Reflections of a High School Youth Ambassador - Pressure from Parents to Pursue a Certain Career Path, Not Good

Many students are very fortunate to have their parents involved in their academics. However, for some of them, this is both a blessing and a curse. I understand that parents want the best life possible for their children, but unfortunately, many of them, without even realizing it, mandate a career path for their child that the child may not have any interest in whatsoever. They do this rather than guiding the child to discover their own interests and select their own career path.

This is especially the case amongst many immigrant families where parents immigrated for the sole purpose of providing a better education, and hence a better life, for their children. This was the case for me. Growing up, I was pressured by my parents to excel in academics, which, I must admit, did result in me earning better grades. However, I always felt that there was something wrong with me because I liked reading and writing instead of math and science, which is what my parents wanted me to like. They pushed me to win science fairs and master my times table, which I was neither good at nor fond of. Before I was even ten years old, my parents had instilled in me that in order for me to be successful in life, I would have to grow up and become a doctor. They didn't care what kind of doctor, they didn't care how many years of school it would take, and most shockingly, they didn't care if that was what I wanted or not. It wasn't what I wanted.

During this time, I felt so trapped in school, and trapped within my own life. I pretended to be interested in things that I wasn't interested in, just to make my parents happy. I never shared with them the beautiful poems that I scribbled in my notebook on boring rainy days or the fairy-tales I wrote that my little brothers seemed to enjoy so much, for the fear that they would laugh in my face and tell me that I was wasting my time. My parents finally realized that I was not wasting my time when my grandmother called from Europe one day. She was in tears because of a poem that I had finally gathered enough bravery to write on a Mother's Day card for her. It was then that my parents saw just how much joy words on paper could bring to someone. From that day forward, I was never again ridiculed for preferring to read fairy-tales instead of my science book. I shared every story and every poem that I wrote with my parents, and I didn't have to pretend any longer. I was able to enjoy school more; I was no longer trapped. I greatly valued my parents guidance, but I think I valued their trust in my intuition even more.

I sometimes wonder how my life would be different if I were to pursue the career path that my parents want me to. I would have missed so many life changing opportunities such as enrolling into the International Baccalaureate Program, which is one of the best decisions I've ever made, or even joining Lyrical Storm, a poetry performing group. I honestly don't think I would be as happy or as confident in what I want to do in the future as I am today. Because of this, I find it particularly disturbing when I ask one of my peers what they want to be in the future, and they respond with "a doctor" or "a lawyer," and then when I ask them what makes them want to take that career path, they admit that it's because of their parents. There is an incredible amount of pressure on them to meet their parents irrational expectations, and I sympathize with them because I was once in that same situation. I find this so unfortunate because I feel that life is so short that everyone should live it doing a career that they enjoy. I believe that people should put more worth on their happiness than on their salary. The next Picasso may be somewhere getting ridiculed for pursuing his interest in art. The next Beethoven is probably being told that he is wasting his time on the piano. I strongly encourage parents in to guide their children to pursue a career that makes them happy and not just one that will pay well.

Djellza Ramadani

 

Reflections of a High School Youth Ambassador - Introductory Post

In Reach is so pleased to present the first of many posts capturing the thoughts of one of our most beloved students and summer intern, Djellza Ramadani (affectionately known as DJ), whom we have watched grow into a wonderful young lady since seventh grade. It is our hope that, if you work with students, you will continue to be inspired by her posts and, if you don't, that you will be encouraged to become a mentor, collaborate with a local program to participate as a speaker, for example, or make a financial contribution to one of the many committed community-based organizations like In Reach that work with students every day to prepare them for college, work and life. Enjoy!
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Excited that it's almost over yet sad to see it ending. This is the emotional roller-coaster that many high school seniors will go through as their high school experience comes to an end. I am Djellza Ramadani: a proud Youth Ambassador and, you guessed it, a newly promoted senior in high school. I remember first claiming and rooting for my graduating class, "the class of 2014," back during my freshman year. At the time, my graduating year was no more than a number to me, and, like many of my classmates, I did not expect time to ever pass by as quickly as it has. Now, I realize that the year 2014 is right around the corner, and I've got to be ready for it.

Thankfully, my experience as a High School Youth Ambassador has provided me with a college-ready mindset. I can honestly say that I am emotionally prepared to conquer my final year of high school and also successfully plan out a path toward achieving a secondary education. To get the most out of my high school classes, as well as to challenge myself, I enrolled in the International Baccalaureate Program at my school (Parkdale High). The incredible abundance of assignments and pressure to excel in them encouraged me to make my schoolwork my ultimate priority, which is fortunate since colleges take academics into great consideration when admitting students. However, this was not enough for me; I wanted to do more and experience more. Although my commitment to my academics made it difficult for me to participate in many extra curricular activities, I knew that the Youth Ambassadors program would be worth it, since it would enable me to broaden my horizons, learn things I can not learn in my school textbooks, and ultimately become a more well-rounded person.

Participating in the Youth Ambassadors program also gave me a sense of self-satisfaction since, as a Youth Ambassador, I was given the opportunity to not only help others through community service, which was very important to me, but also to get to know myself better. I was able to realize where my strengths lie as well as develop new skills in areas that interest me. Because of everything that I have accomplished as a Youth Ambassador, I can confidently claim that I want to pursue a career in public relations/journalism in the future. I would like to be the voice of one of the non-profit organizations that I was introduced to in the program, such as UNICEF, for example. I realize that the future is truly in the hands of my peers and me, and we've got to make it as great as we can.

I know that I have a long way to go before I can have my dream career. However, I can now better understand the steps I have to take to get there. Coming to this understanding was a journey of its own, and my next journey will be taking my final steps as a high school student. It would be my pleasure to share this experience with you. The world around us continues to change, but one thing remains the same: everything must be done one step at a time.

 

Celebrating Amazing Prince George's County Parents 2013

Making Parents a Priority in Prince George’s County Maryland

Hyattsville, MD | On June 14, 2013, In Reach, Inc., held its Second Annual Celebrating Amazing Prince George’s County Parents Awards Program, an event honoring outstanding parents with children currently enrolled in a Prince George’s County Public School.

 “I am absolutely elated to hold the Celebrating Amazing Parents Awards for a second year and look forward to growing it annually. Parents are an important component of In Reach,” said Executive Director, Ms. Toni Smith.

Congratulations again to our three 2013 Amazing Parent Award recipients:

Mr. LaRone Clark, recipient of the Ingrid M. Turner Amazing Parent Award for demonstrating a strong sense of community as a volunteer, coach and mentor. 

Ms. Lisa Ojeda-Brown, recipient of the Parks and Recreation Amazing Parent Award for being an awesome and dedicated bridge builder in the lives of children.

Ms. Karen Parker, recipient of the In Reach, Inc. Amazing Parent Award for being an all around selfless individual, active in the school and community, and an incredible parent who best demonstrates a well-rounded presence.

In Reach would also like to thank all nineteen of the 2013 nominees: Dr. Lubrina Bryant, Mr. LaRone Clark, Ms. Venus Ferdinand, Mr. Halomon Green, Ms. Kristan Hayes, Ms. Nikki Kelly, Mrs. Sharndell Branch King, Mr. Jermaine McFadden, Mrs. Cynthia Marolen, Ms. Bukola Molokwu, Mrs. Lisa Ojeda-Brown, Mrs. Sherri Lenell Paige-Robertson, Ms. Karen Parker, Ms. Cynthia Proctor, Mrs. Kimberly Robinson, Ms. Taunya Denise Said, Mrs. Jennifer Schumacher, Ms. Tonya R. Scott, and Ms. Elaine White.

"It was an honor and distinct pleasure to join Toni Smith, Executive Director for In Reach, Inc., at her 2nd Annual Celebrating Parents event. Toni Smith has proven herself a strong advocate for parents and children in Prince George's County and this event celebrated the remarkable parents who are making a difference in the lives of their children and in their community," said Council Member Ingrid M. Turner, Esq., (District 4), about the event.  

In Reach thanks all of the individuals and sponsors who helped make the Second Annual Celebrating Amazing Prince George’s County Parents Awards Program a success with a special thank you to Council Member Ingrid M. Turner; Shawna Fachet of the Prince George’s Department of Parks and Recreation; Ms. Amber Waller, Prince George’s County Board of Education, District 3; and our guest speaker, Mr. Keith Singletary, Sr., Owner of Chick-fil-A at Largo and Steeplechase.

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To view the photo album from the event, download the Press Release, and learn more about our work, visit www.inreachinc.org. Remember to sign up for our newsletter.

True Love, True Reality Reception

In Reach Raises Awareness about Teen Dating Violence
 

 

 

Hyattsville, MD |  On February 15, 2013, In Reach’s Youth Ambassadors held True Love, True Reality, a Teen Dating Violence Awareness Reception and Program to recognize National Teen Dating Violence Prevention and Awareness Month which included awarding the winners of their first county-wide poetry competition.

Statistics show that nearly 1.5 million high school students nationwide experience abuse from a dating partner in a single year, or roughly 1 in 3 teens.  “The Youth Ambassadors are amazing and have worked really hard to raise awareness about such an important issue. The poetry contest and the reception have allowed us to reach communities throughout Prince George’s County.” said executive director Ms. Toni Smith.

Congratulations again to our True Love, True Reality Poetry Contest winners and Honorable Mentions:

First Place - Justina Molokwu, senior, Parkdale High School, for Broken Cycle of Tears

Second Place - Marie Iyomahan, sophomore, DuVal High School, for Dashuri (Albania for Love)

Third Place - Bethel Babayemi, freshman, Eleanor Roosevelt High School, for The Many Faces of Love

Honorable Mentions - Amber Patton and Maria Lorditch of Bowie High School and Damilola Adeyemi of Largo High School

In addition to the winners, congratulations and thank you to the Parkdale artists who provided the beautiful artwork for the awards: José Lima Rosas, Joshua Newman and Jamilet Cordan.

A special thank you Dr. Judy Dubose, Director of the Prince George’s County Department of Family Services - Children, Youth & Families Division for bringing greetings and Ms. Dannielle Glaros, Chief of Staff, Prince George’s County Council Member Eric Olson’s (D-3) office for presenting the Youth Ambassadors with a Proclamation and making our program a successful and memorable event. We could not have done this without your support. 

In Reach would like to thank all 23 of the Poetry Contestants:

Bowie High School - Maria Lorditch, Amber Patton, Coco N. Terry

Frederick Douglass High School - Noelia Cruz

DuVal High School - Marie Iyomahan

Fairmont Heights High School: Karim Kambo          

High Point High School - Karina Escobar

Largo High School - Damilola Adeyemi, Nnedi Agubokwu

Laurel High School - Cierra Major

Parkdale High School - Christian Bautista, Elvin Cruz, Elmer Hernandez, Deon Magnus, Justina Molokwu, Jissella Urquilla

Potomac High School - Ja’Kwan Craddock

Eleanor Roosevelt High School - Bethel Babayemi

Suitland High School - Gabrielle Durant

Dr. Henry A. Wise Jr., High School - Gilberto Hernandez, Maryam Siddique, Patrice Sykes, Diamond Ward

Read more about the True Love, True Reality Project, view event videos and pictures, download the poetry souvenir book, and sign up for the mailing list on our informative teen dating website, www.truelovetruerealitypgc.inreachinc.org.

The Youth Ambassadors, based at Parkdale High School, offers students a variety of opportunities to become college and career ready, build financial literacy life skills, and engage in meaningful service learning projects, like this one, to address the issues that directly impact them.

Based in Cheverly, MD, In Reach, Inc., is a tax exempt 501 (c) 3 nonprofit organization designed to prepare students for college, work and life. Founded in 1999, In Reach envisions healthy, productive and prepared young adults in every family.  

 

 

Memoirs of a Teacher

By Tanaya Gable
A recount of my experience as a visiting teacher at a Charter school in Philadelphia during the 2011-2012 school year.

In the few months I have worked as a teacher, my outlook on the operation and foundation of what Charter Schools are has changed completely. Before, I believed Charter schools to be a saving grace from the public school system; brought about by people hoping to revolutionize education and the school system. Growing up in Maryland, a state that is a lot less charter friendly than the city of Philadelphia, I based my ideas about Charter schools on second hand information. Having lots of family from the District of Columbia and hearing how many parents had opted to send their kids to a Charter school to escape the frustrating antics of what the public school system had to offer can be attributed to much of what I believed. Now, just two months after working as an English teacher in a public Charter school in Southwest Philadelphia, a lot of what I once believed has changed.

I must say that in this city, Charter schools are very much a business. In my experience, the agenda is less about revolutionizing the school system and more about protecting reputation as a means to gain funding. In February, I was brought in as a visiting teacher at a reformed public school (whose name I will not disclose), now finishing up its first year as a Charter. I was assigned to teach a senior seminar class; a life skills class designed to prepare seniors for life after high school. In my mind, I imagined teaching this class would be a breeze. I quickly began designing lesson plans, creating surveys and working towards building a solid relationship with my students in order to help them as much as I could.

I quickly realized that my perceptions on what the ideal classroom setting would be were completely incorrect. For the most part, none of the students were where they needed to be academically. From reading skills to writing skills to critical thinking skills – even note taking skills – these students had been deprived of their educational rights. Getting them to understand some of the most very basic skills of the classroom setting in general was a battle. This was only the beginning. I had so much in mind for what I wanted to explore with them. From college applications to resume writing and interviewing skills – all of which were areas I had been psyched to learn about is high school – were of no concern to these students. It was clear that many of the students had been pushed through the school system for 12 years and at the end of their last year in high school, they were unconcerned with being challenged in any way. Many of the students were disrespectful, disruptive and resisted being helped whenever possible. The dynamic was very different than what school was like when I was in 12^th grade. Because of this, I struggled with figuring out how I could teach people who didn’t want to be taught.

Apart from finding solutions to helping my students, I was forced to face the harsh realities of the intentions of the administration and the school itself. After having several conversations with different staff members, I quickly learned that the seniors were not on the top of this list when it came to priorities of the school. During PSSA testing, the standardized assessment given to students in public school in Pennsylvania, the truth came out. The 11^th graders, being the grade level that tested, were the clear focus. Since the AYP is measured by the reading and math scores of those students who are tested, the seniors – being at the end of their last year and on their way out the door – were of no contribution to the overall progress of the school and the funding it would receive. This fact was no secret.

It became even more evident when I heard stories of the teachers that preceded me. The class I was now teaching had been through a laundry list of teachers throughout the school year, leaving the students with little to no guidance and no structure. When I was brought into the picture, I received no grade book, no roster, and no measure of progress of any of the students in the class. There was no one shadowing me to keep track of the student’s work or progress or grades. When I would ask questions or inquire about how students would be graded, I received cookie cutter answers and often times got no information at all. Because of this rocky road, it was a challenge even getting the students to trust that I would even be around long enough for them to care.

The biggest struggle of my position came with the senior projects. As with any group of graduating seniors, these students were to complete a final research paper on a topic of their choice, which would count as a graduation requirement. I saw requirements for the papers change on every level, from paper length, structure and style to even the due date. The school granted an extra month for students to complete projects on top of the 6 months of preparation they had already been granted. Because the paper counted as a graduation requirement, it made sense that the school would change many of the requirements to keep the numbers of failing seniors from skyrocketing. Large numbers of non graduates would be a bad look for the reputation of the Charter Company. Because this was the first reform year for the school, it was important for everything to look peachy. Teachers in the school informed me that we were basically lying to the students by telling them that not completing the paper would result in non graduation. How could they even think of failing so many students who, for the most part, hadn’t had a steady teacher for more than three months at a time (less than that in some cases)?

There was no accountability on the student’s part at all. During common planning periods, I would hear tales from other teachers about the school’s failure to step in and take the proper disciplinary action. Students could do next to nothing and not be penalized in any real way. These were teachers who had been working in the school for a great deal longer than I had.

In addition to this, I battled with accountability of students versus the social and cultural realities that many of them were facing. The neighborhood in which this particular school is located is not the best. Students who come from communities like this one – rich in crime, violence, drug activity and poverty in general – are mere products of their environment. Many of the homes that these students come from are dysfunctional. There is little to no guidance, no positive role model, and no reinforcement for progression or success. How can one expect children coming from environments plagued by so much negativity to thrive in a classroom; especially considering the racial structure of many school systems that group kids towards failure. The problem stretches farther than this one school.

The reality of the situation is that every day, people of color in this country are being robbed of their constitutional rights. By not being afforded the best possible education and educators, they have been stripped of any hope to succeed. When you encounter high school seniors – some 19 and 20 – who have no idea how to send emails, could care less about obtaining jobs or attending college, or students who can’t even write papers, you find a generation that is academically handicapped.

Although I am no longer working as a teacher at this school, my time there provided much insight for the work I hope to do in the future. Because so much of what I plan to do focuses on connecting community and literacy, I think that it was almost destiny to be granted this particular experience. Although the journey was challenging, it was rewarding as well. I learned to be less judgmental in interpreting the attitudes of young people (in this city especially) and was challenged to tackle personal goals like patience, will power, determination and leadership.

 

Amazing Prince George's County Parents!

In Reach, Inc., Celebrates

Prince George’s County, Maryland Amazing Parents

On April 27, 2012, In Reach, Inc., held its first Annual Celebrating Amazing Prince George’s County Parents Awards Program, an event honoring the outstanding work of parents with children currently enrolled in a Prince George’s County Public School.

 “While most of our work centers on students, I wanted to do something that recognized the least celebrated group of people – the parents. Our parents are, and could, undoubtedly, use more support and encouragement.  And that is what this event was meant to do – show appreciation for all that our parents do,” said executive director Ms. Toni Smith.

Congratulations again to our three final Amazing Parent Award recipients:

Ms. Jaminah Wortham, recipient of the Ingrid M. Turner Amazing Parent Award for demonstrating a strong sense of community as a volunteer, coach and mentor.

Ms. Kristan Hayes, recipient of the Parks and Recreation Amazing Parent Award for being an awesome and dedicated bridge builder in the lives of children.

Mr. Abiodun Babayemi, recipient of the In Reach, Inc. Amazing Parent Award for being a selfless individual, active volunteer in the school and community, and an awesome husband and father.

A special thank you to Council Member Ingrid M. Turner (District 4), an active and dedicated advocate for children and families; the Prince George’s Department of Parks and Recreation, our guest speaker Mr. Jaracus Copes, president and CEO of New Destiny LLC, who delivered an inspirational message on “success parenting,” In Reach Board of Directors and our sponsors for making our Awards program a successful and memorable event, we could not have done this without your support. 

In Reach would also like to thank all the 2012 nominees: Mr. Abiodun Babayemi, Mrs. Angela Crocker Brown, Ms. Wendy Graham, Ms. Kristan Hayes, Ms. Akilah Jefferson, Mrs. Valencia Brooks-Jones, Mrs. Cynthia Proctor, Ms. Rajistrue Ramsammy, Mr. William E. Rogers Jr., Ms. D'Vorolyn M. Talley, Ms. Ruth Tazanu, Mr. Ronald A. Williams, and Ms. Jaminah Wortham.

In Reach is looking forward to holding this signature event next year and is putting finishing touches on its Parent Project which focuses on engaging parents in activities that increase their knowledge about post-secondary education and the many opportunities available to their children.

About the Maryland State Assessments (MSA)

Compiled by Tanaya Gable

Maryland State Asessement (MSA) Reading and Mathematics Test  Administration

Grades 3 – 8 in Reading and Mathematics:  March 12-21, 2012; 

(Make-up Testing) March 22-28, 2012 

The early years of a child’s education are very crucial. These years of education are geared towards building a solid ground of educational understanding. As children advance to middle school they are then prepared for the more rigorous work ahead in high school. If you are a parent or educator, the term MSA (Maryland School Assessment) is probably not foreign to you. Every student will take Maryland School Assessments (MSAs) as part of the elementary and middle school experience. These statewide assessments are one of the many measures to gage how well a child is learning. The MSAs, paired with other measures (like homework, class work, quizzes, and projects), provide parents and educators with information about students’ academic progress so that every student has the adequate support and opportunity to succeed.

Aspects of the Test:

• Multiple-choice questions and questions requiring written responses.
• Measures basic as well as higher level skills
• Students test for approximately 90 minutes each day. There are four days of testing––two days for reading and two days for math.
• The testing vendor send scores for individual students to local school systems. The school systems then distribute the scores to parents

The MSA scores show how well students learned the reading and mathematics skills in the State Curriculum. (A "norm-referenced" score is also provided to show how students performed compared to other students across the nation.)

READING

The reading section takes place over two days with 90 minute sections per day. Each testing session withing is broken into smaller time blocks. Tests for all grades evaluate general, informational, and literary reading processes.

The Reading section of the MSA has 2 types of questions:

• Selected Response Items (SR) -- offers students (usually) four answer choices
• Brief Constructed Response Items (BCR) -- requires students to write answers consisting of a sentences or paragraphs

MATHEMATICS

As with the reading test, the math test takes place over two days. Testing takes approximately 90 minutes each day; each testing session being broken into smaller time blocks.

And as with the reading test, the math sections have various kinds of questions. In addition to the Selected Response Items and the Brief Constructed Response Items that all students receive, the math section poses additional forms of questions to students depending on the grade level being tested. Students in grades 5 through 8 also get Extended Constructed Response Items (ECR) that require students to write a longer, more complete answer. 7th and 8th graders will have Student-Produced Responses (SPR) which require them to record all answers on a grid by shading in the circles that correspond to the numbers of their answers.

The state provides calculators for students, though some sections allow the use of calculators and others do not. The state also provides scrap paper, graph paper and a dual scale ruler (or two separate rulers) for all grades 3 through 8, a protractor for grades 5 through 8, and a compass for grades 7 and 8.

SCORING & ASSESSMENT

The federal No Child Left Behind Act (NCLB) requires that every state measure reading, math, and science achievement at the elementary, middle, and high school levels. Maryland fulfills NCLB by reporting MSA and HSA scores to the U.S. Department of Education. For more information about NCLB, go to www.ed.gov/nclb/landing.jhtml.  

Statewide tests are useful for:

• guiding school-wide curriculum development efforts
• creating or modifying classroom lesson plans
• understanding a child’s academic progress
• developing individualized strategies for that child
• providing information on where a child may need extra support.

PARENT CONCERNS

How will I know how my child did on an assessment?  All parents receive a Home Report with their child’s scores. Contact your child’s school or the Local Accountability Coordinator for the local school system to find out when your child's Home Report will be sent. For a list of local school system websites, go to www.MarylandPublicSchools.org/MSDE/schoolsystems.

    

Where can I find out how my child’s school is doing on statewide assessments? Information about the progress of particular schools, counties, and the state are doing is printed in an annual “report card” (the Maryland School Performance Report). This online report provides an Adequate Yearly Progress (AYP) chart for each school that demonstrates whether or not a school made all of its performance goals. To find your child’s school information, go to www.MdReportCard.org  and use the navigation bar at the top.

Note: Parents are sent a Home Report with their child’s MSA scores from the local school system. Reading and math scores are made available over the summer. Science scores are available the following September. For more information about the MSAs go to www.MdReportCard.org or www.MdK12.org.  

FAMILY SUPPORT

The Take 15 for the Family and Take 15 for the Health of It initiatives are just one way MSDE helps families become more engaged in education. Daily tips and ideas of activities to do at home, as well as tips on how to talk to your child about a variety of health-related topics can be found online at www.marylandpublicschools.org/msde/programs/familylit/take15health. Check out http://www.marylandpublicschools.org/msde/ for other helpful sources and updates.

Ready at Five, in partnership with MSDE, has an online series called Parent Tips that has information about how parents can help build a child’s skills and abilities, which can be found at www.ReadyatFive.org  Maryland’s Early Childhood Curriculum Project provides information and resources to child care and other nonpublic early childhood programs for disabilities, birth through 6 years old. For information about materials and how you can be assured that your child is learning

the skills needed to start kindergarten on the right foot, go to www.MarylandPublicSchools.org/MSDE/divisions/child_care/preschool_curriculum.

The Maryland Model for School Readiness (MMSR) includes a kindergarten-level assessment, which teachers complete for each student, as well as a set of indicators of what children should know and be able to do. The information collected allows teachers to plan instruction that will help develop the skills, behaviors, and abilities necessary to meet kindergarten expectations and move on to the first grade. For more information about the MMSR, go to www.MdSchoolReadiness.org.

For more information about MSDE’s various programs, go to www.MarylandPublicSchools.org/MSDE/divisions/studentschoolsvcs.  

For information about specific programs and initiatives in place locally, contact your local school system or your child’s school. A list of local school system websites can be found at www.MarylandPublicSchools.org/MSDE/schoolsystems.  

Additional information about parent involvement can be found at www.Mdpta.org  or www.mdpirc.org.

Sources:

www.marylandpublicschools.org

www.ed.gov

www.mathandreadinghelp.org