Is your middle school daughter interested in science, technology, engineering or math? If so, there is a terrific local opportunity to further that interest being held on the UC Berkeley campus Saturday March 2. “Expanding Your Horizons” (EYH) is a national non-profit program created to motivate women in science, technology, engineering and math (STEM) education. Over 26,000 young women participate in Expanding Your Horizons events every year, with UC Berkeley hosting an event for the second time this year.

“Expanding Your Horizons is about providing strong female role models in sciences, math, and engineering to middle school girls and showing them that science is fun! We want to empower and inspire young women to follow their dreams and pursue careers in math and sciences. We are so excited to host this conference on March 2, 2013 and hope to see you there!” -Sydney Glassman, PhD candidate– Dept. of Environmental Science, Policy and Management – UC Berkeley

Last year’s UC Berkeley event attracted 221 middle school students who participated in 18 different workshops supported by 58 workshop leaders. In all 150 UC Berkeley undergraduate and graduate student volunteers helped make the event a tremendous success. This year 25 workshops are planned covering a diverse range of science, technology, engineering and math topics (see below for more details).

During the day long event, participants will hear from UC Berkeley professors, graduate students and industry professionals covering biology, chemistry, physics, engineering and other STEM-related fields. The event includes fun, hands-on activities. Students choose three different workshops from a broad selection, attend a keynote presentation and end the day with an undergrad college panel.

Parents are recommended to register their child early as this event is expected to be very popular; online registration is available here (registration closes February 25) and is only $15 (thanks to donations and sponsors).

Related articles:

• Women in Science, Technology, Engineering and Math (STEM) Series
• Life at UC Berkeley – A Day in the Life of a Cal Bear
• UC Berkeley’s Madeline Girard on Becoming a Scientist and Researching Animal Behavior
• MythBusters Adam Savage and Kari Byron on the Art of Science and Experimentation

As of this writing, the UC Berkeley Expanding Your Horizons 2013 workshops include:

• All Creatures Great and Small: This workshop will introduce students to a career in veterinary medicine. Students will learn about the diverse opportunities available in the field of veterinary medicine by speaking with veterinary students and engaging in hands-on activities with live animals.
• Beyond the Field: Sports Medicine and Athletic Training: This workshop will provide an introduction to the field of athletic training and sports medicine in a collegiate setting. You will learn about the role of the athletic trainer and sports medicine professional, how trainers combine sports and science, different opportunities for those interested in sports medicine, and a look at a typical day for a collegiate athletic trainer. You’ll get to test your skills by practicing different taping techniques used for injury prevention and management in an athletic setting.
• Brain Changing: How adaptable is your brain? Experiment with prism glasses that alter your vision to find out! Learn the neuroscience behind how and why your brain changes and discuss what your findings mean for how your brain learns every day.
• Crazy Chemistry: It’s hot, it’s cold! Come explore a career in chemistry. You’ll learn about hydrogen, bioluminescence, nylon, and liquid nitrogen. Come and make your own polymers!
• Digging the Past: In this workshop girls will get hands-on experience with how archaeologists use archaeological materials to study how past people lived their daily lives.
• Fishing for a Living: How do we know what Albatrosses eat? Be a bird biologist and try your hand with bolus dissections and satellite tracking to investigate the diet and chick rearing habits of the amazing Albatross. We will use techniques used by scientists who study these birds to understand what they are eating and where they are migrating so that the species can be protected.
• Fling That Thing: In this Taste of Techbridge session we’ll put the fulcrum and lever to good use, building personal catapults, and flinging sweet treats into our targets (our mouths!) We’ll also learn about engineering careers in a theme-park setting. Get ready for some fling-worthy fun!
• GeoGirls!: A geospatial workshop connecting girls with technology, nature and geography. Learn how to use a GPS (Global Positioning System) to navigate the world around you. Explore your world with Google Earth and learn how satellite and computer technology can be used to understand complex environmental issues.
• Girls on the Mic: Explore the careers of Recording Engineers, Music Producers, Live Sound Engineers and more. Learn to record and produce music, create sound for video, and set up sound for a live concert. Come ready to make some noise at Girls on the Mic!
• Googles of Fun: In this session, we’ll explore how the Internet and online technology improves people’s everyday experience. Come meet Google experts and learn how to envision, design, and develop useful products that solve problems.
• Go with the Flow: In this workshop, girls will get hands-on experience on creating microfluidic devices and learning how fluid flowing through these devices is different from fluid flowing through water pipes.
• How Machines Move: Cranes, excavators, elevators, and car lifts – Come learn about how hydraulic systems work. Test you mechanical engineering and design skills as you design, build, and test a hydraulic system to make your invention move.
• Intro to LED Light Circuitry: We’re planning to get breadboards, resistors, and different LED lights so the girls can get an intro to circuits.
• Life in a Vacuum: What is Vacuum? How does Vacuum affect our Life? You’ll put ice, water, and steam together in a beaker and coat pennies with different colors to learn about how vacuums work. Watch marshmallow Peeps blow up in a bell jar!
• Lights in the Sky: Students will be introduced to optical phenomena visible in the night sky, namely aurora and airglow, through a variety of hands-on demonstrations involving magnetism and exploration of the spectral properties of light.
• Make It and Break It: Explore the world of Environmental Design using everyday objects. As a team, make a simple structure and test it. The last team to “make it break” wins the game!
• My Instagram Collage: This workshop will introduce students to a career in software engineering and web design. Students will learn the basics of building a web application by creating a photo-sharing/manipulation app. Each student will use their own personal photos (or select their favorites from our collection) to create a downloadable photo collage!
• Nice Genes: This workshop introduces students to the field of molecular biology. Each student will extract their own DNA in a fun and easy experiment, while learning about the science behind the process. Let’s see what you are made of!
• The Art in Science: Did you know creativity is a key part of science? Art and science come together in this workshop to show you how science is not that different from art! You’ll learn why creativity is so important to scientists when they ask questions and solve problems. You’ll also get a chance to see art made by current scientists and hear the stories about their lives, and then you will get to make your own art to illustrate your favorite scientific topic or idea!
• This is the Life in Space: Ever wondered how to become an astronaut and actually go to outer space? Come meet a real astronaut to learn about the interesting aspects of space exploration, and how science is used to approach and solve these out-of-this-world problems.
• Through the Looking Glass: Intro to programming with a 3D programming environment called Alice.
• Why Things Break: We will use a series of interactive demonstrations to explore why materials do not always act the way you’d think they would. This workshop is for girls who are interested in materials science and engineering.

Unfortunately, drug and alcohol abuse by minors occurs in every large and small community across the United States. Dublin is not immune to this problem. In an effort to proactively open the discussion about this problem, the Dublin Unified School District (DUSD) has commenced a public program for its citizens to address this issue and others that are our impacting our youngest citizens. Under the umbrella title of “Courageous Conversations”, the District hosted an event at the Dublin High School Student Union on Thursday evening. The subject of this presentation was an open and candid conversation about how to talk to one’s children about drug and alcohol abuse.

Through the cooperation of several organizations, an impressive roster of speakers was assembled to help parents understand the impact and consequences of substance abuse. Assistant Principal Theresa Rodgers presided over the evening and served as the facilitator. The presenters included: Tim Bartley from Teen Esteem, Sergeant Dave Snider, April Rovero of the National Coalition Against Prescription Drug Abuse, Nikki Montez of Mothers With a Purpose and John Tompkins of Team Edserve.

What all of these individuals share in common is a passion for steering our youth into making smart decisions. All of the presenters have devoted their lives and careers in the interest of providing direction and counseling to those at risk. The discussion was candid and the statistics were startling. As an example, 300% more Americans die each year from prescription medication than from illegal drugs. In reality, most kids get the prescription drugs they abuse from their friends or from their home medicine cabinets. Simply put, drug and alcohol abuse is not confined to procuring them by illegal means.

In addition to work that he has conducted for Teen Esteem for the past 15 years, Tim Barley also serves as a chaplain for the San Ramon Valley Fire District. As he visits schools throughout Contra Costa County, he is amazed to the response of questions that he poses to students. Do you know of anyone that is using illegal drugs? Do you know how to source illegal substances? Are you aware of any peer that is binge drinking? To all of these questions, the students raise their hands and say “yes”. He says this not to suggest an epidemic. Simply, it is the fact that this problem exists. It does not matter if the student resides in Alamo, Oakland, Concord or Dublin – the potential for trouble is there. Mr. Barley also alluded to a common “code of silence” that exists at many of our school campuses. Our children are more savvy than we give them credit for and student culture will often not allow or encourage “outing” a substance abuser.

Sergeant Dave Snider

A startling presentation was made by Sergeant Dave Snider. He led a very direct conversation about what illegal drugs are trending in Dublin. One of early “entry” drugs that remain is marijuana, due to its relative low-cost and availability. Alcohol is also attainable as it is perhaps the easiest to get, especially if it exists in the home. Most surprisingly, heroin usage is on the rise. Sergeant Snider cited that its usage is cutting across the ages between 15-25 year olds. Interestingly, many of these drugs are being are not being distributed locally, but are being imported into Dublin from parts of San Joaquin County.

In all, it was a tremendous step for DUSD to provide an open and healthy forum for this discussion. For those that elected to attend, it was a revelation and an unmistakable message. The Courageous Conversation series will continue. A Drug Detection Dogs in DUSD discussion will occur on February 13th at Wells Middle School and a dialogue on Bullying / Cyberbullying will be conducted on March 14th at Dublin High School. Both events will occur from 6:30-8:00PM.

Additional Resources and Related Articles:

• “Every 15 Minutes” Dramatizes the Dangers of Impaired Driving for Dublin Students
• Mothers Against Drunk Driving (MADD) Holds Seminar at Dublin High School
• Mothers With a Purpose: www.motherswithapurpose.org
• Teen Esteem: www.teenesteem.org
• National Coalition Against Prescription Drug Abuse: www.ncapda.org

Drug and Alcohol Abuse “Courageous Conversation” Panel

Dublin Community Attends Drug and Alcohol Abuse “Courageous Conversation”

Drug and Alcohol Abuse “Courageous Conversation” Display

Dublin High School chalked up another victory last weekend, this time winning first place at the Alameda County Academic Decathlon Regional Competition. The 2-weekend event was held at CSU East Bay and Los Medanos College. Dublin High School will go on to represent Alameda County at the state competition in Sacramento this March.

Dublin High School senior and Academic Decathlon team member Elizabeth Child, “Academic Decathlon is a ten-event academic competition for high school students. There are nine students per team: three ‘A’ students, three ‘B’ students, and three ‘C’ students. Each team member gives a prepared and an impromptu speech, an interview, and writes an essay. In addition to the three objective tests, the team is tested in art, music, social science, mathematics, economics, language and literature. Competition concludes with a final Super Quiz Relay where members are given a series of 12 questions which may be on any combination of subjects.

“It was fantastic to compete for my third year as a part of the Dublin High Academic Decathlon team! We knew that this was going to be our year to pull out all the stops and do the best we could and it definitely paid off. The team won a total of nine individual medals this past year and was named the 2013 Alameda County champions which qualifies us for the state championship in mid-March. As a team we try to represent the academic abilities of Dublin High School as best we can and I believe that everybody is able to see that this year.”

Here are the Dublin High School results from the Academic Decathlon competition:

Dublin High School Academic Decathlon Winning Team

Academic Decathlon Regional Competition

Academic Decathlon Regional Competition

Dublin High School Academic Decathlon Team

Academic Decathlon Regional Competition

2013 Alameda County Academic Decathlon Dublin High School Trophy

Collaboration at Frederiksen Elementary

Collaboration Days. There are 16 of these mysterious days sprinkled across the academic year where the pick-up or drop-off time changes. What are Collaboration Days and why is this biweekly schedule change important to Dublin education? OneDublin.org was fortunate to be invited into an actual collaboration session at Frederiksen Elementary School last week. Specifically, we sat in on a work session conducted by the Frederiksen 5th grade team led by teacher Kathy Proctor and her colleagues Heidi Caudle and Tim Nicholas.

The genesis of Collaboration Days was a mutual agreement between the Dublin Unified School District (DUSD) and the Dublin Teachers Association (DTA). The concept was to provide allocated and compensated time for Certificated Staff to meet with their colleagues across grade or subject lines to discuss specific student achievement and classroom strategies that would benefit their students.

Early Out for Collaboration Days

The concept of collaboration evolved to a higher state when DUSD began to embrace the overall concept of Professional Learning Communities (PLC) over a year ago. The mantra of PLC was to ensure that all stakeholders form common ground on how and what should be learned by the students. Furthermore, all parties would need to work simultaneously to assess achievement and to ensure that the learning would occur for those that were not mastering these concepts. While it sounds rather lofty, it is rather simple: educators agree on what to teach and f the student is not succeeding, what will we do to correct this? If they are succeeding, what can we capture and share from this experience?

It is obviously more complex than this explanation. Certificated and District staff have attended training sessions both off site and locally. Additionally, the secondary element to PLC is the common formative assessment element. To date, the staff at Frederiksen Elementary has completed this secondary stage. The result is that they are slightly ahead of the curve in terms of employing some of these advanced strategies. While it is difficult to quantify, Frederiksen enjoyed a +40 point increase in API during the most recent standardized testing cycle. One must believe that this additional training was a component to this success.

The opportunity to sit-in on a team meeting was eye-opening. The 5th grade team worked immediately and was focused. While certificated staff is empowered to use a multitude of teaching methodologies, they must ultimately teach to curriculum. The team shared their thoughts about specific methodologies and assessments. Mr. Nicholas and Ms. Caudle pointed out a group of students that were currently challenged in mathematics. The problem area was division. Some of the students were making either simple a mistake in arithmetic or were not reducing equations when there was the opportunity to do so. This discussion would now allow them to focus in on this skill set over the next two weeks. The other benefit of collaboration is the basic act of working with one another. Before Collaboration Days, these colleagues might have been burdened with emailing math examples and exams back and forth. Today, this team utilizes Google docs to streamline communications – even as their classrooms are arranged in a row. OneDublin.org sat down with 5th grade team lead, Kathy Proctor to discuss the benefits of collaboration.

OneDublin.org: Do you and your team set benchmarks throughout the year or is the planning more based upon where the grade level is currently performing?

Teacher Kathy Proctor

Kathy Proctor: “The district sets benchmarks three times a year for students in ELA and Math. The 5th grade team adds a fourth one at the beginning of the year to see what students have retained over the summer and what interventions, re-teaching we need to do right from the start. We also use the district pacing guides in ELA, math, and science to assure that all students receive a ‘guaranteed curriculum’ but we will modify this pacing as a team as we see the need from our students based on formative and summative assessments. We discuss our students, as a team, on an almost daily basis to see how we can support all learners, both with support and extensions.”

OneDublin.org: How does your team ensure that equal attention is being devoted to students that are performing at both above or below grade level?

Proctor: “The 5th grade team is always discussing how we support both the at-risk learners who need more support and time to reach certain learning goals, in addition to how we can support our above grade level learners in the extension of their learning. We are currently using our RTI (Response to Intervention) time, 3 times a week, to level students in the area of reading comprehension and inference. Students receive classroom instruction in this area and are then given a formative assessment to check for understanding. We share lesson ideas and support materials along the way. Once the formative assessment is given, students are grouped by skill and intervention/extension begins. We have students who are receiving extensive intervention in this area, in addition to grade level support, and a large group who are being extended in this skill.”

OneDublin.org: As this year has progressed, how has your team evaluated the effectiveness of the collaboration meetings?

Proctor: “The 5th grade team has had many transitions in the ten years that I have been at Frederiksen. However, the members of this team have always risen to the challenge and understood quickly that we are a team and that collaboratively we will serve our students better. The belief that every member of our team is giving their best and in their hearts wants to help children learn and become successful in middle school and beyond has been the glue that makes the 5th grade team amazing and our STAR results have always reflected this positive team effort.”

OneDublin.org: How have you been able to ensure that PLC principles are guiding your work?

Proctor: “PLC is a team of teachers that look at data, discuss their teaching practices and work cooperatively to ensure learning for all. It is a journey that we are always traveling, but a journey that is guided by our passion for helping students to learn and become successful in all areas. Teaching is not about a closed door, where teachers can pick and choose what they want to teach and students that are theirs. But rather the greater picture of students that are ours and learning that is the focus of every activity. PLC makes teaching easier, more supportive, and more powerful.”

In order to complete this story, we sought out the feedback from the site administrator at Frederiksen, Principal Holly Scroggins to gain her insights on the benefits of teacher collaboration.

OneDublin.org: Grade levels are bound to work together in different ways. As an administrator, how do you coach the teams to ensure that they have reached their desired results?

Principal Holly Scroggins

Holly Scroggins: “Our teams are at different places depending on their understanding and comfort level in working as a PLC. Part of the training around PLC’s recognizes that teams are in different places due to team dynamics, familiarity of team with each other’s teaching strategies, content expertise, sophistication of understanding around using assessment data from students to determine next step practices, as well as the actual understanding of the team of what PLC’s do. As an administrator I support teams where they need support. We also use rubrics to help understand the depth and complexity around PLC’s and gauge our understanding of ourselves to work towards more advanced levels.”

OneDublin.org: As a school site, Frederiksen appears to have embraced the PLC model. What types of feedback do you receive from your teachers with this renewed focus on collaboration time?

Scroggins: “It is clearly making a difference for us. We are setting aside dedicated time to talk specifically about student needs and student learning along the way in our lessons. We are using shorter, more frequent common formative assessments to decide what should be taught next or what needs to be re-taught. We are responding to student needs much quicker than we were able to in the past due to the team approach.”

It is our hope that we’ve more clearly defined the meaning of Collaboration Days in the Dublin Unified School District. It was a treat to gain a peek into just one of many groups throughout the District that is working to refine the work on behalf of their students.

Collaboration day schedule for the remainder of 2012-13:

• February 13th and 27th
• March 13th and 27th
• April 10th and 24th
• May 22nd

While the first day of Spring is over a month away, the next big step towards adulthood is top of mind for Dublin High School seniors, including Dublin Unified School District Student Representative Alexandra Brown. In March, high school seniors will begin to receive notifications on the outcome of their college applications – the large envelope waiting on the kitchen table or an unread email waiting in a smartphone inbox. For all of them, deciding the course of the rest of their lives will really begin.

Over the years, we have written about many talented, motivated and hard-working Dublin students; Dublin School Board Student Representative Alexandra Brown is an exemplary addition.

Alexandra has attended all thirteen years of her primary and secondary education in the DUSD system. Her younger sister, Elizabeth, is a freshman at Dublin High School. Her father Tom has been a Research Scientist for years at the Lawrence Livermore National Laboratory and mother Catherine is a First Grade Teacher at Frederiksen Elementary School.

In addition to being a student, Alexandra has taken advantage of numerous pursuits – within and outside of DHS. As a youth athlete, she continued her ambitions by competing for four years in both soccer and swimming at Dublin High. In alternating seasons, she plays club soccer for the Dublin Cobras and with the FAST Dolphins, respectively. A long time member of Girl Scout Troop 30986, she has taken on the designation of Ambassador Girl Scout, especially given the vast amount of her time dedicated to athletics. With a full slate of AP courses on her academic calendar, Alexandra plans on matriculating through a four-year college post-graduation (she is still waiting on college acceptance notices).

Last fall, Alexandra took on one more responsibility. She is the elected Student Representative to the Dublin High Unified School District Board of Trustees. The goal of this profile is to understand her experience at DHS and to help incoming families prepare for the environment at Dublin High.

OneDublin.org: What are your ambitions/goals following your tenure at Dublin High?

Alexandra Brown: “I will definitely be attending a four-year college after graduation, but I haven’t received decisions from any schools yet so I don’t know where. I have always planned to study chemistry and to work as a scientist, but after being on the school board and following the elections this past year, I am considering pursuing politics in college.

OneDublin.org: Tell us about your interest in science. Where did that come from?

Brown: “My interest in science was sparked from my father, Tom. He has worked as a Research Scientist for many years at the Lawrence Livermore National Laboratory in Livermore. His area of specialization is in carbon dating and mapping isotopes.”

OneDublin.org: You mentioned an interest in politics – spurred on by your role on the School Board. How did this all come about?

Brown: “While I’ve been pretty active in school, I’ve never run for any elective office. Last May, the role of Student Representative to the Board was available as it would become vacated by Katelyn Haubert after her two-year term. I became interested and placed my name in the Dublin High ASB elections process and I was chosen.”

OneDublin.org: You are mid-way through your board term. As a student, what have you learned about serving through your term?

Brown: “It’s been really interesting. I’ve been able to witness presentations by many of the different school sites within the district. It has also been very interesting to learn about how Professional Learning Communities (PLC) practices are being employed at each different site. I’ve been really satisfied and appreciative of my current role.”

OneDublin.org: “Dublin High’s incoming Class of 2017 will be large with Fallon Middle School and Wells Middle School will be sending an unprecedented number of ninth graders into DHS. What advice do you give to these students and to their families?

Brown: “Simply, don’t wait for an invitation to become involved in extra-curricular activities. The clubs and organizations are very open to welcoming new members. However, each student should ‘make a place for themselves’ attitude as they roll through this four year journey. There is a mentoring program available where upper class students are linked in to incoming freshmen. Take advantage of this opportunity.”

OneDublin.org: On the academic side, what resources are available?

Brown: “High school is a bit different. The transition from middle school represents the need to learn to take care of oneself. The counselors and teachers are excellent at helping students to understand the importance of learning your schedule and their expectations. The assistance is readily available, but you need to pursue it. It is a great preparation for college life.”

How does Alexandra balance a full schedule of academic, athletics, leadership and community service? We met with Alexandra’s mom and Frederiksen Elementary School first grade teacher Catherine Brown to learn more from a parent’s perspective.

OneDublin.org: Given all of Alexandra’s commitments, what was your reaction when she announced to you that she was running for the DUSD Student Representative seat?

Catherine Brown: “My instant reaction was a bit of concern – given all of her other activities. However, I’ve known her to make very intelligent choices over the years. My only reservation was that if an added responsibility would encroach upon her other priorities, something else may fall by the wayside.”

OneDublin.org: Please speak to Alexandra’s experience while serving on the school board and what benefits has she experienced?

Brown: “This has really stimulated her interest in politics. We’ve had many dinner table conversations about a myriad of subjects. This has now prompted her interest in pursuing a potential double major in Chemistry and Political Science. At the end of the day, I’m just so proud of her. We’ve raised our children to both be community-minded and to always give back.”

To the incoming Dublin High School Class of 2017, look for mentors like Alexandra Brown to guide your experience. Take ownership of your high school experience: it is possible to find a balance between academics and extracurricular activities.

For many students, Valentine’s Day was an entrée into the four-day Presidents Day long weekend. At Valley High School, Valentine’s Day was radically different and one that would impact many of them for many days to come. After months of meticulous planning and fundraising, the vast majority of VHS students experienced a day that would test the bounds of their intellectual and emotional boundaries – all in view of their classmates and strangers, alike. Last Thursday was the presentation of Challenge Day. This all-day assembly represented an experiential workshop that demonstrated the possibility of love and connection through the celebration of diversity, truth and full expression.

The Challenge Day organization is based in Concord, CA and provides programs for middle and high schools throughout the continental United States and Canada. Their mantra is “Be the Change” as they work towards fostering a culture of acceptance and service to respective campuses. Students at Valley High School are enrolled for a myriad of reasons. As it is the continuation school for the Dublin Unified School District, Valley High exists as an option for students who need may an alternative to the program provided at Dublin High School.

It is difficult to articulate what occurred during these 6-1/2 hours and what it meant to those that participated. Media was allowed access at both the front and back ends of the event. OneDublin.org was fortunate to receive an invitation to attend by VHS Counselor, Liz Buckley.

The Challenge Day event was not a surprise to the students. They were notified well in advance. However, what could not possibly be explained was what they might be exposed to and how they might respond to some of the workshops. Before all of this could occur, Ms. Buckley approached community sponsors to make this happen. A generous donation was received from the Dublin Partners in Education (DPIE). Further, a successful grant was funded by ValleyCare Health System. Additionally, about a dozen and a half adult volunteers were secured in order to facilitate this event.

Challenge Day Leader Schan Baker

The program started at 8:30 AM. All students funneled into Stager Gym with raucous music playing in the background. The participants seated themselves in a semi-circle. Challenge Day Leaders Schan Baker and Berenice Meza provided an introduction into what was ahead for this group. What followed was a full day of small and large group exercises which “challenged” all of the participants to question their own biases, beliefs and assumptions. The presumptive goal was to tear down what one may think about themselves and others. To not adhere to long held assumptions and to reach out to others, when you may not have considered it before.

In the afternoon session, Leader Schan asked all participants to “Cross the Line”. In other words, acknowledge the decisions that everyone has made in their lives – right or wrong – but know that you’re not the only one that has done so. When one has the crossed the line, there is an army of others in that room that have done the same. You are not alone and you’re not the only one that has had a similar experience. It resembled a revival meeting as all participants were cheering and were on their feet.

We sought out feedback from Valley High School Principal Rinda Bartley to help us understand the importance and impact of Challenge Day.

OneDublin.org: As a site administrator, why is it important to host an event such as this?

Rinda Bartley: “At Valley, we are so aware that a student’s success in school requires a fluid interplay between the mind, the heart and the body. Therefore, academic success depends upon a sound academic program and high quality social, emotion and behavioral support. What Challenge Day does so powerfully is to give students and adults a way to see that those differences do not need to be barriers between people and in fact we are not so different from each other. Participants are challenged to imagine a school culture which truly values and supports each individual.”

OneDublin.org: Why has VHS elected to employ Challenge Day as a specific vendor to conduct this enterprise?

Bartley: “The Challenge Day organization has a long and rich history of running programs in schools, and is nationally and internationally recognized for excellence. They know how to do this work. Liz and I have had very positive experiences with them in the past.”

OneDublin.org: What feedback can you share from the student’s experience?

Bartley: “Students were very articulate about the new insights that they gained about the need for them to support each other, and to recognize artificial barriers for what they are. Students talked about their intentions to do things differently and to stand up for the right things. They will not allow bullying or abuse of any kind and will have the courage to speak up when they see it.”

In the last hour, all participants were asked to fill out a note card to a loved one – whether alive today or to one that has left us. Leader Schan asked “Tell the one that is closest to you why you love them. Apologize if you have let them down in the past. Why do we have to wait for their funeral to say what we feel? Tell this person every reason how they have changed your life for the better.” In this brief moment, we observed laughter, contemplation and tears. For the students, staff and volunteers at Valley High, this was a Valentine’s Day like no other. OneDublin.org would like to thank Valley High School, Dublin Unified School District and community partners for making this a very memorable day.

For more information go to: http://www.challengeday.org/

Berenice Meza – Rinda Bartley – Liz Buckley – Schan Baker

Valley High School Challenge Day Poster

Valley High School Challenge Day

Valley High School Challenge Day

Valley High School Challenge Day

Dublin is in for a treat this Saturday (Feb. 23) as Fallon Middle School will be hosting over 45 of the finest Winter Color Guards and Percussion Ensembles from throughout the Bay Area, including units from Dublin High School, Fallon Middle School and Wells Middle School. This is a great honor as Fallon is the only middle school in the California Color Circuit to host such an event. The event also includes four World Guards.

If you live near Fallon Middle School, just follow the sound of percussive practice to the event. Percussion Ensemble and Winter Color Guard competitions are very entertaining to watch – if you haven’t experienced an event like this before, now is a terrific time to start. The Percussion Ensemble and Winter Color Guard performances combine music, choreography, dance, theatre and the discipline of competition. The middle and high school students that compete at these events take their performances very seriously – investing hours after school and on weekends to prepare for competition.

• $10.00 all day pass covers both Percussion and Color Guard performances (children under 5 are free)
• Percussion Doors Open: 11:30 A M
• Percussion Starts at: 12:00 PM
• Color Guard Doors Open: 4:30 PM
• Color Guard Starts at: 5:00 PM

Percussion Ensemble Competition Schedule

Winter Color Guard Competition Schedule

Note: Schedule subject to change (http://www.theccgc.org/CCGC/schedule2013.htm). 

Fallon Middle School students experienced something special Friday morning at a Special Olympics Northern California event that celebrated sport, and unified disabled and non-disabled students. In the events on Friday, students competed in both skills competitions and game play, showcasing their basketball skills. By having the program take place during the school day, Fallon students filled the stands, took on leadership and volunteer roles, and cheered on the participants.

The Dublin Unified School District and Special Olympics Northern California have partnered to provide special day class teachers and their students the opportunity to participate in three different sports during the school year.

The Fallon Middle School Band, Fallon Leadership, and Physical Education Department and classes supported the event. Members from the Robotics team at Monte Vista High School in Danville provided an elaborate robot to assist students with limited abilities / mobilities shoot baskets and participate in the event. Earlier this year, Dublin High School Robotics Club students developed a robot for a Special Olympics event held at Dublin High School.

Eric Hamilton with Special Olympics Participants

According to Dublin Unified School District Adapted Physical Educator Eric Hamilton, “Special Olympic events encourage students, staff and community members to take part in celebrating the gifts and abilities of individuals with special needs. The program helps build a community that identifies each individual as having something special to offer and allows for students to show leadership in their schools. Developing an awareness and acceptance of all students no matter their ability or disability is what this event is truly about.

“I believe there is so much more acceptance and access for students with special needs these days, and this event is a perfect example where students are given a chance to shine and show they have skills to offer the world. Everybody has something to offer.

“For parents of students with special needs, I encourage them to visit the Special Olympics of Northern California website to learn more about the programs offered in schools and communities.”

The event was open to K-5 students with special needs in the Dublin Unified School District and Livermore Valley Joint Unified School District. 92 students with special needs participated.

Monte Vista High School Robot

Fallon Middle School Special Olympics Northern California Event

Fallon Middle School Special Olympics Northern California Event

Fallon Middle School Band Performs at the Special Olympics Northern California Event

Fallon Middle School Students Cheer on Special Olympics Participants

Marcos Castro

In the classroom, a student’s ringing cell phone is often an unwanted distraction. However, on this one February morning at Dublin High School it continued to ring. Senior Marcos Castro recognized who was calling. He sheepishly asked his first period English Teacher, Chris MacDougall if he could take the call in the hallway. The request was granted. The next words that he would hear would validate the hard work that he had invested at Dublin High School and would also affirm his aspirations.

“Mr. Castro, this is the admissions office at the Culinary Institute of America in New York. We are pleased to inform you that your application for acceptance has been confirmed. We will be mailing hard copy documents for you to review in the next two weeks….” The remainder of the conversation may have been a blur. He burst back into the classroom and announced the news to his classmates. He then immediately called his mother. With tears in her eyes, she congratulated Marcos on his achievement. On his way to second period class, Mr. Castro took a detour to H07 so that he could inform Culinary Arts Instructor, Jackie Lawson. The irony is that very few people know how this storybook ending came to be. It is the tale of a very simple act of kindness and a teacher that could see promise in a young student.

Included in the “a-g” curriculum courses required by the UC and CSU systems, Dublin High provides many additional elective opportunities. They include, but are not limited to Childhood Growth & Development, numerous ROP programs, Pathways to Engineering and the Culinary Arts Program. The current leader and architect of the culinary program is Jackie Lawson. Ms. Lawson attained a B.A. in Merchandising and Design from Sacramento State University. She then embarked on a highly successful career in sales and marketing with consumer goods giant Johnson & Johnson. Professionally, she was fast tracking, but so were her responsibilities. Extended travel was becoming more common and life balance became more of a factor as her family grew.

In 2000, Jackie shifted careers and began to substitute throughout the Dublin Unified School District. To cement her commitment, she attained her teaching credential from Chapman University (Walnut Creek campus) in 2008 and is certificated in both single and multiple subjects. Ms. Lawson pioneered the Culinary Arts programs at both Dougherty Valley High and Gale Ranch Middle School in San Ramon. Ever the recruiter, Principal Shimizu continued to reach out to Jackie and encouraged her to someday return to Dublin. Her return became official in 2009.

OneDublin.org recently had the opportunity to visit with Jackie Lawson to discuss the Culinary Arts Program and her “chance” meeting with Marcos Castro.

OneDublin.org: Your program has come a long way since 2009. Probably the most obvious is the space that you and your students work in. Give us a contrast between then and now.

Jackie Lawson

Jackie Lawson: “It was different for sure. The equipment was badly outdated and we had gold linoleum! Many of the cabinets were in disrepair and we were cooking on electric stoves. But, we knew that a new Student Union and cooking classrooms were on the horizon.”

OneDublin.org: Given both your familiarity with DUSD and your professional background, why did you feel that you would be a great fit for this role?

Lawson: “I’ve been cooking all of my life. Additionally, I had previously been exposed to the catering and interior design industries. But, because of my strong background in sales and marketing, I really believed that this element would be an asset to the program.”

OneDublin.org: The kitchen/teaching area serves a dual purpose as it is located adjacent to the new Student Union. Measure C funds went a long ways towards installing commercial grade appliances. But what about all of the other cooking tools?

Lawson: “What has been very rewarding is that our program has been self sufficient. Our program has provided catering services to virtually every site in this district. In addition, we have provided services to the City of Dublin, the Police Department, the Library and the San Ramon Women’s Club, among others. A very big part of what we do is to treat this as a business. The students and I map out the cost of materials and determine what we will charge. While we are not a commercial enterprise, the students need to understand how to build in a small profit margin. In return, we have been able to purchase every bowl, measuring cup and ingredient bin. Our program is sustainable and we’ve done it by being smart. My students can tell you how much to costs to bake a batch of cookies.”

Marcos Castro always had an affinity for cooking. He remarked that while watching food programs as a youth that he could easily replicate what was being demonstrated. As a young teen, he and his mother relocated from Point Loma in San Diego to Dublin. Upon his arrival, Marcos enrolled as a 7th grader at Wells Middle School and then promoted up to DHS. As they are both very close, Mr. Castro wanted to do something special for his mother’s birthday by baking a cake. Of course, the surprise would be ruined if he attempted this at home. On a flyer, he approached Ms. Lawson to inquire if he could utilize the school facilities. She obliged. But what struck Jackie was not only this moment of sweetness, but also his ingenuity to find another solution. Subsequently, she encouraged Marcos to enroll in the culinary program. Ordinarily, this enrollment would require the completion of Foods 1-2 and/or a recommendation by teacher Nicole Slavec. They easily crossed this barrier and off they went. OneDublin.org’s conversation with Marcos continues.

OneDublin.org: What started out as a small dabbling in the culinary program has turned into so much more. Please explain.

Marcos Castro: “I continued with Catering as a sophomore and then have participated in Advanced Catering as a Junior and Senior. I have also served as a Teaching Assistant to support my fellow students.”

OneDublin.org: Admittance into a renowned institution like CIA requires additional work experience in a commercial setting. How have you gained this?

Castro: “It’s been great and I’ve had many experiences. I worked a summer at Castlewood Golf & Country Club. I’ve also taught at the cooking school at Draeger’s Market in Blackhawk.”

OneDublin.org: Once you committed yourself to pursuing this profession, what schools were you considering and how was the application process?

Castro: “I had considered many options. Ms. Lawson opened my eyes to the Culinary Institute. At the same time, I looked at Johnson & Wales University and the program at Diablo Valley College (DVC). As we discussed, one of the prerequisites was six months in a professional kitchen – I had already fulfilled that. I also submitted a letter of recommendation along with my application that Ms. Lawson wrote on my behalf.”

OneDublin.org: Finally, how do you view this next chapter in your life and what would you like to do with it?

Castro: “I’m ready for a new life. I’m a little nervous about making new friends, but this is one of the greatest places that I could be. Perhaps I’ll be able to build my own catering business or restaurant – maybe even run a boutique hotel. Get ready New York – I’m coming!”

It simply began with a birthday cake for mom. This story will continue at one of the most prestigious culinary institutions in the world. OneDublin.org congratulates your accomplishment, Marcos. Your classroom mentor and school community support your dreams.

Dublin High School Culinary Arts Students in Action

Dublin High School Culinary Arts Students in Action

Dublin High School Culinary Arts Students in Action

Dublin High School Culinary Arts Students in Action

Dublin High School Culinary Arts Students in Action

New Dublin High School Culinary Arts Facilities

According to the UK-based news organization Sky News, a 2013 survey revealed that a majority of parents are confused by the methods schools use to teach mathematics. The poll results included responses from over 2,000 parents. Nearly one third of the respondents admitted that they lacked the confidence in their own numeracy skills to help their children with their primary school math homework. Furthermore, parents were asked to complete a test related to mathematics usually taught to their eight to twelve year-olds. Only 5% answered all ten questions correctly.

There can be many explanations for these results. Whether a parent is 30 years old or 50, it has been probably decades since they’ve been tasked with elementary school fractions, geometry and other mathematics concepts (here is a sample California Grade 5 Mathematics Standards Test). The convenience of utilizing a calculator or programs like Excel, have negated the need to do these tasks manually. However, younger students need to understand the rudiments of math in order to gain mastery to succeed in geometry, trigonometry or calculus.

“Studies have shown that if parents help their children with homework, they are more likely to succeed at school,” according to presenter Carol Vorderman. “It’s imperative that children are given the opportunity to learn math in a way that is fun, accessible and engaging, both at home and in the classroom.”

So, what does this mean in the Dublin Unified School District? At least at Dublin Elementary School, the administration and staff have taken a very proactive stance in terms of their student population. It’s a position that will give their students every possible way to achieve as they promote up to middle school. OneDublin.org was fortunate to meet with the “driver” of this initiative at Dublin Elementary School, Fifth Grade Teacher Ms. Krystal Shaw. A Family Math Night event was hosted at Dublin Elementary last Thursday evening.

Krystal was essential in making this event come together. She clearly has a passion for mathematics and was responsible for previous events at the former Nielsen Elementary School. Her primary motivation for moving this program forward was to share her love of math. More importantly, she wanted to help parents understand some of the new strategies that were being employed district-wide so that they could be equipped to help their children with their homework. While this evening was treated as a “trial run”, the hope is that this will become an ongoing program at Dublin Elementary, perhaps at other elementary schools, as well.

OneDublin.org: As this was the first family math night in recent memory at Dublin Elementary, what were your expectations for parental turnout?

Krystal Shaw: “I was just hoping that people would show up. I really wanted everyone who came to take away with them that math could be FUN! I was completely overwhelmed by the turnout. We had about 40 parents who sat through a two-hour parent academy learning about addition, subtraction, division and fractions. We also had over 80 students who participated in math activities.”

OneDublin.org: By offering a classroom setting for parents/guardians, what benefits were you hoping to convey to them?

Shaw: “We were in the classrooms for two reasons. #1: I needed the technology to teach these lessons. #2: It also gave the parents a feeling of a normal school day. They were able to see an authentic environment.”

OneDublin.org: As the State of California moves towards adopting Common Core Standards in the fall 2014, please explain how and why an event like math academy will make a material difference in the way that you and your colleagues approach teaching both Mathematics and ELA.

Shaw: “The common core brings a new set of standards to California. With this comes different ways of teaching. The strategies covered during the parent academy fall in line with the common core standards. These strategies teach multiple methods and a deeper level of understanding. These strategies are teaching number sense and math reasoning skills that go way beyond memorizing an algorithm.”

For another perspective on this story, we sought out feedback from Dublin Elementary School Principal Ms. Lauren McGovern.

OneDublin.org: As a site administrator, what were your goals/outcomes by hosting this event?

Lauren McGovern: “We wanted an opportunity for students to celebrate learning. Further, we wanted to promote problem-solving and critical thinking skills. Additionally, we wanted to demonstrate the California’s transition from state standards to the Common Core Standards in mathematics.

OneDublin.org: Many parents/guardians have a latent or an outward fear of mathematics. How is your program endeavoring to break down some of these fears or barriers for parents?

McGovern: “We wanted to provide multiple methods of problem solving and to also demonstrate classroom practices that will assist with homework. We also wanted to show methods for locating additional resources and information.

“We enjoyed the opportunity to visit with families and to celebrate the great learning and thinking at Dublin Elementary. Thanks to Ms. Shaw and to her team for running the evening. Our staff looks forward to organizing more of these activities in the future!”

Parents: Your child will succeed in mathematics – in no small part to your participation in Family Math Nights and other events, such as the one conducted at Dublin Elementary School. As Ms. Shaw stated, “Let’s make math fun!” OneDublin.org salutes teachers, such as Krystal Shaw, for making this a priority. For further information, please contact your respective Principals at www.dublinusd.org.

Dublin Elementary School Family Math Night

Dublin Elementary School Family Math Night

Dublin Elementary School Family Math Night

Dublin Elementary School Family Math Night

My First iPhone App

Coding. Computer Programming. Software Engineering. All three are forms of creative expression, digital poetry, a way of taking an idea and making it real. Unfortunately, coding is a foreign and scary concept for too many people – that’s a shame because coding lets you take control over an idea and make it real. Most valuable is that coding teaches you how to break down complex problems into smaller, simpler, solvable problems – a skill with broad applicability.

When a programmer “writes software” they truly are “writing”. Computer software is written using a variety of “languages”. As strange as it may seem, you enter a new world when programming a computer, smartphone, tablet or robot. Students with dreams of attending college already need to learn the basics of a foreign language; we need to expand on that requirement to include the language of computers.

My first experience with a computer, courtesy of my father, was weekend trips to the teletype terminals of a Boston College DEC mini-computer. My father, a professional musician by day and gadget lover by night, was dabbling in BASIC (an early computer programming language) to create a poker simulation. Computers, and by that I mean any gadget controlled by software or “code”, are helpless creatures. They are completely dependent on our direction. We are a long way from the sentient machines of Matrix.

While a lot has changed since my first experiences with computers – there has been an explosion of innovation in computer science and many more programming languages have emerged – the fundamental concept of breaking down problems and describing them in code has remained the same. I evolved from dabbling on a DEC-10 to receiving the gift of a lifetime, my first computer, an Apple II; that’s when the coding bug took hold. I rode my bike, played baseball, watched TV and coded. I coded a lot. Instead of playing games, I created games. It is a thrilling experience when you first get a computer to do something – even if that something is a simple as displaying “Hello, World” on the screen.

About a year ago I decided to dust off my coding skills (I was a software engineer for many years before moving to the business side of technology) and develop an iPhone app. The last time I’d coded was 1994, long before smartphones and when the computer language “C” ruled the day. While I had a head start on those that have never coded, I had a lot to learn and re-learn. But like riding a bike, everything I’d known, with some coaxing, came back to the surface.

Here is what I learned going from a rusty “C” programmer to a competent iPhone App developer:

1. Be realistic. I knew that developing an iPhone app wouldn’t be simple, so I broke a large problem into a series of smaller, more manageable challenges. After all, the time I spent working on my iPhone app was competing with family (priority #1) and work (priority #2). I approached the challenge knowing progress would be measured in months, not days.
2. Start from “Scratch”. If you have never coded before, start with MIT’s Scratch. Scratch is a terrific teaching tool for coding, for the beginning child or adult. Scratch is clever because you’ll learn the foundational concepts of coding without the techie jargon. The Khan Academy also has video courses covering programming basics.
3. You’ll need a Mac. If your end game is to develop an iPhone app, you’ll need a Mac. The easiest way to create iPhone applications is on a Mac using Apple’s Xcode development environment. Xcode provides everything you need in one place, including iPhone simulators (so you can test your app before messing with your real iPhone). You can use Xcode for everything that comes next.
4. Don’t skip “C”. “C” is a foundational computer programming language that is still used today and, in one form or another, makes possible much of the gadget wizardry we all take for granted. The iPhone speaks “Objective-C” which is a computer language based on “C”. If you are serious about creating an iPhone app, familiarity with “C” is critical. One of the best online resources available for learning to code is WibIt.net. WibIt.net has produced a series of entertaining to watch and easy to absorb instructional videos on coding. The folks behind WibIt.net are really savvy at focusing on what is important, and provide you lots of practice projects. Watch and work through their tutorials in this order if you’ve never coded before:
   • Introduction to Computer Programming
   • Programming in C
   • Also consider buying the definitive book on C – The C Programming Language
5. Orient yourself to Objects. “C” is foundational, but it’s just a stepping-stone to modern “object-oriented programming”. Just as the English language has evolved, so have computer programming languages. Object oriented programming concepts were developed to make it easier for programmers to share and re-use ideas. Object-oriented programming does come with a lot of jargon, which can be confusing, but at its core is a logical way of breaking down problems. WibIt.net has a terrific tutorial on this topic too: Introduction to Object-Oriented Programming.
6. Climb the summit to Objective-C. Everything up until now has been foundational. Objective-C is where you learn the computer language that drives the Mac, iPhone, iPod touch and iPad. Android and other gadgets use different languages, but most share similar characteristics. In the case of creating apps for Apple devices, the Objective-C language is an object-oriented descendent of the C programming language (other popular objective oriented programming languages include C++, C#, Java and more). Here are resources that helped me learn Objective-C, building on my existing C programming experience:
   • WiBit.net’s Programming in Objective-C

7. Apple Xcode

   Learn the Apple iOS environment. Part of the complexity of developing an iPhone app is that a lot of stuff has already been done for you. The army of developers at Apple have solved a bunch of problems for you – drawing images, detecting touches, swipes and other gestures on the screen, grabbing your location from GPS satellites, and so on. All of those basic capabilities are built into “iOS” – that’s Apple’s operating system or core software that runs the phone (and the iPad and iPod touch). Without iOS, you’d have a ton of programming to do just to have a dot appear on the screen. The challenge is that with all that built-in functionality, it can be a bit of work to find out how to use something that already exists. If you think something has already been done before, Google it – you’re probably right. Here are two really helpful books that have great examples and cover a lot of topics clearly:

   • Beginning iOS 6 Development
   • More iOS 6 Development
8. Choose projects that inspire you. You may have started this journey with an app in mind, or you may have been curious about coding. All of the resources above give you numerous code samples and projects to learn from – now it is time to create something new. Choose a project that inspires you because you will inevitably run into roadblocks and challenges – you’ll need an inspiring destination to get through the hard parts. In my case, I wanted a simple, one-click way of letting my family know when I’d arrived safely that included my current location. For example, the moment my plane lands and I’m allowed to use my phone I wanted a quick way to txt my location. That was the spark for creating Tap Notify, my first published iPhone app.
9. Open an Apple developer account. To create iPhone apps that you plan to publish, you’ll need to create an iPhone developer account (currently $99/year). With that account you’ll also get access to numerous developer tools, documents and invaluable sample applications.
   
10. Break down the problem. To code Tap Notify I needed to solve a series of problems. Here are some of them: how do I get the current location of the iPhone? How can I create a link to a Google Map image of the location? How can I make it easy for the user to send different canned messages with the location? How do I access the user’s address book? How do I tell the iPhone to send a txt msg? Each of these problems and a bunch more required research. In my current professional role leading a product management team, this process of breaking down the problem is the heart of the challenge; for a single developer it still makes sense to break down the problem before diving into coding. In many cases, and thanks to the community of coders, I was able to re-use the work of others (giving them recognition by including their legal terms in Tap Notify’s EULA – that’s the long Legal document you click-through when installing software). Stack Overflow is an excellent online resource when you get stuck with a programming problem.

11. Tap Notify Logo

    Create a cool design and logo. Since I wanted more than stick figure graphics, I knew I would need professional help. There are lots of options; I went with an online marketplace for graphic designers called 99 Designs. 99 Designs makes it easy to pitch a concept to a marketplace of designers who then compete for your business. Here is the design competition for Tap Notify that resulted in the graphics used in the published app.
    

12. Test your app. In addition to the iPhone simulators you get with Xcode, online resources like TestFlight make it easy to test your app with friends and colleagues, before the app goes live on Apple’s iTunes app store.
13. Meet Apple’s app criteria. After you’ve applied to be an Apple developer, read this page the covers App Store Review Guidelines. There are many reasons why your app can be rejected by Apple – carefully reviewing their criteria can help your app get approved the first time. In my case, after uploading Tap Notify for review it took a week before I heard the good news. As my family can attest, the Sunday afternoon when my app went live for all the world to see was very satisfying.

While writing code is a hobby for me now, the skills of coding, problem-solving and creating something new from a blank computer screen have proven invaluable in my personal and professional life. Coding is a learned skill, not an innate ability – anyone prepared to invest the time can learn to program.

If you are looking for a starting point for kids, check out the free resources available online: So Your Child Wants to Create Computer Games (and you’re not sure where to start) or if you have the financial means, consider LEGO’s Mindstorms programmable robot kit. Coding is in the spotlight right now – Code.org was founded to encourage schools to teach coding to all students. For an inspirational start to your coding journey, watch this video:

The subjects of bullying and cyber bullying on some of our younger citizens have made national headlines in recent years. Unfortunately, some of these negative activities have led to cases that have varied from detachment from school, depression, self-mutilation and most tragically, suicide.

These incidents do not discriminate – they cut across all ages, genders, races and geography. The classic definition of bullying is to use browbeating language or behavior. Whether on the schoolyard or in the workplace, this can generally be identified and be responded to. In a modern society, there is no justification for this type of behavior. But our current society now includes advanced technology and access that simply did not exist 20 or 30 years ago. Access to the Internet, the relative low cost of cellular phones and multiple social media platforms have transformed cyber bullying into a very complex realm.

In an effort to bring this subject to the forefront for students and families alike, the Dublin Unified School District (DUSD) will be hosting a panel discussion at the Dublin High School Student Union on Thursday, March 14 at 6:30 PM. This event will be the third and final installment in the discussion series titled Courageous Conversations.

In advance of this program, OneDublin.org reached out to one of the four panelists, Alameda County Assistant District Attorney, Teresa Drenick. Ms. Drenick completed her B.A in American Government at Georgetown University. Subsequently, she attained her J.D at UC Hastings College of the Law in San Francisco. She has been employed at the Alameda County District Attorney’s Office since 1991. In the last ten years, Teresa has spearheaded the Truancy program for the office. This responsibility has frequently crossed between both the juvenile and adult legal systems. Her participation in the presentation at Dublin High School is partially due to the fact that the Alameda County DA office supports an active Speakers Program. Scores of her attorney colleagues volunteer their time in community outreach and to support events, such as this event.

OneDublin.org: What has been your association with DUSD and why are you passionate about this topic?

Teresa Drenick: “I’ve worked with the Dublin Unified School District for about 10 years. One of the focal points has been on the matter of absenteeism. As an outgrowth of this ongoing work, my colleagues and I became aware of making the connection between a student staying away from school and the relation to them not feeling that it was a safe place. If a particular student was being teased or ostracized, a natural reaction would be to avoid that environment. This phenomenon occurs in virtually every community in the Bay Area.”

OneDublin.org: So, the advancements of technology have changed the very essence of how an individual or group may select to target a student. What changes have you seen in this area over the past decade?

Drenick: “The evolution over the past ten years has been like night and day. I pinpoint this to the accessibility, affordability and the speed of technology and communications. It is the ‘omnipresence’ of avenues to push one’s thoughts out onto the Internet. In order to maintain our pace with progress, we’ll have to continue to keep ourselves educated and aware as possible as technology changes and new platforms arise.”

OneDublin.org: For youths that are indicted for perpetrating cyber bullying, what are the consequences?

Drenick: “In the juvenile court system, the penalties have a very wide range. These adjudications are issued by a judge, not by a jury. The consequences can range from probation, to community service and up to incarceration. An offender can be assigned to regular check-ins with a probation officer. Lesser offenses can result in a misdemeanor charge. But a more threatening charge or extortion attempt can result in a felony designation.”

In order to understand the District’s role in forwarding communication out to the community, OneDublin.org visited with Ms. Tess Johnson, Coordinator of Student Services. Ms. Johnson has been responsible for leading the Wellness Committee for all K-12 education in DUSD. Under the umbrella of the District of Vision 20/20, Tess has led three initiatives under this directive which include: Social/Emotional Health, Physical Well-Being and Nutritional Guidelines. Passed into law, Assembly Bill 9 requires all California school districts to formalize protocols and procedures in order to uniformly address bullying complaints. Ms. Johnson regularly meets with colleagues at the County level to compare/contrast best practices. While the issue of bullying has been present for many years, there was an imminent need to formalize a response and process system to response to a complaint.

OneDublin.org: Why is the subject of addressing cyber bullying important for our students?

Tess Johnson: “Principally, it gets in the way of academic success. We needed to recognize that this is occurring and that we cannot hide from it. Further, with the passage of AB9, there are clear legal ramifications for anyone involved.”

OneDublin.org: Help our readers understand the primary categories of bullying or cyber bullying that are prevalent today.

Johnson: ”There are three areas that continue to be present. A) There is the obvious/overt bully that picks out a victim and perpetrates this behavior. This is often done publicly and can be witnessed by others. B) There may be a group of young people that are friends and may have grown up together. However, the dynamic within the group can change over time where the outward or online teasing of an individual can rise up. This teasing can be direct and/or can be a product of online expressions. The victim is obviously confused. But, this may become the evolving ‘culture’ of this particular group where teasing somehow becomes acceptable. C) The last category is the most insidious. If you think of the film ‘Mean Girls’, a popular group of students was led by one character. However, her character did not personally enact the attacks. Rather, she had her followers insinuate and initiate the negative activity. In this way, she became temporarily immune to being accused of calculating this bullying effort.”

OneDublin.org supports the concept of providing a public platform to discuss this subject and to provide subject-matter experts to share their views. The Courageous Conversations Part III event on Bullying and Cyber Bullying will be hosted at the Dublin High School Student Union on Thursday, March 14 from 6:30 – 8:00 PM. In addition to Ms. Drenick , she will be joined by Officer Chris Goulding of the Dublin Police Department, Theresa Young, Assistant Principal at Dublin High School and a representative of the Tri-Valley Haven. All DUSD families are encouraged to attend and to learn about this very important issue. Students of any age are also invited to attend if they are prepared to engage in this adult-level discussion.

Fallon Middle School 7th grader Gary Yang was recently notified by the National Geographic Society that he qualified to compete as a semifinalist in the 2013 California National Geographic Bee, sponsored by Google and Plum Creek. The 2013 California National Geographic Bee will be held in Sacramento at Cosumnes River College on Friday, April 5, 2013.

Gary Yang, “My interest in geography started back in the 5th grade at school in Tennessee. I had never been in a geography bee before, but when the time came, I realized that I was actually pretty good at naming places, countries, borders, bodies of water and whatever else. I started studying, memorizing facts, playing games, and ended up going to the state competition in Nashville. As a school representative, I placed just out of reach of the final round, but since then, the experience has taught me a lot about myself. Or how I could do better next time. A few times I’ve stumbled on an easy question, but I just have to learn to pick myself up, and sometimes, to calm myself down. I’ve learned that you don’t need to impress people by answering questions as fast as you can. In the end, your goal is to take the time to give your most accurate answer.

“When it comes to the competition, you need to focus. You give your best answer, and you try to think straight. There isn’t much need for cramming the night before. Try to relax, and make sure you don’t panic. If you think you might have heard something wrong, ask the moderator to repeat the question (just don’t ask too often- you only have 2 opportunities for a repeat).

“Geography is about memory. Just keep on studying, and you’ll go far. We learn from our mistakes. However, I still think that geography deserves to be a more important part of our education. If more kids were interested, then maybe we could send an even more qualified student (I try my best to be modest) to state next year, or the year after. According to Stephen Cunha, this year’s coordinator, two thousand schools competed for this year’s state bee. Only the top one hundred and nine students received a spot in the state contest, so if you get as far you should already have some confidence in your knowledge. Geography is a game. You just have to learn how to play it.”

This is the 25th anniversary of the Bee. Bees were held in schools with fourth through eighth-grade students throughout the state to determine each school’s Bee winner. School-level winners then took a qualifying test, which they submitted to the National Geographic Society. In each of the 50 states, as well as the District of Columbia, the Department of Defense Dependents Schools, and the U.S. territories, the National Geographic Society invited the students with the top 100 scores to compete at the state level.

The state winner will receive $100, the “Complete National Geographic on DVD,” and a trip to Washington, D.C., where he/she will represent Michigan in the national finals at National Geographic Society headquarters, May 20- 22, 2013.  The first-place national winner will receive a $25,000 college scholarship and lifetime membership in the Society. The national winner will also travel (along with one parent or guardian), all expenses paid, to the Galapagos Islands. The winner will experience geography firsthand through up-close encounters with the wildlife and landscape of Galapagos.

National Geographic Channel and Nat Geo Wild will air the final round of the 2013 National Geographic Bee, moderated by Alex Trebek, on Thursday May 23.

Dublin High School, Fallon Middle School, Wells Middle School, St. Raymond’s Catholic School and Valley Christian School all participated on behalf of their schools and the City of Dublin at the Alameda County Science and Engineering Fair last Saturday (March 9). Dublin High School led the way with more participants than any other school at the fair – over 60 Dublin High School students participated representing 37 different projects earning 4 first place, 1 second place, 5 third place, and 5 fourth place awards. Fallon Middle School also secured a first place award, and Wells Middle School and St. Raymond’s Catholic School also took home awards. More important than the awards, however, was the effort by all participants to apply the scientific method to real world problems. In all hundreds of students from schools across Alameda County participated in the event.

Dublin High School’s young scientists were also awarded two Best in Category awards, for “Helping Handicapped Kids Play Basketball” and “The Efficiency of a Spectrophotometer”. The students that created “Helping Handicapped Kids Play Basketball” earned partial funding to attend the California State Science Fair (CSSF) in Los Angeles later this year. Congratulations to these young scientists and the teachers that support their efforts.

Related articles:

• Science Fair Project Primer – ‘Tis the Season for the Scientific Method
• MythBusters Adam Savage and Kari Byron on the Art of Science and Experimentation
• UC Berkeley’s Madeline Girard on Becoming a Scientist and Researching Animal Behavior
• Harvey Mudd College President Maria Klawe on Women in Science, Math and Engineering
• Heather Knight and Social Robotics: The Intersection of Storytelling and Technology

Below is a complete list of entrants from Dublin’s middle and high schools and more pictures from the event:

Dublin High School Entrants

Dublin Middle School Entrants

Dublin High School Alameda County Science and Engineering Fair Project

Dublin High School Alameda County Science and Engineering Fair Project

Dublin High School Alameda County Science and Engineering Fair Project

Dublin High School Alameda County Science and Engineering Fair Project

Dublin High School Alameda County Science and Engineering Fair Project

Dublin High School Alameda County Science and Engineering Fair Project

The Dublin High School boys varsity basketball team has been making noise recently, reaching the semi-finals at the California State Championships before falling in an overtime thriller on Saturday in Sacramento. Much closer to home, Dublin Unified School District staff the Dublin High School Gaels Robotics Club helped to fulfill the basketball dreams for scores of our students that reside in the Tri-Valley. Last Friday, a special collaboration between Special Olympics of Northern California and schools in the local area came together to conduct an interactive basketball tournament to specifically benefit students aged 11 – 22.

The celebration was held at Granada High School in Livermore. The participants included middle and high school students attending schools in Pleasanton, Livermore and Dublin, including those attending under the umbrella of Adaptive Physical Education (APE). APE is a physical education program which may be adaptive or modified to address the individualized needs of children and youth who have motor developmental delays. Under this definition, students receive assessments / specific instructions, individualized goals and benchmarks. This instruction is required by California State law, and is performed in a Least Restricted Environment (LRE). Adaptations are made to ensure that each student will experience success in a safe environment. Students that participate vary from individuals with minor developmental disabilities to those with profound handicaps. Regardless, the emphasis of APE is to facilitate participation of students with disabilities with typically developing peers in age-appropriate activities.

It was a sparkling morning in Livermore as a mass of students gathered in the Granada High School quad in advance of the first bell. While students scattered to their respective classrooms, we entered into the main gymnasium for the opening ceremonies. The bleachers were filled with students, staff members, families and friends. After a stirring rendition of the National Anthem by a Granada student and the Pledge of Allegiance, the Special Olympics Athlete’s Oath was cited:

“Let me win; but if I cannot win, let me be brave in the attempt.”

The participants were directed into each of the two Granada gyms and timing/court assignments were designated. What we witnessed was a myriad of athletic endeavors. On the main court, games were conducted by older students with scorekeeping and timing. In the adjoining smaller gym, dribbling and shooting drills were conducted. For those participating in wheelchairs, a special treat was already in place. With advanced planning, the Dublin High School Robotics Club rolled out their latest creation. After working for three months, the club designed and executed a device that would allow any athlete to participate. The mechanism employed high speed cylinders and an arced track that would propel a basketball towards the basket.

OneDublin.org visited with APE instructor, Eric Hamilton, to understand the impact of this event. Mr. Hamilton has been employed by DUSD since 2005 and has largely devoted his time to APE for the last five years. Eric attained his B.S. in Kinesiology from CSU East Bay and a Single Subject Teaching Credential in Physical Education from San Francisco State University.

OneDublin.org: How did this collaboration with Special Olympics and the Tri-Valley schools occur?

Eric Hamilton: “A teacher who had previously participated in the Schools Partnership Program in another district moved into DUSD and was interested in continuing that participation with her new class. DUSD administration attended the Bay Area Games competition and was very impressed with the program. An agreement was reached and a pilot program for soccer was formed in September 2012.”

OneDublin.org: How and why are you passionate about Adaptive Physical Education?

Hamilton: “I have always enjoyed Physical Education and think that it is an important part of a healthy lifestyle for anyone. Being an APE teacher allows me to work with all students and to help them reach their goals, no matter how big or small they may be. When they reach their goals or get excited about an activity or an accomplishment, their reaction/response makes it all worth it. My students bring a whole different perspective, their enthusiasm and energy is contagious.”

OneDublin.org: Help us understand the level of coordination that was involved in order to make this basketball event a reality.

Hamilton: “The events and our community have responded with enthusiasm and heartfelt cheer and support. For this particular event, special thanks go out to Brad Morisoli, and APE teacher in the Livermore Valley Joint Unified School District for his assistance. Also, to Cindy Chase, APE teacher in Pleasanton Unified School District, who assisted me in bringing our communities and districts together to celebrate the abilities of all of our students. This event was possible by grants from Special Olympics of Northern California and the Safeway Corporation.”

OneDublin.org: What feedback do you receive from the parents/families of the participating students?

Hamilton: “The feedback has been very positive. These events have allowed students to learn from each other and to see the true nature of sportsmanship, friendship and success. The measure of the success is demonstrated through the sense of achievement and participation that our special needs students received as a result of the leadership and support of the general education staff and peers.”

OneDublin.org: Please explain the circumstances for the DHS Robotics Club to contribute to this event.

Hamilton: “The Robotics Club has created two robots for each of our events so far (soccer and basketball). The second robot allowed students to push a button to shoot the basketball into the hoop. The teamwork between the students and the athletes has been invaluable to both. It has been exciting to watch and has been a model for other high schools and Special Olympics events in the area.”

The Tri-Valley’s version of “March Madness” came a bit early to Livermore last Friday. OneDublin.org would like to commend educators, like Eric Hamilton, for providing our special athletes a taste of the Olympic ideal.

Dublin High School Gaels Robots Basketball Throwing Machine for Special Olympics Event

Dublin High School Gaels Robots Basketball Throwing Machine for Special Olympics Event

Special Olympics of Northern California Event at Granada High School

Special Olympics of Northern California Event at Granada High School

Almost five years ago, Measure L, the parcel tax proposed in Dublin passed with an overwhelming 72% acceptance rate. A two-thirds majority of ballots cast were required to pass this into law. The Measure was designed to support high academic achievement in math, science, reading, writing, and technology; to attract and retain highly qualified teachers; maintain small class sizes; and to provide ongoing teacher training. Additionally an independent citizens’ oversight committee was committed to ensure that no monies for administrator salaries were earmarked here and that all dollars were to stay in our community to maintain a high quality education. What has occurred since that vote?

OneDublin.org explored and was pleased to report that tangible benefits are occurring. Specifically, the 2012/13 academic year has yielded a new Science coaching program that is currently benefitting all elementary schools across the District. The program is completing its first year and should provide positive benefits for all our primary students next year as they begin to matriculate into their respective middle schools. As an ancillary outcome, we uncovered a science program unique to Murray Elementary School that should inspire future scientists of all ages.

As a direct outcome of Measure L and their corresponding funds, the Dublin Unified School District contemplated many options. With the confluence of increasing academic achievement in all subjects and with the horizon of the movement towards Common Core Standards in 2014, a decision was made to capitalize upon this opportunity at the primary education level. Specifically, a District-led committee focused in on how science engagement could be enhanced across all grade levels. Traditionally, under the CST model, all California students have been measured under testing provided in the fifth, eight and tenth grades. While this has not changed, the measurement has. The evaluation of Science under Common Core Science has moved under the umbrella of English/Language/Arts. What does this mean? While scientific evaluation has not altered, it is the student’s ability to articulate a theorem that has moved to the forefront. In other words, it is not enough to identify a complete circuit, but to explain it, in plain English. Again, this is all being driven by the new state standards which will be implemented shortly in California.

OneDublin.org had the opportunity to visit Murray Elementary School to explore the innovations under a new program. Veteran 5th Grade Teacher Shellie Wilmott has been tasked with leading the initiative of developing a core competency science curriculum for all elementary schools. She has worked in concert with Science Coach, Judie Greenhouse.

OneDublin.org: Your current role is to not only to educate students, but to also “absorb” a portion of the teacher’s science load. Please help us understand your role.

Shellie Wilmott and Judie Greenhouse

Shellie Wilmott: “By virtue of this role, Judie and I are able to implement an active laboratory experience in fifth grade classrooms across the district. Additionally, we are constructing a core guide that can supplement their weekly curriculum. We supply the materials and the content. It’s been a great experience to move these students towards the expectations in ultimately fulfilling the Common Core Standards.”

OneDublin.org: Even if a student does not ultimately choose to pursue a future in the sciences, why should this subject be important to them?

Wilmott: “Regardless, it encourages students to think outside of the box. The skills attained are multi-dimensional: They are hands-on and force one to figure things out. It requires experimentation and for one to express oneself. It would apply to any type of career.”

OneDublin.org: What was the student’s response to the Pi Day held last week, on 3/14?

Wilmott: “The students definitely came in with more energy and excitement. Every class that experienced a 45-minute session left a new excitement about science. We employed some of our 5th grade students to serve as peer advisors to the younger students. They took it seriously and gained great benefits from this process.”

OneDublin.org: Lastly, how would you assess the success of this program?

Wilmott: “I think that most of the teachers are excited. We recognize that this has the potential to move beyond the subject of Science and can move into the ELA/Math model. But, I also feel that we’ve gained respect from our teaching peers and respective administrations. We’re not done, but we’ve accomplished a lot in a short time.”

Yes, the Murray students finished off their week with a slice of pie. Fifth grade teacher Denise Fisher should be commended for planning and executing much of Pi week. There were nine science stations awaiting all of their students during their respective sessions. OneDublin.org recognizes any and all that were responsible for making this event a scientific success!

Pi: (n) a transcendental number, fundamental to mathematics that is the ratio of the circumference of a circle to its diameter. Approximate value: 3.141592…

Murray Elementary School Pi Day Science Event

Murray Elementary School Pi Day Science Event

Murray Elementary School Pi Day Science Event

Murray Elementary School Pi Day Science Event

Murray Elementary School Pi Day Science Event

7th graders across Dublin are learning a special skill this year – adults hands-only CPR. Dublin Unified School District and school districts across the East Bay, in partnership with Alameda County, created the CPR 7 program to teach 7th graders and their family members a simple, life-saving skill. When your student comes home with the CPR 7 kit set aside 15 minutes to learn the skill your child learned in school, even if you have already taken CPR training in the past.

The Alameda County Emergency Medical Service is working to increase the bystander CPR rate from 28% to 60% in 3 years; participating in this program with your 7th grader will help achieve this goal. After participating in the 15-minute training your child will ask you to sign a form acknowledging your participation.

The CPR 7 kit includes a training DVD, a model for practicing adult hands-only CPR and additional material from the American Heart Association. According to the CPR 7 training material, the most common reason given for not performing CPR is a fear of harming the person in distress; you don’t need to be afraid to help – your 7th grader will guide you through the 15 minutes of training.

Fallon Middle School’s CJSF (California Junior Scholarship Federation) chapter, supported by advisors and Fallon teachers Lorrin Harris, Terri Sharbach and Kelly Zummo, welcomed over 200 students from across the Bay Area and beyond for the 2013 CSF / CJSF Central Coast Regional Conference.

The theme for the event was “Believe – Relieve – Achieve”. Fallon CJSF advisor Terri Sharbach, “CSF / CJSF is a wonderful organization of high-achieving students who want to make a difference in their community through volunteerism, tutoring, and enrichment activities. They are amazing kids. At this year’s conference we organized workshops on stress management, the use of technology, academic achievement and college preparation, and more.”

Lorrin Harris

The day long event include a keynote presentation, three workshop sessions in classrooms across the Fallon campus and the presentation of CSF / CJSF awards. Fallon teacher and CJSF advisor Lorrin Harris, “The students played a key role in generating ideas for the event, what is difficult for students, what challenges they facing, and how can we address those challenges and reduce stress. Technology and the need for good grades, are coming at us full force, where do we find that balance? The ideas for workshops and presenters all came from discussions with the students. The students also reached out to all of our presenters, to our corporate sponsors; the kids set up all that communication and they did a fantastic job.”

According to the CSF / CJSF website, “The California Scholarship Federation (CSF) emphasizes high standards of scholarship and community service for California high school students. Founded in 1921, the California Scholarship Federation is the oldest scholarship institution in the state of California.”

2013 CSF / CJSF Central Coast Regional Conference

2013 CSF / CJSF Central Coast Regional Conference Seymour Award Finalists

2013 CSF / CJSF Central Coast Regional Conference Improve through Improv Workshop

2013 CSF / CJSF Conference at Fallon Middle School iRobot Workshop

2013 CSF / CJSF Conference Session 1 Listings

2013 CSF / CJSF Conference Session 2 Listings

2013 CSF / CJSF Conference Session 3 Listings

This is a story about an entrepreneur who quit a stable, well-paying job and risked her life savings to pursue a passion. This is a story of an engineer using skills she acquired at Stanford University to create something new. And this is a story of a businesswoman who leveraged non-traditional funding sources, most notably Kickstarter, to raise the capital needed to launch a company. Meet Debbie Sterling, founder of GoldieBlox, a Bay Area startup launched in 2012 to create toys that inspire girls to pursue engineering.

Ms. Sterling generated nationwide media attention, from Time Magazine to Wired to Forbes, after raising over $285,000 on Kickstarter to fund GoldieBlox. There are more women than men in our country, yet according to the National Science Foundation barely 15% of engineering degrees are awarded to women. There are exceptions, including renowned Harvey Mudd College, where women are approaching an equal split of graduates, yet despite years of effort, the number of women seeking engineering degrees remains stubbornly low.

Debbie Sterling is on a social mission to change those statistics by  introducing a generation of girls to engineering. OneDublin.org recently spoke with Ms. Sterling about women in engineering, entrepreneurship and founding her company, GoldieBlox.

James Morehead: You recently spoke with middle school girls at the Expanding Your Horizons Science, Technology, Engineering and Math (STEM) event held at UC Berkeley. What message were you trying to convey?

Debbie Sterling: “The reason why I started GoldieBlox in the first place was because I am passionate about getting more girls and women into engineering. As I began researching the problem I identified that you have to hook girls when they are really young. As early as age four girls start identifying certain gender roles in occupations. The first toy that I’ve launched, which I hope will eventually be a huge brand covering a bunch of different ages, was designed for girls aged five through nine.

“When I was asked to speak at Expanding Your Horizons I realized I can also be a role model, and connect with girls outside the age range of GoldieBlox’s first toy. What I was hoping to do was demonstrate that an engineer can be a woman, and that you don’t need to be a genius; I think I’m a pretty accessible person. I was hoping that they could look at me and see themselves, see my passion for engineering, in the hope that it would spark something.”

Morehead: What was your spark to pursue engineering and apply to Stanford University?

Sterling: “There is one reason for it. I asked my math teacher in high school, she was one of my favorite teachers, to write my recommendation letter for Stanford. She asked what I was planning to major in so she could talk about it in the letter and I told her that I didn’t know. She asked if I’d thought about engineering and it threw me off because I thought engineering was a weird thing to suggest. I remember being embarrassed because I didn’t know what engineering was, I thought maybe it was a train driver [laughs], but I was too embarrassed to ask her so I just smiled and shrugged my shoulders. I forgot about that conversation until my freshman year in college when I still hadn’t decided what to major in, and her voice stuck in my head.

“It’s not that often that you have an adult that you really admire suggest something like what you should be when you grow up, so it sticks with you. Toward the end of my freshman year I took Mechanical Engineering 101, really fell in love with it, and declared mechanical engineering as my major. I never would have ended up in engineering if it weren’t for the suggestion of my math teacher that one day.”

Morehead: As you noted, a lot of people don’t get what engineering is really about. How has what you learned in college about engineering helped you in making GoldieBlox a reality?

Sterling: “Engineering has many different fields; the field of engineering that I studied in college was product design within the mechanical engineering department. I’ve applied everything that I learned in college in creating GoldieBlox. Everything from sketching out ideas, brainstorming tactics, collaborating in a multi-disciplinary way, bringing in experts from different fields to help think outside the box, learning how to use tools in a machine shop which I later used for prototyping, learning how to conduct user research, studying ergonomics to help designing for little fingers, using CAD (computer-aided design) systems to create 3D models on a computer, understanding the manufacturing process; literally everything I learned in college, I’ve applied.”

Morehead: You took a significant risk leaving a stable, well-paying job to invest your life-savings into starting GoldieBlox. How did you plan that leap into the unknown?

Sterling: “I remember the very moment when I had the idea for GoldieBlox. I was hanging out with a group of friends and we had a tradition called ‘Idea Brunch’ where we got together, made breakfast, and shared our latest ideas for an invention or project. In one of the sessions a girl friend who also studied mechanical engineering with me at Stanford mentioned LEGO for girls, because there aren’t enough female engineers. She said she’d played with her brother’s LEGO sets and that it helped her get interested in Engineering. The moment she said that it was like a lightening bolt for me. It was an epiphany moment: I knew I had discovered what I wanted to do with my life. Ever since that moment I become really obsessed with the idea: it’s all I thought about, all I talked about, all I wanted to do.

“I had a full-time job and started saving, knowing that eventually I was going to leave that job and create an engineering toy for girls, that it was my life’s calling. I created a plan for how to accomplish my dream: I drew a deadline on the calendar – ‘I will quit my job by this date.’ I decided to give the idea one year and made sure I had enough savings in my bank account so that I could go one year without making any money and wouldn’t be destitute. If by the end of one year nothing took off, if I couldn’t come up with a solution, if there was no traction, I could always go get another job.

“It didn’t feel like I was taking that huge of a risk, it felt like it was what I had to do. I was unhappy at my job, I didn’t want to be there, I only wanted to be working on this toy. I would be waiting for my bosses to go out on their lunch break so I could research toys online. I was spending most of my lunch breaks at Toys R Us and Target, walking around and watching people shop. On weekends I was asking my friends to let me babysit their kids. It wasn’t a huge risk or leap – I had to do it. It didn’t even feel like a choice.”

Morehead: In college I found engineering to be a very practical discipline, that at its core really teaches you how to solve problems. I was also told once that great ideas are a dime a dozen, that it’s how to execute on those ideas that makes the difference. Tell me about some of the unexpected, tough problems you solved to make GoldieBlox a reality.

Sterling: “I had created a working prototype using a peg board, thread spools and wooden dowels. It worked and it’s what I used to test the toy with hundreds of kids, and they really liked it. I was confident that I had a great idea and now had to turn the prototype into a real toy. I worked with an industrial designer to spec the toy and put it into a CAD system, and then worked with a factory to create a beautiful prototype. The real challenge is how you create parts that can be mass-produced, using injection-molded plastic. That step required very advanced engineering, far beyond what I had ever studied in school. In designing a mold for plastic parts you have to ensure that the plastic flows through evenly and in just the right way, and when the plastic cools it must set in a certain way.

“It’s not that hard to create a simple, one-piece toy, but I was creating a construction toy that requires perfect tolerances. The pieces must fit together perfectly, meaning the holes have to be accurate to 0.0001 mm; if you are off by just a tiny amount and have to make a change it takes the factory two weeks to adjust. On the GoldieBlox pegboard, the holes will cool at different rates which adds additional challenges in getting it just right. To make a long story short it is really hard to make a construction toy! There is a reason why LEGO is a category leader because they’ve had many years to perfect that little brick. That little LEGO brick is a piece of engineering genius.

“Going back and forth with the factory in China, which we had to do several times, was a really frustrating and lengthy process. I had to fly out to China twice and I was running out of time. I had promised I would deliver the toy in February and I felt that was more than enough time. I wasn’t expecting it was going to take so long to get the construction pieces working properly.”

Morehead: With your first GoldieBlox shipments, and all the attention you’ve received as a result of your successful Kickstarter project, you are at a tipping point where GoldieBlox is starting to become a real company. What new challenges you are facing?

Sterling: “I think we have an awesome business opportunity. Our two main competitors are LEGO Friends and MEGA BLOKS Barbie. What they’re showing is that construction toys for girls is a real category, which wasn’t the case two years ago. They are paving the way, but at the same time they have the same approach which is very traditional, gender-stereotypic: beauty parlor, pony stable stuff. GoldieBlox really stands out next to them which I think is great. We have a unique offering. If a girl likes playing with LEGO Friends we believe her parents will want her to have GoldieBlox too. And if LEGO Friends is too girly for their daughter, then GoldieBlox is perfect. I believe we have an attractive, unique, differentiated product to offer.

“I do believe that society is shifting away from ‘princess’ and that we’re just starting to see a princess backlash; I’m also seeing a lot of backlash against boy vs. girl toys, and a move towards gender neutral toys and gender-bending toys. We were just mentioned in Time Magazine so I feel like we’re making history. I think we’re on the crest of the wave.

“From a business standpoint what I’m dealing with right now is that building a toy company is very capital intensive. We have a lot of demand from stores around the world, but we have a brand new product – we just shipped a week ago – so my main priority right now is capturing as much feedback as we can to make the product as great as it can be. I’m also working on our financial projections, making sure we produce enough product this year to meet the demand, and raise enough money to produce the product so that we can grow the company in a responsible way.”

Morehead: Kickstarter has had several highly visible success stories, and yours is one of them. What was your experience leveraging Kickstarter to raise money for your idea?

Sterling: “I decided to use Kickstarter as a vehicle because I had already raised a friends and family ‘C’ round which enabled me to incorporate and start building some intellectual property. I wanted to find out if anyone but my parents thought that GoldieBlox was a good idea so Kickstarter was a way to put the idea of GoldieBlox out to the world and get feedback. I also wanted to know if a $30 price point was something people were willing to pay, and to see if this construction toy for girls was something people wanted. The alternate route, which is what young, fledgling toy companies had to do before Kickstarter, was to fund a minimum production run, go to Toy Fair and hope that stores would want to carry the product.

“For me, I was in a tricky position because up until that point I had met with stores and discovered there was this ‘industry secret’ that construction toys for girls don’t sell, and that companies that had tried in the past failed. I was really worried going in that the toy industry people wouldn’t be ready for the idea, but that by going through Kickstarter I could prove that people really wanted what GoldieBlox had to offer.”

Morehead: So the people funding GoldieBlox through Kickstarter were also your first customers.

Sterling: “Yes, the majority of our Kickstarter backers pre-ordered a toy.”

Morehead: With all the coverage and attention GoldieBlox has generated, and the nature of Silicon Valley, have you attracted a lot of interest from investors?

Sterling: “That’s exactly what I’m dealing with now. I’m so glad to have launched on Kickstarter, which generated tons of press and opened up distribution channels. There is a lot of promise and excitement around GoldieBlox so now I’m deciding who the right partners are; each decision about accepting a new investor or advisor or hiring a new employee is a critical choice at this point. I’m meeting a bunch of people to determine who aligns with my vision. A lot of people see a large financial opportunity, which there is, but this is really a social mission for me so I have to find people who also believe in the mission. I want people who can help me grow the brand in a responsible way, with integrity.”

Morehead: Do you have plans to take the GoldieBlox concept and create a smartphone or tablet app?

Sterling: “That is part of our strategy. We’re thinking about apps in the beginning as purely a brand-building and exposure vehicle, as a way to offer GoldieBlox for free to everybody; but in the future I’m really excited about investing a lot in that platform, in games and experiences, to teach software engineering. When we have created awesome educational and entertaining experiences I expect charging a fee so we can continue to invest.”

Morehead: What advice do you have for parents, students and educators?

Sterling: “I recommend boys and girls take at least one engineering course in their freshman year of college – I think it should be a requirement – because you never know. I think everyone should give engineering a try. Engineering gets a bad rap; I hated the idea of engineering until I actually tried it. If students can try engineering earlier they should, if those options are available. Since STEM has become such a huge initiative for the Obama administration there have been more after school programs, which provides great opportunities.

“I think we should change the word ‘engineering’ because it sounds so overly technical, boring and intimidating, something that is only for geniuses, and that just isn’t true. What engineering really teaches you is how to make stuff. You acquire the skills to invent anything. Engineering is probably one of the most empowering skill sets and I can’t think of anything more meaningful than taking an idea and making it real. Whether that is a computer program, or an app, or a website, or a toy, or solar panels, or whatever, engineers make all the things that we use in our everyday lives, the things that are advancing society, and that are making our world a better place. Engineering is an incredibly rewarding career path and it is also a lucrative career path – engineers make more money than other fields.

“Engineering is also an exciting, fun and creative career path. When I first heard of engineering I thought it was only math and science, and that didn’t appeal to me because I’m incredibly creative. I love writing and the Arts, so I thought if I ended up doing engineering that I would have to ignore my creative side, but that’s entirely untrue. Engineering is incredibly creative, and we need more creative engineers. We need engineers who understand people, because when you are building things, you are building things for people. I know that a lot of girls are incredibly intuitive, and social, and love being around people and understanding their needs, and I believe engineers that can do that are better engineers.

“We need more women in engineering. It’s a shame that so many things in our lives are built by engineers and half of our population is female, yet far less than half of engineers are women. I dream of when we finally have equal representation in the building of our world, and that when that happens the world will be a more fair and better place. We need both the male and female perspective working together, solving huge problems and building our future.”

Related articles:

• OneDublin.org’s Women in Science, Technology, Engineering and Science (STEM) Series
• UC Berkeley’s Madeline Girard on Becoming a Scientist and Researching Animal Behavior
• Harvey Mudd College President Maria Klawe on Women in Science, Math and Engineering
• Heather Knight and Social Robotics: The Intersection of Storytelling and Technology
• Becoming a Google Product Manager – Interview with Google’s Johanna Wright
• Kari Byron – Host of Head Rush, MythBusters – speaks with OneDublin.org
• The Poetry of Programming (How I Created my First iPhone App)

John Green Elementary School’s annual science fair inspired hundreds of student science fair projects, and brought the community together for an evening of math, science, technology and engineering (STEM) exploration. The event also provided an opportunity for the Dublin High School Gaels Robotics Club, UC Berkeley’s Astronomy Department and parent volunteers to show off their love of science while entertaining at the same time. Schools from across Dublin recently performed extremely well at the Alameda County Science and Engineering Fair, and Green Elementary’s event will likely help continue that trend.

• UC Berkeley’s Astronomy Department demonstrations included a solar telescope, an infrared camera and other cosmic fun activities.
• Dublin High School’s award-winning Gaels Robotics Club included members of the Space Cookies all-girls robotics team demonstrating a VEX Robot, along with the newly elected officers of the club. Dublin High Gaels Robotics recently won in statewide competition and is heading to world championship this spring.
• Brian Fogel and Garrett Fogel hosted a  fun math, science and physics activity station .
• Green parent Mark Berschens entertained with R2B5, the “brother” of R2D2 from Star Wars. Mr. Berschens shared with students how he built the robot.

• Dublin Schools Win Awards at the Alameda County Science and Engineering Fair
• GoldieBlox Founder Debbie Sterling’s Social Mission to Inspire More Female Engineers
• UC Berkeley’s Madeline Girard on Becoming a Scientist and Researching Animal Behavior
• Harvey Mudd College President Maria Klawe on Women in Science, Math and Engineering
• Heather Knight and Social Robotics: The Intersection of Storytelling and Technology

UC Berkeley Astronomy Department Demonstration

Dublin High School Gaels Robotics Club Volunteers with Science Fair Organizers

Star Wars Robot Creator (L) with Principal Keith Nomura and Volunteers

John Green Elementary School Science Fair Projects

Dublin High School VEX Robot vs Star Wars Robot

Fun with Math and Science Demonstration