For Frick’s Kings and Queens, College and Character Count

“Every single time I enter the AVID room, I feel like I just passed through time and I am in college.”

These were the words of 7th-grader Jesus when asked about AVID, which stands for “Advancement Via Individual Determination.” AVID is designed to “close the achievement gap by preparing all students for college readiness and success in a global society.” It often supports socio-economically disadvantaged kids in the academic “middle” who will be the first in their family to attend college, and it’s only available at two Oakland middle schools. Frick is excited to be one of them.

“Kids here have really taken ownership and bought into the idea that ‘Yes, I’m going to college and I’m making good choices,’” says Frick Teacher Darcel Sanders, who runs the AVID program. “That’s been awesome to see.”

Through AVID, students are doing a year-long project researching different colleges: first a California State University, then the UCs and the Ivy Leagues, and eventually any school of their choice.

“Writing about the college (Fresno State) made me think about what college I want to go to,” reflects 7th-grader Edith.”I have to start thinking about my future and what opportunities are best for me.”

“Writing about Sonoma State,” says 8th-grader Brenda, “helped me focus on college as a future goal because it helped me learn more about my college options.”

Assuming they fulfill its requirements, students stay with AVID through 12th grade. Along the way, says Sanders, “they’re given access to resources and experiences they might not normally get.” Inside the classroom, kids get college tutors and learn specific college-prep practices like the Cornell note-taking system, but the experience extends off-campus as well, with students being connected with community service projects. “Those experiences will make them more competitive in high school,” says Sanders, “since community service is a huge part of college applications.”

College tours are another key piece of the program. “The college field trip experience helped me realize there were more choices besides Cal and Mills because I got to see public and private schools that I didn’t know about before I started AVID,” reflects 8th-grader Rajean.

The tours bring college into clearer focus for the kids. “We get to see classrooms and what college students do in their spare time,” adds 8th-grader Marissa.

Data, too, is backing up AVID’s success. Writing test scores have improved, and last year all but three of 50 8th-graders had a C or better in Algebra. AVID, says Sanders, has been partly responsible for the improvement.

“Participating in AVID makes me always want to participate in all of my classes,” reflects 7th-grader Malia.

“[Because of AVID], now I am more on top of things and I feel that I have matured since the beginning of the school year,” says her classmate Monique.

“I feel that AVID is really helping me prepare for college,” says Sierra. “[Ms. Sanders tells us] that we can do anything, we can succeed, and all these positive things she says make me feel successful. I’ve never experienced a class that is so college-like.”

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Frick Today - Winter 2010

Summer Search Expands Horizons for CCPA Junior

Part of Coliseum College Prep Academy 11th-grader Antonio’s ancestry lies in Italy, but until last summer, he hadn’t much explored those roots. “I never really knew too much about the language or any of that,” he says, “but recently I started thinking a lot about that side of my background and culture.”

This past summer – in Minnesota, uniquely enough – he got his chance to explore it. Thanks to the Summer Search program, Antonio spent an entire month immersed in Italian language instruction while living in cabins with other students from around the country.

“I felt really proud once I got there because it seemed like I was starting to understand more about my family and where they came from,” reflects Antonio. “I always think about my great-grandfather [who loved in Italy], because my mom always told me we have similar characteristics. On this trip I felt like I was giving him back some life.”

Antonio took quickly to the language and the way it was taught. “Their learning strategy is amazing,” he says. “Right away, they only speak to you in Italian. So you just learn by speaking it and speaking it. I was lost at first, but after three weeks I pretty much understood most of what they were saying, and I now know how to read and write in Italian.”

In other words, Antonio, already fluent in Spanish and English, is trilingual at age 16.
The trip’s other benefits were less scholastic, but just as formative. “I didn’t know anybody, so it was a new world to me,” Antonio reflects. “Oakland is very city-like, but there it was all peace and quiet, with two lakes surrounding us.”

Of all the Summer Searchers, Antonio had traveled the farthest, and for him the experience was filled with firsts. “This was my first time on a plane, my first time leaving the state, my first time being away from my family for that long.”

All of this led to another first: an emotional bout of homesickness that peaked when he received a letter from his younger brother. “He sent me a picture of me and him and it said, ‘I love you, Brother,’” recalls Antonio. “I felt really sad because it was really hard for me to be without him. I love my little brother so much and I’m going to look out for him for the rest of my life.”

The month also offered Antonio the unique experience of making fast friends in a short period of time. “When you get there you’re all strangers, but then on the last day everyone’s crying about leaving each other.” He says he keeps up with the other kids on Facebook, and hopes to visit a few of them up in Seattle.

Antonio thanks the CCPA staff for connecting him with the memorable opportunity. “They’ve helped me a lot,” he says. “I’m really learning a lot of leadership at the school, and I was on the design team when CCPA was first founded. They see me doing hard work and participating a lot, which is why they recommended me for Summer Search. They see that I’m trying to be somebody.”

The Summer Search program is three years long, so Antonio is already plotting his next adventure. “Next summer, I’m thinking about going to another country,” he says. “I think I want to use what I learned last summer, and go to Italy to do community service around my ancestors’ town, because there’s a lot of poverty over there. My mentor and I are planning that all out now.”
Last summer’s experience also has Antonio thinking about college. “It was a great life skill for me to start to learn to be independent,” says Antonio. “Like I told my mom before I left, this is just a little warm-up for when I go to college.”

Point Reyes Trip Immortalized in New Mural

Those of you who read our Spring 2009 newsletter know how unforgettable the five-day Point Reyes field trip is for our 6th-graders. Thanks to a new mural outside Miranda Spang and Amy Stauffer’s classrooms, if the students ever want to bring that memory back into colorful and sharp focus, they need only walk down the hall and watch the whole trip unfold before their eyes.

“They all knew a mural was going to be a goal that we’d complete for Expo to tell the story of the trip,” says Spang. To that end, the kids had art classes at Point Reyes, doing observational drawing, foreground and background study, and more.

Back on campus, bringing the trip to life in mural form – complete with a key that elaborates on each individual painted scene – was a labor of love for Art Teacher Miranda Bergman and the 6th-graders.

“We saw a lot of cool plants and animals in Point Reyes, and we drew them from close-up,” says Jose, now in 7th grade. “We drew a lot every day, so when we came back we had it in our heads what things should look like. The hard thing was making everything the exact color to make it look real.”

In the ASCEND spirit of arts integration, all of the mural work was aligned with state science curriculum standards. Math got in the mix, too, when the kids used proportions to transfer their small drawings to the long wall.

“Everything was small and then we had to enlarge it,” says Sergio, explaining how the kids transferred their drawings to the mural. “We drew squares in the wall and measured every little square.”

7th-graders Selena and Emonee explain the care it took to render everything faithfully. “If you look at the mural,” says Selena, “you can see the horse looks to scale. Of course in real life the horse is giant. Ms. Bergman really helped us do this right.”

“They also learned the difference between individual and collaborative art,” says Stauffer. “They were creating something that would belong to everybody.”

“When we finished the mural the principal cut the ribbon and we had a ceremony,” says Cesar. “I felt joyful because we persevered through the work, and we were so grateful that we had the chance to go to Point Reyes and also have the experience of making the mural. It was a great opportunity.”

EnCompass Drill Team Steps Up Spirit

When it’s time to perform, EnCompass Academy’s “Steppin’ Into Success” After-School Drill Team is all business.

First, the uniform: Each member in a matching embroidered “Drill Team” sweater vest. Next, the lineup: Kids in perfect rows, hands flush at their sides, eyes focused straight ahead.

Then, the performance: Drill Team Instructor Rowena Tatmon (known to students as Ms. Papoose) cues the kids, and in perfect sync they perform their step moves while belting out these words, in a call and response:

“Everywhere we go / People want to know
Who we are / Who we are
So we tell them / So we tell them
We are EnCompass! The mighty, mighty EnCompass!
Deep in my heart / I love EnCompass!”

This impromptu performance was on campus, but Ms. Papoose and her steppers are intent on spreading the EnCompass message all over Oakland. In keeping with a key piece of the school’s motto – “engaged in community” – already this year they have marched and performed in three parades and placed 1st in the Oakland Black Cowboy parade.

Ms. Papoose lives in the neighborhood, and formed a Drill Team in east Oakland to provide a space for youth to develop pride, self-esteem, and self-discipline within the arms of the community. “I’ve been doing this for 20 years, and really enjoy doing what I can do for these kids. It’s a part of me,” she says.

Principal Nguyen was inspired by Ms. Papoose’s many gifts, perseverance, and incredibly positive impact on generations in east Oakland. She wanted to support this community leader in her vision for children and families. Soon after, “Steppin’ Into Success” was born and continues to inspire and motivate students. In keeping with the EnCompass Academy After-School Scholars Program’s commitment to community service, Steppin’ Into Success has brought food and clothing to homeless people at East Oakland’s True Fellowship Church.

“We know we need to be kind to people who need help,” says 3rd-grader Daja.

“Some people don’t get to have stuff,” concurs 4th-grader Ashley, “so we want to help them.”

They also visit the nearby Allen Temple Senior Center, where the team performs and spends time getting to know the seniors. “It feels great because the seniors are older than us and we can perform for them,” reflects 3rd-grader Lilia. “We’re not shy with them.”

Bridging the generations in this way, the kids offer further stepping proof that EnCompass is “engaged in community.” If there was any doubt, the team makes its presence known as they walk to the Senior Center, doing their chants and bringing positive vibrations to the neighborhood.

“We’re learning how to be respectful to everybody, and be good listeners and help each other out,” says 3rd-grader Kimberly. “Thank you, Ms. Papoose!”