transition to high school. In addition, a best practice that was applied at DHS was to capture and filter rain run-off to maintain the new landscaping.

Dublin High School: While there have been numerous improvements due to Measure C, one of the key components would be the completion of the new Performing Arts Center. While the original design/plan has gone through various iterations, the finalized project is clearly within view. During our last visit, the underground HVAC infrastructure was exposed. This system was designed to provide a high volume and low noise cooling system that would provide a comfortable environment without providing a distraction. In the months that have passed, the system has been covered with the cascading platform for seating for up to 507 attendees. Additionally, the video production, choral and band practice rooms look much closer to their final appearance.

All of the above mentioned improvements would not have been possible by the passage of Measure C almost a decade ago. Current and future students will enjoy the benefits of the wisdom expressed by district leadership back in 2004 and for many years to come.

In what has become an annual ritual, the Dublin High School Irish Guard conducted a week long band camp that concluded on Friday. This was a week that was filled with students meeting new band mates, learning marching routines and music, a review of what it means to be committed to the band effort, fellowship, sweating out hot afternoons and simply a lot of fun. The days started at 8:00 AM and did not end until 4:00 PM. However, it was a week that none of the musicians will forget.

Band Director Paul Everts spoke to families that attended the end of camp assembly in the Student Union. Upon his arrival at Dublin High in 2008, Paul inherited a group of 56 committed band members. The band program was as its early stages of development and he wondered aloud what the future might hold. In part, due to the great leadership of Erik Bertelson at Wells Middle School and Lee Carpenter at Fallon Middle School, nearly the same number of musicians will enter Dublin High this year as incoming freshmen, which takes the total number of membership in the Irish Guard to the 140-150 range. This remarkable growth truly speaks to the popularity of the band movement and music within this District. The general assembly discussion also included comments on the importance of fundraising and the Guard’s desire to participate in the Chicago International Music Festival in April 2014.

Throughout the week, existing and new band members bonded through various exercises and quickly became friends. As with athletics, older students served as mentors and quickly introduced the routines to the younger members. Additionally, the band worked to hone their skills on three musical numbers which they will then be expected to demonstrate in performance during fall band reviews.

The crescendo for the week was an opportunity for the Irish Guard to perform for their families. This was followed by a pot-luck style BBQ where everyone could relax by the setting sun and to reflect upon this last productive week. OneDublin.org would like to commend Paul Everts and all of his support staff and volunteers for orchestrating such a highly productive week prior to the start of the school year. The DHS Irish Guard should have a successful year because of it.

Alicia Tran

With the addition of Dublin High School incoming junior Alicia Tran, OneDublin.org welcomes its 30th contributor of articles covering a wide range of topics that celebrate education excellence. OneDublin.org welcomes contributions from the community and from student writers looking to showcase their writing ability. Contact onedublin@comcast.net for more information.

“I’m excited to help my community by writing about, and raising awareness of, important causes and events. My passion for volunteering started at Dublin High School and I look forward to giving back to the community,” said Ms. Tran.

Ms. Tran is currently a  volunteer for caregiver.org, a non-profit organization that promotes donations for birthday gifts given to children in poverty, as well as a volunteer Autism Therapist in Training for the Son-Rise Program. Son-Rise provides support for autistic children to develop social skills such as communication and eye contact. She is a Junior Leader in local children summer camps, serving as a role model, and during the school year volunteers in the Homework Help Center at the Dublin Library, helping children in grades 3-8. Ms. Tran is also President of the local chapter of the Room to Read Club, a nonprofit organization that promotes worldwide literacy by providing books, libraries, schools, and instruction for children living in impoverished countries such as South Africa, Vietnam, and Tanzania.

When Ms. Tran isn’t giving back to the community, she competes as a Varsity Track athlete at Dublin High School where she ran on the record-breaking girls 4×100 relay team last year.

Hannah with Westmont Professor Dr. Marten

by Hannah (Sievers) Reynolds, Dublin High School Class of 2008 and Westmont College Class of 2012

Staying on track in college can definitely be a challenge. Things like taking Advanced Placement (AP) or community college courses can help prepare you for university classes because of their structure, and can even place you ahead of your peers on the way to a four-year degree. However, if you haven’t taken AP or community college courses, or don’t plan to, there are plenty of other tools out there to help you succeed in college and get you ready for post-grad life.

There are two things that really help when trying to finish your degree in four years instead of five or six: forming relationships with faculty and planning. Getting to know and building relationships with the faculty at your institution will be instrumental in your development as an educated individual. They can offer insights into their field that you may not get in the classroom, and they know the system at your institution better than you do. They can also help you get internships or summer jobs in your field of interest, whether it is at your school or in industry.

Faculty and staff at your school can also help you plan what your years in college will look like academically. Knowing ahead of time what classes are available and when is key to making sure that you won’t get to the end of your senior year missing a credit or two. Building those faculty relationships can also give you that information before it is available to the general public. It is also a good idea to have a plan “B” and “C” in case the classes you want fill up.

Falling behind in your classes can prevent you from getting the most out of college. It is important to do well in all your classes; however, you need to be able to prioritize your work, because there will be a lot of it. As a general rule, courses in your major should take precedence over the general education and elective courses.  Prioritizing your workload will help you to manage the academic, extracurricular, and social aspects of your college years, and possibly give you enough time for some much needed and well-deserved sleep!

Now, how can you use your college years to prepare you for life beyond? Summers in between each year of college are great opportunities to explore jobs, make connections, and find out what you like or love to do on a daily basis. Everyone is different, but I find that during each summer it becomes a little more important to find jobs or internships that are in your field of study, if that is where you plan on starting your career.  For example, the summer before and after my first year I did not really know what sort of career I wanted. So I worked a camp counseling job that I loved and let me have some fun while getting used to working with different kinds of people. Then, summer after my sophomore and junior years, I had finally settled on the field of chemistry so I found jobs and internships that were related to that field. Both working in fun jobs and jobs more related to your field will teach you about what you value in vocation. Are the people you work with more important than the content of the work? Do you need work that is stimulating and different every day, or do you thrive on routine and predictability? The summers are great times to work some of these questions out.

Internships and summer jobs are also great for your resume when you begin to apply for jobs after college. This shows that you are dedicated to working hard, even when tempted to take a few months off. You will be able to collect valuable references who can vouch for your work ethic and abilities when potential employers are reviewing your candidacy for a job. Who knows, an internship could even turn into a full time job! Do not get discouraged if that does not happen; it may feel like jobs are hard to find, but with perseverance and persistence you can find jobs that exceed your expectations. One key to job searching for your first full time position out of college is to apply to a lot of them, even if you do not feel like you are fully qualified; be realistic, but do not be afraid to stretch yourself. I averaged an application a week for most of my senior year in college, for a broad range of jobs. And you have to be persistent; follow up your online applications with phone calls and emails. It also is a good idea to use a free employment agency that specializes in the field of your interest. Finally, do not be afraid of starting “at the bottom.” When you graduate from college, you may feel like you know a lot, but you still have a lot to learn. Employers want to see dedication in your willingness to do whatever work you are given, not an arrogant attitude that demonstrates that you are too good for a task.

All of this is not to say that your college years should be all work and no play; indeed, this unique time of your life offers opportunities beyond your imagination, if you know where to look. For example, most four-year universities today have study abroad programs that can earn you credits toward your degree while you get the wonderful experience of living or traveling abroad. I highly recommend that you take advantage of these opportunities. There are also ways of getting involved in issues you care about, whether it is feeding the homeless or working with children. Study things you like and care about and take courses that are fun. Take some time to explore life; this is the time to do it!

The Dublin Unified School District’s overall API in 2013 rose slightly to 904, with Kolb Elementary School leading the way with a gain of 19 points to 939. Green Elementary School continues to lead the District with an API of 963, while Frederiksen Elementary School (API 904) and Wells Middle School (API 874) built on significant gains made last year.  Across the District, every school reported an API score above 860 with 7 of 9 schools reporting an API above 900.

“Dublin Schools continue to make progress with standardized tests,” Superintendent Stephen Hanke said. “The district’s efforts to infuse best practices at all of our schools clearly have been effective. While we are very pleased with these results, we also recognize that stubborn achievement gaps continue to exist. We will be making a major effort this year with specific interventions at all of our schools to close those gaps. We will also have a laser-like focus on continued preparation for implementation of common core standards and smarter balanced assessments in 2014.”

Building upon more than a decade of improvement and further cementing Dublin’s status as one of the state’s most successful school districts, Dublin Unified posted its highest-ever score in the Academic Performance Index (API), released by the State Department of Education today.

The District achieved a 904 on the API, a score based on the standardized testing that took place across the state last spring. The district-wide cumulative score represents the 11th straight year of growth. Dublin scores have increased every year since 2003, and the district has experienced an improvement of 123 points since 2002.

District-wide, more than 80 percent of students tested proficient or advanced in English Language Arts and Math. As districts across the state struggled this year to match scores reported in 2012, Dublin continues on an overall path of improvement, despite modest setbacks for sub-group populations.

A detailed breakdown of all Dublin Unified School District API results is available here.

Note that Valley High School (API 561) is considered a small school by the California Department of Education (less than 99 students), and as a result API results are not considered as reliable.

The Dublin Unified School District’s API results broken down by subgroup are as follows:

DUSD Superintendent Dr. Stephen Hanke sent the following letter to Dublin parents:

Dear Parents and Guardians:

2013 DUSD Academic Performance Index (API) and Adequate Yearly Progress (AYP) Standardized Test Results.  This week, the California Department of Education will be releasing annual results of standardized tests.  These will be in the form of Academic Performance Index (API) and the federal No Child Left Behind measurement of Adequate Yearly Progress (AYP).  We are pleased to provide you with an update of how well the district and our schools are doing on these two important measurements of student success.

The big picture clearly shows that Dublin schools continue to make progress in both API and AYP.  The current District API of 904, reflects a modest 3 point gain over the 2012 year results and represents the 11^th year of growth.   This year, six of ten schools and the district made positive gains in Growth API. In addition, the district AYP shows that more than eighty percent (80%) of our students are proficient or advanced in English Language Arts and math.

The federal government program, No Child Left Behind, measures Adequate Yearly Progress in three areas, proficiency targets in English Language Arts and math, Academic Performance Index, and graduation rate.  The District met the API target, but did not meet the required targets in proficiency rate in ELA and math (89%) and graduation rate (90% including all sub groups).

A closer look at both the API and AYP results show that, unfortunately, a stubborn achievement gap remains for certain sub group populations of our students including students of color, English Learners, economically disadvantaged students and those with special needs.  These students are significantly behind their Asian and white fellow students in all indicators of success.  A major focus for the district this year will be concentrated intervention work to assist these students and to close that gap.

You can review the District test scores by clicking on the following link:  http://www.cde.ca.gov/getschoolreport/ .

The District will be holding an annual “Data Walk”, where students test scores in standardized tests along with other college readiness indicators including SAT, ACT, Early Assessment Program (EAP), and Advanced Placement results will be discussed with the Board of Trustees.  You are invited to attend this important meeting.  It is scheduled for September 24, 2013 beginning at 6:30pm in the Board Room.

We look forward to continued success and welcome your input as we work to achieve the mission of seeing every Dublin student 21^st century successful, college and career ready.

Sincerely,

Stephen Hanke, Ed.D.
Superintendent

Alex in Front of Dublin High

by:  Alexandra Stassinopoulos (Dublin High School Class of 2017 Freshman)

I made a fabulous first impression on my first day of high school: I was not late to first period – almost. You would think that arriving an hour before school started would give me enough time to get my picture taken and then find my classes. Unfortunately, half of the school also had a similar train of thought, so things didn’t exactly go as I had planned. For instance, I was apparently not supposed to save the I-Finished-the-Paperwork-Online receipt, but to have it with me, as well. Long story short, I almost tortured my dad before his morning coffee.  I was lucky to escape in one piece.

The rest of the day went more smoothly. I will admit, however, that I had a few more false starts. This included circling a building several times, before realizing that I was looking for a classroom that didn’t actually exist.  And, being extremely pleased with myself to be on time, for once, I found that I might have overdone it a bit; I was one period too early.

It was also nice to know that seniors could pick the freshmen out of a crowd: we were short (most of us anyways), overly confident, moving in packs…and were completely lost. A committee went out of their way to make us feel more comfortable by giving my friends and me a formal welcome as they honked at us from their cars on their way out to lunch.

Day two was much better. Not only did we have homework, but we had our first math test as well.  All I can vouch for is that I finished. I also discovered that most of the sophomores and upperclassmen were not as, let’s say, scary, as they had seemed the day before.  But, they were actually nice and very generous with their directions.

Friday was my favorite day of the week because it was Friday and I had a three-day weekend coming up. Also because I was starting to look forward to my classes, I met a lot of new people that I never would have gotten to know otherwise (in the near future anyways) or because they were in a different grade or came from a different middle school.

By the end of my first week at DHS, I liked high school.  It was very chaotic and different. And sure, the teachers expected a lot more from you, but with those expectations come a greater level of freedom. And that is greatly valued.

Editors Note:  Alexandra is a newly minted 9th grader at DHS that promoted up from Wells Middle School.  Ms. Stassinopoulos previously documented the Wells 8th grade trip to Washington D.C. in a series of articles earlier this year (read more…).  She intends to chronicle her high school odyssey and to share her observations at Dublin High School for OneDublin.org.

OneDublin.org recently met with Congressman Eric Swalwell, a Dublin native and Dublin High School Class of 1999 graduate, as he prepared to lead a town hall discussion on the Affordable Care Act. Swalwell shared his whirlwind of experiences since joining Congress earlier this year.

OneDublin.org: How has growing up in Dublin and serving as an Alameda County prosecutor helped you represent California’s 15th Congressional District?

Congressman Eric Swalwell

Congressman Eric Swalwell: “Growing up in Dublin, which was a middle-class, blue collar community when I was a child, has grounded me. Even though Dublin has changed a lot since I was a child, coming back home helps keep me connected to my roots.

“I’m fighting for the middle class in Congress. The middle class in America is shrinking, whereas in other countries like Brazil, Russia, India, and China the middle class is doubling. It’s a good thing for those countries as the gap between the rich and the poor has narrowed, but it’s not a great thing for the American worker. We’ve seen huge losses in California and the Bay Area.

“The economy’s still fragile and in a recovery mode. So when I talk about the middle class, I think I can talk credibly because that was my upbringing. My mom still works as a secretary. I still live in Dublin – the community where I grew up. I know what kind of toll the economy has taken on our current workforce and I know that if we don’t get more of our kids up to speed in science and math we are going to have a hard time competing for high skilled jobs.

“As a prosecutor I learned about a sense of fairness and justice, doing what’s right and standing up for victims; standing up against bullies. You encounter a lot of different bullies in Congress, and I’ve taken that sense of justice from the District Attorney’s office to Congress. I’ve spoken out a lot about equality when it comes to LGBT individuals and those who would seek to deny equal benefits or the right to marry. I relate my work in support of the LGBT community to my work as a hate crimes prosecutor in the D.A.’s office where my job was to represent the people and protect the victims of hate crimes.”

OneDublin.org: For students who only see Congress as polarized theatre that plays out on cable television, what is Congress actually like? What is a typical day, if there is such a thing?

Swalwell at the Rowell Ranch Rodeo Parade

Swalwell: “Working in Congress you meet so many new people. I’m still shocked by how many people I meet, twenty to thirty people every single day. That demonstrates how many interests and issues there are out there. As I was walking in to meet with you I spoke with a group about diabetes. And just before I entered this room I was stopped and handed a letter by a woman who prayed with her congregation last night that I would vote against Syria. She gave me a letter that she and everyone in her congregation had signed.

“I can’t just focus on one niche issue. I have to learn about as many issues as possible to be effective for the largest number of people. One moment I’m talking about diabetes, then Syria and in a few minutes I’ll be speaking about the Affordable Care Act, and somewhere today, someone will come up with an issue that wasn’t planned or on an agenda.

“The first few months was crushing, the amount of information coming at me. It took a long time before I felt comfortable and not vulnerable. A lot of times I’d go into a room and feel I knew the least of anyone in the room, because of how much information was coming at me. You can’t fully appreciate how much there is to know until you start this job. That said, I have a staff that’s done a great job helping me learn about the issues, and I try not to be afraid to ask questions.

“A day in the life for me starts with a plan, and then becomes everything you get hit with that wasn’t planned. You realize how many different groups there are in the community, each with differing issues and opinions, all fighting for what they believe is important.”

OneDublin.org: How has travelling to places like Israel, the West Bank and Afghanistan helped shaped your opinion?

Swalwell in Afghanistan

Swalwell: “We’re asked in Congress to make decisions about what should happen far from our homeland and I thought the best way to be informed would be to go there, to meet the people and the leaders, and to meet the troops serving from the 15th District. Being in Congress gave me an opportunity I would not have otherwise had. To do my job effectively, to vote on issues thoughtfully, means getting as close to the ground as possible.”

OneDublin.org: You spoke about the concept of a Mobile Congress during the campaign, yet you’ve logged a lot of miles since taking office. Have you had any success getting Congress to embrace 21st century technology?

Swalwell Speaking with Constituents

Swalwell: “I’ve learned to take advantage of the fact that we are three hours ahead in Washington. I wake up on east coast time and go to bed on west coast time, so I’ll Skype at 10pm east coast time to reach the 15th District at 7pm.

[Congressman Swalwell shows me the United Airlines frequent flier app on his iPhone] “Looking at my miles travelled since January it’s 175,520 miles over 70 trips, and that doesn’t include my recent trips to the Middle East. I’ll hit 200,000 miles by the end of September. It’s grueling, and west coast Members of Congress sacrifice a little bit more, but I knew what I was getting into when I ran for Congress. The only way to effectively represent this district is to be home every weekend. I need to listen to 15th District constituents at home, in person, so I can represent the community effectively in Washington.

“Technology has lessened somewhat the impact of the time zone difference, because I’ve been able to use mobile technology. I think you can still embrace the institution of Congress but upgrade yourself with the times. For the longest time there wasn’t a woman’s bathroom off the House Floor; that doesn’t mean it was right, it reflected the times. Thankfully the government has since had the sense to add a woman’s bathroom and that didn’t change the institution, it reflected that women were in Congress.

“Similarly, just because we haven’t used mobile technology in Congress, doesn’t mean we can’t. We have to look at how businesses, parents, military spouses, and others use mobile technology to shorten time zones and make the distance across oceans a little less. I think Congress can do that too.”

OneDublin.org: How do you approach difficult votes like the upcoming controversial vote regarding Syria? What life experiences do you draw from?

Swalwell in Afghanistan with General Joe Dunford

Swalwell: “I think it’s dangerous for a freshman in Congress to over commit how he or she is going to vote. I think the best thing I can do is to get informed, whether it’s reviewing the intelligence that is given to me or fully understanding the proposals that are put forward and the military options we’re asked to consider.

“I also think you need to have a perspective from history. I’ve just read in the past month a number of books on the Middle East because I’ve been travelling to the region. If I’ve learned anything in these books, it’s that the current situation in Syria, as serious as it is, is just a single point in time in a complex narrative that extends well beyond Syria. I believe in learning from the successes and failures of the past, and appreciate the importance of understanding the historical context.

“So first be careful about committing too early, second inform yourself and third try to gain a historical perspective; I also search for a sense of fairness and recognize that at home people are overwhelmingly war-weary. No one has come up to me saying that their church prayed last night that we go and strike Syria, nobody is calling my office saying strike Syria. We have, remarkably, heard from next to zero constituents wanting us to strike Syria, it’s been the opposite.

“My challenge is to listen to my constituents, inform myself with the facts and then act. What the constituents say is important and when they are overwhelmingly opposed to an issue I have to ask myself – is that for good reason? Regarding Syria, I don’t know much more than my constituents, they are pretty informed. I will have access to some classified intelligence that they won’t, but I think my constituents feelings on this issue are probably for good reason.

“The President calling a timeout, as he’s done on Syria by asking Congress to consider the issue, is momentous because most of our involvement in the Middle East in recent history saw the President acting with their authority as commander-in-chief, rarely consulting with Congress. A lot of power has been vested in Congress in this vote.”

OneDublin.org: What advice do you have for students who are passionate about and want to pursue a career in politics?

Swalwell on Election Night 2012

Swalwell: “Try as many groups as possible, explore as much as you can. At Dublin High School I performed in a Drama Club production, I participated in Mock Trial, I played soccer, football and tennis, I tried to rule in, and rule out, what I wanted to do. The audience ruled me out of drama [laughs].

“In the military they talk about taking what you want to do and running a red team against it to see if it is the best course of action. I knew I wanted to play soccer, but I ran a red team against soccer, meaning I tried a bunch of other things to see if there was something else I was better at. It’s always good to try something that’s completely opposite from what you want to do, and maybe that will open your mind even more. When you are young, take advantage of all the different opportunities you can.”

Related articles:

• Eric Swalwell’s Congressional Journey Begins in Office 501
• Congressman Eric Swalwell Joins the 113th Congress, Thanks Supporters
• A Living History Tour of The Capitol with Congressman Eric Swalwell

Valley High School Challenge Day 2013 Volunteers

As an exercise, imagine that you have been asked to express some of your innermost feelings, admit to mistakes that you’ve made in your life, and pledge changes that you’ll make from this day forward – all in public. This is precisely what occurred for the students at Valley High School this past Tuesday. Valley High is the alternative high school in the Dublin Unified School District. Valley High provides a supportive and constructive environment for students that are striving to complete their high school education in a setting that differs from Dublin High School.

OneDublin.org had the privilege to attend the previous edition of Challenge Day earlier this year, and was invited back by Counselor Liz Buckley. At VHS, a conscious decision was made to move up this event in the calendar so that the benefits from the program could provide a positive impact throughout the remainder of the school year. As with any externally provided program, the event is not free. Funding for Challenge Day came as a result of grant requests that were written by the Dublin Partners in Education (DPIE). As in previous years, the primary benefactors were Kaiser Permanente and the Palo Alto Medical Foundation. The presentation is also not possible without the assistance of volunteer facilitators consisting of Valley High staff, parents, community members and DPIE staff.

On Tuesday, the primary facilitators from Challenge Day were Randy Fortes and Jolana Hertz-Bishay. Mr. Fortes is a Livermore native and has worked with Challenge Day for seven years. Ms. Bishay is from Southern CA and had previously worked with the organization for five years. She recently took a break to raise her children and her visit to Valley was her first day back at work. As we had previously observed, the facilitators are a key ingredient to a successful day. It requires tremendous stamina, excellent listening skills and overflowing enthusiasm. This was certainly the case with both Randy and Jolana.

The day begins: The entire student body is welcomed into the Valley High gym with music blaring through mounted loudspeakers and an eager group of co-facilitators. All of the students take a seat in folding chairs that had been pre-arranged into a circle. Randy and Jolana each take turns at the microphone and try to give the participants an inkling of what the day may include. Mr. Fortes encouraged the crowd to “let go”, “be honest” and to ultimately “be the change.” Ms. Bishay asked the students to dream about the school that they wanted Valley to become and to fantasize about the life that they would like to lead. From there, the entire group went on to engage in group and individualized exercises designed to remove any apprehensions and to promote looking at one’s own life – whether through positive or negative experiences.

At the conclusion of the day, we were able to garner some feedback from Randy and Jolana.

OneDublin.org: Do you ever walk into a school with preconceived notions about it or do you receive information about the school body? Or do you just see what you have and then modify?

L-R Buckley, Fortes, Hertz-Bishay, Bartley

Jolana Hertz-Bishay: “We always get a little bit of information about a school before we arrive. But, if you learn anything through participating in a lot of Challenge Days, you learn to hold your ideas about people of schools lightly. We always end up shifting things here or there to address what’s happening in the room.”

OneDublin.org: While you are spending one full day with this student body, you may never see them again. How do you know that this program has had a positive impact on the students once you depart?

Randy Fortes: “I love that we usually see a change of heart throughout the day. I keep in mind that we are planting seeds of change which blossom at their own rate. The lasting impact of this program usually depends on the adults supporting the Be the Change Team.”

OneDublin.org: As we’ve witnessed, Challenge Day can be a very emotionally exhausting day for the participants. Can we presume that it affects you as well and how do you “come down” from the intense experience?

Hertz-Bishay: It can be tiring for sure! But it is also so rewarding and nourishing. We also give each other “sessions” regularly, so that we can release any build-up of emotions. We really do our best to practice what we teach around emptying our balloons.”

Fortes: “This work is draining, yet also very fulfilling. The key is to maintain balance.”

Valley High School Challenge Day 2013 Participants

As we mentioned in the prelude, it takes a lot of courage and trust to actively participate in this type of forum. One of the afternoon exercises was to “Cross the Line.” This requires individuals to share some of their darkest moments and to acknowledge their existence. But as a growth step, the individual must proclaim how they will overcome this obstacle and to take their life in a more positive direction. Among other activities, the students are asked to openly discuss a message that they would like to convey to someone that is no longer in their lives – regardless of circumstance. As you might imagine, the day is filled with introspection, some tears and many, many hugs.

To round out our story, we approached Principal Rinda Bartley to share her views on the day.

OneDublin.org: Last year’s Challenge Day occurred in the spring. This year it was executed in early fall. Was there a reason for this?

Rinda Bartley: “Yes, we very intentionally scheduled this year’s event as early in the year as possible. We started the year with several orientations, assessments and team-building activities and wanted to follow that up quickly with this unifying experience. We have learned and seen demonstrated repeatedly that there is a strong connection between a young person’s heart and his mind. When they feel connected, valued and know that they are a solid member of a school community, they perform better academically.”

OneDublin.org: You mentioned that you needed to tend to school business that directed you to leave for a short period of time in the middle of the session. However, you noticed a difference in the students’ behavior/attitude when you re-entered. Please explain.

Bartley: “I really noticed a palpable difference in the students’ demeanor and affect from the beginning of the day to the end. This morning, the students entered the room a little wary, which is understandable. They had all heard that Challenge Day is an emotional day and they weren’t sure what to expect. However, they learned that the things that they have come to see as barriers among people are artificial and that we have many more similarities than differences. The difference in the tone of the room was unmistakable and was very positive.”

OneDublin.org: The successful presentation of this program at Valley High is largely due to financial assistance provided by DPIE – more specifically to Kaiser Permanente and the Palo Alto Medical Foundation. What would you like to express to these organizations and how has the program positively affected your site?

Bartley: We, at Valley High, are deeply grateful to DPIE, Kaiser and the PA Medical Foundation for their understanding of our students and their willingness to fund this important experience. Of course, the day is only as valuable as the follow-up that we provide to students day-to-day and that we pledge to do the best of our ability. Again, thanks. Your generous gift makes a tremendous difference to our students.

At times, the language may have been a bit rough and some emotions were a little raw. But we are figuring that what the students experienced at Valley High School will stay with them for the next several years. OneDublin.org applauds both VHS and DPIE for supporting this very powerful and beneficial program.

For more information, please go to: http://www.challengeday.org/

Dublin High UNICEF Club

Dublin High School recently hosted their annual Club Faire. The Club Faire is an opportunity for the diverse student groups on campus to promote their organizations and attract new members. As City of Dublin Mayor and Dublin High Student Activities Director Tim Sbranti stated, the Club Faire is “one of our single biggest activities that we do to get the most amount of students involved.” Dublin High has over sixty clubs this year, ranging from academics, services, hobbies, special interests, and religion. In other words, there is a club for everyone to join on campus! Students are also encouraged to create their own clubs and bring new perspectives to students at DHS.

Dublin High Drama Club

Among the clubs that participated in this year’s Club Faire were the Drama Club, the American Red Cross Club, the United Nations Children’s Fund (UNICEF) Club, and the California Scholarship Federation (CSF) Club. President Rachel Gregory and Vice-President Melany Scannell run the Drama Club, which organizes three major plays each year. They arrange the Fall Play (Shakespeare’s ‘As You Like It’), which is in rehearsals and opens Thursday October 24, the One-Acts, which will have a casting call around November for early-January performances, and the Spring Play. Students who join this club can expect to “have fun and find people who are very accepting. Everyone is really close and it is a nice way to get people to branch out and come out of their shell a little bit.”

American Red Cross Club

The American Red Cross Club’s publicist, senior Ericka Lacsamana, describes the club as a “community service club that helps with the blood drives every year. We also fund raise and donate money and supplies for people suffering from natural disasters.” Their club’s goal is to recruit as many members as they can and to raise more money in order to help those in need. Some activities or fundraisers that the American Red Cross club organize include two blood drives a year, bake sales, and other events.

I am currently President of the UNICEF Club, which was also represented at Club Faire. UNICEF is a “non-profit organization that helps children overcome hard obstacles, such as discrimination, disease, and poverty. UNICEF also promotes education for young girls, helps prevent the spread of HIV/AIDS, and seeks to gain rights for children in all parts of the world.” We participated in the Club Faire to recruit new members so we can organize fundraisers and donate money to children in countries that are unable to support themselves. One of the major activities that the UNICEF Club organizes each year is the Trick-or-Treat fundraiser, where students last year helped raise over $500 to save and improve children’s lives.

Lastly, senior Kellie Lue, President of the CSF Club, describes the club as an “organization that combines a academic achievement with community service.” As Treasurer, “CSF is widely recognized in the state of California and can be found in almost every high school. Being a member of the club will look great on a student’s college transcript and will allow them to showcase their community hours.”

Clubs are very important for students to join because it makes their high school experience more memorable and allows them to be united with other students who hold the same interests as them. Club participation also looks good on college applications and allows students to be active and a part of something bigger. The Club Faire at Dublin High is a perfect opportunity for students to take part in something they believe in and to help make a difference.

Sophia Bafaiz recently joined OneDublin.org as a student writer and is currently a junior at Dublin High School. Sophia is currently a volunteer at the Pleasanton ValleyCare Medical Center where she greets visitors and patients, and provides aid to staff members. Sophia is also the President of Dublin High’s UNICEF Club and Treasurer of the California Scholarship Federation Club. Sophia was a member of the Youth Advisory Committee for the City of Dublin where she was in charge of providing input on youth services and addressing issues that affect the youth of Dublin. During the school year, Sophia is a peer tutor and a part of the Leadership class, and is an active soccer player. Sophia enjoys volunteering and helping members of the community and by becoming a contributing writer for OneDublin.org, plans to write about important issues and events, and make a positive impact. In her words, Sophia “looks forward to giving back to the community and making a difference one story at a time!”

Dublin High School CSF Club

DHS Class of 2013 Homecoming Float

Dublin High School’s Homecoming is an annual opportunity for students to learn real world skills in collaboration, problem-solving, time management and team-building, while having fun and unleashing their creativity. The event involves students from across Dublin, including elementary and middle school students that participate in the parade and carnival, along with Dublin High alumni and the community. The Dublin High School Homecoming 2013 theme is Disney “Lands”, with each class competing for coveted Homecoming points:

• DHS Class of 2014 Seniors: ”Fantasy Land”
• DHS Class of 2015 Juniors: ”Tomorrow Land”
• DHS Class of 2016 Sophomores: ”Adventure Land”
• DHS Class of 2017 Freshmen: “Toon Town”

Dublin High School Homecoming Schedule 2013

Dublin High Homecoming kicks off Monday October 7 and concludes on Saturday October 12 with the Homecoming dance. There are events every day giving all students a chance to participate. Several events including the Homecoming parade, carnival and football game are open to the community. The Dublin High School PFSO has prepared a “Homecoming for Dummies” guide available here. Below is a full breakdown of planned events:

Monday 10/7/2012

• Super Hero Day (tallies taken before school by the Trees in front of the Library)
• Homecoming Elections before school, lunch, & after school by Trees in front of Library
• Full Dress Rehearsal for all Skits in Sports Complex

Tuesday 10/8/2012

• Patriotic Day (tallies taken before school by the Trees in front of the Library)
• International Walk n’ Roll to School Day for Homecoming Points (tallies before school)
• Lunchtime Competitions for Homecoming Points by Trees in front of Library

Wednesday 10/9/2012

• Pink Day (tallies taken before school by the Trees in front of the Library)
• Car Show at Lunch (near Football Stadium Entrance)
• Final Day of Ticket Sales for Homecoming Dance
• Homecoming Rally in Sports Complex @ 7:00 p.m. (Skits/Senior King/Class Prince/Princesses)

Thursday 10/10/2012

• Area Decorations (5:30-7:30 a.m.): areas listed above
• Theme/Homecoming Shirt Day (tallies before school by Trees in front of Library)
• Float/Carnival Construction/Wristband Distribution w/BBQ (3-7:30 p.m.)

Friday 10/11/2012

• Gael Force “Game Day” Dress-Up (tallies before school by Trees in front of Library)
• Homecoming Parade (Parkway Fellowship Church to Dublin Swim Center, 3:45 p.m.)
• Homecoming Carnival (Next to Varsity Baseball Field, 4:00-7:00 p.m)
• Homecoming Football Game (JV-4:30; Varsity-7:00; Senior Queen crowned @ Halftime)

Saturday 10/12/2012

• Homecoming Dance in Cafeteria (7:30-10:30p.m)

Highlights from Prior Dublin High School Homecoming Celebrations:

• Dublin High School Homecoming 2012 Video Diary
• Dublin Parents Dedicate Time and Energy to DHS Homecoming Preparation
• Dublin High Homecoming is in Full Swing

Time lapse movie of Homecoming Skit Rally 2012

Dublin High Teacher Eugene Chou

Dublin High School’s Engineering and Design Academy has experienced dramatic growth since the program kicked off in the 2010-11 school year. Starting with 42 students and a single course (Principles of Engineering), the program now serves 190 students, includes five courses (Principles of Engineering, Introduction to Engineering Design, ROP Computer Integrated Manufacturing, Computer Science / Software Engineering, and Digital Electronics), and has grown from 2 sections to 16 sections of instruction time.

Dublin High teacher Eugene Chou, who earned an undergraduate degree in mathematical sciences from UC Santa Barbara and a masters degree in industrial engineering and operations research from UC Berkeley, has been a driving force behind the program and was named the Dublin Unified School District 2012 Teacher of the Year. Ms. Chou is also the Dublin High Gael Force Robotics Club advisor, donating many weekends in support of the team at robotics competitions across the Bay Area.

As part of our popular Women in Science, Technology, Engineering and Math Series, which most recently featured Disney Imagineer Molly Rinke, OneDublin.org recently met with Ms. Chou to learn more about what inspired her passion for science, technology, engineering and math.

OneDublin.org: What influenced you to pursue math in college?

Eugene Chou: “I was always interested in problem-solving. My dad is a mechanical engineer, working more on the software side now, and was the type of person where if something broke in the house he would open it up, figure out what was going on and try to fix it, rather than buying a new one. I would be pulled into these adventures, trying to fix the VCR, so to the extent anyone sparked my interest in math and problem-solving, it was my dad. He taught me to be inquisitive about the world around me, and not just accept things the way they are.

“As far back as I can remember I’ve been interested in the way things work. I was educated back east where the schools I attended had great math and science programs, and I was doing a lot of cool math stuff, a lot of problem-solving rather than rote arithmetic. I remember math being my favorite subject and from a very young age I never thought about doing anything else other than getting into math. I always thought I’d be some type of mathematician, a problem solver.”

OneDublin.org: What did you get out of your undergraduate degree in math and what led you to pursue engineering for your masters degree?

Chou: “My undergraduate degree was in mathematical sciences. At UC Santa Barbara there were two wings of math – you could take pure math or applied math. Applied math was my focus from the beginning so all of my undergraduate courses were upper level math but applied to something. I did take a few pure mathematics classes and I did horribly! It was the kind of math I did not understand and I would wonder why am I doing this? What is this math applied to? But pure mathematicians do think that it’s just for the love of the math that you pursue theoretical problems. I needed to take math and solve problems.

“I was in UC Santa Barbara Professor John Doner’s operations research class where I found the coolest application of math I’d ever seen. It was through conversations with him and his mentoring that sparked my interest in pursuing engineering. When I went to UC Berkeley for my graduate degree I focused on operations research classes rather than industrial engineering.”

OneDublin.org: How do you help students see past math being a lot of work, being perceived as hard because of the amount of work required to understand and apply the concepts?

Chou: “When I talk to struggling students about their investment in math, and why they should even pursue math, I tell them that for me math has always been challenging. Even though I always enjoyed math, I was never the student who could just sit there and have everything come to me right away. I always had to spend more time digesting and going through the math to fully understand the concepts. For me, I enjoy the challenge. I enjoy having to invest more time to really understand the concepts, that math isn’t just something I could memorize.

“Whenever I talk to students who say ‘math is so hard’, I remind them that nothing that is really worth doing is going to come easily. Everything that you take pride and joy in at some point is going to be something you sweat over. That’s what I believe. If something is so easy that anyone could do it, then you can’t take pride in understanding and knowing it. I’ve always found the challenge of math is what made it rewarding.”

OneDublin.org: What drove the decision to pursue education rather than a career in engineering?

Eugene Chou with Engineering Academy Students

Chou: “I worked on a project while attending Berkeley with a group called ‘Engineers Without Borders’ (which has since been renamed ‘Engineers For a Sustainable World’). I was working a water quality testing project for the Lake Merritt water shed, looking at pollutant trends, and part of the project included community involvement. I was linked up to an Environmental Sciences Academy at Oakland High School where I taught students about the project, and they helped me with some of the water testing. It was through those experiences that I discovered how cool it is to work with kids, the different energy they bring vs. adults. It was nice to work in an environment where you felt you were making an impact every day you were there.

“The teacher I was working with at the high school told me I was really good working with teenagers, and he invited me to work with the school. I met with the vice principal, had an informal interview, and they called me up mid-year to take over a math class where the teacher had left. I’d never really thought that teaching was a career for me – I was on an engineering, corporate track – but when I thought back some of my best experiences were with tutoring students.

“My best times in college were working with a UCSB peer tutoring organization called CLAS, ‘Campus Learning Assistance Services’. I worked in small group settings tutoring students in math. And the more I thought about it I realized I had always been following a path to teaching, but not knowing it. I tutored students in high school too, and I’ve always loved working with people.

“I get what it feels like to struggle with math. I felt like I was able to break things down. Even though I wasn’t consciously following a path to teaching it was always there, a thread in the background. And in the end it made complete sense to pursue education.”

OneDublin.org: You also lead the Dublin High Gael Robotics Club. For students not involved in robotics, what is it all about? Why are the kids involved in robotics so passionate about what they do?

Chou: “I think it comes down to problem-solving, the same things that have always attracted me to math and science. The students that commit a lot of time to the club really enjoy solving problems, and not just mathematical or technology type of problems. In addition to facing issues like ‘why isn’t my robot arm moving up?’ or ‘why isn’t this program working?’ they have to face problems on a social level including how to manage teams, how to get everyone on their team to participate, and how to resolve conflicts between themselves and other team members.

“For members of the Robotics Club it’s not just about applying what they’ve learned academically towards some application like robotics, but also growing socially.”

OneDublin.org: A terrific example of problem-solving was the duct tape suspension bridge built by the robotics club students on the Dublin High School campus, over a long weekend, as part of Engineering Week in 2012. What did you take away from that effort?

Duct Tape Suspension Bridge

Chou: “Pride. As a teacher you have a lot of little moments, when a student finally understands something. For something as large as the suspension bridge to be accomplished, a project you can actually walk across, made me so proud of the individual students and the program. The suspension bridge project gave students an opportunity to apply everything they’d learned from math and science in class, as well as apply the social and team-building skills necessary to build the bridge in three days, managing time, space and resources.”

OneDublin.org: How do you feel about the first three years of the Engineering and Design Academy at Dublin High School?

Chou: “I feel like we’ve been very impactful, and I’m excited every day about what we do. I feel like we’re offering students an opportunity that I didn’t have when I was in high school, and many other high schools around the country don’t have. I feel like our students are very lucky to be in the Dublin School District, in a high school that is able to provide them classes like this. I also feel very lucky that I’m the teacher at a school like this, that we’ve been given this opportunity to do something great for these students.”

Teacher Keira Andresen

In late April, OneDublin.org highlighted some truly inspiring moments at Dublin Elementary School during Autism Awareness Month. The Language and Social Skills (LASS) program seized this opportunity to provide a common learning platform for all of the students at Dublin Elementary. LASS teachers Keira Andresen and Jeanne Kane, aides and volunteers went on to conduct a two-day event that transformed their classroom into a sensory room. By establishing multiple stations, they provided Dublin students the opportunity to understand the challenges of their fellow students that are diagnosed with autism or other disorders across the spectrum. Examples of these stations included: attempting to write one’s name while wearing a ski glove, trying to assemble a Mr. Potato Head toy while a strobe light was flashing in the vicinity or pulling a sock onto their arm that had a “prickly” feeling. Some of these sensations and many others are common to those with Asperger syndrome or pervasive development disorder.

We thought that it was a fascinating and very powerful learning moment for all of the Kindergarten through 5th grade students at this site. However, this story did not end there. Less than 24 hours after publication of this article, the Alameda County Office of Education (ACOE) published their list of awardees for “Teacher of the Year” for each respective city. For Dublin, the honoree was Keira Andresen. A formal awards ceremony will occur on Thursday, October 3rd at the Castro Valley Center for the Arts. In order to cement this honor, the ACOE wanted to conduct a classroom visit at Dublin Elementary and to express personal congratulations to Ms. Andresen. This occurred on Monday and we were delighted to be present.

As the classroom was active, this was not a formal presentation. Rather, it was a collection of interested people that included Superintendent Stephen Hanke, Board of Trustee members and various DUSD staff. A brief interruption in the class plan included the introduction of Karen Monroe and Yvonne Cerrato. Ms. Monroe is the Associate Superintendent, Educational Administration for the ACOE. Ms. Cerrato is an ACOE Trustee for Area 7 which represents the Tri-Valley region. Both offered a congratulatory statement and they also expressed gratitude to Ms. Andresen for all of the hard work invested by her and her colleagues to the success of the LASS program. It was a memorable in-class moment and one that could also be shared by the students. While a “Teacher of the Year” award carries a certain prestige, it also comes with an even higher level of responsibility. We reached out to Keira to receive her feedback on this award and the process.

Keira Leading a Class

OneDublin.org: With the passage of some time since your initial notification, we are sure that you’ve had the opportunity to reflect upon what this recognition means to you. Please share some of your thoughts.

Keira Andresen: “It still amazes me that I have been thought of so highly to deserve this award. I know that Dublin has so many wonderful teachers that it means even more that they thought of me. To be very candid, being recognized cements my thinking that if you truly love what you do, work hard, and never give up, then success (whether small or big) will come.”

OneDublin.org: We understand that many of your colleagues will be attending Thursday’s ceremony. How does this reflect on the quality of your fellow staff members/leadership and the relationships that you’ve developed?

Andresen: “It truly warms my heart that so many co-workers are attending. I am so thankful for each and every day that I get to spend with these women and change the lives of our students. I learn from them every day and am truly lucky to be with them. We really are a family, we share the up and downs, and we are there for each other. Dublin Elementary and DUSD truly is the best district to work for!”

OneDublin.org: In some industries, a very significant award may be granted at the end of one’s career. However, you have the opportunity to serve for many more years in the classroom. What goals or pledges have you made to yourself in order to become the best educator that you can be?

Andresen: “With the struggles that I went through in school, I pledged to never give up. In this, I take on the mission to learn from everything and everyone that I can (including family, co-workers, and my students/their families). Also, knowing how easy it is to get turned off from school because of struggles one may go through, I have pledged and will continue to make sure my students know how important, special, loved, smart, and valuable they are.”

Before our departure, we extended an opportunity to Principal Lauren McGovern for her to express her thoughts on the significance of this honor.

OneDublin.org: An individual award is oftentimes also a reflection of a team (LASS) or an entity, like Dublin Elementary School. What are your observations?

Principal McGovern

Lauren McGovern: “Our LASS team is a cohesive and collaborative unit of extremely talented and purposeful instructors. Their focus is on the students. They are strong communicators, wonderful motivators, and committed to the task of providing their students the best possible resources and instructional practices. Their energy, enthusiasm, and joy in the classroom are evident.”

OneDublin.org: Having the Dublin Teacher of the Year coming out of your school site is somewhat remarkable, particularly since there are over 400 certificated staff members in DUSD. Did this recognition represent anything visceral for your site? If yes, how?

McGovern: “Our team is extremely proud of Ms. Andresen and her accomplishments. It is exciting to see “one of our own” recognized for the dedication and heart that our staff brings to school each day. Ms. Andresen is a wonderful example of talent, knowledge, and effort coming together. We are so proud of her!”

OneDublin.org congratulates Ms. Keira Andresen and all of her teaching colleagues that are being recognized for this honor. The event will occur on October, 3^rd from 6:00 – 9:00 PM at the Castro Valley Center for the Arts at 19501 Redwood Road. Tickets are $20 for adults and $5 for children. An appetizer reception will occur from 6:00 – 7:00 PM.

For tickets, register at: http://www.acoe.org/acoe/Home/AboutACOE/Communications/Teachers-Year-2013

Accounting Best Practices Workshop

It couldn’t have been the easiest way to start a new job. Freshly minted Principal Brett Nelson at Dougherty Elementary School was barely two months into his new position when he began to hear whispers. The whispers became allegations which then led to an investigation. At the heart of it, some were voicing suspicions of potential fiscal improprieties within the Dougherty Parent Faculty Club (PFC). Charges of this nature needed to be substantiated. A process that included the school and District personnel began. The preliminary findings prompted both parties to then turn this matter over to the Dublin Police Department. As this is an ongoing investigation / prosecution, OneDublin.org will not comment on the current status of the case.

However, the aura of this active case hung like a dark cloud over Dougherty. Reforms and safeguards were immediately implemented. In spring 2013, several local news outlets announced that an arrest of a parent volunteer had been made. The subject then became much larger as families at other sites wondered aloud about the security of funds at their own respective schools. While Principal Nelson recognized the need to reinstate the confidence of the parents at Dougherty, DUSD also realized the vital need for enhanced training in fraud prevention. That District-wide training was presented in the form of workshops last week.

A subject matter expert was enlisted to discuss strategies with both administrators and PFC leaders. Jeri Wenger possesses deep ties to numerous school districts throughout California. She has gained over 30 years of management and technical experience in public education. Additionally, Ms. Wenger has accumulated over 20 years as a Principal/Partner with two CPA firms and a compliance and advocacy consulting organization. Jeri is very familiar with DUSD as she has previously worked with the district in delivering information on how school organizations can lawfully raise funds. OneDublin.org was invited to attend some of these sessions and the dialogue was fascinating. First, we had a visit with the facilitator.

OneDublin.org: The earlier portion of your presentation focused on the “Fraud Triangle”. This phenomenon is not confined to any particular geography. What are some of the lasting effects on a school district/school when this occurs?

Jeri Wenger

Jeri Wenger: “The effects of fraud vary depending on the extent: amount of funds stolen, if collusion was involved and how the matter was handled. It is my opinion that trust and confidence are the two factors most affected by fraud. Loss of trust and confidence negatively impacts morale, business operations, public perception and much more. DUSD clearly understood the public’s trust could be lost a long time if immediate corrective action was not taken.”

OneDublin.org: In order to prevent theft, you suggest several strategies. These include: annual audits, employing two signatories, a verification of cash logs and making timely bank deposits. In general, when these safeguards are employed, what is the rate of success in preventing future abuse?

Wenger: “We know of no organization, even with the strongest internal controls that is immune from fraud. However, strengthening internal control policies, processes and procedures definitely makes an organization a less attractive target to both internal and external criminals seeking to exploit internal control weaknesses. All three factors of the “Fraud Triangle” we discussed must be present for fraud to occur. When adequate safeguards are employed, potential perpetrators recognize that the “perceived opportunity” is not there and thus are far less likely to commit fraud.”

OneDublin.org: Much of your presentation is rooted in public education law – some of which was spurred through ACLU lawsuits. Essentially, all students cannot be required to pay fees for certain activities or to raise specified amounts of money. However, the dilemma for many PFC’s is that they are hoping/expecting all students to “do their fair share”. How do you advise these schools?

Wenger: “The question is not whether schools and parent groups can continue to request funds to support schools and students. They can. It is how they ask parents for it. The law prohibits the practice that communicates parent pay their “fair share”, as a condition for their child to participate in an educational activity. The reality is that the State has never provided adequate funds for co-curricular and extra-curricular activities. To make things worse, in 2007-08 school funding was cut by over 22%. Thus, schools do not received adequate funds to even support statutory classroom (core) programs. Parents need to understand that schools have and will not receive adequate funds for these “extra” activities. Advance planning helps. By timely sharing cost information and engaging parents early, PFC’s and schools will have greater success in securing voluntary donations to support DUSD schools and students.”

OneDublin.org: Again, as dictated by law, please comment on the appropriate language that should be utilized for donations requests.

Wenger: “Here is some sample language. We’ve provided PFC’s and schools with training and compliant letter templates to facilitate appropriate language for donation requests. Schools and parent groups cannot have language that says “The fee for each student is $__. We ask that you pay if you are able. It will be helpful if everyone pays their fair share.” They can however say, “We need your help. We do not have adequate funds to cover all of the costs for the XYZ trip. ABC charges a $__ admission fee for each student and the school also incurs transportation costs. Any contributions to help defray these costs will be greatly appreciated.”

So, we have discussed the broader issue, which not brings us back to Dougherty Elementary. As we are well into the current school year, it is also important to look back and to understand the steps that were taken at JDS while it was mired in a potentially explosive environment. We sat down with Principal Nelson and he shared his thoughts.

OneDublin.org: When did you become aware of potential fiscal improprieties within the PFC? How did you react and what were your immediate action steps?

Brett Nelson

Brett Nelson: “The current PFC board at Dougherty discovered some irregularities in August of 2012. The very next day, they notified me. In turn, I notified the school district and Dr. Hanke who guided us on next steps. The PFC, District and the school then worked together to investigate. Beverly Heironimus, the District CBO, was most helpful getting the process of investigating started. This, along with the hard work of the PFC board reviewing the financials and providing documents for the investigation, lead to a detailed account of past history.”

OneDublin.org: In the aftermath of a lengthy investigation and charges being levied, what safeguards did you and the PFC organization employ?

Nelson: “Working closing with the PFC and the District many safeguards and procedures were put into place to allow for tighter controls. An example is that we are now posting all warrants and voting on them for approval. The process begins with school administration confirmation that all items will benefit instruction and programs, and then goes to the PFC board and open session for approval. It is this series of steps outlined in the Districts policies and procedures and training to all administrators by Wenger & Associates that eliminates the misuse of funds.”

OneDublin.org: With the ongoing consultation by Wenger & Associates, what would you like to convey to families at your school site as it relates to internal fiscal safeguards? Why should families and students at all school feel confident as we move forward?

Nelson: “We are sorry to have funds that should be allocated to the students misused. This was an issue that the current board and I inherited from the prior year, but with the collaborative working relationship of the parents on the board and myself with the district support we were able not just to conduct an effective investigation but also establish a positive system of checks and balances to prevent a similar incident from occurring again. We, the PFC, James Dougherty and the District are committed to the students and the programs that benefit them. These programs will be maintained and I am confident that we are more structured and ready to support student learning than ever before.”

OneDublin.org: Anything else that you would like to add?

Nelson: “As a principal it is an honor to have so much support from the district and I cannot say enough about the hours that the current PFC board and the Dublin Unified School District have put into to investigating and rectifying this situation.”

To be sure, it was a stormy situation to walk into at Dougherty Elementary over a year ago. We applaud Principal Nelson and the PFC leadership for calming the waters and moving ahead in a positive fashion. Further, we acknowledge DUSD for applying the same level of concern by offering enhanced training to all of the other school sites.

Breast cancer is spreading at an alarming rate. We have been told that this condition is affecting one in eight women in the United States – an alarming rate. For a moment, put yourself in the shoes of a young high school student. Your mother has been diagnosed with breast cancer. Immediately, the family is upside-down, yet the daily functions of the family need to carry on. However, this story includes a positive outcome and a Dublin family was willing to share their story. Under this backdrop, OneDublin.org had the pleasure of attending the “Boo!..Bie Scare Halloween Breast Cancer Fundraiser” on Friday, October 18, at the Pleasanton Masonic Center.

In August 2012, Madeleine (Maddie) Romero-Salas, mother of Matthew and Inigo, felt a lump on her left breast. She confirmed this discovery with her husband, Ignacio. She immediately scheduled a mammogram and an ultrasound. The results didn’t look good. It seemed that she also had some enlarged auxiliary lymph nodes. The results from the first biopsy prompted a PET/CT Scan. The results were the same as the initial scan, however, they found an additional lump on her left ovary. The resulting diagnosis moved the family to decide upon a chemotherapy treatment which commenced in October, 2012. Thus, this commenced a lengthy journey of chemotherapy and radiation treatments. While Maddie’s treatment required the removal of several lymph nodes, it also required continuing doses of Tamoxifen for several years to come. This story is being told simply because a Dublin student and a loving son decided to turn a personal challenge into an event that would benefit many others. While Matthew Romero-Salas is at the heart of this story, the primary benefactor of his efforts is the Sandra J. Wing Healing Therapies Foundation.

“The Foundation” supports many of hundreds of healing therapies and treatment options. The focus is on five therapies: Acupuncture, Acupressure, Therapeutic Massage, Guided/Visual Imagery and Deep Breathing Meditation. Sandra Wing is a dual cancer survivor. In 2008, she founded a foundation that provides funds so that cancer patients can experience the immediate benefit of complementary therapies to help alleviate the side effects caused by radiation and chemotherapy. OneDublin.org had the opportunity to visit with Ms. Wing and here are her responses:

OneDublin.org: Please explain how you came in contact with the Romero-Salas family. Did Maddie benefit from your services?

Sandra Wing: “Matthew called and emailed. He sought out our Foundation (and me!). It is my understanding that Maddie did not benefit from our services as she did not apply for funds. However, Matthew wanted to find a local cancer charity for his service project and he also wanted to honor his mom for the cancer battle she went through.

As I said, when I spoke the other night, I was so impressed by this young man and his leadership. I wanted to support and applaud him immediately. And, being at the event on Friday night only endorsed my initial impression! I was genuinely touched by his wanting to “give back” and I was honored that he chose our charity.”

OneDublin.org: On an annualized basis, help us understand how many cancer patients are benefiting from your foundation and in what ways?

Wing: “Our current annualized pace is 180 patients. That number has gone up tremendously over the past four years! In our first fiscal year 2009-2010 we helped two patients a month (24 that year). This fiscal year 2013-2014 we are pacing at 15 patients a month (for 180 this year).”

OneDublin.org: Cancer does not discriminate – it can impact patients of any age or from any socioeconomic plane. What motivated you to take action in developing your foundation?

Wing: “You are correct! And, one of the things rarely talked about is the financial impact of a cancer diagnosis! Many people do not realize that either the cancer patient or the caregiver (sometimes both) reduce their work hours, thus their income. Not to mention the fact of all the extra expenses with co-pays, parking fees at the hospital or an appointment, prescriptions, etc.

“I was motivated because I went through harsh chemotherapy treatments and I sought out the very therapies we pay for because they helped me a great deal. They helped me stay the course (so that I had enough energy to complete the toxic treatments). They helped me stay positive and energized. They helped reduce my nausea and improve my appetite. They helped me with many things and these are just a few of the benefits!”

OneDublin.org: Having supported so many cancer patients over the years, do any of them return to help your foundation? Please expand.

Wing: “Yes, we have been blessed by some patients, as well as their caregivers, desiring to give back in the way of volunteering. Others that we have helped, have donated when they became financial able to do so (after returning to work). Others have encouraged and have referred those they know to apply for funds when they were diagnosed with cancer. And, others participate by attending or supporting our fundraising events.”

We now move to the specifics of the Pleasanton Chapter Order of DeMolay event that occurred last Friday. The event was well attended and organized with at least 80 supporters in the house. We wanted to get closer to the details of this event and how it all came to be. It all started with Matt Romero-Salas.

OneDublin.org: How and why did you select the Sandra Wing Foundation to benefit from your fundraiser? Was this a requirement of your service and how has your participation in the DHS band program influenced you?

Matt Romero-Salas: “When I joined DeMolay in 2011, I couldn’t wait to become a Senior Councilor so that I could tackle fundraising projects for Autism, as my brother was diagnosed in 2003. When I was elected as Senior Councilor, my mom had already been diagnosed with breast cancer.

“As a Senior Councilor, we are asked to do a project of our choice. I chose Breast Cancer because of my mom’s diagnosis, also because it was appropriate for October being Breast Cancer Awareness Month. I wanted to donate the proceeds to a local foundation but I wasn’t aware of any at that time. I mentioned to my parents the fundraising project that I wanted to tackle and they suggested the Sandra J. Wing Healing Therapies Foundation. I was also attracted to this option because the American Cancer Society has become a very big organization and I wanted to donate to something that people in our community could benefit from. Being in band has helped me cope with what we were going through. Mr. Everts was the first teacher I told about my mom having cancer last year and from that point on he became like a father outside of home. He was always very concerned and he would always ask how my mom was doing. Mr. Everts even gave me the opportunity to perform a ballad for my mom at “Jazzin’ for a Cure” last May, which allowed me to express my feelings for my mom through music which I was never able to do through words.”

OneDublin.org: In the program, you made the statement that you chose to take action and to be an advocate. Having witnessed your mother battle breast cancer, what has this journey taught you?

Romero-Salas: “The journey of seeing my mother battle breast cancer taught me that you can’t take anything for granted, it taught me that life is a fragile thing and you have to make the best of it. You can’t sit around depending on someone else to do everything for you. What I’m really trying to say is that the only real way to make a difference, is to get involved, and the more involved you get, the more of a difference you’ll make.”

OneDublin.org: It would have been difficult to pull off this event by yourself. What would you like to express to your fellow volunteers and businesses?

Romero-Salas: “I’d like to take this opportunity to give a big “thank you!” to everyone who helped make the event not only a possibility but a success. Finally, I would just like to add a quote that seems appropriate in this interview: ‘Attitude is a little thing that makes a big difference.’ ~Winston Churchill”

Boo!…Bie Scare was a remarkable and very memorable event. OneDublin.org would like to commend Mr. Matthew Romero-Salas, his family, friends and supporters for hosting a very meaningful night. In the end, the Sandra Wing Healing Therapies Foundation will benefit many cancer fighters partially in due to the funds that were raised Friday night. We commend the Foundation, Order of DeMolay and the Romero-Salas family for their collective efforts.

Special Olympics Soccer Competition Torch Bearer

You may remember a somewhat overcast morning last Thursday in Dublin. However, inside Gaels Stadium there were hundreds of beaming faces. These were the faces of some very young students, families and staff members and even some grandparents. This day marked the Second Annual school-based Special Olympics Soccer Competition. While the concept of Special Olympics was hatched in the 1960’s by Eunice Kennedy Shriver, the history in Northern California did not begin until 1995. On the heels of a very successful track and field event last year, Dublin High School took the lead in hosting this day’s activities. Pre-Kindergarten through fifth grade children were the focal point of this event. Four soccer fields were clearly coned off on the sports field and the athletes were free to have a great time.

Adding another level of pageantry was the presence of many service men and women from Camp Parks. They lined the track as the Dublin High School Irish Guard band and students paraded through. The service people also served on the perimeters of each soccer field. The Dublin High Band & Guard then took their position in the stands and provided “pep” music for all of those in attendance. In all, 221 student athletes were present to compete. This was a Tri-Valley event which included those from Pleasanton, Livermore and Dublin. However, also participating were students from Sunol and as far away as Mountain House. There was no need to wonder when the overcast skies would break as there were enough smiling faces in Gaels Stadium to illuminate the field. OneDublin.org had the pleasure of covering this day by a direct invitation through Eric Hamilton, Dublin Unified School District Adapted Physical Education Instructor. We also had the opportunity discuss the day’s event with Tri-Valley educators.

Melissa Chicconi has been employed as a Special Day Class (SDC) teacher in Dublin since 2005 and has worked at Frederiksen Elementary School since 2008 – often with students with moderate to severe disabilities. Prior to her arrival in Dublin, she worked for many years in the Riverside Unified School District with a similar population – both pre-school and Kindergarten. She states that “I live for those small moments when my children “get” the concept that we’re trying to teach and feel proud when they can do things on their own that were once so difficult.”

OneDublin.org: What was the reaction of your students when they realized that they would participate in a Tri-Valley wide soccer event at Dublin High School? How did you and your aides help them to prepare?

Melissa Chicconi

Melissa Chicconi: “Our students LOVE any type of motor activity and were excited to go on a field trip to compete and “show off” the skills we have been practicing at school these past few months. With the help of our Adapted Physical Education (APE) Specialists and Instructional Assistants, we have been practicing dribbling, passing and shooting skills in our weekly APE sessions, recesses and in daily classroom motor activities. Our APE Specialists helped us to set up skill stations on the playground with cones and nets and we’ve been practicing stopping the ball with our toes, which is no small feat when you’re still learning to coordinate your body movements at this age! “

OneDublin.org: What level of support did you receive from parents/staff/administration at Frederiksen Elementary for this event?

Chicconi: “The Tri-Valley is such a supportive community! Many of our preschool parents came today to cheer us on, in addition to Holly Scroggins (Frederiksen Principal) who marched with us in the parade. Our School Psychologist, Jennifer Lin, came to help us play in one soccer game and then helped us walk back to school. The general education students at Frederiksen made banners and posted them on campus to show their support for our athletes and made announcements after the morning flag salute to wish us good luck!”

OneDublin.org: The environment at SONC was very positive and uplifting. In your opinion, how does this help your students to participate in this or other enrichment activities?

Chicconi: “For many of our students, motor activities can be difficult, but the upbeat atmosphere at today’s games gave our athletes the encouragement they needed to do their best. Volunteers cheered us on, gave high-fives and worked very hard to make sure that each athlete had an opportunity to participate in whatever capacity they could. When we have a “can do” attitude, our children rise to those expectations!”

OneDublin.org: Anything else that you would like to add?

Chicconi: “I do want to say a special “Thank You” to the DUSD APE Staff for their tireless efforts in helping us train for the games, set up, facilitation and break down of this day. Many hours of coordination and hard labor made today such a wonderful experience not only for Dublin athletes, but also for our friends from Livermore and Pleasanton. Each year seems to get better and better!”

Participation Ribbons

As previously mentioned, we received the invitation to cover the soccer competition by a DUSD staff member. When we asked of another special educator that we could speak to, Eric Hamilton did not hesitate. He quickly identified Mr. Brad Morisoli from the Livermore Valley Joint Unified School District. Eric gave a brief description and told us to look out for his khaki colored hat. Sure enough, we found him on field number four and running with the kids. As a very young man, Brad worked as a construction contractor. In 1979, he and his wife joined forces and created Morisoli Construction, Inc. After a successful 25 year run, they transitioned the business back to key remaining employees who then started Bentancourt Brothers Construction in 2005. The ultimate closure of Morisoli Construction occurred in 2012. But with so much vigor and life experiences to offer, what would he do? It is a fascinating next chapter in life.

OneDublin.org: You had a full-fledged business career/business prior to joining LVJUSD. Please explain what motivated you to continue help students, particularly in physical education?

Brad Marisoli

Brad Morisoli: “I had always wanted to teach. While as a sophomore and junior at Cal State Hayward [now CSU East Bay], I coached football at Granada High School. My plans were to teach at the high school level. Towards the end of my sophomore year, word had trickled down that there wouldn’t be any teaching jobs. I ended up working for a contractor at the Alameda County Fairgrounds in the summer of 1975. I returned to Granada in 1980-81 as an assistant track coach. The desire to teach never left me. In the fall of 1988, Granada advertised a position for head track & field coach. I applied and started as the new coach in the spring of 1989. This rekindled my desire to teach. I would not act on that desire until 2002 when we start the process of selling Morisoli Construction. During this period I coached track & field, football, basketball and baseball. For ten years, I coached year round, moving from season to season.

I returned to college in October 2005 and I completed a business administration degree in May 2007. I enrolled in a teaching credential program August 2007. I originally started a credential in Special Education. I had also signed up with the Livermore School District to substitute. On the second day of school, the district contacted me for an APE substitute position at Granada. That led to a year of teaching Adapted Physical Education under a waiver and changing my credential focus towards APE.”

OneDublin.org: Your entire family has a history with Granada High School. Please expand upon your devotion to GHS and its surrounding schools.

Morisoli: “Diana and I graduated in 1973 and we were married in 1976. All three of our children graduated from the school. Through coaching, teaching and having my family and six nieces attend GHS, it has created a very strong bond with our clan. Most importantly, I have preached to my teams, parents and coaches to “get involved.” I live by that philosophy. I start each morning at any elementary school, move to Granada and then back to another elementary school.”

OneDublin.org: Today was a very fulfilling event. Please help us understand how it made you feel and what it means to participate in a day that serves mild to severely disabled young students.

Morisoli: “The Special Olympics is a couple notches higher in energy and emotion than a typical day. However, every day is a fulfilling day. APE is one of the best (I do not want to use the word job) ways to spend each day that I could ever conceive. The Special Olympics program provides a day that improves the lives of all our students, parents and all who attend through sports and activities. I cannot cure my students. However, I can provide them with enjoyment through physical activity that improves the quality of their lives.”

OneDublin.org: Any last words?

Morisoli: “Get Involved!”

The passion for students with special needs flows through their teachers and in their very own words. While it was a relative small sample, it was also truly representative of what we experienced and witnessed on that overcast Thursday morning at the DHS Gaels Stadium. No doubt, there were countless other examples felt across the field that day. OneDublin.org salutes all of the volunteers and particularly the Specialists and Adapted PE teachers that made the SONC event a very bright day indeed. It was our privilege.

Editor’s Note: The Special Olympics Soccer Competition for students in grades 6-12 and Transition will occur on Thursday, November 7^th at Dublin High School. Opening ceremonies will commence at 9:30 AM and the games will begin at 10:00 AM. There is no cost to attend. 

Ribbon-Cutting Ceremony

A few November raindrops were not going to prevent the Dublin community from celebrating the newest teaching structure on the campus of Wells Middle School. On Wednesday evening, a formal ceremony was conducted to christen the new Humanities building that will house all English and History instruction. Highlights from this project include a new Library/Media center and 14 state-of-the-art classrooms.

This new structure was made possible by Phase 2 Measure C funds. The planning and design for this project started in 2010 with construction starting in the summer of 2012. A pleasant surprise was that the move-in was projected to occur during the Winter break. However, construction was moving very smoothly and on budget. As an outcome, certificated staff members were able to move into their new classroom during the weekend of Halloween – a full seven weeks ahead of schedule.

For those familiar with this school site, it’s been an interesting odyssey. The previously existing round classroom structure was largely demolished. The original building offered very little natural sunlight in the classrooms and the design offered very little continuity. As the destruction and construction occurred, portable classrooms were installed on the west end of the campus. By the early portion of 2013, B building really began to take shape. Not long after the framing was installed, it was obvious to see that the infrastructure, glass, stucco and other elements were not far behind. As the school year commenced, landscaping was in place and it was evident that occupation of this new space was at hand.

All of these accomplishments were recognized by the Wells community. The Lion’s Club graciously provided a hot dog/chips/drinks dinner for the early arrivers. In advance of the ceremony, the Wells Middle School Jazz Band provided their unique brand of entertainment. After brief statements by local luminaries among the Dublin Unified School District staff, trustees and Principal Dr. Grier, Mayor Tim Sbranti offered probably the most poignant moment of the night. The disappearance of Wells student Ilene Misheloff in 1989 continues to be unsolved. In 2002, the WMS library was dedicated in her name. On this auspicious night, the new media center was re-dedicated on behalf of Ms. Misheloff. To make matters complete, Ilene’s parents, Mike and Maddi were in attendance. It was a fitting tribute that left the crowd appreciative of what they were about to see.

In order to gain perspective from a Certificated Staff member on the new improvements at Wells, we tapped U.S. History teacher, Charlie Belveal. Mr. Belveal is a graduate of Chico State University and entered into the teaching profession in 1997. He is presently the History Department chairperson and has previously taught Core in all three grade levels. Additionally, he has been a primary organizer of the annual trip to Washington D.C.

OneDublin.org: As a Certificated member that taught out of the “round” building and then into a portable classroom over the past year, please describe what it has meant to you to move into a new teaching space.

Charlie Belveal

Charlie Belveal: “I was in room A-3 for twelve years and I was very sad to leave my old room. Moving into the portable was a necessary part of that change. Once we saw the new building being constructed, excitement started to set in. The new building and my classroom are both amazing.”

OneDublin.org: Wells represents a “legacy” middle school in the city of Dublin. How do you view the campus today vs. the way that it looked when you first arrive on campus?

Belveal: “When I first arrive at Wells, there was not an H building. There were portables where the present day lunch pavilion is located and of course there were the old round buildings, so I have seen a lot of change over the years. Now, there are times when walking around the campus that I get a collegiate feel, and that is something special.”

OneDublin.org: Please describe how your students have responded to their new surroundings.

Belveal: “The students have responded to the new building with excitement. Many of them have commented on the new technology in the classroom, including the large screen monitors and a number of students mentioned that they thought the building reminded them of college.”

OneDublin.org: Anything else that you would like to add?

Belveal: “I am extremely excited for our students to be able to come to a new modern-day building. On behalf of the History and English departments, we are grateful to the City of Dublin for passing Measure C and for allowing our students to have such a wonderful place to come and to learn.”

To complete our story, we wanted to extend an invitation to Principal Dr. Kevin Grier and gain his perspective on this campus transformation.

OneDublin.org: As a now third-year Administrator at Wells, please comment on the physical changes that you have witnessed at the site since your arrival.

Principal Grier (right) with Russ Brooking

Kevin Grier: “Over the past few years, I have seen the Wells campus transform into a wonderful place focused on educating the whole child. The Dublin Unified School District has focused on becoming a PLC and with the addition of the new building, the WMS campus has now been reorganized to have all English and History teachers in one building and all of the Science and Math teachers to be in another building, thus enabling easier informal collaboration in the hallways. The addition of the new Humanities building adds amazing elements to student learning such as the very crisp and clear 80” LED monitors in each room that allow for students to be able to see the notes without having to turn out all of the lights and draw blinds.”

OneDublin.org: The move-in to the new Humanities structure occurred ahead of schedule and on-budget. Please comment on your staff’s reaction to their new surroundings.

Grier: “It was truly thanks to our project manager, Russ Brooking, Roebbelen Contracting and the district facilities department that allowed the completion of this huge project to be ahead of time and on budget. There are many features that the staff enjoys and there are many other features that they are learning more about to be able to maximize all of the new features that have not been available to them in their previous classrooms.”

OneDublin.org: As WMS has been an active construction site for so many months, add a statement on how the student population has been able to manage themselves through this transition.

Grier: “It has been nearly 15 months since this process has begun. The staff and students hardly skipped a beat throughout the entire process as pathways were adjusted, parking lots were opened and closed, smelly hot tar was applied to the roof and loud noises emanated from the new building. I applaud every Wells’ staff member, student and parent for their patience and endurance during this process. I truly believe that it was worth every bit of inconvenience.”

It was a joyous night – a night that the school district and its local community looked forward to celebrating. At times, bond measures may seem obtuse and somewhat difficult to envision on the surface. However, on nights like these, they joy is in the experience. OneDublin.org would like to commend all staff, students and families for making this a memorable event.

By: Alicia Tran and Sophia Bafaiz (Dublin High School student contributors)

At Dublin High School, students are fortunate  to attend a high performing school with dedicated and friendly teachers. This year, students of Dublin High School have been graced with several new teachers, all from different backgrounds. Each new teacher has the amazing ability to enhance students’ lives and prepare them for a successful future ahead. We are excited to introduce the new teachers of Dublin High School.

Evan Branning

Mr. Evan Branning is a Culinary Arts teacher at Dublin High School. Mr. Branning joined Dublin High School because he heard about Mrs. Lawson’s actions in expanding the culinary arts program at Dublin High School and “thought that it would a great opportunity to be a part of.” His favorite part about Dublin High School is how dedicated the students are in achieving a high education.

Allison Mongold

Ms. Allison Mongold teaches Geometry and Algebra II at Dublin High School. She received her teaching credential from Sonoma State University and got her BA in Mathematics from University of the Pacific. Ms. Mongold recently moved to the area to live with her sister from Berkeley, where she taught two summer math courses at UC Berkeley. Ms. Mongold believes that Dublin is a great place to live and Dublin High School is a fantastic place to teach. Her favorite thing about Dublin High School is the community and the whole math department. “Everyone is so welcoming and the campus is just gorgeous.”

John Parsons

Mr. John Parsons teaches 10th grade English and 12th grade Expository Reading and Writing. Mr. Parsons joined Dublin High School because Dublin High School offered many job opportunities for new teachers. In addition, because Mr. Parsons grew up in Pleasanton, he is familiar with the layout of the area. Mr. Parsons’s favorite part of Dublin High School is how amazing the students are and how hardworking they are in their academics.

Rocio Serrano-Hernandez

Ms. Rocio Serrano-Hernandez teaches Spanish 1, Spanish 2, and A.P. Spanish. She attended one year at the Universidad Autónama de México majoring in Tourism Administration. After immigrating to the U.S. in 2002, she enrolled in English at San Joaquin Delta College, where she obtained her GED, an AA in Humanities and an AA in Liberal Arts. She graduated with a BA in Spanish and a single subject credential from University of the Pacific. Ms. Serrano joined Dublin High School because it is closer to home and is “one of the best high performing schools in the area.” Her favorite part about Dublin High School is the environment, as students feel comfortable and welcomed alike to how she felt once she arrived on campus.

Jonathan Ulrich

Mr. Jonathan Ulrich is the Director of Secondary Choirs and Advanced Placement Music Theory teacher at Dublin High School. He has lived in the San Francisco Bay Area since 1998, and has more than 17 years of experience teaching Middle School and High School Music. Mr. Ulrich achieved his Bachelor of Music Education from Saint Norbert College and his Master of Arts in Education from San Francisco State University. Mr. Ulrich joined Dublin High School because he wanted to take part in expanding the Choir Program at the school. His favorite part about Dublin High School so far is the student’s dedication to “try their best and get the work done.”

Mary Hull

Ms. Mary Hull teaches three classes of U.S. History and one class of Civics at Dublin High School. She is also the Future Business Leaders of America (FBLA) adviser. Before coming to Dublin High School, Ms. Hull taught World History at Alisal High School for three years. Ms. Hull attended UC Santa Barbara and double majored in History and Sociology. She completed her Masters in Education and received her Social Sciences Teaching Credential at UC Santa Cruz. Ms. Hull joined Dublin High School because her dad’s family lives in Danville and Walnut Creek and she has always loved the Bay Area. Her favorite part about Dublin High School is the diversity of students on campus and how “well behaved, energetic and motivated they are.”

Patrick Kleinow

Mr. Patrick Kleinow is a 9^th and 10^th grade English teacher at Dublin High School. Mr. Kleinow obtained his Bachelor’s Degree in English and his Minor in Education from UC Irvine. He also earned his Teaching Credential at California State, Long Beach. Mr. Kleinow has also taught English in Japan for one year and taught high school English in Huntington Beach, California. He believes in creating an engaging and safe learning environment. He joined Dublin High because he was looking for a job in this area and had family near the area. His favorite part of Dublin High School is “the students and their motivation for learning.”

Teachers have always been an inspiration for Dublin High students and it is no doubt that these new teachers will make a positive and long-lasting influence on the students. With their positive actions, Dublin High School will have a successful year.

Tristan Elias

OneDublin.org recently spoke with Tristan Elias (Dublin High School Class of 2013 and University of Colorado – Boulder freshman) to talk about his first few months in college and the transition from Dublin to Boulder, Colorado. During his time at Dublin High, Tristan was an accomplished athlete playing both varsity football and baseball, and served as student body secretary.

OneDublin.org: What led you to choose the University of Colorado – Boulder over other options?

Tristan Elias: “I knew the direction I wanted to go, studying biological sciences, so I Googled ‘biological sciences schools’ when researching options. Boulder came back as an option and since I love to snowboard, it looked like a cool fit. I started looking more into what Boulder had to offer and attended a local event run by the school with my parents to learn more about the campus and the programs, and fell in love with the school. While I hadn’t heard back from the UC [University of California] applications, I was set on attending the University of Colorado. While I felt confident I would be admitted, I didn’t know what to expect.”

OneDublin.org: Describe the feeling of receiving your first acceptance notification.

Elias: “I was down in Arizona for a baseball tournament with my mom and received an email from Boulder congratulating me and inviting me to an on campus accepted student event. It was a huge relief getting that first acceptance notice, knowing that I was actually going to college, and that I would be going to an amazing school. The first acceptance letter makes going to college real. I was also considering UC Santa Barbara but after flying out to the admitted students day in Boulder I fell in love with the campus and accepted the offer during the trip.”

OneDublin.org: Have Dublin High School AP (Advanced Placement) classes helped you?

Elias: “AP classes definitely helped. I entered Colorado with 26 credits, 4 credits away from being a sophomore, which opened the door to pursuing a double major in integrated physiology and neurosciences. AP credit is also opening up the possibility for me to study abroad for a semester, allowing me to get all of the core classes done at Boulder so that I can take electives during a semester abroad.”

OneDublin.org: How do college courses compare with high school courses?

Elias: “So far my college classes have been easier than Dublin High AP classes, because AP classes have a higher volume of mandatory assignments; in college, studying is the responsibility of the student. There are very few assignments in college and doing homework is up to the student, and I’ve found that suits my study habits really well. I’m part of study groups – once you get to class you make friends – and studying in a group makes it easier.

“One of the best studying techniques I’ve found so far is teaching the material I know well to other students in the group, which helps me grasp the material even more. It also helps to hear concepts explained a different way by fellow students. In a study group we draw from each other’s strengths.”

OneDublin.org: Describe the transition of living a plane ride away from home in a dorm.

Tristan with his parents

Elias: “I love the dorm I’m in and the people I’m living with. While there is one other Dublin High School student from my class attending Boulder, we didn’t know each other during high school so I’ve started over, meeting new people. I have a ‘randomized roommate’, someone I didn’t know anything about entering college, and he’s one of my best friends now. On the floor of my dorm our doors are always open so the entire floor is really one dorm room which is great. You have people all around you, supporting you, understanding what you are going through. You never feel alone or isolated.”

OneDublin.org: What about your college experience so far has been different from what you expected or assumed?

Elias: “I went in hearing horrors stories from students at other colleges about professors that are just there for research and don’t focus on teaching or care about the students. I was expecting to have professors where I’d have to teach the class to myself but that hasn’t been the case. I sit in the front row for as many classes as I can, and have personally met with all of my professors. It makes college classes so much easier if you know your professors, if you can go in before or after class and get questions answered. It surprised me how caring Boulder professors are after hearing stories from students at other schools.”

OneDublin.org: What is campus life like at Boulder outside of the classroom?

Elias: “The people at Boulder are some of the most welcoming and nice people I’ve ever met. Boulder is a big athletic school, which I was looking for, with a big football team, basketball team, and all the school spirit that going to games brings. I’ve met some awesome people at Boulder and made a lot of new friends.”

OneDublin.org: Did you experience ‘senioritis’ during your last year of high school or is that a myth?

Elias: “I was a victim of senioritis to a degree; I wanted to establish study habits in my senior year that would prepare me for entering college but I also didn’t want to overwhelm myself with classes to the point where I couldn’t enjoy my last year of high school and all the senior events. My advice to Dublin High seniors is enjoy your senior year but be careful not to throw away the year academically because most college look at your final grades. Going into the fourth quarter of high school my GPA was slipping and it was a wake-up call to balance senior year events with academics, and keep up my study habits.”

OneDublin.org: Hove you joined any clubs on campus?

Elias: “I started playing club baseball in the fall and met a new group of guys with the same interests. I also joined a fraternity (Chi Psi) which has been a terrific experience. Earlier this fall, Boulder fraternities held BBQ meet and greets, followed by Rush Week, where fraternities and students get to know each other. After those events, the fraternities decide which students they’d like to call back for Preference Night, which is a formal dinner for all the students the fraternity would like to join, and another opportunity to get to know the students. After that fraternities hand out ‘bids’ and if you accept the bid you become a Pledge. The first semester is about learning about the fraternity and at the end there is a secret initiation ceremony where you officially become a Brother. What I’ve found about Chi Psi is the focus is on brotherhood, it’s known as the gentleman’s fraternity, creating friendships for life.”

OneDublin.org: Are there any Dublin High School teachers you’d like to thank?

Elias: “Too many to name and I don’t want to forget anyone! Definitely Ms. McDonald was there for me, providing advice on writing admission essays, and she wrote a wonderful recommendation letter. Mr. MacDougall, who taught expository writing, definitely helped me with college essays. Mr. Sbranti was an inspirational figure throughout high school. Ms. Lewis’ physics class completely saved my life this semester, and has made my college physics class one hundred times clearer. Every single teacher I had at Dublin High has played an important role in getting me where I am and I can’t express my gratitude enough.”

At the Dublin High School 2013 Senior Awards Night Tristan Elias was named U.S. Army Reserve – National Scholar/Athlete (along with Megan Zummo), was a Dublin Lions Club Student of the Month (October), was awarded a Dublin/San Ramon Women’s Club (GFWC) Scholarship, earned a University of Colorado scholarship, was named a California Scholarship Federation Life Member, earned a Gael Scholar and President’s Gold Award for Education Excellence and earned Dublin High School’s Advanced Scholar Diploma.

Other articles in the Life in College series:

• Life at Harvard University: Michelle Lee on Choosing Crimson for College Colors
• Becoming a University of Arizona Wildcat – From Dublin to Tucson
• Life as a Cadet at West Point: From Dublin High School to the US Military Academy
• Life as a UCLA Bruin: Deanna Hong on Combining Art, Athletics and Academics
• Life at Sonoma State University – Fulfilling a Love of Music
• Life at UC San Diego – From Dublin High AP to Nanoengineering
• Life as a Piper at Hamline University
• Life as a Vaquero at Santa Barbara City College
• Life at Stanford University: Ravali Reddy on Choosing Cardinal for College Colors
• Life at Columbia University and JTS – from Dublin High to the Ivy League
• Life at UC Davis: From The Hills of Dublin to the Flats of Davis
• Life at Penn State – Going from a Gael to a Nittany Lion