Tina Luk, a senior at Rowland High School, reads a story to preschoolers during her Careers with Children course. Tina and thousands of other teens in California high schools who take Careers with Children and other courses in the Child Development and Education pathway, offered by Home Economics Careers and Technology, are learning skills that will help prepare them for careers as teachers, pediatricians, counselors and many other occupations that involve working with children. Photo by Chris Sloan.
Jennifer Anaya and Brittany Clark help Rilee (center), decorate a paper pumpkin during their Careers With Children course at Rowland High School. At Rowland High, teenagers enrolled in Careers with Children greatly outnumbers the enrollment at its on-campus Rainbow World preschool, so the younger children often enjoy better than one-on-one attention from their teenage “teachers.” Photo by Chris Sloan
Tenth-grader Ashley Medrano of Rowland High School helps Angelito decorate a pumpkin. Behind Ashley is professional teaching assistant Yolanda Walker, the head supervisor of Rainbow World Preschool, located on the campus of Rowland High. Second-year students in Careers with Children assist with supervision of the first-year “teachers.” Because Careers with Children is a popular course at Rowland High School, the school has an instructional aide to supervise the preschool as well as a teacher to teach the course in a separate classroom. Having an aide gives both teens and preschoolers more instructional time. Photo by Chris Sloan
Joaquin, a student at Rainbow World Preschool on the campus of Rowland High School, works with Jennifer Anaya and two of her male classmates in Careers with Children. Men who can teach young children are in especially high demand, but Careers with Children and other courses in the Child Development and Education pathway will also prepare teens for careers such as secondary teacher, school principal and pediatrician. Photo by Chris Sloan
And so will other careers that involve working with children, such as pediatricians, nurses, social workers, counselors and recreation planners. Not to mention, in 10 years, most of California’s current teenagers will be parents themselves, interacting daily with children on a personal level.
Instruction offered through the Home Economics Careers and Technology (HECT) program in California schools is helping to fill that demand. Its graduates have hands-on experience teaching students from preschool through fellow high school students.
“Regardless of what field you’re considering, every student can benefit from at least one child development course,” said Janice DeBenedetti, state consultant to the HECT program. “It helps prepare them for many rewarding careers, and gives them an advantage if they become parents later in life.”
“Students learn techniques for working with children,” said Pat Hakim, who teaches Child Care Occupations at Rowland High School in Rowland Heights. “They also learn how to manage their careers, finances and education after they graduate.” The course is also known as “Careers with Children” at many schools throughout the state.
At most schools, ninth-graders who have any interest in taking any courses offered through their Home Economics Careers and Technology department begin with a course titled “Life Management.” Students interested in culinary arts, fashion or other courses their school offers in a Home Economics Careers and Technology program would also take this course.
In a “Life Management” course, students learn about many aspects of living independently, such as managing finances and credit, searching for employment, consumer studies, menu planning and dealing with conflict. Most “Life Management” courses also teach parenting skills.
From Life Management, the students can then move into one of the career pathways offered by the school’s Home Economics Careers and Technology department. A career pathway is a set of courses providing a student training in a specific career area.
Child Development and Education, as the career path focusing on education is known at most of these schools, is a lot more than playing with kids. While high schools that offer this program usually have an on-campus preschool, experience in preparing and teaching lessons is only a portion of the training they receive.
The Child Development and Education career pathway typically starts with a course called Child Development. There’s a great deal of academic learning in this course as students will spend most of the first semester learning about pregnancy, childbirth and newborns, and all of the second semester learning about child development.
Child Development may also include other learning projects. For instance, at Rowland High School, students spend several weeks preparing a report on the “Cost of a Baby,” after researching the costs of health care during pregnancy and childbirth, baby furniture and other supplies and clothes needed for mom and baby.
After the introductory courses, students who want to further study Child Development and Education can move into a course, usually known as Careers with Children, where they actually work with children. Students usually can take this course for two years, with increased responsibilities placed on the advanced students.
Typically, first-year students are charged with supervising the learning centers where preschoolers engage in their activities. Second-year students serve as supervisors to the first-year “teachers.”
“We observe and we help them out with whatever they need,” said Gabriela Huerta, a 12th-grader at Rowland High School in Rowland Heights. “We also give them suggestions on how to do things.”
Rowland has 158 students enrolled in its course where students work with children, and less than 20 in the preschool, so the teens are divided into two groups per period. Each group of teens spends every other day working with the younger children.
First-year students spend their alternate days learning more about child development and strategies for working with children. For instance, they will learn about the state standards governing what preschool students should learn to be well prepared for kindergarten.
This helps them to plan appropriate lessons, which is what the second-year students spend their non-teaching days doing. Lessons for preschoolers typically involve playing with toys, but the teens must select the toys and guide the younger students in using them with a specific teaching goal in mind.
“We have to make sure they know their numbers, their colors, their letters and their shapes,” said Gabriela’s second-year classmate Marlene Robles, as she watched a first-year student help a group of young children solve puzzles, handmade by the teens, that required placing certain colors and shapes in the correct spot on the puzzle mats.
Despite the budget cuts, Rowland has resources through the La Puente Valley Regional Occupations program to hire a teacher, Pat Hakim, and an instructional aide, Yolanda Walker. While Hakim provides instruction to half of the teens in her class, Walker provides the adult supervision necessary for both the other teens and the preschoolers.
Not all schools can afford instructional aides for this course, so to allow time for high school students’ instruction, they reduce the preschool’s calendar to several days a week or less than a full school year.
Many schools, in addition to Life Management, Child Development and Careers with Children, add additional courses. One of these is “Parenting,” a course that would help any student who plans to someday become a parent, but gives special insight for those who want to make a career for working with children.
A “Child Psychology” course offered by some high schools gives high school students insight in how young children think and how to better relate to them, but also provides enough science instruction to fulfill a college preparation requirement of the University of California and California State university college systems.
That’s especially important for those seeking careers as teachers, or in other professions where they will work with children, but first must obtain a bachelor’s degree.
Also, many high schools have worked out agreements with their local community college, allowing students who complete a second year of the “Careers with Children” course, complete with development of a portfolio, to also receive college credit.&nb
sp; In some cases, such as at Rowland High School, the training satisfies the community college certification program for teaching assistants.
The agreements also give students who wish to pursue careers as classroom teachers a head start on their college education. Preschool teachers usually must have an associate degree, and in some cases, a bachelor’s degree. The state of California requires most kindergarten through 12th grade teachers to complete a bachelor’s degree and one additional year of education courses, including student teaching.
College preparation is also important for the many students who take this course who are interested in children’s health care or counseling, as these professions require at least a post-secondary certificate, often a college degree, and for those interested in becoming pediatricians, post-graduate study at an accredited medical school.
There are more than 750 schools offering the Home Economics Careers and Technology program in California, serving more than 300,000 students. Many of these also offer the co-curricular student leadership and career development program FHA-HERO. For more information, call State Consultant Janice DeBenedetti at (916) 323-5025.
The senator visited the current location of the Corps headquarters, church and Hospitality House emergency family shelter, and the shelter/training center for Path to Prosperity. She also toured the building under remodel on Tenth Street where The Salvation Army plans to move its Hospitality House next year.
“What an ambitious project,” she said of the renovation underway at the new shelter. “I marvel at The Salvation Army’s ability to provide these programs and upgrade their Hospitality House shelter, given the economic conditions of the area, our country and the world.”
Capt. Nancy Ball, executive director of the San Bernardino Corps, guided this tour. Assisting Capt. Ball were Salvation Army Advisory Board members Carl Dameron and Brian Cronin, and shelter directors Roosevelt Carroll of Hospitality House and John Fletcher of Path to Prosperity.
The tour began at the existing emergency family shelter. The Salvation Army has used this building as its headquarters and church for more than 50 of its 122 years in San Bernardino.
Two years ago The Salvation Army had to relocate its shelter services here, when the California Department of Transportation acquired and tore down the former location to make way for the Interstate 215 widening.
At this shelter Senator Negrete McLeod saw:
• The Corps offices and chapel
• A large multi-purpose room that provides overnight shelter to women and children, who are the vast majority of guests in the Hospitality House. The families sleep on mats on the floor.
• A smaller room which also serves multiple purposes, one of which is to house men. Throughout the year, this includes husbands and single fathers. In cold weather, other single men also sleep there.
• A small kitchen where up to 250 meals are served daily, and more on major holidays.
• A tiny room that serves as the shelter’s current tutoring center. Tutors from San Bernardino City School District help the shelter’s school-age children here with homework.
Moving on to the Path to Prosperity shelter across Sixth Street from the rear of the main Corps building, the senator learned about this program, which shelters 27 men and helps them enroll in colleges (usually San Bernardino Valley College) or find a job. She toured the community room, a classroom and two bedrooms in this shelter.
When the tour group arrived at the new shelter on Tenth Street, the senator learned how vast changes in living conditions would soon take place for the Hospitality House guests, who usually stay up to three months but can stay up to a year in some cases. She saw how the new shelter will have:
• A reception area/community room that is almost as large as the main room on Fifth Street
• 21 bedrooms, allowing each individual family to have their own (or two adjoining rooms if they have a large family)
• 9 bathrooms with tub showers, which will afford the families m ore privacy and make it easier for parents to bathe young children
• A kitchen three times as large as the one on Fifth Street, with separate areas for storage, preparation and serving/cleanup
• A large dining room adjacent to the kitchen
• An office that will allow the shelter director and staff to maintain confidential records and to keep the shelter premises safe with security cameras
• Two rooms, together about six times the size of the current tutoring center, that will greatly expand the educational services available to the resident children. One room will be a media center where children can watch educational videos or work at study tables; the other will have a computer lab for children (and during the day, adults) and an area where tutors, parents and children can work together. The Salvation Army will rely on a $25,000 grant from Target to furnish these two rooms.
The Salvation Army also hopes, in the future, to build four to six transitional housing apartments on the new shelter property. These apartments would shelter families from three months to two years when their needs warrant additional help before living independently. The parents in these families would have resources similar to those offered to the single men in the Path to Prosperity program.
The Salvation Army needs additional funding to reach that goal, and has applied for a Housing and Urban Development (HUD) grant called Continuum of Care. As a state official, Senator Negrete McLeod has no more say in how federal HUD grants are allocated than does the general public, but she did offer to lend her support by endorsing The Salvation Army’s goal.
“I will help in any way I can,” she said. “San Bernardino has a definite need for this.”
The Salvation Army is an evangelical part of the Universal Christian Church, and also offers evangelical programs for boys, girls and adults. One of the largest charitable and international service organizations in the world, The Salvation Army has been in existence since 1865 and in San Bernardino since 1887, supporting those in need without discrimination. Donations may always be made online at www.salvationarmyusa.org or by calling 1-(800)-SAL-ARMY.
With approximately 425,000 students, Riverside County is the 4th largest region of public education in the largest state in the nation. This is more students than the total student enrollment in 17 states. Our 23 local school districts spread across seventy-two hundred square miles of diverse topography, communities and demographics. The Riverside County Office of Education fulfills an important intermediate agency role, serving both the California Department of Education and local school districts. Our major programs include Alternative Education (including juvenile hall), Special Education for the Severely Handicapped, and ROP/Career technical Training.
The county’s student population has changed significantly during the past decade. The enrollment of our Hispanic students has reached almost 56%. Our white student population is 28%, 7-1/2% are African-American students, about 2-1/2% are Asian, and the remaining students are comprised of a handful of other nationalities. This past school year, for the first time in decades, student enrollment in our county dropped by approximately 1,600 students—largely as a result of foreclosures and unemployment. That’s a major trend shift when we consider that during the prior year’s slowdown, Riverside County still increased by approximately 9,000 students over the 2006-2007 school year, where we grew almost 20,000.
Each year, students across California participate in what are often referred to as “high stakes testing”. These are a series of standardized tests intended to assess each student’s academic level and progress in school. The results of the tests are released by the state at different times during the year. I would like to highlight the outstanding results of Riverside County’s students on the high stakes tests for the 2008-2009 school year.
In 1999, California adopted a set of statewide content standards, followed by an aligned curriculum and assessments through the Public Schools Accountability Act. This system has become know by its measuring stick, the Academic Performance Index, or API. The API is made up of a collection of assessments in four subject areas with an overall scoring range between 200 and 1,000. The state’s goal is for every school in California to have an API score of at least 800.
For the 2008-09 school year, the average API score for all students in all public schools within Riverside County was 757. This is a 17 point increase over the prior year—the highest increase of any county in the State of California with at least 80,000 student enrollment, and a 166 point increase since the API was introduced in 1999— the 2nd highest increase of any similar sized county in the state.
The API score for our African-American students in all public schools within Riverside County was 727, the highest score of any similar sized county in the state. This is a 16 point increase over the prior year and a 223 point increase since the API was introduced in 1999— the highest increase of any similar sized county in the state.
The United States Department of Education’s high stakes tests are essentially comprised of using each state’s adopted reading (English Language Arts in California) and mathematics standards and assessments, and then establishing a “proficiency” measurement at the state level to determine the percentage of student proficient in these two subjects. Additionally, every state is required to establish student proficiency goals each year, also know as
Adequate Yearly Progress (AYP) targets, with the USDE’s mandate that all students in all schools be 100% proficient in both ELA and mathematics by the year 2014.
For the 2008-09 school year, the AYP percent proficient rate in ELA for all students in all public schools within Riverside County was 52.0%. This is a 5.4% increase over the prior year—the highest increase of any similar sized county in the state, and a 24% increase since the AYP was introduced in 2002— the highest increase of any similar sized county in the state.
For the 2008-09 school year, the AYP percent proficient rate in mathematics for all students in all public schools within Riverside County was 53.9%. This is a 4.0% increase over the prior year and a 23.1% increase since the AYP was introduced in 2002— the 3rd highest increase of any similar sized county in the state.
The AYP percent proficient rate in mathematics for our African American students in all public schools within Riverside County was 43.9%. This is a 5.3% increase over the prior year and a 23.3% increase since the AYP was introduced in 2002— the 4th highest increase of any similar sized county in the state.
Another area of major interest related to educational outcomes is Riverside County’s high school graduation rate. For the 2008-09 school year, Riverside County’s high school graduation rate was 80.5%, the 8th highest of any similar sized county in the state. From these highlights of our county’s 2008-2009 high stakes testing results, we can clearly see that in Riverside County, we are continuing our quest to create a culture of education to ensure the success of all students.
There are essentially two ways to tackle the dropout issue, prevention and reclamation. Everything we’ve been talking about so far today relates to preventing students from leaving school prematurely by keeping them engaged and connected to their school through an interesting, challenging, relevant education. When students do leave school early, the vast majority of them don’t come back. This past school year, the Riverside County Office of Education opened the first recovery program for dropouts on a large scale called “Come Back Kids”. The program operates on the new regional learning center located next
to the Mt. San Jacinto College campus in San Jacinto. The center is a joint project with the college where RCOE operate a variety of classes for students during the day and the college operates programs on the campus in the evening. Come Back Kids involves an outreach effort to locate and invite disengaged students to come back to school in a completely different learning environment than they experienced when they were unsuccessful, and reengage with their potential. We anticipate bringing back between 50 and 100 dropouts a year through this center.
Besides San Jacinto, RCOE also operates regional learning centers in Riverside, Banning, and Perris near March Air Reserve Base. We are approved for state funding for two more centers this year; one here in Moreno Valley and one in Murrieta, and we’re hoping to announce another center in the Coachella Valley in the next few months. It’s our plan to operate Come Back Kids programs at each of our regional centers across the county. We believe these centers will be a significant support and resource to help student dropouts return to school and complete their high school education.
Each year, California’s public education system continues to have more required of it in terms of increasing student achievement, with decreasing resources. In the 2007-08 school-year, we were expected to meet these requirements with billions of dollars less than in the prior year. 2008-09 and 2009-10 ismore of the same.
As we look across Riverside County, we see a regional public education system that is making steady progress in improving student achievement. These accomplishments are especially noteworthy when we consider that California’s instructional content standards are among the top three most rigorous in the nation as rated by the Fordham Foundation and that Riverside County is home to an extremely diverse language, ethnic, and economic student population within the most diverse state in the country. But again, our schools are being expected to do more with less funding—this time, far less.
I wish to also point out, however, that California has an inherent financial problem unlike other states. For well over a century, California’s public education system was funded in much the same way as public education is funded in most other states—at the local level. In 1972, California ranked 10th nationally in per pupil funding—a fact made even worse by our state’s particularly high cost of living. Thirty years ago that changed. The funding model for California schools was completely revamped, shifting the responsibility from the local level to the state, which now determines over 80% of the funding that schools receive.
Both finance and education experts, for years, have been warning that California’s present education funding model will overburden the state budget’s financial capacity, inadequately fund our public school system, and transfer local control of public education to the state. In testimony to their predictions, California has dropped to almost dead last in per pupil funding and hundreds of new bills, designed to control some aspect of public education, are introduced each year. If passed, they ultimately end up as regulations in California’s mammoth Education Code—among the largest of any state. Now, we have introduced a new achievement gap: the gap between growing expectations for school performance and the resources that need to be invested to make it happen.
No one can deny that our national economy is in a recession that is growing to look more like a depression by the week, and it’s likely to last for quite some time. But we must also understand that no other state in this country is even considering the types of cuts to their public education system that are being proposed in California. Solving this problem requires more than just saying “NO” to cuts or “NO” to taxes. It means all of us must fully comprehend the magnitude of the education funding problem facing us today, how they started and the impact it will have on us tomorrow if we do not take corrective action to fix it now. If we didn’t have the will power to solve the problem when the state had a strong economy, it is hard to see how we will have the willpower to do it in a recession.
Currently, we’re approximately $17.9 billion dollars a year below the national average and we’re almost $28 billion a year below our 1972, 10th place ranking. If we keep this up we’ll soon be entering the funding range of 3rd world countries. We must be willing to make some difficult decisions and substantial sacrifices in order to create funding solutions dedicated specifically for public education. That is an investment in the future. California’s (and the nation’s) economy is only as strong as the education and skill level of those who work and live here. We must have an acceptable plan for funding our public education system that will move California back to at least the national average over the next seven to ten years and at the very least, keep us there. That must not be the ultimate goal. With all the academic gains we have made over the last decade, we cannot afford to let our public education system continue to fall behind the rest of the country in funding. California must take corrective action now!
Kristyn Rethaford of San Bernardino, with a dress and matching purse she designed for the 2008 Passion for Fashion competition, was one of two Inland Empire high school seniors to receive a $3,000 scholarship to The Art Institute of California – Inland Empire last year. Students who graduate from high school in 2010 can submit an original fashion design or marketing plan to the 2009 Passion for Fashion competition, for a chance to win a scholarship to The Art Institute of California – Inland Empire, and entry into a national-level competition for a full scholarship.
(SAN BERNARDINO, Calif.) — The Art Institutes’ Passion for Fashion Competition 2010 provides high school students an exciting glimpse of the highly competitive fashion industry. They offer students interested in Fashion Design or Fashion Marketing, Merchandising or Retail Management an opportunity to win a full-tuition scholarship to study fashion at one of The Art Institutes schools, including The Art Institute of California – Inland Empire.
Eligible students can enter the Fashion Design or Fashion Marketing and Merchandising and Retail Management category at The Art Institute of California – Inland Empire.
Open to high school seniors across North America, The Art Institutes Passion for Fashion Competition was created to encourage and reward young fashion design and fashion marketing, merchandising and retail management talent at the high school level.
“Since it began five years ago, interest in the competition has taken off”, says Sherry West, Fashion Academic Director, The Art Institute of California – Inland Empire.
“We saw a record number of applicants enter last year’s competition. There are so many wonderful fashion courses in high school today, and many students see a career in this industry within their reach,” said West.
The competition consists of two categories: 1) Fashion Design and 2) Fashion Marketing and Merchandising and Retail Management.
The grand prize winner in each category earns a full-tuition scholarship to an Art Institutes school to study in a fashion program. Each grand prize winner, in partnership with Seventeen Magazine, also receives a trip to New York City to attend a Fashion Week show, attends a “meet and greet” at Seventeen Magazine’s offices, lunches with a Seventeen Magazine Style Pro and receives a $500 shopping spree.
In this year’s Passion for Fashion Competition, students will be asked to create an original “evening wear” design for the Fashion Design category or an original Fashion Marketing, Merchandising or Retail Management plan for the corresponding category.
To be eligible, students must be a senior in high school, set to graduate in 2010, complete an Entry and Release Form, have a minimum cumulative G.P.A. of at least 2.0, write a short essay describing their interest in fashion and submit a finished, originally designed evening wear garment and process book, for the Fashion Design category or a create a product or plan for the Fashion Marketing and Merchandising and Retail Management category for complete details.
Please visit www.artinstitutes.edu/pr.aspx?ID=p4f10001st Call for Entries P4F Comp – Template Press Release BPC Reviewed[1].docx.
Deadline for entries into The Art Institutes Passion for Fashion Competition is November 20, 2009. For more information on how to enter The Art Institutes Passion for Fashion Competition and for official rules, visit www.artinstitutes.edu/pr.aspx?ID=p4f1000 or contact Monica Jeffs at (909) 915-2100 at The Art Institute of California – Inland Empire.
The Art Institute of California – Inland Empire offers Bachelor of Science degree programs in Game Art and Design, Graphic Design, Web Design and Interactive Media, Interior Design, Fashion and Retail Management, and Media Arts and Animation. It offers an Associate of Science degree program in Graphic Design, and a Bachelor of Fine Arts degree program in Fashion Design.
The Art Institute of California – Inland Empire offers an Associate of Science degree program in Culinary Arts and a Bachelor of Science degree program in Culinary Management.
Each program is offered on a year-round basis, allowing students to work uninterrupted toward their degrees.
It’s not too late to start a new term at The Art Institute of California – Inland Empire. Courses begin Nov. 12 and classes are offered in the day, evening and on weekends for new and reentry students.
The Art Institute of California – Inland Empire is one of The Art Institutes (www.artinstitutes.edu), a system of over 40 education institutions located throughout North America, providing an important source of design, media arts, fashion and culinary arts professionals.
(RIVERSIDE, Calif.) Riverside County Auditor-Controller Robert E. Byrd explained the importance of the 2010 Census count as a key panelist for the Regional Convening on Census Outreach at the Riverside Marriott held recently.
“The state is missing out on a lot of dollars left on the table, not able to be accessed due to people not being counted,” said Byrd during the panel discussion. “We missed out on $1,000 a person (not counted) by not having an accurate count during the last Census,” said Byrd.
The census directs the allocation of billions of dollars to state and local governments and affects political representation. California can lose an existing congressional seat if it does not get everyone counted.
Panelists were asked to identify the most trusted messengers in the community that could promote the importance of the Census to those with whom they are in contact. Byrd said, “We are looking for assistance from visiting nurses, in-home heath service providers, Girl Scouts and Boy Scouts, non-profit and grassroots organizations, chambers of commerce, and members of churches.”
California has 10 of the top 50 “hard-to-count” counties in the nation. Riverside is the 18th hardest county to count.
Eric Alborg, deputy director, Census 2010 said, “There are two characteristics that make the count difficult. The first is units are over crowded and residents do not include the entire household. The second is the language barrier prevents people from filling out the form.”
Byrd stressed the importance of assuring people the information they provide will not harm them. “One opportunity we have is to get information into the hands of our children. A child in a non-English speaking household can give the basic information,” said Byrd.
The census counted 33.9 million people in California ten years ago. California is the most populated state with Texas being the next most populated at 24 million people.
“The Department of Finance predicts a count of 38.8 million people in April of next year,” said Alborg.
The census started in 1791. The U.S. Constitution requires a national census once every 10 years.
The census will hire 1.2 million people during the outreach process. People interested in applying can call (866) 861-2010.
One of the most important functions of the Auditor-Controller’s office is to audit all of Riverside County’s expenses. The Auditor-Controller’s office also verifies, processes and creates more than 1,000 warrants to vendors each day and processes and drafts some 40,000 paychecks for county employees each month. It oversees the disbursement of more than $3 billion in property tax money each year to schools, special districts, cities and other local taxing agencies.
In 2002, Robert E. Byrd became the county’s elected Auditor-Controller with more votes cast than in the entire history of the office. He was subsequently re-elected to a second four-year term in June of 2006.
Committed to his community, he’s a member of Riverside Rotary, board member of the Next of Kin Registry, is on the International Relations Council for the City of Riverside, and is a member of La Sierra Academy’s Board of Trustees.
For details on the Riverside County Auditor-Controller’s office call (951) 955-3800. To obtain a free copy of Financial Highlights, an annual report produced by the Office of the Auditor-Controller that recaps the county’s finances in an easy-to-read format, go to www.auditorcontroller.org
Robert E. Byrd, CGFM, who is elected by the voters of Riverside County, heads the Office of the Auditor-Controller. The Auditor-Controller staff and management teams are dedicated to providing sound financial accounting, auditing and reporting in order to serve the citizens of Riverside County. More information is available on the Web at http://www.auditorcontroller.org
Corey Jackson makes announcement:
With the encouragement of people from around the county, and with the support of my family and close friends, I am announcing my candidacy for the County Board of Education-Area D, in a bid to represent the people of the Rialto and San Bernardino Unified School Districts in 2010.
Education has been very important throughout my adult life.
I am a product of county schools. I graduated from Rialto High School. I had the honor of serving on the Rialto Unified School District School Board of Education and on the California State University Board of Trustees representing more than 500,000 students in the State of California. I currently work in the education field as a specialist to increase access to preschool education for all children.
I have the experience, passion and love for my community to fight for the resources our school districts need to improve the education of our children.
Preschool, Special Education, Job Training, and Music programs should not be left behind as we strengthen and reform our education system.
Every child should have the support and encouragement to attend college. But those who do not must be trained with marketable skills to find a good job.
When elected your issues are my priority within San Bernardino County.
I respectfully ask for the people of our county to support my candidacy.
Please join me on FaceBook to hear more about what I plan to do for the children of our county. www.facebook.com/jacksonca
Jackson is endorsed by the following:
Barbara McGee
Rialto City Clerk
Rikke Van Johnson
San Bernardino City Council
Deborah Robertson
Rialto City Council
Joanne Gilbert
Rialto School Board
John Futch
San Bernardino
Community College District
Raymond Delgado
Rialto Science Teacher
Christine Marquez
San Bernardino Teacher
Lloyd Sheppard
Rialto Math Teacher
Roy Rogers
San Bernardino English Teacher
Ernest Rhone IV
Rialto Master Teacher
Past Cal State San Bernardino
Student Body Presidents:
Erik Fallis
Anthony Conley
Partial list
The school-age children who live in The Salvation Army’s Hospitality House emergency family shelter will soon be as warm and stylish as these young ones, because a donation from the Hispanic Employees’ Alliance will allow all 14 of them to shop for $100 in back-to-school clothes and school supplies at Target this Saturday. File photo from Carl Dameron
(SAN BERNARDINO, Calif.) Fourteen homeless children will soon arrive at school with brand new clothes, backpacks and classroom essentials, thanks to a donation of $1,400 from the Hispanic Employee Alliance Group to The Salvation Army, San Bernardino Corps.
The 14 children are the current school-age (kindergarten through 12th grade) occupants of Hospitality House, the emergency family shelter maintained by The Salvation Army of San Bernardino for the area’s homeless families. Shelter Director Roosevelt Carroll and volunteers will take these children to the Target Store on Orange Show Road at E Street, 11 a.m. Saturday, Oct. 10.
At Target, each child will each receive from The Salvation Army a $100 gift certificate to select new clothes, new underwear, new shoes and socks, and any other clothes they need for school. They’ll also get new backpacks, pens and pencils, markers and crayons.
“They will have all the basics,” Carroll said. “Since they are homeless, some of them never had brand new shoes or a brand new shirt. It has always been hand-me-downs from an older brother or sister.”
“Here at the Salvation Army, we appreciate all donations,” he added. “This one is especially appreciated because it is aiming straight for our kids, is much needed and is a blessing.”
About the Salvation Army San Bernardino Corps
The Salvation Army may be able to provide emergency services including food; lodging for homeless or displaced families; clothing and furniture; assistance with rent or mortgage and transportation when funds are available. The Salvation Army Team Radio Network assists rescue workers and evacuees in such disasters as fires.
The Salvation Army is an evangelical part of the Universal Christian Church, and also offers evangelical programs for boys, girls and adults. One of the largest charitable and international service organizations in the world, The Salvation Army has been in existence since 1865 and in San Bernardino since 1887, supporting those in need without discrimination. Donations may always be made online at www.salvationarmyusa.org or by calling 1-(800)-SAL-ARMY.
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We would like to plan your company Christmas party! We understand that budgets are tight and hours have been cut back this year. Therefore we will do all the planning, event booking, corresponding and budgeting to help you have a holiday celebration to remember.
(RIVERSIDE, Calif.) “Linking With Art – The Mask Task” features the work of more than 50 children who attend elementary and middle schools from Rialto, Riverside, San Bernardino and Fontana. It takes place Saturday, Oct. 3 at 2465 Mary St. in Riverside, the home of Mr. and Mrs. Jalani Bakari, from noon to 4 p.m.
San Bernardino Valley Links, Inc., a non-profit organization providing education and other community service throughout the Inland Empire, sponsored a program in these schools in which children learned to create African-style masks.
“Most of their masks have a recognizable African theme,” said Margo Thomas, chairman of the San Bernardino Valley Links, Inc. Arts Committee, and the professional artist who taught this program in the participating schools. “Some of the younger children did their own thing, which is fine.”
Linking With Art is also a show featuring professional artists. The featured artist is “Gamboa,” other artists are “BerniE (Morton Bernard Edmonds),” Derrick Dragan, Shanna Fennell, Omar Howard, Charles Knox, Margo Thomas and Maya Thomas.
This is the seventh annual show for Linking With Art, however it is the first year the organization has included a children’s art project. Participating children attend school at Dollahan and Georgia Morris elementary schools in Rialto, Gage Middle School in Riverside, Malcolm X Academy and Richardson Prep School in San Bernardino, Rancho Cucamonga Middle School, and Wayne Ruble Middle School in Fontana.
Co-sponsors, with the San Bernardino Valley Links, Inc. are the Inland Empire African-American Chamber of Commerce, the San Bernardino Valley Links, Inc. and the Riverside African-American Historical Society.
Donation to the art show is $10, however the Inland Empire African-American Chamber of Commerce has 40 free tickets available by request. For more information about the free tickets, call Carl Dameron, president of the Inland Empire African-American Chamber of Commerce, at (909) 888-0017 before 12 noon Friday, Oct. 2.
For more information about the show, call Margo Thomas at (951) 684-2378.
About The Inland Empire African American Chamber of Commerce
The Inland Empire African American Chamber of Commerce’s mission is to promote the economic and professional development of African American-owned businesses, thus enhancing the quality of life in our community.
James Gurney, creator of the award-winning, best-selling series Dinotopia and nationally recognized illustrator, will speak Thursday, Oct. 1 at 12 noon at The Art Institute of California – Inland Empire.
(SAN BERNARDINO, Calif.) James Gurney, author and illustrator of the book series Dinotopia, and an award-winning illustrator of fantasy and historical subjects, speaks 12 noon Thursday, Oct. 1 at The Art Institute of California – Inland Empire.
The presentation is open to the public and there is no charge.
Gurney paints with realism, that is paintings that look real, but his subjects are usually unseen. He’s best known for paintings of dinosaurs, ancient cities, futuristic landscapes and creatures from science fiction. Besides his popular Dinotopia series, he has written books about how to draw from imagination.
“He created the million-book seller Dinotopia, which was made into a TV series. He is one of the premier illustrators in the country,” said Santosh Oomen, academic director for Media Arts & Animation at The Art Institute of California – Inland Empire.
Gurney was born in Glendale, Calif. but moved to the Bay Area as a child. After graduating from the University of California, Berkeley with a degree in archaeology, he returned to southern California for about five years, where he studied at the Art Center College of Design in Pasadena.
Before moving to the Hudson Valley in upstate New York in 1984, he painted more than 500 backgrounds for the animated 1983 film Fire and Ice. He primarily worked as an illustrator for National Geographic magazine after moving to New York, but in 2005 transitioned to a full-time career as an author and freelance illustrator.
His freelance clients include the U.S. Postal Service, for which he illustrated stamps featuring dinosaurs and sickle-cell awareness, and a post card depicting pioneer settlements in the Northwest Territory in 1788.
Gurney has exhibited his work at many museums, including the Smithsonian in Washington D.C., the Norman Rockwell Museum in Stockbridge, Mass. and a museum in Switzerland. He’s given lectures at the Smithsonian, the World Science Fiction Convention and many museums and colleges.
The Art Institute of California – Inland Empire offers Bachelor of Science degrees in Game Art & Design, Graphic Design, Web Design & Interactive Media, Interior Design, Fashion & Retail Management, and Media Arts & Animation. It offers an Associate degree in Graphic Design, and a Bachelor of Fine Arts degree in Fashion Design. The International Culinary School at The Art Institute of California – Inland Empire offers an Associate degree in Culinary Arts and a Bachelor of Science degree in Culinary Management. Each program is offered on a year-round basis, allowing students to work uninterrupted toward their degrees.
It’s not too late to start the new year at The Art Institute of California – Inland Empire. Courses begin October 5th and classes are offered in the day, evening and on weekends for new and reentry students.
For more information or a tour of The Art Institute of California – Inland Empire call (909) 915-2100 or go on line to artinstitutes.edu/inlandempire.
