Encouraging students to dream big

Gisela Martinez will be serving again next year as a Team Leader at Cureton.

Majors, minors, sports division, and dorms are words the students I serve at Cureton Elementary School weren’t very much familiar with until this past Thursday when our team held a College Fair in the after school program.

Not all communities get the same opportunities, especially low-income communities, like the ones City Year corps members volunteer in. Innocent children suffer from these economic inequalities.  Its clear children will define the future of our world.

So, I ask, why the injustice? Why are children from tougher economic backgrounds expected to dream less than others?

I grew up in an area very similar to East San Jose where the topic of college wasn’t talked about much, not at all for that matter. I know from firsthand experience that the limitation of resources in low-income communities, such as the one I’m from and the one I’m currently serving in, affect their accessibility to grow to their highest potential and hinder their ability to create a positive imagining for their future.  My biggest goal in elementary school was to simply graduate high school. College wasn’t a dream for me until as late as my sophomore year of high school.

This is the reason I serve. To be that resource. To help craft the children of today’s generation with wonderful dreams for their own future.

Dreams like, “looking forward to studying about criminology and med school stuff,” said by one of our 5^th graders during the College Fair.

Inspired by a field trip to Stanford for some of the 4^th and 5^th graders a couple of weeks before, I decided to organize a City Year College Fair to get students in all grades at Horace Cureton Elementary excited about college and a limitless future.

I knew that my team of first year corps members had an impressive and diverse collegiate background. Stanford University, Penn State, Fordham University, Harvard, West Virginia University, Drew University, Brown University, and The University of Rochester were all represented at the College Fair. We each contacted our Alma Mater or soon-to-be university for some type of informational material and we received an abundance of magnets, posters, sports schedules, stickers and brochures for our kids.

Students from 1^st -5^th grade were able to walk freely through each station and stay as long as they wanted to question each of us about our studies, reasons we attended college, why we picked our majors and general experiences. An overwhelming feeling of joy and pride rushed through me while I watched our 1^st- 5^th graders’ eager faces asking questions and getting excited about the classes they can take and the clubs they can join.

The day ended with groups of kids chanting, “HARVARD!”, “WVU!”, and “FORDHAM!!” and other groups retaliating and cheering, “STANFORD!! STANFORD!! STANFORD!!” To this day, kids are still chanting the school names they want to attend, letting me know that my team and I have rooted a fun and positive outlook for their future and potential, fulfilling my purpose to serve and the reason for me continuing to serve the remarkable students of Cureton Elementary.

Gisela Martinez, Corps Member CYSJ 

Thankful Thursday: Teachers at Mildred Goss Elementary

Each week, City Year San Jose/Silicon Valley will thank a person or organization for inspiring us in our service. This week, corps member Katherine Grundt thanks the teachers at her service site for their inspiring work at Mildred Goss Elementary School.

Katherine posing with some of the panel murals that students created on a Starfish Corps service day.

This year I have had the pleasure of serving my first year as a City Year San Jose/ Silicon Valley corps member on the San Francisco 49ers Team at Mildred Goss Elementary School. What drew me to Goss six months ago was the energy of the teachers and principal. Since starting my service here, one thing is for certain: these groups of teachers are some of the most passionate individuals I have ever gotten the pleasure of meeting.

Everyday the teachers go above and beyond figuring out new and interactive ways to energize their students. From first grade all the way through fifth grade, these teachers’ passion and drive to never give up on their students is both heartwarming and inspirational.

Working in a high-risk neighborhood, the staff at Goss does the best they can with the limited amount of resources they are given. This however does not stop them from doing everything in their power to inspire their students.

Having teachers like these during elementary school will drive and motivate these students to want to succeed and create a life for themselves.

These are teachers that the students will never forget from: Ms. Barkley who with her kindness teaches her first graders how to use their words to work out their problems. Ms. Neff in the second grade whose energy and praise keeps her students motivated to do their best. Ms. Shawghnassy, who has taught her third grade class that they can all be rock star scholars. Ms. Harral, who always maintains a calm attitude and positive outlook even with her rambunctious fourth grade class. Ms. Wyatt, who empowers her class of 33 fifth graders by creating a fun and open learning environment.

What all of these powerful teachers have in common is their shared goal to see their students succeed. The entire staff has the willingness to collaborate together as a whole for the common good of the school. The community welcomed City Year back for a second year with open arms and high hopes for the upcoming year. I have never seen such a supportive staff in my 16 years of schooling. The experience at Goss will truly live on throughout these students’ lives.

Everyday they are making an extraordinary impact, and although some days may seem difficult, if you look into the eyes of these students you see the difference that is being made. These teachers care, they will never give up hope and that is what makes a strong community that is what makes a strong teacher.

Katherine Grundt, Corps Member CYSJ

Getting kids in school with a phone call

Corps Member Jeff Arnold leads his team in a call-home initiative to improve school-wide attendance.

If students are not in school, then they do not learn. It is a simple concept, but it is one that has been in large part overlooked. It can be difficult for parents to make sure their child makes it into school everyday; some students would rather be somewhere else, and some schools lack the recourses to ensure proper attendance.

At Lee Mathson Middle School, we are attacking this problem. We are taking a three prong approach to get students into the classroom and learning the skills that will make them successful in life.

First, we call parents when students are late. Second, we are planning an initiative that will give incentives for students to be in class: the goal of this program will be to create a culture of class going for the chronically absent. Finally, we are planning to engage parents and inform them about the need for their student to be in school.

Focused Calling

We have received a focus list from our school’s administration of chronically absent students, and we call their parents every day they are late or absent. We work with parents on how we can get their students to class on time. This is not an easy task: it oftentimes eats into our lunch break, and it can be nerve-wracking to call home- especially when many parents don’t speak English, but it’s worth it. My team and I signed up to make a difference, and the phone calls seem to be working. If calling home gets students in class and learning, then put a blue tooth headset on me and give me some numbers.

Presents for Presence

Across the country, schools have tried enticing their students to come to school through incentives, and these programs have worked. Our team recently applied for a grant that will allow us to employ a similar program. The idea is not to try and bribe students to come to school, but rather to allow students to see the benefits of regular attendance, and they will grow a sense of desire to be in school even after the incentives are gone. When students are in school more regularly, they will learn and grow.

Involving the Parents

Parents love their kids, and they want them to excel in school. But sometimes it is difficult for them to make sure their child makes it to school everyday. Part of our plan is to inform parents about why their child needs to be in school as much as possible. Recently, we had a Mariachi band commit to performing at our school. We will use this night as a chance to get parents to come out and inform them about our program as well as attendance. Ultimately, getting our students in school will start with getting parents on board.

Keeping students on track and on path to graduate begins with getting them into the classroom. Our efforts also go beyond the tangibles. We make our students our friends. We are mentors and encouragers. If I have a student who is not in school, I ask him why, and I encourage him to be in school and learn. Our relationship with the students is our best chance at getting them into the classroom as regularly as possible.

Jeff Arnold, Corps Member CYSJ

Thankful Thursday: Teachers at School Number One in Fort Lee, NJ

Corps member Steph Yero-bula believes that her elementary school teachers had a huge impact on her life.

Each week, City Year San Jose/Silicon Valley will thank a person or organization for inspiring us in our service. This week, corps member Steph Yero-bula thanks her elementary school teachers for showing such high investment in her education.

On Opening Day, we were asked to dedicate our bombers to someone. Without any hesitation, I dedicated my bomber to my elementary school teachers at School Number One in Fort Lee, NJ. Watching the students grow these past few months at Cureton Elementary has made me realize the excitement my elementary school teachers must have felt watching me and my fellow students grow.

What I have also come to realize is that I was a very lucky student, and that is because I had teachers who stood up for me. They pushed me forward and fought for me when outside forces could not offer encouragement. I am so thankful to have had teachers who constantly forced me to think about the future. For instance, every year we would take some time out of class to discuss what we wanted to be when we grew up. They always encouraged secondary education and careers. They believed in my education more than I was ever able to understand until now.

My elementary school teachers poured their heart and soul into their students. Despite all the problems that I had at home, I always looked forward to going to school because they stressed how education was my way of making a difference; my way out. I have to say that they are a very big factor as to why I am here today; why I want to students to enjoy coming to school. My elementary school teachers played a huge part in me going to college and pursuing a career, not just a job.

Words will never explain how I will forever be touched by their hard work and their dedication to education.

I look at the students during my tutoring sessions and my after-school class and cannot help but feel motivated to give them what my teachers provided for me; to provide these students with a sense of accomplishing everything they dream of and beyond. I cannot wait to see the impact of our work at the end of the school year and tell my elementary school teachers of our work with City Year in San Jose, CA.

Steph Yero-bula, Corps Member CYSJ

The difference a year can make

The Cesar Chavez team leads Starfish Corps PT at the Bank of America physical service day.

Instead of heading to graduate school directly after college, I chose to use my passion for education and my frustration with our broken, imbalanced education system for good. I chose to dedicate a year of my life to City Year so I could be a part of their lofty goal to “give a year” and “change the world.”

For my corps year, I was assigned to my top choice, Cesar Chavez Elementary School. At the time, it was the lowest performing school in the county (as determined by API or Annual Performance Index test scores).

I wasn’t drawn to Chavez merely due to the hopes of gloriously being a part of transforming a school and potentially “saving it” from being shut down by the state in the near future as part of the No Child Left Behind Act.

I saw more to Chavez.  I saw the neighborhood it was in—smack dab on the border of enemy gang territory.  I saw students that didn’t believe in themselves and that misbehaved because they didn’t understand their coursework.

On a much larger level, I saw a state that was setting low standards for this school.  In California, the statewide API test score goal for each school is set at 800 points. For Chavez, the year’s growth target for a mere 8 points higher than the previous year’s score of 645, was set when the school was a hefty 155 points below the statewide goal. The teachers and administration wanted to do better than that. And we wanted to help them achieve their goals.

Service Leader Angela Appel tutors a student in literacy.

Every morning, our team of nine arrived at the school at 7:45 to meet our early arriving students and read with them before their school day began.  After a morning rally to start off the day, we would provide literacy tutoring to a total of 158 of our 500+ students throughout the year.

We would take a break from tutoring in the morning and at lunchtime to join our students outside for recess, building relationships, and trying to become 2-square pros.  After an afternoon round of tutoring, we ran our own after school program in which we provided homework assistance and enrichment activities until 6 each evening.

As we worked to help our students strive for excellence, believe in themselves and take responsibility for their actions both academically and behaviorally, it sometimes felt like we were not making a difference…until the 2010 API test scores came in.

After what seemed like a long wait between California’s testing in June of my corps year and the release date in mid September, I was able to see just how much of a difference we made at Chavez. It turns out our students make awesome progress last year as they more than tripled the API gain from the previous year, going from a score of 649 to 709.  Chavez is now above the 700 API mark for the first time in school history.  Furthermore, Chavez is no longer the lowest performing school in the county.

Corps member Marc Amiscua tutors a student in literacy. These one on one tutoring sessions helped students become more confident and comfortable with their reading.

Looking back to the beginning of my corps year, when I wondered how City Year could possibly have a tag line that essentially says you can help change the world with just one year of service. Now I know.

Even though the entire world is not changed, Chavez is.  Every student at Chavez is, because each student was impacted in some way whether it be through a tutoring session, a starfish corps lesson or playing four square with a corps member. It has been so powerful for me to see the transformations of students I have worked with individually, but it is a whole new level of pride and awe seeing a school achieve like Chavez did.

Liz June, Project Leader for Academic Achievement CYSJ

Latino students in Silicon Valley make steady progress despite budget cuts

A news article released by the San Jose Mercury News Tuesday, August 17 reported that Latino students are narrowing the achievement gap in Silicon Valley. Growth was seen in Santa Clara County specifically, where City Year San Jose/Silicon Valley serves.

Due to budgetary cuts, the success of these students is attributed to teachers and the students for working so hard.

“Amid a very punitive environment, and very negative budget, teachers and administrators are working above and beyond, in dire straits,” Bill Conrad, director of assessment and accountability for the Santa Clara County Office of Education said.

While there is still a ways to go, it is great to see that students in our area are improving. Congratulations to all of the students in Santa Clara County who worked so hard this past year to improve their test scores. And of course, thank you to the teachers we work alongside with everyday.

- Megan Baker, Recruitment Project Leader CYSJ

Summer heat fuels City Year San Jose’s passion for service

Pictured above is Senior Corps Member Greg Currey working with a student at last year's summer school program. This year, our entire corps will run a summer school at two elementary schools in San Jose where they will serve hundreds of children before school begins.

While the students we serve are lounging poolside and slurping sno-cones, City Year San Jose/Silicon Valley has been hard at work. In order to provide our schools with the best possible service, our site has been shaking things up a bit. Take a look at some of the exciting changes we are implementing during our 17^th year in San Jose!

More Staff, Greater Impact

Larger Corps-We have increased the number of incoming corps members from 40 in 2009-10 to 55 this year.

More Senior Corps-We ended last year with 4 second-year senior corps members. This year we have 13 SC members that attended Summer Academy: The Art and Science of Leadership, City Year’s annual network-wide training conference held in Boston, Massachusetts in July.

More School Managers-Last year we had 2 Whole School/Whole Child managers overseeing 5 schools. This year we have 1 WSWC manager focusing on each of the five schools.

New Positions, Enhanced Focus-Senior Corps member positions were created this year to help our site maximize efficiency and provide a life-changing experience for students, community members and our own team of dedicated individuals. Project Leaders handle student achievement, attendance and behavior (the ABCs of our “in school and on track” initiative), academic enrichment, civic engagement, recruitment, development, training and Life After City Year (LACY) planning for the corps.

Stepping it up in the Summer Months

New Start Date-Our entire corps will come together a month earlier than any previous year. This will enable us to build relationships with teachers and to train and prepare for service before the school year begins. In years past, we entered schools in mid-to-late September.

Corps-run Summer School During Basic Training Academy-During August training, our corps will run a 7-day summer session to help students shake off the rust and set them up for success during the school year. We are the first site in the nation to do this.

New School Partnerships, and Building Upon Current Ones With Alum Rock School District

On August 25th, our corps will embark on 10 months of in-school service. We are continuing partnerships with Mildred Goss and Cesar Chavez Elementary Schools and Mathson Middle School, and are launching new partnerships with A.J. Dorsa and Horace Cureton Elementary Schools.

All of these schools are located on the East Side of San Jose. These schools were identified as low-performing on established benchmarks such as Adequate Yearly Progress (AYP) reports and STAR standardized test scores. This year our corps will work with teachers and staff to not only improve school statistics but to touch the lives of each child they work with.

- Maureen Coulter, Development Project Leader CYSJ

Waiting for “Superman”

Waiting for “Superman” tells the tale of the issues facing America’s youth in our education system. Naturally, it’s a film that our City Year corps members are looking forward to enlightening the American population about the very issues we try to help correct everyday. Take the pledge to see the movie and help spread awareness about the need to improve America’s education system.

- Megan Baker,  Recruitment Project Leader CYSJ