Introducing Aspire’s 2023 Shining Stars Winners!

May 17, 2023

Aspire Public Schools is thrilled to announce our 2023 Shining Stars!

Anchored in Aspire’s Core Value of Agency + Self-determination, this award is given to one senior from each of our secondary schools. Winners demonstrate tenacity in pursuit of their post-secondary goals, and are heavily involved in their school and wider communities. Thank you to our generous supporters Richard and Theresa Crocker, who have made this award possible since 2015!

Congratulations to these incredible seniors, and we can’t wait to see what you’ll accomplish! Check out the highlight video below and read on to learn more about these students, reflections on their time at Aspire, and their future plans.

Bryan Buenrostro
Bryan has been with Aspire since 6th grade when he came to Aspire Golden State College Preparatory Academy. In the fall, Bryan will be studying architecture at UC Davis.

His favorite memory at Aspire: Going around school and being recognized by almost everyone and being able to start new conversations with anybody, forming new friendships.
His advice to younger students: Live life in the moment because time goes by, and by the time you know it, high school is over and so are prom, hanging out with friends, and the simple high school experience you can not get back.
In his post-secondary life, Bryan is most excited about… following my dream career and living the college lifestyle.

Jared Lazo
Jared came to Aspire Langston Hughes Academy as a 6th grader. After graduation, he is excited to study music.

His favorite memory at Aspire: Visiting various colleges for a field trip this year. It was a bittersweet moment hearing my peers laughing and joking on the bus for what will be one of our last memories in which we are all together in one space.
His advice to younger students: Just enjoy yourself. Talk to new people, listen to new music, eat new foods, learn new skills, immerse yourself in meaningful hobbies and experiences, and prioritize your relationships and well-being. Of course, work as hard as you can, but don’t be hard on yourself because your life hasn’t even begun yet.
In his post-secondary life, Jared is most excited that… college will provide me with the environment and resources to explore my interests and connect with those who share these interests. As a music producer and pianist, I can’t wait to meet other musicians. Perhaps I can join a band and jam with them, or perhaps I will create a collaborative album with a close friend.

Jamielle Leones
Jamielle came to Aspire Richmond California College Preparatory Academy as a 7th grader. After graduation, she will attend UC Berkeley to study environmental engineering.

Her favorite memory at Aspire: I’ve always regarded my school as a colorful, creative, and close-knit community. This can be proven when you first step inside, and you can find social justice portraits in every corner and feel the warm, friendly welcome of our school staff and students. Despite how small our school is, we are big on a sense of belonging. And my favorite memory of hosting the API town hall in May of 2021 with my Asian Pacific Islander Student Union represents that. During my junior year, my friends, AAPISU, and I worked together to bring our school a town hall dedicated to Asian hxstory. We put together decorations, activities, games, fun educational lessons, and more. Leading up to that point, we also enjoyed spending time with each other and held a cultural potluck where we brought and shared food from within each of our cultures. Overall, in that time of year, I had a fun time organizing the event and seeing how much everyone values diversity.
Her advice to younger students: Honestly, just make the most out of your years at school. This means enjoying it as much as possible. Although it is heavily emphasized to work diligently for post-secondary education like college, your whole world shouldn’t strictly revolve around it. It’s not ideal if it means jeopardizing your mental health and even your relationships. You still have a lot ahead of you. Use the time that you have to find what you are passionate about and maintain that instead of stressing or dictating what could happen in the future. Find balance between your work ethic and happiness to live life to the fullest.
Jamielle is excited about her post-secondary life because… I’ve recently been watching “day in the life” vlogs of a college student. The “college core” aesthetic seems so cute that I am looking forward to it–like making breakfast for myself, studying in a library with an iPad and an Apple Pencil, or walking around campus with friends 🙂

Alondra Limon
Alondra came to Aspire Lionel Wilson College Preparatory Academy as an 8th grader. After graduation, she plans to major in political science.

Her favorite memory at Aspire: When I was elected to be student body president. Knowing that the entire student body trusted me with this position felt like an honor for me.
Her advice to younger students: Do not make choices based on what other people think. Do what is best for you and never give up regardless of the circumstances.
In her post-secondary life, Alondra is most excited about… discovering more about myself and meeting new people outside of just my high school.

Matthew Marquez
Matthew has been with Aspire since the 3rd grade. After graduating from Aspire Pacific Academy, he will attend UC Irvine to study business administration and finance.

His favorite memory at Aspire: Math field days. I only attended twice at my time at Aspire but the competition with other students and being able to come out on top individually was a great accomplishment for me. Other than that, graduating from both elementary and middle school leading up to my graduation of high school is something very special to me to be able to achieve as well.
His advice to younger students: Push yourselves and get into uncomfortable positions because the more you are challenged the better you feel when you accomplish your challenge. Do not slack off at school. Middle school is as important as high school as it prepares you for high school and all high school years are very important as they determine the available options for post high school.
In his post-secondary life, Matthew is most excited about… living and experiencing what a university life is all about. All that and learning new things from new people and learning what my future career will be through the next four or more years of my life. I am very excited to move forward in life as an adult.

Dinora Mezquita
Dinora came to Aspire Vanguard College Preparatory Academy as a 6th grader. In the fall, she will attend UC Davis and study political science.

Her favorite memory at Aspire: Being able to help at the senior signing ceremony last year. It was just such an amazing experience being a part of the journey of the seniors from that year and seeing them decide the next part of their life. Helping set up in general was also so much fun.
Her advice to younger students: It is okay to take a step back and take care of yourself. Enjoy the ride of being a high school student.
In her post-secondary life, Dinora is most excited about… doing internships that are related to my career choice.

Max Navarro
Max came to Aspire Ollin University Preparatory Academy as a freshman. He looks forward to studying economics at UCLA in the fall.

His favorite memory at Aspire: 11th grade Halloween Carnival. It was so much fun and it was the first event coming back from Quarantine so I was super happy to see everyone having fun in one place again.
His advice to younger students: Have fun by yourself. Go visit a museum, eat at that new sushi place, just spend time with yourself once in a while. It can be really relaxing.
In his post-secondary life, Matthew is most excited about… meeting new people from places around the United States or the world.

Lindsey Nguyen
Lindsey came to Aspire Benjamin Holt College Preparatory Academy in 6th grade. After graduation, she plans to attend San Jose State University to major in mathematics or math education in hopes of becoming a secondary math teacher.

Her favorite memory at Aspire: All of my favorite moments from my time at Aspire stem from community and connection with both students and staff. One that sticks out to me the most is Homecoming week my Junior year. This was my first time experiencing Homecoming from the Student Council point of view, fresh out of the pandemic. Homecoming week was the first event thrown by Student Council that was back in person. It was new to all of us and we were just running on pure excitement to be together again. The whole week of float building and parade preparation showed me how the class of 2023 came together as a community with open-mindedness and trust. Going into something so blindly with trial and error helped us all bond and grow together through the experience. After the whole event I felt so much closer to my class and that I think was the moment that we became a family. With such success, it kept our motivation to create new events which in turn created lasting memories.
Her advice to younger students: As a Connect Crew Leader, the number one advice that I give to the younger students is to make an effort to build relationships with your teachers and the adults on campus. My greatest accomplishments in high school wouldn’t have been made possible without the support of the adults around me. Not just teachers, but also counselors, campus staff, and the office ladies. Building good relationships can not only make you feel more motivated and excited to come to school, but also help you feel more comfortable to reach out and ask for help if you need it. It eliminates the feelings of fear and judgment for seeking help. It also just makes school more fun and exciting! I genuinely love seeing my teachers, counselors, and staff at school everyday and I truly treasure my time with them. I am forever grateful for their support!
In her post-secondary life, Lindsey is most excited about… networking and expanding my connections in college. Being at a smaller school has provided me with a tight, family-like community, and so I am curious to see what student life is like at a much bigger scale. I am also looking forward to expanding as a person and seeing who I grow to be based on my experiences.

Andrea Paz
Andrea has been an Aspire student since the second grade! After graduating from Aspire Alexander Twilight Secondary Academy, she will attend UC Davis to study political science in hopes of becoming a lawyer.

Her favorite memory at Aspire: It’s not a specific memory but all the connections I have built with my teachers. The connections I have with my teachers are something that I will cherish for a long time because they have supported, guided me, and given me resources that otherwise I would have had a hard time getting.
Her advice to younger students: If I could give a piece of advice to younger students it would be to keep moving forward and keep your goals in mind and the reasons why you are doing what you are doing. If I were to give a piece of advice to my younger self I would say to keep moving forward because it gets better.
In her post-secondary life, Andrea is most excited about… being able to pursue my career, meet other people who share my interests, and gain more independence to branch out of my comfort zone.

Introducing Aspire’s 2023 R.I.S.E. to Higher winners!

April 27, 2023

Huge congratulations to our second cohort of R.I.S.E. to Higher scholarship winners!

Anchored in Aspire’s Core Value of Agency + Self-determination, this award is given to outstanding Black seniors who are active members of their campus Black Student Union (BSU), and who are demonstrated agents of change in their community. The R.I.S.E. to Higher scholarship is generously funded by Aspire partners Charles and Karen Couric, to whom we are very grateful.

Read on to learn more about these scholars’ years at Aspire, what they learned from their experience participating in a BSU, and their future plans!

Anaya Washington
Anaya has been an Aspire scholar for her entire academic career, from kindergarten through 12th grade. After graduating from Aspire Alexander Twilight Secondary Academy (ATSA), she plans to study child development and psychology.

Her favorite memory at Aspire: All the fun we had in class with my peers and teachers.
Her advice to younger students: Don’t be too hard on yourself, it’s ok to fail.
Anaya’s experience in a Black Student Union: While in BSU I have learned a lot about other cultures including my own. I have learned about a lot of struggles that all Black people have faced throughout the years. I enjoyed all the opportunities we had to learn new things regarding BSU and being able to bring together and create a safe space for the Black kids in my school. It really gave us the chance to speak up about things we couldn’t talk about elsewhere because no one else understood.

Damian Beck
Damian has been with Aspire since he came to Aspire Golden State Preparatory Academy (GSP) in 8th grade. After graduation, he hopes to study real estate and business.

His favorite memory at Aspire: The field trips I had with my class and my grade.
His advice to younger students: Don’t overthink and always ask for help when you need it.
Damian’s experience in a Black Student Union: I learned what it meant to be in a community full of Black or African American students just like me.

Greg’Zhyaih Martin
Greg’Zhyaih came to Aspire Golden State Preparatory Academy (GSP) as a freshman. After graduation, she is excited to attend CSU Dominguez Hills to study child development.

Her favorite memory at Aspire: Going on all the field trips & doing all school activities!
Her advice to younger students: I would honestly say go for it! Believe in yourself & trust yourself. You can do it.
Greg’Zhyaih’s experience in a Black Student Union: I love the community we build & the fun activities we created.

Kaaliyah Bush
Kaaliyah came to Aspire Alexander Twilight Secondary Academy (ATSA) as an 8th grader. After graduation, she looks forward to pursuing a bachelor’s degree in theater and the dramatic arts.

Her favorite memory at Aspire: When I was on the cheer team, I miss the community building and the opportunity to make new friends and I did. Overall it was an amazing experience.
Her advice to younger students: Don’t lose focus but still enjoy your time because even when it feels like high school is never ending, once you get close to the end you’ll realize It really just flew by.
Kaaliyah’s experience in a Black Student Union: I really enjoyed the discussions, I finally felt like I had people that could truly understand and relate to my experiences. BSU helped me realize that I wasn’t alone in my experiences. I have gotten so many opportunities because of it and I learned about things that I never knew there was more to learn about. It has been an experience that I will forever be grateful for because I learned how to better advocate for myself and I will forever carry that with me.

Maiya Johnson
Maiya has been thriving at Aspire since kindergarten! After graduating from Aspire Benjamin Holt College Preparatory Academy (BHA), she looks forward to studying business administration.

Her favorite memory at Aspire: The days in elementary school where I enjoyed being a kid. Those years were the most memorable. I made some of the best friends that I still have today and it’s cool to see my transition from then to where I am now.
Her advice to younger students: Take advantage of every opportunity that comes their way. Involve yourself in as many things as you can and be comfortable with stepping out of your comfort zone because you never know where it could lead you.
Maiya’s experience in a Black Student Union: My experience as a member of the Black Student Union at my school was very enjoyable. Being able to come together as a community to have fun while supporting one another was very important to me. Attending the Black College Expo last semester I was able to bond with other members in a new element outside of school. I was able to connect with my peers through similar life experiences and I learned a lot about myself. As I move forward in these next 4 years I hope I can continue to be a part of amazing organizations like the Black Student Union.

Meah Smith
Meah came to Aspire Alexander Twilight Secondary Academy (ATSA) in 11th grade, and after graduation, will pursue a degree and career in nursing.

Her favorite memory at Aspire: I love when I need help I have many resources! I really love just laughing and connecting with my teachers and staff!
Her advice to younger students: You are who you hang around so choose wisely and make smart moves for yourself!
Meah’s experience in a Black Student Union: I loved that we are all connected with the same background. We are able to come together as one and really educate people about our troubles we face along with growing a family.

Priya Marshall
Priya came to Aspire Richmond California College Preparatory Academy (Cal Prep) as a 7th grader. After graduation, she is deciding between majoring in zoology, health science, or nursing.

Her favorite memory at Aspire: 8th grade promotion.
Her advice to her younger self/younger students: If I could give one piece of advice to my younger self it would’ve been to never give up on myself, and also to always trust the process and be patient.
Priya’s experience in a Black Student Union: Black Student Union at my school is a safe space and comfort zone for students. What I like most about Black Student Union would be being able to have a safe space and being around such positive and loving people.

Senoj Jones
Senoj has spent her entire K-12 academic career learning and growing at Aspire. After graduating from Aspire Benjamin Holt College Preparatory Academy (BHA), she looks forward to majoring in criminal justice.

Her favorite memory at Aspire: An after school program when I was in elementary school. They provided a lot of activities that I didn’t know would make great life skills and hobbies. For example, self defense, cooking, gardening, science, etc.
Her advice to her younger self/younger students: Advice I would give to my younger self is to be okay with making mistakes and to learn from them. By growing up in Aspire schools, it made me very sheltered and protected, which I appreciate because it got me to the mindset to be successful and to do something great for my life after high school. Though, I wish I spent more time trying new things instead of keeping the same routine because I didn’t want to deal with negative consequences. I feel that I missed out on some childhood or teenage things when growing up but in the end I accept it because I’m still successful without it.
Senoj’s experience in a Black Student Union: The thing I like most about BSU at Aspire is how vocal they are about Black excellence, and also how it provides different resources that can be beneficial to our future. I learned about self confidence and about Black activists during my time at BSU. I felt dissociated within my race and not as proud about it, but by joining BSU I am more confident and appreciative about my culture and to be Black.

Tai-Run Williams
Tai-Run came to Aspire as a 6th grader. After he graduates from Aspire Vanguard College Preparatory Academy (VCPA), he looks forward to attending college to study kinesiology.

His favorite memory at Aspire: Meeting everyone and everyone just greeting me with happiness, my 6th grade year.
His advice to younger students: Never wait until the last minute to finish everything, finish everything on time or early.
Tai-Run’s experience in a Black Student Union: For me, I loved how it was like a family and everyone was very close with each other. I learned a lot of new things about my history and also how to be a leader.

Veter Baker
Veter came to Aspire in 5th grade. After she graduates from Aspire Richmond California College Preparatory Academy (Cal Prep), she will study business.

Her favorite memory at Aspire: Making memories in class with my classmates.
Her advice to younger students: Take advantage of being young and live life to the fullest.
Veter’s experience in a Black Student Union: I love BSU. It’s become a place where I can just relax and be with my fellow Black students. I never truly realized the effect of not being around people who look like me had on my mental health until I was around them. I have learned that you never truly know a person until you know them, what you see in the halls isn’t enough to judge the kind of character they have.

Introducing Aspire’s 2023 Para la Cultura Winners!

April 19, 2023

Aspire Public Schools is thrilled to announce the 10 inaugural winners of our Para la Cultura scholarship!

Established this year with roots in Aspire’s Core Value of Culture of Belonging, this award is given to seniors who were recommended by staff members for demonstrating strong social-emotional competencies, and who foster a culture of belonging on their campus and broader community. This award is generously funded by Aspire teammates.

Congratulations to these incredible seniors! Read on to learn more about these students, reflections on their time at Aspire, and their future plans.

Ariana Olvera Torres
Ariana has been with Aspire since 6th grade when she came to Aspire Lionel Wilson College Preparatory Academy (LWP). She looks forward to studying sustainable environmental engineering after graduation.

Favorite memory at Aspire: Last year during my art class, because we not only learned about the connection between art and our emotions, but also about the connection between art and the future of the current effects of historical redlining.
Her advice to younger students: Don’t stress yourself out about the future and instead enjoy the present. Things will happen as they’re meant to happen.
To Ariana, a culture of belonging is… one’s personal sense of safety and acceptance within a group or community. It is a place in which you feel heard, considered, and cared about but where one aspect of yourself is not seen as your defining characteristic. Where it is known that to accept you, they must respect all parts of you.

Brandon Ocampo
Brandon has been an Aspire student at Alexander Twilight Secondary Academy (ATSA) since 7th grade, and looks forward to pursuing a career in automotive engineering after graduation.

Favorite memory at Aspire: All of the fun rallies I spent with my peers. Aspire really helped me bond with my friends with fun events.
His advice to his younger self/younger students: I would tell myself to stop thinking that there is only solution and that you must say yes to everything that comes your way. It is okay to say no sometimes.
To Brandon, a culture of belonging is… making a place where everyone feels that they belong. Although people may be going through things in the outside world, they know that at school they don’t have to worry about being out of place.

Einar Alvarado Alonso
Einar came to Aspire Ollin University Preparatory Academy (OUP) as an 8th grader. In the fall, he will attend USC to study Intelligence and Cyber Operations!

Favorite memory at Aspire: The first time I was treated with empathy and understanding by my 9th grade Humanities teacher, Mr. Gomez. During this time I was pretty reckless with my behavior and would often get in trouble; teachers would get upset with me, understandably so. However Mr. Gomez listened to me rather than lecturing me and through his solidarity I realized I just wanted to be heard.
His advice to younger students: Distinguish those who are there to help you from those who are not. The people you hang out with, whether with ill intent or not, might not always be the best people to be around if you expect to further yourself in your goals. Identify those who have the same ideas of success as you and stay with them. Also don’t be afraid of being your authentic self; if you need to change in order to be liked, then said people don’t really like you; that’s fine, there is a community somewhere that will accept and celebrate your authentic self.
To Einar, a culture of belonging is… a culture of solidarity; where diversity is not just accepted but rather celebrated. It is one where we build our community through transformative justice and assist our peers in a way that best supports their needs.

Gisselle Camargo
Gisselle came to Aspire Alexander Twilight Secondary Academy (ATSA) as a 7th grader. After graduation, she is excited to study biology at Sacramento State University.

Favorite memory at Aspire: The times I played on the boys and girls soccer team. Working on conditioning with my friends in the spring sun was so fulfilling and fun.
Her advice to younger students: Don’t be afraid to ask for help! Especially at schools like ATSA, all the staff members are more than willing to help in any situation.
To Gisselle, a culture of belonging is… when you acknowledge everyone’s differences but you still appreciate their uniqueness and how they help bring people together.

Isabel Santos
Isabel has been at Aspire Langston Hughes Academy (LHA) since 7th grade. She looks forward to studying business after graduation.

Favorite memory at Aspire: Recess and lunch in middle school
Her advice to younger students: Believe in yourself.
To Isabel, a culture of belonging is… being able to fit in with any and every crowd, even if you do stand out.

Jacky Orucuta
Jacky came to Aspire Richmond California College Preparatory Academy (Cal Prep) as a 9th grader, and after graduation, plans to major in animal biology/science.

Favorite memory at Aspire: My first day. I was a freshman and even though it was a couple of weeks into the school year everyone, from staff to peers, was patient and welcoming. There was such a strong sense of community that it was easy to make friends and feel like I belonged.
Her advice to younger students: It’s okay to be spontaneous at times. Not everything needs to be planned out down to the most trivial of details.
To Jacky, a culture of belonging is… not being fearful or anxious to be yourself, but rather feeling security in knowing you’re accepted.

Joselyn Alvarado
Joselyn just came to Aspire in 12th grade, but has made the most of her senior year at Aspire Pacific Academy (APA)! After graduating, she plans to study business administration.

Favorite memory at Aspire: Going on college field trips, because they really inspired me to go to a university after high school
Her advice to younger students: It’s okay if you make mistakes, it does not mean the end of the world. You need to make mistakes in order to learn and grow.
To Joselyn, a culture of belonging is… being able to feel comfortable in my own skin, and to be myself without feeling judged or misunderstood.

Lilianna Rodriguez
Lilianna has spent her entire K-12 academic career learning and growing at Aspire. After graduation from Aspire Pacific Academy (APA), she’s excited to attend UCLA in the fall where she will study psychology!

Favorite memory at Aspire: Participating in Math Field Day for the APA middle school team in 6-8th grade. I loved the competition and was able to be on the team with my best friend. Our team won 3 times in a row against the other Aspire teams and was able to represent Aspire at the LAUSD Math Field Day competition. I will never forget the feeling when our team was called up for first place during those years.
Her advice to her younger self/younger students: All the hard work you have been doing will pay off. The long nights of studying, doing homework, office hours, and even doing school work on vacations were all worth it. There will be some challenges that will be difficult and there may be those days when you break down. However, those challenges will not stop you from succeeding in school and life. Your standards will grow and your ambition will drive you. Never try to change for someone else and follow your passions.
To Lilianna, a culture of belonging is… when you feel accepted and supported by others. There are many different cultures and communities that we are able to be a part of. Exploring these cultures is how we find the ones we feel belong. Once, you find that culture; reciprocate the appreciation to receive with others, consequently, strengthening the culture of belonging.

Patrick Mulligan
Patrick has thrived as an Aspire scholar since kindergarten. After graduation from Aspire Benjamin Holt College Preparatory Academy (BHA), he looks forward to studying business administration.

Favorite memory at Aspire: The whole of homecoming during my junior year. It was my first year leading the event as student body president. From the set up, staying after school in the cold, and listening to music was an absolute blast. The final dance was an amazing time as well.
His advice to younger students: Get involved and take on some responsibility. One of the most motivating things throughout my time in school has been being super involved within school culture. Whether it’s through student council, multimedia, travel club, or any other organizations, stepping out of your comfort zone builds character and friends like no other. Being involved in the school made me grow drastically in my leadership abilities and brought me to the point where I actually want to be at school the majority of the time. The reward in seeing our events get put together and little projects come about is something that I recommend all students do early on in their high school and middle school careers.
To Patrick, a culture of belonging is… when every student is able to feel a part of a community regardless of who they are. Whether your interests or backgrounds are different, you are able to come together to celebrate and have a good time. A strong community is based on the connections between each person and you can’t have that, without a culture of belonging.

Yaribel Orozco
Yaribel came to Aspire as a 6th grader, and looks forward to pursuing a career as a registered nurse after graduating from Aspire Golden State College Preparatory Academy (GSP).

Favorite memory at Aspire: Going to college field trips every year.
Her advice to younger students: Keep doing you and be on track.
To Yaribel, a culture of belonging is… feeling comfortable with who you are and where you come from. It also means everyone accepting each other, and being open-minded to others’ cultures.

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Giving Scholars a Seat at the Table with Melissa Brookens

January 21, 2021

By Marilu Aguilar-Moreno
from Aspire’s Talent Team

This month’s spotlight is on one of the Associate Superintendents for the Central Valley Region, Melissa Brookens! After teaching for six years, Brookens completed her principal residency in 2015 and became a school leader at Aspire APEX Academy for four years. During her tenure, Brookens led the expansion of service to accommodate TK students and their families and reinforced a positive school culture, which supported student and staff retention.

Motivated to serve at a broader scale, she stepped into the role of Regional Director of Principal Development, and recently, she joined the team of Central Valley Superintendents last year, where she supervises and coaches six school principals in instructional programming and leadership development in alignment with the Transformational Leadership Framework.

Kat Ellison, Associate Superintendent for the Central Valley reflects on her colleague’s leadership saying, “Melissa is an amazing leader. I’ve never met someone with such strong adaptive leadership. She knows when to listen, when to push, when to model, when to build, and when to guide. She cares deeply about our community and always puts students first. She exemplifies being a life-long learner, and I learn something new from her every day!”

Brookens was gracious enough to share what inspires her, what keeps her grounded in her work, as well as her leadership philosophy. Below is her story.

What inspired your career in education?
Throughout my childhood, I was determined to be a pediatrician and had set out to go to med school in college because I wanted to help children. However, working as a tutor and classroom aide in a preschool classroom shifted my focus. There was a different love and passion that emerged when I supported students with their homework, which brought me more joy than I realized. I remember clearly one day after doing a read-aloud for the preschool class that I needed to pursue a career in education. Seeing the spark in their eyes when they learned something new or grasped a challenging concept, fueled my passion for educating our youth.

Why did you choose to work at Aspire, and after ten years, what keeps you grounded in this work?
In a previous experience, I questioned whether I would stay in education. Many times, I felt alone in the work and saw that the advocacy for supporting all students was lacking. There were few holistic supports offered to address the underlying factors that influence student behavior. With Aspire, I was drawn to its mission of College for Certain for all students and its collaborative model with like-minded people who are invested in changing the odds for students.

Ten years later, I am still very passionate about creating equitable outcomes for our students and, in particular, interrupting the school to prison pipeline. Breaking inequitable cycles is what keeps me grounded in my work – it’s a key piece of my why. Our Equity Commitments acknowledge that “this work is enormous and deeply emotional,” so I have also found it extremely vital to have conversations in affinity and across differences, while also keeping in mind the needs of our scholars. In these conversations and within the collective work, I find it critical to continue exploring how we create school environments and design a system where all students are able to achieve at high levels both socio-emotionally and academically, and thus realizing our equity commitments.

Why did you transition from a school principal to coaching principals and how do you approach that dynamic?
I went into my principal residency program with the intention of making an impact beyond the classroom and had a similar motivation when I was ready to shift from being a principal to a leadership coach for a region serving 16 schools. It was also important for me to recognize my identity as a multi-racial (Black/Mexican) woman, leader, and model of excellence for my students. I remember a Black parent once told me how proud they were to see me, a Black woman, as the principal of a school and how meaningful that was for them. That comment brought a new perspective to my role as a principal: it’s not just about me; it’s about giving students who look like me someone to look up to.

When it comes to coaching principals, I lead with the core principle of always remembering what it was like to be a school leader. I applied the same practice when I was a principal myself; I never forgot what it was like to be a teacher. This helps me understand how decisions will impact scholars, school teammates, teachers, and school leaders, which is an important framework to uphold.

What set of values guide your leadership?
I value transparency, humility, honesty, authenticity, and a commitment to service. Often, I reflect on how I was of service within my role. Operating with that framework brings authenticity to my work and a human touch to everything I do.

What are you most proud of as an educator and leader?
Seeing the impact of my work in the students I’ve taught and teammates I’ve worked with has been the most rewarding. I love hearing the ways in which they are now making an impact themselves.

What is a lesson you’ve learned or advice you’ve received in your professional career that you’d like to impart on aspiring leaders?
Stay humble, be open to learning about yourself and others through conversation, and be true to who you are. The latter is key to taking care of yourself. It took me a long time and unfortunate circumstances to learn the importance of prioritizing self-care. For anyone going into this work, it is essential to have a self-sustaining practice.

To find similar career opportunities at Aspire, visit our Join page.

San Joaquin A+ Announces $650K in Planning Grants for Three New Early College High School Programs

January 19, 2021

San Joaquin A+ Announces $650K in Planning Grants
for Three New Early College High School Programs

Grant awards will fuel partnerships involving San Joaquin County Office of Education, San Joaquin Delta College, Stanislaus County Office of Education, Modesto Junior College, and Aspire Vanguard School

FOR IMMEDIATE RELEASE

Stockton, CA [1/12/21] – Today, San Joaquin A+ (SJA+) is announcing the award of three planning grants, totaling $650,000 to local partners with plans to start early college high school programs. The grantees include San Joaquin County Office of Education in a partnership with SJ Delta College for a school focused on teacher preparation; a partnership between Stanislaus County Office of Education and Modesto Junior College to start an agricultural-focused program; and Aspire Vanguard School and Modesto Junior College to plan an early college high school focused on health career pathways. The Early college high school model was established in 2002 in order to increase the opportunity for traditionally underrepresented youth to earn a postsecondary degree and/or credential by beginning their college credits while still in high school. The benefits are well-documented.

“We are extremely grateful for the opportunity to work with this group of local leaders and respected institutions to support their exciting plans” shared Don Shalvey, CEO of San Joaquin A+. “It is critical that we align Stockton’s education programming with the good jobs that not only can serve as an anchor for our economy going forward, but also will provide meaningful work and a family sustaining income for young people growing up across our region.”

The grant opportunities are being awarded after an application process that began in early 2020, with the help of local partners like the Stanislaus Community Foundation. San Joaquin A+ convened a group of partners from across the region who expressed interest in starting or expanding early college high school programs, with a focus on a career pathway in an area of local need. With technical assistance from Jobs for the Future (JFF) a national nonprofit with expertise in this area, the teams developed and submitted applications, before three that were most ready for implementation by the 2021 or 2022 school year were ultimately selected. If this initial wave of applicants is successful, SJA+ will consider a similar process in the future to support more school districts, county offices, and local non-profits.

“Working with Modesto JC, San Joaquin A+, and our other partners in the early stages of this process has been energizing,” said Jeff Albritton, Assistant Superintendent at Stanislaus County Office of Education. “This partnership will allow us not only to create a program in an area of local need, but has also allowed us to think more deeply about our goals. We believe it will help us bring a rigor and a sense of possibility to our plans that will result in a great school, and ultimately in better life outcomes for our students.”

The partnership between Stanislaus COE and Modesto JC plans to create an Agricultural Pathway at the existing Valley Charter school in Modesto. This grant will allow the partners to redesign the existing Stanislaus COE chartered school to add this critical pathway that aligns with Modesto JC’s nationally recognized Agriculture and Environmental Sciences Division. By developing a seamless 4-5 year high school program that matriculates students directly into MJC’s programs, it will place students on a track for success.

“We’ve seen the benefit our agriculture and science programs have for young people in our college,” added Don Borges, Dean of Agriculture & Environmental Sciences at Modesto JC. “We believe this partnership will provide us with the opportunity to broaden our reach to more students who normally might not think of this career path. And not only that, but by starting them earlier, we can create even stronger pathways into the profession for them and help them complete our program at a lower cost.”

Education is another growth industry in the Central Valley, which has informed the plan by the San Joaquin County Office of Education and SJ Delta College to create an educator preparation early college high school, tentatively called TEACH! Academy. In this high school program, students will be dually enrolled in the TEACH! Academy, as well as SJDC, and coursework will be designed to meet the UC A-G requirements. Students will have the potential to earn a minimum of 30 units or graduate with an AA degree, with requirements in the intended course of study for students planning to transfer to a CSU, UC and most private universities.

“Teacher preparation is not just something we are passionate about as educators ourselves, but it is also an employment area of great need in our county,” said Dr. Troy Brown, San Joaquin County Office of Education Associate Superintendent and incoming County Superintendent of Schools. “Because of that need, preparing more teachers for the classroom has been a top priority of County Superintendent of Schools James Mousalimas. In 2018-19, we had the fifth highest number of requests in the state for intern credentials, permits and waivers due to the teacher shortage. We hope this new partnership and school can help change that reality, while over time putting thousands of young people on a path to a meaningful and good paying career.”

A partnership focused on health professions between Aspire Vanguard College Preparatory School and Modesto JC also addresses a growing area of need locally. Aspire Vanguard is a college preparatory charter school located in West Modesto that serves a high need student population. The school has an existing partnership with Modesto JC, but will use this planning grant to introduce this career readiness component with a focus on the health profession, that will help students acquire more credits and be better prepared to move directly into health focused majors in college programs.

“We believe this more-focused, rigorous program will bring coherence to our partnership with Modesto Junior College and provide students with a direct pathway into a rewarding profession that will be in high demand locally for years to come,” added Jacob Weiler, principal of Aspire Vanguard College Preparatory Academy. “Further, we think this program will benefit our broader community in a number of ways: it will address a critical shortage of well-trained healthcare workers, it will leverage experiential learning in the local healthcare landscape to increase the likelihood our students choose to stay here to launch and sustain their careers, and it will advance the cause of justice by expanding “opportunity access” among young people from historically marginalized communities.”

More details about each of these programs will be available in the coming weeks. San Joaquin A+ plans to host a webinar to allow these leaders to talk more about their plans. To learn more generally about why San Joaquin A+ is focused on building ladders to good jobs in our region, see an existing report and webinar here.

About San Joaquin A+:
San Joaquin A+ is a group of educators, business leaders, active citizens and philanthropists. Collectively, the organization has supported education since 1996 and has almost a quarter century of experience and commitment to Stockton and SJ County. In order to create a system of great schools in our county, San Joaquin A+ collaborates with local families, education, and workforce partners to set a vision for how our community can prepare students to be successful and responsible citizens.

Contact: Admin@sjaplus.org for questions.

Shaped at Aspire: A Leader’s Career Journey

January 7, 2021

By Marilu Aguilar-Moreno
from Aspire’s Talent team

After an extensive interview process at the regional and site levels, the Los Angeles region and its representatives selected a deserving Aspire teammate and applicant to carry on the school leadership baton. David Cabrera is the new Principal at Aspire Gateway Academy in South Gate.

Cabrera’s leadership journey began in 2011, when he took a teaching position at Aspire Inskeep Academy. Prior to that, he was a teacher resident with the Aspire Teacher Residency Program (ATR). Rooting himself in his dedication and commitment to the work ahead, he stepped into his first leadership role as Dean of Climate and Culture in 2016 and later as an Assistant Principal.

Charlie Heaton, Principal at Inskeep Academy, speaks highly of Cabrera’s work and experience in organizational leadership saying, “If you know Mr. Cabrera, he is strategic in his decision-making; the opportunity and fit to lead Aspire Gateway Academy leaves no doubt in my mind that he will lead his school to greatness. His dedication and commitment have been integral to our school’s improvement and success.”

Cabrera took time to share his journey and learnings along the way. In his reflection, he credited the Aspire Huntington Park, Titan Academy, and Inskeep Academy teams for supporting his development as an educator and leader.

What inspired your career in education and did you foresee being where you are today?

I grew up in the community – near some Aspire schools – and went to traditional big district schools that tracked students into predetermined paths and altered future opportunities. If it wasn’t for an educator who supported me throughout my middle school and high school days, I wouldn’t be here. Because someone invested in me, I went to UC Berkeley, and that’s where I had the opportunity to appreciate the need to push for change in our education system and gain a perspective that impacted my career path and shaped my own reform ideas of what school should feel and look like. After graduating, I was a Program Coordinator with PlayWorks AmeriCorps, and then joined the Aspire Teacher Residency Program.

Why did you choose to do the residency program with Aspire, as opposed to other programs?

One of the biggest frustrations with systems, in general, is that we seldom stop to think about whether they work. Aspire does it differently. You literally shadow a top teacher to truly understand what it means to be an effective educator. By [taking steps with the teacher residency], I feel like I made a stronger impact on our students. [The program] prepares and gives you the tools to learn about instruction delivery, the power of collaborating, connecting with colleagues, and learning how to balance your life with being an educator.

What are you most proud of?

I wouldn’t be where I am today had it not been for an educator who guided me, so I am proud to continue that tradition of support to positively impact the course for other students. Being in education, you have to have the mindset that you are a change agent – you can’t just follow the status quo. Offering that to my community gives students something to aspire to, and it affirms for families that success isn’t just talk, it’s possible.

Why did you pursue the principalship?

My personal experience as a student and as an educator led me to pursue a leadership role in our education system. When I interviewed with the teacher residency program, I was asked where I saw myself in 10 years; I saw myself in school leadership. I understood then the importance of building my capacity to truly make a possible impact, and I worked on this for 5 years. I wanted to affect change at a larger scale in a role requiring creativity. For me, principalship is an opportunity to do just that.

What has been your experience as a school leader so far?

[Aspire] Gateway Academy will be my fourth elementary school. Having been with the organization for so long, the connections I’ve formed over the years have helped me transition into my new role, where if I were completely new to Aspire the learning curve would be different. Right now, I am appreciating how much love and unity there is in each Aspire school. Each community is different, but the love is there.

What is a lesson you’ve learned or advice you’ve received in your professional career that you’d like to impart on aspiring leaders?

There’s always a learning opportunity in every mistake, every success, and in every person you meet. Find the lightness in the heavy moments – don’t get too caught up in the seriousness. Find some joy, be patient, and know well what is your pursuit.

To find similar opportunities to lead at Aspire visit our Join page.

Alumni Giving Love Back by Working at Lionel Wilson

December 14, 2020

Original article found here.

by Families In Action

Photo collage of four Aspire Aspire Lionel Wilson staff, then as students and now as staff members. — Aspire Lionel Wilson staff, then and now.

What’s it like to work at the school you grew up attending? At Aspire Lionel Wilson College Preparatory Academy in Sobrante Park, East Oakland, there are a number of alums now on staff.

For these educators, connections to the school and community run family-level deep. There’s a feeling that the trajectory of their lives, and often of their families’ lives, was forever positively altered by what they gained at Lionel Wilson.

They’re back because, in a way, they never left — they live in the same neighborhood, and see students around at the grocery store or church. They keep coming back because of their love for the students, and a belief that they can change students’ lives in the same way theirs were changed.

Here’s what the Lionel Wilson Alumni had to say.

Ernesto Diaz is a founding student who graduated in 2009. He came back to work at Lionel Wilson in 2012 as an after school educator. He’s now the School Support Manager.

Juan Bolanos graduated in 2010. He started working at Lionel Wilson in 2014, first as an AmeriCorps member before joining the after school team in 2016. He’s now a college academic counselor.

Andy Cruz graduated in 2010. He’s been working at Lionel Wilson longer than the other alums — he started in 2011 as an after school educator. Now he’s the After School Director.

Terralynn Mosby is a founding student who graduated in 2006. She started working at Lionel Wilson in 2016 as an after school educator. She now serves as the Student Activities Coordinator.

Santiago Franco graduated in 2011. Two years later, he was a high school soccer coach, followed by after school educator. He’s now a physical education teacher and Athletic Director, and coaches boys and girls soccer.

Why did you decide to work at the school you attended growing up?

Ernesto Diaz, as an LPS student and now the School Support Manager.

Terralynn: For me being back at Lionel Wilson, it’s a blessing just based off where I came from. Lionel Wilson was one of the reasons why I did go to college. I was one of the founding students, as well as Ernesto, and I was a ninth grader when the school first started. So just to be back in this atmosphere is a beautiful feeling, because I was one of those students that I didn’t think was gonna make it out of Oakland. I didn’t think I’d become someone that students will look up to. It just feels good to be back where someone showed me love, and I can give love back.

Andy: I was only there for three years in high school, but as soon as I got there, what I saw and liked about the school was just how involved the teachers were. All the staff, actually. They all took an interest in you, some more than others. Everyone at least had one adult that had your back and was looking out for you. It could have been anyone — advisor, teacher, administrator. They wanted to make sure you were on the right track. Having that experience while I was there, I’m now trying to be one of those adults that helped the kids.

Juan Bolanos is now a college academic counselor.

Santiago: There are a lot of teachers that impacted me. It’s very, very tough for a person of color who comes from Oakland to strive to go to college, especially if you’re a first-time high school graduate in your family. A lot of people have the idea that higher education isn’t an option for them, but there were a lot of teachers that believed in us and basically told us, ‘If you want to go to college, you can set yourself up for that.’ A lot of us went through things growing up, and we felt like Lionel was like our safeguard where we can go and we can interact with people who are like us and show interest in us. As alumni, we just want to give a little something back.

How do you connect with the current students?

Andy: Based on who we are and what we look like, we create like a buffer for families. A lot of the teachers and administrators don’t look like the students. I feel like families feel a lot more comfortable speaking to us about either their problems, or if they need any help, or if they just have any questions about the school. When parents come in late, they’ll skip administrators and come straight to me with questions. I’ve seen that happen to Juan, Ernie, Terralynn, Santi — they want to talk to one of us, because that’s who their kids feel comfortable with. I’ve gone to family parties in the past and I’ve seen students there. And I’m like, ‘Wait, what?’ They’ll be like, ‘What are you doing here?’ And I’m like, ‘I’m related to so-and-so.’ It’s like this because we’re all from the same area. Oakland is not that small, but we don’t really leave the same area that much — especially the kids.”

Juan: We still live in the same neighborhoods that they do. When we were students, we really wouldn’t see our teachers outside of school. Now, we shop in the same grocery stores. We’re going to the same Walmart, the same Target. I think that adds a whole different perspective for them. It makes the trust and unity a lot stronger. I had really strong relationships with my teachers, but I would never see them on like, Saturday or Sunday. Now we see them in church, gas stations. It’s a bond that goes beyond Monday through Friday.

Terralynn Mosby at the prom as a founding student and LPS, and back at the prom years later as the school’s Student Activities Coordinator.

Ernesto: I’m not a savior. But it just feels great to be able to support and provide what you can to people you see going through similar things that you did growing up. It’s definitely easier for (alumni) to connect with our students than it is for other teachers that didn’t grow up in that community. So we are very visible. And we know how to connect and interact with students. We don’t have a ‘one-size-fits-all’ mentality, we know each student needs a different approach. That has helped a lot with making connections with students and being trusted more, as well.

Santiago Franco played soccer as an LPS student. He’s now a physical education teacher and Athletic Director, and coaches boys and girls soccer.

Why are you able to build close bonds with Lionel Wilson students and families?

Santiago: When I came in, I didn’t know how long I was going to stay. It was more so a time for me to have a part-time job while I go to college. I graduated with a major in criminology. Coming up in Oakland and living in Oakland, I thought what I wanted to do was join the police force and really deter crime and make it a better place. But interacting with the kids, I’m impacting them in ways that Lionel Wilson impacted my family. And that’s mainly because Lionel Wilson has given us an opportunity to go to college. Many of us have parents who migrated here, and our parents didn’t have the childhood that we had, they didn’t have the opportunity to go to college. So thankfully, through Lionel Wilson that was a reality for us. I think, in our minds, every generation that comes in, every student that comes in, every kid that we interact with, we can help support and impact what their life looks like 10 years from now.

Juan: I guess the only way to really put it is Lionel Wilson changed my life, and my family’s lives. I remember growing up, we never had very much. I remember when I filed my first FAFSA, and realizing that my parents really don’t make much. Lionel Wilson got me through college, and my sister and my wife as well. My wife has a masters. Now we make significantly more than what my parents were able to give us. I have a two-year-old. And as I’m looking at it, I know that he is going to have an even better education than I had. In 10 years, Lionel Wilson has changed my family’s trajectory.

Ernesto: I want to give students the experience that I was given. What keeps me there is just being able to give that experience that I was given as a student — being there for students that feel that they don’t really have anyone. There are a lot of students who just need someone to lead them. The reality is that we’re not going to be able to help every single student, but we are able to help as many as we can.

Terralynn: What keeps us coming back, and what keeps us hopeful for better days — because every school is not perfect, let’s be very clear, right? — and what keeps us grounded, is the foundation that we grew up on. It was like, ‘think you can, work hard, get smart.’ That’s what has us coming back. We want those students to get the same love and care, and actually affection, that we got. I remember my teachers really letting me cry. Like, it was OK for them to be that family member, for a moment.

Andy Cruz has been working at Lionel Wilson since 2011 as an after school educator. Now he’s the After School Director.

That’s where I come in. And that’s where Santi comes in with athletics. Juan stays after school, helping students past regular school hours. Ernie has volunteered for basketball, and that small time where we were doing flag football. I don’t know why Terralynn stays so late, but she’s always there. She does cheerleading after school, she’s done the Black Student Union. She’s there more after school than she is during the day, honestly. That’s when we interact with the kids the most, in a non-academic way. It’s a more relaxed environment.

VOICES IN EDUCATION: The Importance of Windows and Mirrors in Stories

November 12, 2020

Scholar on floor reading and writing into workbook. — Aspire scholar reading and writing within her workbook.

Aspire ERES Academy educator, Ms. Kawi, sheds light on how the importance of BIPOC stories can ‘center and empower’ students.

Original PBS Education article can be found here.

by Terry Kawi

Being an English Language Arts teacher is about sharing your love for reading with students, bringing characters to life, modeling how to evaluate and think critically, and artfully choosing texts that help students build knowledge about themselves and the world around them. It is also about storytelling through written and verbal expression and giving students the learning opportunities to practice these skills and find their voice.

As teachers, what we choose to teach and talk about matters, and it is our job to choose topics and texts that reflect our students because they matter. For far too long, our Black, Indigenous, and students of color have either seen themselves tokenized, misrepresented, or not represented at all. It is time to reconsider what texts we view as canon, what voices we regard as worthy, and what themes, storylines, and storytelling mediums are considered academic or rigorous. It is time to select the stories that really matter: ones that center and empower our BIPOC students.

Those whose classes are predominantly white, these stories still matter and are critical to your work as an antiracist educator. I challenge you to assess your existing curriculum, make shifts in your instruction, and commit to bringing diverse voices into your learning spaces (and not just during heritage months or on multicultural diversity day).

Stories as Windows

A window is something you can see the world through, and the texts we put in front of our students should share this quality. When it comes to reading, we have all heard the narrative that books transport readers to different realms and allow us to escape. Or, books give us a way to experience another culture or live the life of a person who may be different from us or may have come long before us. While this all may seem harmless, one can argue that these thoughts are insensitive and lack critical awareness. When we teach students this, we give students the impression that cultures and places in the world require escape, that they are different in a bad way, and this can perpetuate ideas of xenophobia and assimilation.

Instead, what if we were to use windows to learn history, authentic perspectives, and perhaps, shared experiences? What if these windows could help us be better global citizens and teach us ways to navigate, honor culture, and make prosocial choices?

When thinking of windows, consider:

Who are my students?
What are their interests?
What do my students find curious?
What world knowledge can we build together?
What connections to prior knowledge can we make?
Through what ways can I learn different things about my students?

Stories as Mirrors

Mirrors allow us to see ourselves. They show us what we look like, they let us examine ourselves, and they can give us a glimpse of our ancestry and heritage. Sometimes a mirror will show you a part of you that you did not notice before, and there is beauty in that. When choosing stories, they should reflect images of our students’ multiple identities and the world we truly live in.

Seeing ourselves in literature is a gift. It is an empowering experience as a reader to see a protagonist who has a similar name to us and shares a similar background. It is uplifting to meet a character who is like you in some way and relate to them, watch them develop and grow over time in a way that is not cliche. It is inspiring to read an author’s work whose voice feels like that of a family member. It is special to be able to connect with a person you will never get to meet. These mirrors help us see ourselves in relation to the world and help us build connection and a sense of belonging. They also show readers what is possible.

When thinking of mirrors, consider:

What more do I need to know about my students?
What are their funds of knowledge?
How does intersectionality live in our learning spaces?
How do my students see themselves?
What activities can I design to help students explore their identity/identities?
How can I prepare myself so I can best support students in this process?

Thinking Critically About The Texts

We love to tout “rich texts” and “complex texts” but what does that really mean when white authors are massively overrepresented and authors of color are virtually absent in our public school curricula?

When selecting texts, some teachers use the Text Complexity Model, which takes into account:

Qualitative measures: the makeup of a text including its knowledge demands and levels of meaning
Quantitative measures: things like Lexile level, text difficulty, and readability.
The reader and task: the reader’s background, their reading skills and metacognitive reading strategies, prior experiences and funds of knowledge, developmental levels of appropriateness, and the task itself.

I would argue that teachers should also use a critical race lens when selecting texts. To have a critical race lens means to understand oneself deeply in relation to dominant culture and its racist and oppressive systems and policies. It also involves seeing how our experiences may differ from others based on these systems and policies. Teachers who have this awareness cancall out racism in various settings. In terms of text selection, they can choose texts that counter the single story and false narratives as well as challenge token inclusion and interrupt dominant ideologies around assimilation and meritocracy in the existing curriculum.

Here are some questions to help facilitate your text selection process:

Author and Identity– Who wrote this? Can you use poets, artists, and other creatives as storytellers? What values do these authors stand for? Do they have the right to carry BIPOC voices?

Characters and Character Development– Who is the protagonist and how are they developed? What characters are represented and are they misrepresented? Does the character development perpetuate stereotypes or false and harmful narratives? What role does intersectionality play in the story? Do characters look like the different yet full selves of your students?

Themes and Ideas– Do themes mirror assimilationist ideology and make students feel like they need to conform to dominant culture? Do themes teach students that working hard is all you need to do to succeed? Do the hardships and resolutions of stories encourage students to follow the status quo? Are you willing to get rid of texts that do this? Are you prepared to provide students with counter narratives? Do the ideas of the texts uphold white supremacist culture or capitalist culture? For example, ideas of false urgency, perfectionism, and individualism?

Joy and Resilience— Do your texts highlight and showcase the joy of Black people, Indigenous people, and people of color? Do your texts (stories, songs, poems, narratives, articles, art expressions) tell and showcase counter narratives? Do you celebrate joy and tell stories of joy beyond heritage months? If you recognize and applause students for resilience, how do you demonstrate to them why they’re resilient and have had to be resilient? How often are the stories you tell ones of destruction and death? Do your texts explain why students have “grit” and resilience?

Language– Does the language in a text cause harm, marginalize, exclude, etc.? How is language or differences in language portrayed in the text? Is it negative? How can we honor students’ home language and language variants in the texts we put in front of students?

A Quick Note About Nonfiction Texts

There is an abundance of nonfiction texts to choose from in the age of information and ever flowing news cycles. You may choose to analyze articles, news stories, opinion pieces, Tweets, headlines, graphs and charts, and other informational texts. Either way, it is equally important that we choose texts that help teach students about themselves and social issues that arise and those that are all around us. Consider the role you might play in gatekeeping or withholding important information our students deserve to know.

I know that we are all doing and holding a lot as teachers. Whether you are teaching in a classroom, from a distance, or in a hybrid or blended learning environment, know that you are not alone. May you continue to show up and bring life to the stories that matter.

Introducing ‘Aspire Higher’: A new program to support our high school scholars!

October 21, 2020

Aspire’s Post-Secondary Access & Success team has worked alongside college counselors, teammates, and external partners to launch Aspire Higher, a new program to best prepare scholars with the necessary knowledge, skills, and tools to achieve their full potential in their post-secondary education. The program is specifically for scholars who are competitive applicants and share an interest in going directly to a 4-year college.

Zoom photo of Aspire Higher held its inaugural college fair, 2020-21 Aspire Higher Fall Institute. — Aspire Higher held its inaugural college fair, 2020-21 Aspire Higher Fall Institute. Pictured here are two Aspire scholars along with representatives from UC Berkeley!

As of today, 40 scholars from three of our high schools are active in Aspire Higher. All scholars who are participating have maintained a GPA of 3.0 and above with an ACT score of 21 and above, or a GPA of 3.5 and above with any ACT score they have achieved.

Aspire Higher began in the summer of 2020 and connected its 40 scholars with 1:1 sessions furthering scholars’ awareness of scholarship opportunities, and provided summer assignments exploring their career options, future aspirations, essay preparation, and more.

Post-Secondary Access & Success Manager, Rhiannon Killian, shared why Aspire Higher is another example of how we best support our scholars by amplifying their agency and determination in fulfilling their postsecondary dreams.

“Aspire Higher is another opportunity of how we can best provide our high school scholars with not only the knowledge but the resources they can utilize as they prepare to attend their choice schools ready to learn and grow,” Killian said.

“The goal is to ensure success with our current pilot schools and continue scaling to offer this program to our students who qualify across all of our high schools,” Killian continued.

Recently, Aspire Higher held its inaugural college fair, 2020-21 Aspire Higher Fall Institute. The virtual event featured college representatives from across the nation such as Cornell University, Hiram College, Fairfield University, UC Berkeley, and more!

Valerie Estrella, Associate Program Manager of Post-Secondary Access & Success, shared how the Fall Institute came together and what it entailed.

“We wanted to bring together our scholars and their families with college representatives from schools they may not normally apply for – raising their awareness of the vast variety of opportunities that are available for them to attend,” Estrella said.

Each college had the opportunity to highlight special programs or offerings, and share specifics about each institution’s admission policies, deadlines, and so on. From there, breakout rooms were held so each scholar had the opportunity to connect further with the representatives and ask specific questions about certain programs they may have been curious about.

“We designed the Aspire Higher Fall Institute with our scholars at the forefront. We did not want one scholar leaving the [virtual] event without understanding what each college rep’s offerings or programs were and may have highlighted for them and piqued their interest on,” Estrella explained.

To learn more about Aspire Higher, contact Valerie Estrella at valerie.estrella@aspirepublicschools.org.

Introducing Our 2020 Don Shalvey: Changing the Odds Award Winners!

October 12, 2020

Created in 2009 to honor Aspire’s founder, Don Shalvey, the award recognizes alumni, who like Don before them, are the first in their families to graduate from college, give back to their communities, and continue to demonstrate tenacity in the pursuit of College for Certain.

Each winner is selected from across our regions: the Bay Area, Central Valley, and Los Angeles area. This year’s award recipients are Ernesto Diaz, Alondra Gonzalez, and Samuel Renfrow!

In 2009, Ernesto “Ernie” Diaz graduated from Aspire Lionel Wilson Preparatory Academy and went on to CSU San Jose to study behavioral sciences. A decade later, Ernie is back at his high school alma mater as a school support manager overseeing behavior and academic support for Lionel Wilson students. Over the years, Ernie, a much-beloved member of the Aspire community, has held various positions supporting students in their social and emotional development. Now more than ever, Ernie’s personal connection to the community he serves has been integral to the support he provides.

Alondra Gonzalez graduated from Aspire Pacific Academy in 2015, pivoting quickly after graduation to start working to support her family. After more than a year and a half, Alondra enrolled at Liberty University Online and received her Associate’s Degree. Afterward, she worked at The Camp Transformation Center, helping others transform their lives and move forward with their health and fitness goals. She is now a proud mother of a little one named Faith and resides in Huntington Park.

Samuel “Sam” Renfrow, an Aspire scholar from kindergarten through 12th grade(!), credits his love of reading and his desire to pursue a post-secondary education to the amazing teachers he had while at Aspire. Sam graduated in 2019 from CSU Stanislaus with honors and a B.A. in sociology. He then wrote to Aspire Vanguard College Preparatory Academy and expressed a deep interest in working for his high school alma mater. In his interview for the position of after-school director, Sam stated he had a “heartfelt desire to give back to the system (Aspire) and the school (Vanguard) that made all of his life’s goals possible.” Sam is now working with Vanguard College Prep’s after school program and is excited about his future academic pursuits.

Congratulations to our 2020 Don Shalvey: Changing the Odds award recipients! To learn more about our alumni and past winners, click here.