Chinese immigrant embraces change with new life in California
Change often brings about a sense of uncertainty .
“ You ’ ve grown up in a country and that is what you ’ ve known ,” Chinese Education Center Principal Victor Tam said . “ You know your family there , your extended family there , your friends there , your teachers there , the school there , the community there . And that ’ s been your life .”
Emily Tang liked her old life in China . Her parents described her as one of the top students in her class and a teacher ’ s dream .
“ She was a very good student ,” Emily ’ s father Jian Ming Tang said through a translator . “ And she was having good grades .”
But on May 22 , 2016 , Emily , along with her mother and brother , moved from Guangzhou , China to San Francisco to live with her father . It was a reunion of sorts for the Tang family , as Emily ’ s father spent years in the United States trying to secure citizenship for the rest of his family . The transition was tough on the entire family , especially Emily .
“ At the start , I didn ’ t even know an English word ,” Emily said . “ So I can ’ t finish homework . And I don ’ t know what the teacher ’ s saying . So I can ’ t learn anything .”
Emily ’ s parents enrolled her at the Chinese Education Center , an elementary school for newcomer immigrants .
“ I remember Emily the first few days , being very quiet ,” Tam said . “ Very reticent . Not too outgoing . And then , as she got more comfortable , her personality started to take shape .”
After one year at the Chinese Education Center , Emily transferred down the street to John Yehall Chin Elementary .
“ She ’ s a very fast learner ,” John Yehall Chin Elementary
Principal Allen Lee said . “ Though having gone through many learning challenges , she has persevered . And we could see the progress from when she first arrived to now .”
Emily ’ s mother credits the support system at both the Chinese Education Center and John Yehall Chin Elementary for her daughter ’ s rapid growth and success .
“ The teachers here at the school are very patient and also very encouraging ,” Weiu Xiu Qin said through a translator . “ Letting her know that sometimes it takes time . Just very patient and a lot of verbal encouragement to help her along the way . She ’ s learned so much English already in such a short time .”
That encouragement helped Emily find a sense of confidence in her new environment .
“ I feel like I learn so much stuff ,” Emily said . “ And I ’ m happy to be here because of course I have friends . And I can play around with them every day .”
Emily ’ s teacher , Jonathan Cheung , is hoping her work ethic and dedication will rub off on the rest of his students .
“ I ’ m continually impressed with her ,” Cheung said . “ Just how fast she grows . How fast she picks things up . How motivated she is to better herself . It ’ s an inspiring story .”
In less than two years , Emily has gone from a once-shy
August 13 , 2018 EDCAL 3
Although she misses China , Emily Tang has adapted well to living in this country .
young girl to a blossoming student who is quickly mastering the English language .
“ She found a way to shine here ,” Tam said . “ And that ’ s part of who she is .”
Perkins Act CTE reauthorization signed into law
In late July , the Senate approved the Strengthening Career and Technical Education for the 21st Century Act . The legislation moved quickly on a vote by the House of Representatives , and was ultimately signed by President Trump .
The legislation makes important , necessary updates to career and technical education to give workers and students the skills they need to find high-skill , high-wage or in-demand jobs .
The sticking points between the two houses were the accountability and improvement structures . The House ensured there would be technical assistance for meeting performance goals , while providing three years to meet those targets . Conversely , the Senate had requirements regarding continuous improvement which were more stringent . This was reconciled , allowing the bills to move forward with the House version . The main amendment from the Senate was to limit the Secretary of Education ’ s ability to approve plans .
It should be noted that the Perkins Act focuses on improving the academic and technical achievement of CTE students , strengthening the connections between secondary and postsecondary education and improving accountability .
Lamar Alexander ( R-Tenn .), chair of the Senate Committee on Health , Education , Labor and Pensions , issued a statement about the reauthorization .
“ At a time when our economy is booming , companies everywhere are in the market for skilled workers ,” Alexander said . “ The Perkins CTE Act funds the programs that help train those skilled workers – for example , a high school student wanting to become a computer coder , or an adult going back to school to learn about commercial construction .”
Perkins will afford states and local communities the opportunity to implement a vision for CTE that uniquely supports the range of educational needs of students – exploration through career preparation – and balances those student needs with the current and emerging needs of the economy .
The U . S . Chamber of Commerce , along with nearly 500 businesses and organizations from the National Association of Manufacturers , have voiced their support for bipartisan reauthorization of the Perkins CTE Act .
For any further questions , please call or email Adonai Mack at amack @ acsa . org or Jason Henderson at jhenderson @ acsa . org .
SPI urges support for student mental health legislation
Superintendent of Public Instruction Tom Torlakson urged educators , parents , school board members , community leaders and all residents to voice their support for state legislation that will improve mental health services for students .
Torlakson is putting a major focus on mental health awareness and treatment , suicide prevention , and school safety as the Legislature has reconvened for the final weeks of the 2017-18 session .
“ Students need to have good mental health to succeed in the classroom and in life ,” Torlakson said . “ Schools can help by creating a caring and supportive environment and by working to help identify mental health problems early so students can receive the treatment they need .”
Torlakson urged educators and the public to support the following bills to help our students by enhancing mental health care in schools .
• SB 972 by Senator Anthony Portantino , D-La Cañada Flintridge , requires public schools , private schools , and public and private institutions of higher education that issue pupil identification cards to include the telephone number for a suicide prevention hotline or the Crisis Text Line . ACSA has a Support position on this bill .
• SB 1019 by Senator Jim Beall , D-San Jose , requires the Mental Health Services Oversight and Accountability Commission to consult with the Superintendent of Public Instruction and create a grant program for school district mental health partnerships .
• AB 1436 by Assembly member Mark Levine , D-San Rafael , requires an applicant for license as a marriage and family therapist , educational psychologist , clinical social worker , or professional clinical counselor to show that he or she has completed a minimum of six hours of coursework or applied experience in suicide risk assessment and intervention .
• AB 2022 by Assembly member Kansen Chu , D-Milpitas , requires all schools to inform , at least twice a year , pupils and parents or guardians how to access available student mental health services on campus or in the community . The bill also allows counties to use funds from the Mental Health Services Act to provide grants to schools to develop and distribute the notifications .
• AB 2639 by Assembly member Marc Berman , D-Los Altos , requires schools that serve students in grades 7 through 12 to review policies on pupil suicide prevention every five years and update the policy , if necessary . AB 2639 also permits Local Educational Agencies to update the policy more frequently . ACSA has a support position on this bill .
Bills must pass before the Legislature adjourns on Aug . 31 . Gov . Brown then has 30 days to sign or veto any legislation . If you have any questions on these bills , please contact Legislative Advocate Cathy McBride at cmcbride @ acsa . org .
Data from the Center for Disease Control and Prevention revealing a significant increase in suicide rates has put a spotlight on this problem . Youth suicide is the second-leading cause of death for adolescents and young adults between the ages of 15 to 24 .
Torlakson has encouraged people in crisis to use the National Suicide Prevention Lifeline , by accessing https :// suicidepreventionlifeline . org or calling ( 800 ) 273-8255 . www . acsa . org
Have you changed jobs or schools recently ?
Let us know where we can reach you . Go to www . acsa . org and log into your Member Profile to update your info , or send it to us as memberservices @ acsa . org .
Carr Fire donations
ACSA has partnered with United Way Northern California to raise relief funds for victims of the Carr Fire in ACSA Region 1 ’ s Shasta County . The fires have burned more than 177,000 acres and is only 48 percent contained as of press time for EdCal . Many of our members , along with thousands of other residents , have been evacuated from their homes . Victims will need help long after the fires are no longer newsworthy .
ACSA has compiled a series of resources for communities or schools impacted by the wildfires , including a webinar and learning modules . These can be accessed at https :// content . acsa . org .
To donate go to the United Way of Northern California website at http :// bit . ly / acsafiredonation , or you can donate by texting CARRFIRE to 91999 .