Fall 2013 - Valley Charter School Elementary

The Scoop!
news & views from Valley Charter Elementary School
www.valleycharterschool.org
Fall 2013, Issue #9
students make sense of problems and persevere in solving
them, reason abstractly and quantitatively, construct
arguments and critique the reasoning of others, use tools
strategically, attend to precision, and look for and make use
of patterns or structure.
As part of our effort to better understand the CCSS, we
spent time analyzing their levels of student outcomes by
comparing them to Bloom’s Taxonomy.
Bloom’s
Taxonomy is a classification of learning objectives that
increase in their level of cognitive complexity –
remembering (lowest level), understanding, applying,
analyzing, evaluating, and creating (highest level).
Knowing the level of cognitive thinking required by each
standard helps us analyze the level of rigor we are
presenting in the classroom as we both teach and assess
student understanding.
As we reviewed the Standards in August, we found
that while there is an increase in overall complexity and
rigor, the Standards already fit nicely into the work we are
doing in our literacy workshops and the Singapore Math
curriculum. We will spend more time this year closely
analyzing these new student expectations and adjusting our
lessons and units accordingly. As the education pendulum
swings into this age of national standards, we will be right
there to adopt new things, and learn and apply fresh ideas
to our teaching.
Professional Development:
A Focus on the Common Core
by Founding Principal Leslie Lainer
H
ere at VCES, we are all
lifelong learners. We instill the
desire to learn in our students, and
as educators, we continuously
develop and improve our craft in
the classroom.
Professional
development is and always will be
a vital part of the success and
growth of Valley Charter.
Over the last three years, we
have aimed to have one main
professional development focus
each year. We started with readers
and writers workshop, then we
focused on Singapore Math, and in year three we spent
time on project based learning. None of these focus areas
ever go away; we continually work on them.
Typically, our Summer Professional Development
Institute sets the tone for our work throughout the year.
This year, our biggest focus in professional development is
the adoption and integration of the Common Core State
Standards (CCSS). In 2010, the California State Board of
Education adopted the CCSS along with 44 other states.
Based on long-term goals of college and career readiness
for all students, the CCSS call for a general ramping-up of
expectations for students at all levels, and specifically an
attention to higher-level thinking skills as they play out in
all academic areas. The official adoption of the Common
Core begins in the 2014-15 school year.
During our Summer Institute, we spent three days
studying the new standards and planning curriculum
around them. The Standards define what all students are
expected to know and be able to do. Students who meet
the standards in literacy should demonstrate independence,
build strong content knowledge, respond to the varying
demands of audience and purpose, comprehend and
critique, value evidence, use technology, and understand
other perspectives and cultures. Mathematically proficient
2013-14 Standardized Testing Update
For the 2013–14 school year, CalMAPP (replacing
STAR) is comprised of the following:
• Field test of the consortium (i.e., Smarter
Balanced) summative assessment for English–
language arts (ELA) and mathematics in grades
three through five. Each participating student will
take either an ELA or mathematics field test.
We do not yet know whether the students will be
taking ELA or mathematics. None of the field
tests will be scored – there will be no student
results.
• Grade-level science assessments, including the
California Standards Tests (CSTs) and the
California Modified Assessment (CMA), in grade
five.
1
Getting
to know you
by Leslee Komaiko
For more scoop on our
teachers,
visit the school website at
www.valleycharterschool.org
Elizabeth Adams
Fifth Grade
Patti Rosen
Fourth Grade
Brandon Adalid
Physical Education
Most memorable book
you read recently?
Death at an Early Age by Jonathon Kozol.
It is a book from 1967 about the racial
inequity in the Boston public school
system. I read it for a class and I cannot
stop thinking about it.
The Art of Racing in the Rain
by Garth Stein, The Girl with
the Dragon Tattoo Triology,
The Science of Yoga
A Season Of Life. It's about a high
school head football coach and the
impact and character building traits
he promotes to his high school
athletes during the course of a
season.
Favorite movie?
Sleepless in Seattle--My family lived in
Seattle during my early childhood and I
not only love the movie, but the setting as
well.
Some of my favorites: The
Godfather Part 1 & 2, Life is
Beautiful, Roman Holiday,
Cool Hand Luke, Good Will
Hunting
I have a lot of them. If I had to
choose one, it would be Shawshank
Redemption.
Three musical artists you
like.
I typically listen to country music - Rascal Adele, Rufus Wainwright and
Flatts, Brooks and Dunn, etc. Right now
MGMT
my two year old only wants to listen to and
dance to "Wheels on the Bus," so I no
longer have control over the radio if he is
in the car.
The Eagles, Fleetwood Mac,
Michael Jackson
You’re given a free
round-trip ticket
anywhere. Where would
you go?
Italy! I went years ago and I have been
eager to go back since. I am Italian so I
have many connections to the
culture. Plus, I love traveling in general!
I love to travel and would go
anywhere. Some places on my
bucket list... Costa Rica,
Sweden, Spain, Montreal,
Japan, Singapore.
Venice, Italy: There's just something
about it, mystical charm, no
automobiles commuting around the
city and seafood pasta dishes.
Do you own a pet?
Yes, we have a 100 pound black lab. She is
a gentle giant and my 2 year old likes to sit
on her back and say, "Ya! Ya!"
My 100 pound boxweiler (mutt) I use to. I had a dog for 17 years, but
Milo.
haven't had one since.
Perfect free day?
Sleeping in and then playing trains with my
munchkin.
Workout, get a facial, and lunch Yoga at dawn, round of golf in the
with mom and my daughter.
morning, lunch at Roscoes Chicken
and Waffles, nap, dinner and a
sporting event in the evening.
Favorite subject in
school?
Reading. I’m jealous that the kids have so
much time to read! I long for those days.
History/Geography
Biology and Physical Science
Do you have a favorite
teacher?
Ms. Shook, my 6th grade teacher, had the
greatest influence on me. She was tough
and had incredibly high standards. She
taught me to expect a lot from myself and
not settle for less. She loved ancient
civilizations and her enthusiasm inspired
me to travel and learn about the world.
The teacher I remember the
most is a 7th grade teacher in
Argentina. I was in complete
culture shock when my family
moved back. He was kind and
understanding.
My 9th grade US History teacher.
He was a former Navy Seal and he
had such command with his craft of
teaching and treated each student
fairly and at the same time
challenged us to reach our
potential. He is someone I try to
emulate when I teach PE.
2
’
KIDS
ER s like
N
R
O
n er
C
“The classroom. Because I
really love having to be with
Ms. Bennett.” - Ryan W.
arte
n d er g
i
k
o
r?”
t d
so fa
“Wha
t
s
e
b
eiss
en W
r
a
K
by
“I like PE becaus
eI
exercise.” - Phoen like to
ix S.
"The kindergarten play yard because
I like playing with Room 1 and Room
2, and because I can play with
cardboard boxes and build towers
and stuff.” - Colby J.
“I like block work the best because we built
lots of houses.” - Simon B.
“I like doing PE with Coach
A because we do exercises
and stuff. We do fun stuff
too.” - Abby V.
ss
“I like going to
“I like rece ere’s a
school to play
because th tree
e
recess and play
pole on th I like the
d
on the slide.” n
A
.
e
s
hou
g they
Ruben M.
n
o
s
n
gree
T.
.” - Sadie
teach me
“The recess
yard.” Joseph A.
“My favorite thing is having lunch
inside, also playing on the
playground and having snack,
because I like to eat and I also
like to play.” - Katherine S.
Here's an example: Let's consider the upcoming 5th
grade class field trip, (collective sigh)! For many parents,
this might be the first time their children are away from
home for an extended amount of time. Parents will not be
able to call to check in on their child's day or say
goodnight. Children will not have their parents to help
them navigate their way and both children and parents will
have to trust that everything will be okay. Parents will have
to remember that the experience of being away will be so
rich with learning, bonding and growth that it will be worth
any discomfort experienced on both ends.
In order to give our children an unhampered
opportunity to negotiate this developmental hurdle, parents
will have to endorse this move toward more independence,
even if inside, they want to cry and scream, "No, don't
grow up yet, you still need me!" These feelings on our part
are totally acceptable. We parents are never told that our
job is to raise our kids so they can leave us. It is vitally
important that we discuss these feelings with our mates,
friends, co-parents, or therapists. This is how we can
resolve our feelings instead of acting them out and
implicitly passing on our terror, anxiety, etc. to the next
generation. It is only by doing this that we are able to
cleanly support our children's leaps towards
independence. It is only by doing this that we make room
for all of their ambivalence, worries, and fears. One thing
we are certain of is that everything changes, so if we can
get more comfortable with it as adults, we can help our
children embrace it in a healthy way.
Transitions
by Melissa Brohner-Schneider, MFT, ATR
and Rob Schneider, MFT
Transitions happen every day, all throughout the day.
Waking up, leaving the house, getting to school, coming
home, heading inside after playing outside, going to bed.
Whether we realize it or not these are all transitions. Other
transitions are bigger and can be more challenging like
moving to a new house, beginning at a new school, going
on a trip, being away from one’s family. How transitions
are handled by your child depends on many variables: the
temperament of the child, the developmental stage the child
is in, the projections (positive or negative) that the adults
express around this transition are all relevant factors.
It helps to look at our own experience and outlook on
transitions. Do we fear them? Do we look to them as
opportunities? Do they overwhelm us? If transitions are
hard for you currently or historically, it is a clue that they
may be hard for your child. One of the most challenging
transitions can be your child moving more towards
independence: going to kindergarten, spending the night at
a friend's house for the first time, going on a trip without
parents.
It is vital that we, as parents, get clear about our own
feelings as a child navigates change. If we are clear and can
communicate our feelings and hear clearly our children’s
feelings, then we can genuinely support them as they strike
out into the larger world beyond the family.
3
Furthermore, Kevin Burkhardt, father of Jaden, Lia and
Simon came over from Los Encinos (yeah that’s right, they
left the luxurious private school) to help start VCES at the
beginning. Kevin feels that being involved at VCES keeps
his kids excited about the school. “My parents weren’t
involved in my school, so I wasn't involved either,” he says.
He recounts the story of walking past another school with
his daughter: “Kids were outside playing. I said, ‘Neat
school, huh?’ She looked up and said, ‘Yeah, but my
mommy made a school special just for me.’ Wow.” The kids
definitely get it, especially if they've attended elsewhere.
Kevin volunteers his time automating the school’s
complicated applications process. The ultimate goal is an
online self-service system which is not far away. “We are
building something as a community of parents and that is
what makes it rewarding to give my time.” Let’s put that
another way for you ladies and gentlemen. Time given
freely = rewards.
The Objection: “But there are so many people who do
so much MORE for the school! I actually wish I could do
more for the school, but that pesky job thing keeps getting
in the way,” says Michelle Hagen. When Michelle can peel
away from work she spends her VCES volunteer time
organizing the park outreach. “The bottom line for me is
that I absolutely love doing the VCES diversity outreach!
We have had such a positive response from prospective
families that we meet. We even got 11 on-the-spot
applications at last month's park play date. Talking with
strangers may be hard for some people, but it's easy for me
to talk about VCES with prospective parents because I
sincerely and genuinely love the school, the teachers, and
the community that we have. When our son, Christopher,
got accepted into Valley Charter two years ago, Lynn and I
felt like we won the lottery. And whenever someone asks
Christopher how he likes school, he always says, ‘It's
AWESOME.’ That awesome and lucky feeling has never
gone away.” We know the feeling, Michelle.
In Conclusion, we would be remiss if we didn't mention
Alejandra’s uncle, Julio Perez. That's right I said “uncle.”
This is the icing on the cake for me: the uncle stepping up
to the plate to volunteer hours decorating for various events,
helping to teach the kids arts and crafts. His work is
beautiful and his contribution invaluable to VCES. “At
Valley Charter, it’s like we’re all a part of the same family
even though we come from different communities and may
not share the same ethnic heritage or beliefs,” he says. “Our
main purpose is to provide children with the best learning
environment and educational opportunities, and I believe
that the school community is doing a really great job.”
The Wrap Up: Thank you so very much to these five
families for your service, sacrifice, and kindness. We the
People of VCES salute you! We live a little healthier, richer,
and more well rounded because of your behind the scenes
efforts. If you could in fact live off kindness, these five
families would certainly have wonderful enriched lives.
Hmmm… sorta looks like they do.
Kindness has Zero Carbs:
Celebrating Our Volunteers
by Chris Riordan
I
wish I could take
credit for the above tag
line, but I saw it on a
billboard while rolling to
VCES to serve lunch one
Thursday. I thought it
was clever, so I posted it
in “Clever Clever Land”
AKA “Facebook” and the
comments came flooding
in. My favorite comment
was, “That's great news... Chris and his clan: Samantha,
Staci and Micah
Man I'm going to eat
sooooo much kindness!” There were some other misguided,
funny comments, maybe not appropriate for this article, but
they sparked my next question. Can we actually live off
kindness? Perhaps we do that very thing at VCES as silly as
it sounds. Evidence you say?
Ladies and gentlemen of the jury, the following list
represents a handful of parents and family members whose
Xtream kindness in working behind the scenes at VCES on
a volunteer basis could very well be considered sustenance
for us all.
Fact: It's tough to raise kids, do the sports thing with
them, work 40+ hours a week and then volunteer on
weekends as well at the school. I'm exhausted just rereading it, but that's exactly what Juanita Gonzales, mother
of Amber and Jeremiah, does. Juanita heard about VCES
from a founding parent friend, filled out an application and
won the lottery. Now she spends weekends in the malls
talking to hundreds of families and getting them to fill out
applications for the VCES lottery. Juanita recognized the
value in VCES' Project Based Learning and “loves that our
teachers bring their culture and style into the learning
process rather than just memorizing textbooks.”
Witness: The day Dante came home from first grade
singing “Ain’t No Mountain High Enough” still puts a smile
on mom Tami Damiano's face whenever she thinks about it.
“Yeah Ms. Melyan is definitely not a wheels-on-the-bus-goround-and-round type teacher and we loved first grade
because of it!” Tami was able to negotiate an extra two hour
lunch a week with her CEO in order to volunteer in the
VCES office. Her husband Chris also helps with the annual
school sandbox project and was also instrumental in
procuring Jamba Juice for the Jog-A-Thon. Now I ask you...
who doesn't love Jamba Juice? Come on people! What more
proof do you need? Well I'll tell you. How about Tami
Damiano dressed up as a giant banana on the same day.
Does her commitment know any limits? I think not.
Want to share an article, photo, news item? Want us to write about something? Email J.T. Krul,
Leslee Komaiko or Sylvia Jaunzarins at [email protected].
4
From left to
right: Michelle
Hagen; Kevin
Burkhardt,
Tami
Damiano,
Juanita
Gonzales and
Julio Perez
ITS
R
P
L
CU
ESS
N
D
N
I
OF K
These are just a few of the dedicated volunteers who contribute to making VCES what it is.
Look for more volunteer profiles in the future. And keep up the great work!
Looking for a volunteer opportunity? Contact Marianna Pinerua at [email protected].
Beyond Brownies
Lastly, hospitality is in charge of organizing Teacher
Appreciation Week. This very important week was created
so that VCES parents and students can let our teachers
know how much we really appreciate their dedication and
hard work. This is one week we can take care of them and
spoil them.
Each year the hospitality committee is changing to
meet the needs of the community and school. We are
always looking for new ideas and fresh faces. We would
love to hear from you!
If you did not sign up to be on the committee yet, but
would like to be, please email
[email protected].
by Trina Seltzer, Nola Sarkisian-Miller, Pamela
Tannenbaum and Susan Thorpe
S
o, you all may wonder what the hospitality
committee does besides provide you with yummy banana
bread, cookies, brownies and other homemade treats.
Well, we actually do more for our VCES community than
you might realize. Hospitality is just one of the many
components of VCES that contributes to the warm,
comfortable and nurturing community of our school.
Hospitality is there to support and celebrate the many
activities our school has such as our Back to School
Picnic, Back to School Night, Open House, Principal’s
Coffees and Teacher Appreciation Week. Yes, we enjoy
feeding you at various school events, but we do this so we
can create a social, welcoming and relaxed atmosphere for
the entire VCES community. We have so many fabulous
parents supporting our committee who have been baking
up a storm since we started over three years ago.
In addition to organizing and providing food and
refreshments for events, we are also responsible for
Family Care, supporting VCES families during their life
events. It could be by sending a card or organizing meal
delivery. We let these families know we are thinking about
them during a difficult period in their lives as well as
acknowledging happy occasions such as a new baby in the
family.
We are currently developing an additional layer to
Family Care, welcoming new families to our school,
reaching out to them and starting a buddy system for those
new students. Stay tuned for more information on this.
Thank you to Sue Thorpe and Pamela Tannenbaum who
led the Hospitality Committee with grace and enthusiasm
the past three years. And welcome to new co-chairs
extraordinaire Trina Seltzer and Nola Sarkisian-Miller.
At left: Pamela
Tannenbaum
and Susan Thorpe; at
right: Trina Seltzer and
Nola Sarkisian-Miller
5
students. They understand and care about the whole child,
and genuinely love working with students of this age.
Because we offer a more personalized environment, that
also translates into safety for the students, and because they
have those relationships and feel known, they feel more
comfortable to take intellectual risks. You won't be put
down here if you
share an original
thought in class, ask
a question, or want
to go above and
beyond normal
expectations. The
second, quality
teachers, essentially
speaks for itself. I
can't think of having Zachary Menzer with VCMS students
a stronger group of
teachers. They are fun. They are passionate about different
things. They love being a part of the VCMS community.
Finally, our curriculum is engaging. Teachers have spent a
lot of time preparing projects, units, and lessons that tap
into students’ natural curiosity and, quite frankly, are fun.
Q&A with VCMS Principal
Zachary Menzer
By J.T. Krul
A
s our fifth graders revel in their final year at VCES,
we thought we would look ahead to what awaits them at
Valley Charter Middle School with the new principal,
Zachary Menzer.
Could you start with a little background information
about yourself?
I spent seven years at Wildwood School in West Los
Angeles, a college preparatory, progressive, and projectbased K-12 school. While there I was a Humanities teacher
and academic advisor, division coordinator (similar to a
Dean position) for 9th and 10th grade, and then during my
last three years I was the assistant director of the middle and
upper school. I taught high school history at Fremont High
School, in South LA, for three years. While there I created
and led a Small Learning Community (SLC) called
Humaniservice that was a essentially a school within a
school. The goal of the SLC was to provide a more
personalized environment for 450 students within a school
of 5,000+ 9th-12th graders.
What are the biggest challenges, especially with a school
that is relatively new?
The biggest challenge for me is to keep the program true to
the original charter and mission of the school while
growing. I have seen a lot of schools struggle with their
identity when they are trying to reach more students and
their communities increase in size. It is a welcome
challenge to think cooperatively with the teachers, about
how they can more deeply connect the work to the mission
of the school, rather than just respond to new members of
the community and shift practices accordingly. The other
part of that challenge is figuring out how best to orient new
students and families to a community that is drastically
different from what they experienced when they were in
school. This will become even more of a focus next year as
we have a really strong blend of VCES students, and new
members to the VCMS community.
How does project based learning look at the middle
school level?
The project-based environment at VCMS is a continuation
of the work done in the elementary school. The middle
school is building on that experience to help students begin
to think about who they are as learners, recognize their own
strengths and challenges, understand what they bring to a
collaborative setting, and figure out what support they need
to accomplish longer term tasks and projects. Projects, as
developmentally appropriate, get more rigorous in the
middle school and often challenge students to think more
deeply about skills and content. Projects take place over an
extended period of time, often connect to real life situations,
and allow us to provide a classroom where the teacher is a
coach, guiding the work of students who are active learners
rather than passive recipients of information.
What do you as see as the overall role of the school in
regards to students’ social and emotional development?
This is, among other things, what sets VCMS apart from
other schools. We place equal weight on the work we are
doing with students to help them become their own
individuals as we do in focusing on their academics. In fact,
a new part of our program, advisory, is aimed at doing just
that, focusing on the social and emotional development of
middle school students. The program focuses on emotional
maturity, interpersonal relationships, personal and academic
success, community involvement, and team building.
Students are carefully paired up into advisories where they
have one adult advocate who will help ensure they don't get
lost in the shuffle or become anonymous. Likewise, all of
the activities that are done in advisory are designed to help
students get to know each other on a more deep level so
they can support each other’s growth.
If there is one element of progressive education that I
always admire and appreciate it is the ability to constantly
rethink your approach and always think about kids first.
Teachers don't find one approach or unit that works and
stick with it. They are constantly encouraged to reflect,
seek out feedback from students, and adjust their material to
meet the needs of diverse learners.
What do you see as the major strengths of VCMS and
charter schools in general?
A personalized environment.
Quality teachers.
Engaging curriculum. These are the three areas that stand
out the most to me as strengths of the school. The first, a
personalized environment, means students can't be
anonymous here. Teachers have strong relationships with
continued on page 7
6
continued from page 6
something around composing music and also be able to
offer different levels of elective classes. For example,
an advanced theater class and perhaps even a technical
theater class. As we grow, I am hoping to continue offering
a wide range of activities and electives that can provide
some exposure to students with a variety of interests.
Sports has been another area that students really want, so
trying to field a few teams next year that play a bit
more competitively is also of great interest to the school.
VCMS has worked to expand some of the subjects and
extra-curricular activities that fall outside the core
curriculum, such as physical education and music. How
are those progressing?
Students are doing trimester rotations based on visual arts,
technology, and performing arts. I saw the performing arts
class on Friday practicing on-stage combat in the courtyard
and the visual arts class in a room close by working
on painting scenes. As I spoke with the technology teacher
that day as well, he was sharing with me that his students
were using iMovie to create a Halloween horror film and he
was getting ready to move on to basic coding.
Is there anything else you would like to share?
I have been giving tours to families from outside of VCS
over the last few weeks. I would welcome a visit from
anyone who would like a tour.
By continuing to grow our community, I would hope to
eventually incorporate, perhaps, a digital music class or
To schedule a tour of VCMS, please call
(818) 830.7562 or email Jessica Aguirre at
[email protected].
Movie Night
Welcome to F. Thomas Simpson
Connecticut
n a t i v e F. T h o m a s
Simpson joined VCES
in October as our
music instructor. The
e x p e r i e n c e d
educator and veteran
composer and
conductor brings a
deep knowledge of
both the Kodaly Method and Orff
Approach. The former is more song,
rhythm and movement based, the latter
more instrument focused. Simpson
integrates both into his methodology.
“Right now I am giving [the students] a
repertoire of music: learning common
songs,” he said. “Then in the Spring we
can start teaching musical symbols.” He is
also excited about introducing the 4th and
5 th graders to instruments including
recorder and drums, which have already
been ordered.
“The bottom line is, music literacy is
what we’re going after.”
7
The Scoop!
In this edition of
The Scoop!
Fall 2013, Issue #9
VALLEY CHARTER ELEMENTARY
SCHOOL
Prospective Parent Tours
Editors:
Sylvia Jaunzarins
Leslee Komaiko
J.T. Krul
November 19
December 10
December 17
January 14
Designer:
Sylvia Jaunzarins
Community Fair
February 1
Writers:
Melissa Brohner-Schneider
Leslee Komaiko
J.T. Krul
Leslie Lainer
Chris Riordan
Nola Sarkisian-Miller
Rob Schneider
Trina Seltzer
Pamela Tannenbaum
Susan Thorpe
Karen Weiss
All MUST RSVP to 818.810.6713
R e m i n de r
Sibling applications due
NO LATER THAN FEB 7
Giving Thanks
Photographers:
Leslie Barton
Orit Harpaz
Sylvia Jaunzarins
Look for us again
Spring 2014
Last winter, LAUSD approved a change in
our priority enrollment preferences by
adding, “Students who qualify for federal
school assistance programs under Title I
(preference), not to exceed 25% of total
enrollment.” This preference was added to
our charter to help us pursue our goal of
50% Title I as stated in our charter
document. 25% of our incoming open
spots will be given to families who indicate
they qualify for free/reduced lunch. These
families will then need to provide
supporting documentation to verify that
they do qualify for priority enrollment.
Our current priority enrollment is as
follows:
•
•
•
GENERATIONS DAY
•
November 26th
10:30 a.m. - 12 p.m.
•
december
DON’T FORGET . . .
VCES Enrollment Update
23RD-3RD
School Closed for Winter
Break
january
6TH
School Resumes
20TH
Martin Luther King, Jr.
Day, NO SCHOOL
31ST
Progress Reports
16514 Nordhoff Street
North Hills, CA 91343
T: 818.810.6713
F: 818.810.9667
E: [email protected]
W: www.valleycharterschool.org
Siblings of existing students (exempt)
Children of faculty and founding
parents (preference)
Students who qualify for federal school
assistance programs under Title I
(preference), not to exceed 25% of
total enrollment
Students who attend Gledhill Street
School, or who live in the Gledhill
Street School attendance area
(preference)
Residents of the District (preference)
february
14TH
Staff Development, NO
SCHOOL
17TH
President’s Day, NO
SCHOOL
march
13TH
Open House
14TH
Staff Development, NO
SCHOOL
21ST
Random Public Drawing
Robert Burke, Executive Director
Leslie Lainer, Founding Principal
Carolina Merino, Office Manager
Sabrina Dominguez, Office Assistant
8