 A half dozen Milpitas Unified School District students were among the 2020 honorees at Assemblymember Kansen Chu’s 6th Annual Community Heroes Awards for their service and dedication to the local community.
Nima Bhavansikar, Nyla Choates, Chloe Wang, Amy Stanley, Rachel Wu and Amy Zheng exemplified MUSD’s Culture of WE in their humanitarian efforts. They received their recognitions during a drive-through ceremony held outside the San Jose City College-Milpitas Extension. “Throughout all the unfortunate events, it has been inspiring and heartwarming to witness members in our community work together to help those in need,” Assemblymember Chu said. “These heroes were nominated and picked by the people living in our community for their acts of kindness.” Bhavansikar, a sixth-grade student at Alexander Rose Elementary School, started a fund to support the Milpitas Food Pantry through her Shirts for Smiles endeavor. She designed shirts with all proceeds benefiting the pantry. In addition, she teaches kindergarteners and first graders in the Brain Builders Program. Nyla Choates, a senior at Milpitas High School, founded the nonprofit My Roots are Rich, which works to show all people the culture and historical achievements of African Americans. The MHS Black Student Union President was the lead organizer of the Black Lives Matter demonstration in Milpitas earlier this year. Amy Stanley, a MUSD Student Board Representative, founded ProjectMaskify, a youth-led movement that has made and donated more than 4,000 masks to frontline workers in the local community. The MHS student leader is President of the MHS STEMgirls organization that has helped inspire more than 150 Bay Area students through STEM education. Chloe Wang, a MHS alumna, shares her passion for STEM and business with younger students, while also teaching classes in entrepreneurship, technology and robotics. During the COVID-19 crisis, Wang organized donations of Personal Protective Equipment (PPE) to hospitals to protect frontline workers. Rachel Wu, MHS student leader with the Milpitas Debate Program, organized a free public speaking program for 400 elementary and middle school students. During the pandemic, she offered free online classes in public speaking. Amy Zheng, also a student leader at MHS, offered free online learning services for Milpitas students as a mathematics tutor in addition to teaching classes in drawing, origami, and cooking. In addition, she volunteers regularly to clean up at Augustine Park in Milpitas.  MUSD provides hotspots, Chromebooks to improve connectivity for most vulnerable students
A COVID-19 Education Partnership Grant, through the Silicon Valley Community Foundation, continues to impact the lives of many Milpitas Unified School District students in different ways from providing wifi hotspots and Chromebook laptops to enhancing online instruction to purchasing gift cards for everyday essentials. Up in the hills next to Felter Road, MUSD’s Tech Team of Director Chin Song and Network Manager Thao Xiong provided a reliable connection, as well as devices, for three students who were unable to log-in for their classes. “We initially tested with a hotspot, followed with a directional antenna to find a better signal strength, then finally settling with a higher-powered cellular modem to optimize the signal around the hills,” Song explained. “It provided a stable connection for the students to complete their learning.” MUSD has provided more than 200 hotspots to families since March. Earlier this month, Secondary Community Liaison Norma Morales and Board of Education President Hon Lien hand-delivered wifi hotspots to a pair of Milpitas Unified School District families in need of internet access for distance learning. Both MUSD families resided in multiple-family, shared dwellings while experiencing economic hardships and added stress due to job loss amid the pandemic. This forced them to prioritize their financial needs, with internet access not at the top of that list. When students in these families began to log-in for classes with less frequency, Morales sprung into action and reached out to them to see how the district could help. One student, a Guatemalan refugee whose first language is a Mayan dialect called K'iche', was having trouble following online instruction, consistently accessing the internet, and changed his home address. After unsuccessful phone calls and home visits, Morales was able to make contact and, on October 10, brought the student a wifi hotspot to use with his MUSD-issued Chromebook. She also included gift cards and information about utilizing the Milpitas Food Pantry. “I was so glad we were able to help him out,” said Morales, who one day earlier delivered a hotspot to the other MUSD family struggling with finances and consistent internet access. “Any little bit counts. It can make a big difference in their lives.”  Milpitas Adult Education alumna Hande Omercikoglu Tuncer, a native of Turkey who immigrated to the United States in 2014, recently earned the CalWORKs 30th Anniversary Client Achievement Award for her efforts to elevate herself and her family toward self-sufficiency.
Tuncer, a mother of two who could not speak English when she arrived, studied to acquire the second language and eventually was referred to MAE for the English as a Second Language Program in August 2019. “I made a decision to improve my English as much as possible and find a job,” said Tuncer, who developed into a class leader and recorded perfect attendance while at MAE. “After I studied for a couple of months, my self-confidence improved much more than I expected.” Soon Tuncer was referred to Paid-Work Experience (PWEX) with Santa Clara County, where her “supervisor and teammates were impressed with her work ethic, cheerful personality, and professionalism,” according to her CalWORKS awards application. Five days a week, Tuncer continued taking ESL classes in the mornings while working at PWEX in the afternoons. In February 2020, Tuncer was hired as a full-time Office Specialist for PWEX. At the Oct. 13 meeting, Superintendent Cheryl Jordan and the MUSD Board of Education honored Tuncer, who was joined by MAE Principal Giuliana Brahim, Assistant Principal Aven Magana and CalWORKS site representative Minh Nguyen. “You are an inspiration to all of us,” said Principal Brahim of Tuncer. Nguyen, who would come once a week to meet with Tuncer and MAE staff, added: “She felt immediately welcome when she started her ESL class. I just appreciate the team effort of Milpitas Adult Ed that has enabled all of us to reach out and help our students achieve their goals.” Robson Homes donates $200k to MUSD, offers unique housing opportunity to district employees10/6/2020
 From left, Robson Homes President Mark Robson, MUSD Board Clerk Kelly Yip-Chuan, Board President Hon Lien, and Superintendent Cheryl Jordan at the September 25 ground breaking for Finch Hollow Homes.  A September 25 groundbreaking for Finch Hollow Homes at the corner of N. Park Victoria Drive and Creed Street meant so much more to the MUSD community than turning dirt for another housing development.
As part of the ceremony, Mark Robson, President of Robson Homes, presented Superintendent Cheryl Jordan, Board President Hon Lien, Board Vice President Chris Norwood, and Board Clerk Kelly Yip-Chuan with a $200,000 check to support MUSD learners in MUSD EducatEveryWhere with digital devices and hotspots. “When we first met Mark, he expressed a desire to support our learners in unique ways,” Jordan said. “Robson Homes is a company that cares about our school community. It stands out as a leader that other developers can follow for going above and beyond.” Robson Homes plans to build 38 new homes, including four smaller Below-Market Rate units, along with 10 Accessory Dwelling Units, better known as granny units. “For each of those homes with AUDs, Robson will connect new home buyers with MUSD team members in order to provide opportunities for renting the auxiliary units,” Jordan added.  For the Zamudio family of four, each school day is like clockwork.
Jesus “Chuy” Zamudio, a Physical Education teacher at Milpitas High School, is the first to wake up at 6:10 a.m. He heads downstairs, has a quick breakfast, and sets up his equipment for a zero period class. “It’s like my own studio,” explained Chuy, who claims the living room area as his teaching domain. “I have to set up my mats and weights. I also have my tripod for my camera and make sure my HDMI cord is plugged in, and I’m ready to go.” Chuy, who is in his 19th year with Milpitas Unified School District, uses the P90X exercise program, with his own modifications, to give his students a good workout each class period. He instructs for four periods per day. “Everyone is on. They are working. It’s phenomenal to see,” said Chuy, who averages about 45 students per class period. “Everyone is working out. The only time they are not working out is when they’re not there, and that rarely happens. The kids in Milpitas are just phenomenal.” While Chuy is leading his zero period workout, his daughter Julia, a third grader at Pomeroy Elementary School, and son Lucas, a fifth grader also at Pomeroy, make their way into the kitchen for breakfast at around 7:45 a.m. “They like to come down and see me at work,” said Chuy. “We make it work.” Meanwhile, Katy Zamudio, a mathematics teacher at Thomas Russell Middle School, is in her home office preparing for her first period class in the MUSD Educate EveryWhere 2.0 distance learning model. “It’s been going well. Like every family, we are making it work. I have to put on my mom hat at the same time as I put on my teacher hat,” said the 20th year educator, who has incorporated four workstations in their home for each family member. “Chuy is downstairs; I’m in my office; the kids are in their rooms; and we’re all doing our thing.” The Zamudios agree that they would prefer being on their respective campuses (all on the same Escuela Parkway) for in-person instruction. They crave social interactions with colleagues and classmates. However, they all know distance learning and MUSD’s Phasing-In Plan for 2020-21 is the safest method for staff, students, and families. “Sometimes it’s hard, but it’s working out,” said Julia, whose favorite subject is math (just like what mom teaches). “I can hear my dad downstairs. He’s loud.” Lucas echoed his younger sister’s sentiments, and added that he “likes that my teacher explains everything” as well as how they use breakout rooms to discuss topics before returning to whole class instruction. Throughout the school day, Chuy and Katy help their own children with their classwork in between teaching their students. “I know that everyone is doing the best they can under the circumstances,” Chuy said. “Our kids in Milpitas are resilient. To come back this fall and start back up in distance learning and show up says a lot about what our kids are like here in Milpitas.” With MUSD EducatEveryWhere, the Zamudios are certainly making it happen simultaneously for their students and their children in our Culture of WE. Community-Based Organizations make matches with MUSD schools during first of its kind virtual event9/30/2020
 After hearing Thomas Russell Middle School Principal Sean Anglon’s wish to install four water-bottle filling stations for his students, Rotary Club of Milpitas President Hon Lien immediately relayed the information to her fellow Rotarians.
The very same week, the local Rotary Club agreed to donate $2,000 to TRMS to fund two water-bottle filling stations. “If we did not have the CBO event, we would not know what the specific needs are for schools in the district,” said Lien, who doubles as the Board of Education President for the Milpitas Unified School District among other community-based titles. Lien was one of a dozen representatives from different local and regional organizations to attend MUSD’s inaugural event, “A Perfect Partnership: Community-Based Organizations and MUSD,” which was held virtually on September 8, 2020. Participating CBOs included the Silicon Valley Education Foundation, the Nuñez Foundation, Milpitas Chamber of Commerce, Milpitas Community Education Endowment, Milpitas Lions Club, St. John the Baptist Ladies Guild, Milpitas Cares, Go Milpitas and more. “Through the CBO with the principals sharing their needs, we were able to fund this small project,” added Lien. “Rotarians are always looking for projects to help support the community, especially with students.” Principal Anglon, one of a dozen MUSD principals to help host the speed-match-style virtual Zoom event in which the CBOs rotated through breakout rooms learning about each school’s needs, was “ecstatic” when he heard the news. It had been a standing request from TRMS teachers for several years, according to Anglon. “During a typical school day, even though we have water fountains on campus, very few students would use them to drink or fill their water bottles. Instead, they would either purchase plastic water bottles, which are not good for our environment, or simply wait until break or lunch to get milk or buy a smoothie,” Anglon noted. “Ensuring proper hydration of our student body throughout the school day emerged as the main ‘ask’ for improving our campus environment for students.” The Milpitas Rotarians did not stop there, also donating $300 toward an outdoor stage project in the works at Mable Mattos Elementary School. According to Mattos Principal Jackie Vo-Felbinger, who teamed with her school’s Parent-Teacher Association (PTA) to co-lead their Zoom breakout room, they had “set a goal to raise funds to build an outdoor stage that can hold and support the entire school and will be used to promote student leadership and collaboration through the performing arts.” “We envision the outdoor stage as a platform for learning presentations and school celebrations, and become a focal point for the community,” Vo-Felbinger added. An innovation of Superintendent Cheryl Jordan, Board President Hon Lien, and Vice President Chris Norwood, the virtual event was developed to create new opportunities for MUSD to build relationships with potential Community-Based Organization partners. The 90-minute session’s goal, spurred by the impact of the Covid-19 pandemic, was “to ensure our teachers, caregivers and students have the best school year possible during these uncertain times,” Jordan explained. Norma Morales, the Latinx Community Liaison for Secondary Schools, likened the CBO event to “being a kid in a candy store,” with the community funders fulfilling the needs she presented to them. “Seeing all these amazing organizations willing and wanting to listen to us and just support us was wonderful,” said Morales, whose wish list included funds “to alleviate some of the financial hardship our most vulnerable families are going through right now due to the pandemic,” such as vouchers to pay for their utility bills and bus passes. “They listened to all of our requests. They were very excited.” Weller Elementary School Principal Deanna Sainten was just as excited to make her pitch to the CBO representatives. She prepared for the event by quickly gathering ideas from her staff about what was on their wishlist for Weller and categorizing them. “As I met with the different organizations, I asked them, ‘What (kind of) partnership are you looking for?,’” said Sainten, who made a match with the Nuñez Family organization on acquiring internet hotspots for families. Jill Nuñez, who wears many community organization hats as well including the Nuñez Foundation, said she “found the event very enjoyable” and even hoped for more time with each school leader to be able to make a connection. “I enjoyed hearing from the different schools and learning what each of their needs were,” added Mark Simmons, of Christ Community Church. “I was really impressed by all the principals.” School Linked Services Coordinator Nicole Steward enjoyed the event format, allowing her to talk with representatives from several organizations. “It was like being in a candy shop, only it was about funding for our students,” Steward said. “My request was funding for SEL (Social-Emotional Learning) kits that we can do for our kids so they can stay connected with each other and with us. We are really hoping some of our community funders will support the mental health needs and wellness of our students.” Ann Zeise, founder of gomilpitas.com and CBO event participant, posted the wishlists from each school principal on her website at https://gomilpitas.com/education/a-perfect-partnership-school-program-needs/.  Thomas Chen, 17, Milpitas High School What does being named a National Merit Scholar Semifinalist mean to you? Being named a National Merit semifinalist means that I scored high enough on the PSAT to be considered for this scholarship program, which I am honored to be a part of. It shows to universities that I have the critical thinking skills tested in this exam as well as the SAT, but is not a true representation of intelligence. What / Who motivates you to succeed at such a high level? I motivate myself to succeed at a high level in anything I do, in part because of a competitive drive, but it would not be possible without the support of my family and friends. What is your favorite subject in school, and why? I genuinely enjoy all my classes this year, but I usually prefer STEM courses, because problem solving and critical thinking are my strong suits. What college would you like to attend after graduating MHS, and why? I am applying to many UC's as well as private schools in-state and out-of-state, and would prefer to go to a school further from home to experience new things, but I am happy to attend any of the schools that take me. What does a Culture of WE mean to you? At MHS, my experience with a Culture of We has been extensive. From the consistent stream of different study groups, collaborating to help each other learn, to the different events hosted by our ASB, I definitely believe that collaboration and inclusivity are a big part of my experience at MHS. What do you need from MUSD this year? This year, I hope for MUSD to provide me with consistent communication during the ever-changing times, as well as for teachers to be a little more understanding due to the circumstances many students have to deal with.  BassimaFaith Chouman, 17, Milpitas High School What does being named a National Merit Scholar Semifinalist mean to you? Being named a National Merit Scholar Semifinalist, to me, is a reflection of my hard work, my mindset to put my best effort into everything that I do, and how far I've come in my academic career. I'm very proud of myself for achieving this title. What / Who motives you to succeed at such a high level? Living a successful life where I am not only able to provide for myself and my family, but also to people who live in war-torn or third-world countries and do not have the same opportunities as me, is what motivates me to succeed. What is your favorite subject in school, and why? My favorite subject in school is chemistry because you learn so many useful and interesting concepts and then apply what you learn in the lab. What college would you like to attend after graduating MHS, and why? After graduating MHS, I would like to attend Harvard University because they have a great chemistry program, and in the future, I am looking to pursue a career as a cosmetic chemist. What does a Culture of WE mean to you? A Culture of WE, to me, means an inclusive community that ensures equal opportunity and access to beneficial resources for everyone. What do you need from MUSD this year? I think that MUSD has already done a great job supporting their students and the community, especially given the current situation we are in of online schooling.  Lydia Wang, 17, Milpitas High School What does being named a National Merit Scholar Semifinalist mean to you? To me, being named a National Merit Scholar Semifinalist is a fulfilling honor to receive. I'm happy to see my best efforts being represented and as a semifinalist I hope to reflect MHS and its values in a positive way. What / Who motivates you to succeed at such a high level? I think what motivates me most is the fact that I have the most fun putting my best effort into things and seeing the results of my hard work click into place. Taking the PSAT was like another challenge for me to tackle and overcome. It might sound a little crazy, but the process was ultimately very rewarding and I'm glad to have received the opportunity to perform at my best. What is your favorite subject in school, and why? My favorite subject all around is probably biology! It's important in so many fascinating fields like technology, psychology and neuroscience. I feel like I am always hovering from one bio-related field to another, because they're all just that interesting. This year, I'm also particularly enjoying Music Theory and English. What college would you like to attend after graduating MHS, and why? I'm not completely decided yet, but I know that I'm interested in studying cognitive science/neuroscience after graduation. Cog-sci truly incorporates my interests in neuroscience, linguistics and computation, so it seems like a perfect fit for me! What does a Culture of WE mean to you? I think a Culture of WE means an open, collaborative environment that celebrates differences. MHS benefits the most from the diverse viewpoints of its student body, so building such a culture here should be an important goal. What do you need from MUSD this year? With school switching to a purely online format, I think it's been harder for many students to feel connected and engaged in school activities. It would be great to see MUSD developing more free mental health resources, or providing teachers and students with events and ideas that could promote a greater sense of community. More guidance for high school seniors in navigating through college apps and their final year of high school would also help people who are anxious about how those processes will be different this year.  Kapil Malladi, 17, Milpitas High School What does being named a National Merit Scholar Semifinalist mean to you? To me, being a semifinalist is an indication that my hard work and dedication to academics has paid off. It makes me confident that I will do well in college. What / Who motivates you to succeed at such a high level? I believe my parents, especially my mother, motivate me to succeed. They always push me to achieve, even when I am unsure of my abilities. What is your favorite subject in school, and why? My favorite subjects in school are math and physics because their structured nature helps me learn them better than other subjects. What college would you like to attend after graduating MHS, and why? I would like to attend UC Berkeley after graduating MHS because it has a strong computer science program and is close to home. What does a Culture of WE mean to you? To me, a Culture of WE emphasizes teamwork over individual effort. Success is best achieved as a team. What do you need from MUSD this year? MUSD has given me all the support that I need to succeed, especially with their fast response to COVID-19. I would like to thank Mr. Rojas, my teachers at MHS, and my counselor, Mr. Hernandez.  Matthew Song, 17, Milpitas High School
What does being named a National Merit Scholar Semifinalist mean to you? To me, it means that I somehow managed to make it into the top 1% of a lot of high school students out there. It's a pretty nice confidence boost! What / Who motivates you to succeed at such a high level? I have to give credit to my parents and my teachers. My parents value a good work ethic and trying your best no matter what, so from a young age, they encouraged me to be like that. My teachers helped me get here by giving me a great education, and some even taught me life lessons. What is your favorite subject in school, and why?My favorite subject has to be science. I love learning about how the world works on many different levels, from the universe down to the atoms and molecules that make us. What college would you like to attend after graduating MHS, and why?I'd like to attend Stanford University because it has a vibrant history, top scholars in their fields that I can work with, and it's in the heart of Silicon Valley. I also want to go out there and change the world for the better, and Stanford is one of the best places to do that. Oh, and it's close to home. What does a Culture of We mean to you? I personally found it interesting that you guys used "We" instead of "Us," but it does make sense. We are staff, students, parents, friends, and more. It is only together that we can go beyond and accomplish great things! What do you need from MUSD this year? So far, you guys have been doing a great job of supporting us, so keep it up! Although, more sleep would be nice.  By Rachel Wu MHS student This quarantine, I’ve spent an embarrassing amount of time online, searching for the perfect counsel to help me embark on a frightfully different school experience— one where I sit on my laptop for at least 6 hours a day and squint to see my smiling peers trapped in the little rectangles of our Zoom class meetings. Thankfully, I’ve combed through dozens of articles touting face masks and bath bombs to develop a practical guide to staying productive during distance learning. These suggestions will not only help you be a successful student, but a healthy one. 1) Let’s start with what is structured. The overarching effect of quarantine has manifested itself in a less structured day; we have independent work on Wednesdays, we don’t feel pressured to eat breakfast and get dressed before running out the door, and we’ve been entrusted with managing larger chunks of time in between classes thanks to our new block schedule. Start jotting down structured events such as classes, club meetings, and family events in a calendar or planner. In doing so, you’ll have a helpful visualization of where your unstructured time lies. I recommend using Google Calendar; it’s free, easy to navigate, and is compatible with school Gmail accounts. To further add structure to your day, make a note of your teachers’ office hours and do your best to come up with questions and insights to bring with you. By making a commitment to attending office hours, you’re holding yourself more accountable for your learning. 2) How to effectively utilize your unstructured time. The feared unstructured time, where 30 minutes can turn into hours scrolling through Instagram with a straight face. Now that you know where your unstructured time lies, it’s time to figure out how to fill it. Visit Google Classroom and start creating a task list based on your assignments and assessments for the week, either digitally on an app or physically in a planner or journal. Feel free to use a digital app, such as the Reminders app, to store tasks and reminders farther in the future so you don’t forget about them. Visit Google Calendar once again to block out periods of time to accomplish those tasks. Make sure to overestimate the time needed to complete your tasks so that you don’t end up severely overscheduling yourself. I’ve noticed that piling many more tasks than you can accomplish in a day leaves you feeling extremely disappointed and overwhelmed just seeing all those assignments longing to be crossed out in a task list. It just causes unnecessary and unfounded stress. Now that we’ve dealt with schoolwork and assignments, let’s talk about how to enjoy our leisure time. 3) How to have fun and be happy! Hint: mindfulness. Yes, there’s a trick to having fun. Ever wonder why sometimes sitting idly on your phone or Netflix leaves you feeling more tired and empty than when you started? Those activities are likely not interesting or fulfilling to you. I’ve made it a daily habit to write down things that made me happy today or things that I’m grateful for. This exercise is extremely important because it helped me identify which activities were most fulfilling to me and which accomplishments I am most proud of to keep myself motivated. For example, I noticed that painting and making clay sculptures consistently appeared in my daily “happiness entries,” and I’ve decided to pursue those activities further since they make me happy! Try it out. This year has been a wild one, and who knows if next year will be different. However, we’ve been afforded the opportunity of a less structured school experience, and we ought to take advantage of this unique situation to learn and grow. Let’s start the school year being productive and healthy together.  By Rajvee Patel MHS student With the extended amount of time we spend at home due to distance learning, staying productive and not losing the motivation to do work has become one of the largest struggles many students face. In an effort to combat demotivation and stress, I have put together a list of 10 tips you can use to stay productive this socially-distanced school year! 1) Write It Out Did you know that writing out a to-do list before you start working can help with stress management? Being able to clearly see the amount of tasks you have to complete can make life a lot easier. This is mainly because people tend to stress over tasks that are floating around in their minds. Writing down tasks allows you to pour your thoughts onto a physical piece of paper and when you look at it, you might even start to realize that you don’t have much to do. For some, writing in a bullet journal helps keep everything organized. However, you do not need a planner or a fancy bullet journal to put this method into practice. You can start off with something as simple as a piece of binder paper and work your way through from there. 2) The Pomodoro Technique This system can help you effectively manage your time when studying. Essentially, The Pomodoro Technique breaks your workday into manageable 25-minute periods with 5-minute breaks in between. You repeat this cycle for 4 times and then, you are allowed to take a longer 10 or 15-minute break. These breaks are referred to as “pomodoros”. Let’s say, for example, I have to accomplish a certain amount of tasks in one day. If I were to use The Pomodoro Technique, I would select one task and start a 25-minute timer. For those 25 minutes, I have to completely focus and finish as much of the task as possible with no interruptions. Once the timer goes off, I can take a 5-minute break. I repeat this cycle 3 more times and then, I can take a longer break if I want to. If I finish the task before the 4 repetitions are over, I can move on to a new task. 3) Reach Out During this time, many students can easily get lost during their classes and this leads to low motivation. If you don’t understand something, you are less likely to want to study that subject. The best way to solve this problem is to reach out to your peers or, even better, your teachers! Creating a study group with your friends or classmates is also a great way to get your questions answered. An advantage that comes with online learning is that you don’t have to meet anyone in person because you can send them an email or text. Students tend to shy away from asking important questions that can help them learn because they are afraid of being judged or just embarrassed. I promise you, the question you have is not going to be seen as “weird” or “dumb” because there are probably 20 other students who have the same question. You’ll be helping yourself and those around you by being the first one to ask. 4) Finish Tasks ASAP Due to distance learning, teachers have become more lenient with due dates. Rather than having homework due everyday, many teachers just have their students submit assignments towards the end of the week or even during the weekends. Although it may seem like a long time before a task is due, time flies. The best way to stay productive is to finish as many assignments as you can as soon as possible so you don’t have to do them last minute. Let’s say, for example, you have a task due on Friday and it was assigned to you on Monday. If the task requires a lot of work and you can’t finish it all in one day, spread the work throughout the week. Do one portion of the assignment on Tuesday and the other portion on Wednesday. Splitting up the work over a few days can make it more manageable and easier to finish. 5) Listen to Lofi Music The usefulness of this tip is based on what kind of music you like. Many students tend to listen to music while they work, but for some, it slows down their productivity. Personally, I have found that I get tasks done slower if I listen to music that has words in it. I recently discovered lofi music, which is a kind of study music that you can play in the background while you work. There are no words, just different calming beats. Listening to lofi music has helped boost my productivity because now, I can listen to motivating music and get work done twice as fast. There are thousands of playlists out there, all you have to do is search up “lofi music” and I guarantee that you will find plenty of results on platforms like YouTube. 6) Go Outside (But At Home) Staying indoors all the time can get pretty boring, and it’s not good for your mental and physical well being either. Stepping outside to take in some fresh (well, right now it’s smoky) air can really help clear your mind. You do not have to go far, and unnecessary travel is definitely not what I’m encouraging. Stepping outside can be something as simple as walking around in your backyard and smelling the flowers. You can also lay down a tarp or picnic blanket and watch the clouds. If you don’t have a backyard or porch, you can take a walk at your local park (with a mask on, of course). Either way, the main goal is to go outside your home and relax for a bit. You can do this during your 5-minute pomodoro breaks as well (refer to tip #2)! 7) Exercise We’ve all heard this and it goes hand in hand with the previous tip, but it is important to take care of your body. Especially during this time, many people find themselves gaining weight. There are many at-home workouts you can find on YouTube to keep yourself in shape. For some exercises, having a yoga mat or small weights is useful. For others, you don’t need anything. Sometimes, it can be helpful to put on some running shoes and go for a light jog or bike ride. 8) Healthy Meals A problem that many students face is overeating, and now that everyone is at home, you have access to more junk food than before. Although it is completely fine to eat unhealthy foods once in a while, they should definitely not become a part of your daily diet. There are many healthy, quick recipes you can find on Pinterest and YouTube. Personally, I like to eat fruit bowls or avocado toast when I’m looking for something that’s easy to make and delicious. There are also many healthy replacements for junk foods. For example, rather than reaching for the french fries, try out baked sweet potato fries. Spaghetti squash and spiralized zucchini are great replacements for pasta. Coconut water is a healthy alternative for sugary drinks and sodas. Last but not least, raw honey can replace white sugar in many meals too. 9) Call a Friend As mentioned before, mental health is an important aspect of productivity. After not seeing your friends for what feels like forever, you might start to feel lonely. You’re not alone. A great way to overcome this feeling is to FaceTime or call your friends. Just because you are stuck at home doesn’t mean you aren’t allowed to see your friends at all. Platforms like Houseparty and Zoom allow you to video call a group of friends at once, which can be useful if you want to catch up with multiple people. You can talk about your day, plans for the future, or just check up on each other! 10) Pick Up a New Hobby Picking up a new hobby to take away some of the stress you face from school work can greatly contribute to productivity. You don’t have to worry about mastering how to play the piano or paint a detailed portrait, just find something that makes you happy. Doing something that you find joy in is the most important and best way to reduce stress. It can be something as simple as doodling, baking, or teaching your dog tricks!  By Kathleen Huynh MHS student Distance learning is uncharted territory that none of us have much experience with. Since March, much of the student body has been plagued with a lack of motivation, technology induced migraines, and idleness. However, distance learning is not an unconquerable beast. With a little organization, effort, and commitment, you can fall in love with learning from home. 1) Time block. Sectioning off hours of your day to do work is an underrated tip. Put your plans into fruition; dedicate a chunk of your day to being productive. I highly recommend using Google Calendar to time block. We’ve all told ourselves that we’ll get around to working in 15 minutes, then 15 minutes becomes half an hour, and time gets away from us. Time blocking and physically scheduling your study sessions will help hold you accountable and boost productivity. A few guidelines: Two hour blocks are a good place to start. It’s enough time to get a lot of work done. Assign tasks to blocks. Not having a plan defeats the purpose of time blocking. You should know exactly what you want to get done in your study session. You can do this with Google Keep. 2) Limit distractions. Let’s face it. We’re all a little bit addicted to our phones and that’s okay. However, a single “ping” can ruin your focus. Do yourself a favor, silence your phone and keep it out of sight. A simple glance at your phone is equivalent to opening Pandora’s box. Practicing restraint takes a lot of effort but abandoning your phone won’t be the end of you. When you’re studying or doing homework, you want to be completely in the zone. The goal is to not get up for however long your study session is. That means going to the restroom, eating, and preparing all of your materials ahead of time. Getting up for any of these things will put you at risk of breaking your productivity streak. 3) Take breaks. Allowing yourself time to recharge is equally important as being productive. Sitting and staring at a screen for hours on end is straining on the eyes, mind, and body. Taking breaks every so often will help with endurance and longevity. I recommend having a technology-free break. Go on a walk, take a nap, or exercise. Whatever you do, give yourself some time off from staring into a screen. Distance learning is really what you make of it. If you’re strict with yourself and set expectations, you’d be surprised at what you can accomplish. Good luck!  By Evelyn Fu
MHS student During this pandemic, students change from in-person classes to distance learning. Although students have different opinions on how our lifestyle changed, one thing many students struggle with is staying productive. Staying productive varies from student to student, for example, some may feel more productive working at different times of day, or night. Others may like or dislike learning which, respectively, cause them to be motivated or unmotivated to do work. It may also be difficult for students to adjust to the new block schedule and to pay attention for two hours straight. Switching to distance learning is not easy, but here are a couple tips to stay productive: 1) Set realistic goals A key aspect to being productive is to stay motivated, and by setting unrealistic goals for yourself, you may become discouraged and give up. That is why it is crucial to set a goal that is challenging yet achievable. 2) Take a break Trying to finish all your work in one sitting may seem like the best way to be productive, but it actually makes you less productive. Time breaks to be around an hour and a half, then go back to work for another hour or two. If you sit at your table staring at your computer screen for, for example, five hours, you might become bored and take longer breaks. 3) Put down distractions As many say, technology is both a blessing and a curse. Technology makes life better, however students become distracted by social media apps, spending hours talking to their friends to watching TikTok clips. Add apps on your phone that limits screen time or use apps like Flora to motivate you to not look at your phone. (Grow some flowers!) 4) Organize your work According to the Eisenhower Matrix, you can sort your work by importance and urgency. Obviously you start with the homework that is due soon and important. Next plan out your next steps, if it is important but not urgent, find some other reasonable time to work on it. If it is not important but urgent, for example, a poster for teacher appreciation, make your sibling or parents help you do the minor details. If an assignment is both unimportant and isn’t due for awhile, determine the amount of points it’s worth in the gradebook and choose whether to spend a worthwhile amount of time on it.  More than 1,400 students in grades K-12 engaged in summer learning through MUSD’s 2020 Summer Bridge Program, despite the challenges presented by the COVID-19 pandemic.
“The additional instruction gave our students the extra time that they needed to develop and strengthen their math, reading and writing skills,” said Director Raquel Kusunoki. MUSD team members shared their summer successes, challenges, and experiences with the Board. At Rose Elementary, summer programs included Love4 Literacy, Kinder camp, First-grade Bridge and Second-grade Bridge, Early Literacy Reading Program, and English Language Development. “All of our teachers were very committed and very passionate about giving our students every opportunity to get back some of that learning lost during the pandemic,” said Summer Bridge Elementary administrator Lori Nuno. Kindergarten teacher Wendy Lundeen piloted a group of five students for in-person instruction for 75 minutes Monday through Thursday. “The students did a great job social distancing from one another, keeping masks or face shields on, and hand sanitizing," Lundeen said. "I felt like we got through a lot more learning and this group was very focused.” Principal Nichol Klein led the high school summer program that included credit recovery and English Learners. In all, MUSD served 768 students, with 28 summer graduates who joined Calaveras Hills grads for a special commencement at Excite Park in San Jose. “The majority of students did come out receiving their credits,” said Klein, nothing that they increased offerings for ELs this summer. “It was really a wonderful opportunity for our ELs to really take part in and dive deeply into rich English immersion.” Another successful program was the Extended School Year (ESY) Hybrid Pilot Program, which enrolled 15 high school students over the summer. It expanded from having one student come in once a week for a 45-minute, in-person instruction to two students coming for 75 minutes. “They were able to get a lot of instruction based on their IEP goals,” said Behavioral Intervention and Student Support Services Manager Surabhi Bains, who added that 160 students with special needs were served this summer. Board explores student opportunities under Project Stabilization and Construction Careers Agreement9/29/2020
 Board members, district leaders, school-contracted developers, construction career advocate groups, and school site representatives convened at a September 22 virtual study session to discuss career exploration and experience opportunities for MUSD learners in secondary and adult education programs.
Invited guests included Aaron Jobson, of Quattrocchi Kwok Architects (QKA); Bryan Rosevear, of XL Construction; David Bini and Frank Biehl, of Santa Clara & San Benito Counties Building Trades; Walter Etsay, of LPA Design Studios; Tony Mirenda and Brenda Childress, of S4CA; Louise Auerhahn, of Working Partnerships USA; and David Finn, of Blach Construction. With the passage of MUSD’s Measure AA in November 2018, the Board approved the Project Stabilization and Construction Careers Agreement (PSA), which outlines how work will be done in concert with labor trades. The PSA mandates a path for student internships and represents “a commitment by any contractor hired to do bond work in MUSD to spend dollars locally and to hire locally as much as possible to enhance the Milpitas economy,” according to staff report. Along with MUSD’s $284 million bond, Board Vice President Chris Norwood estimated that $14.7 billion in 2018 school bonds passed in the Bay Area. There are about 4,000 MUSD students who stand to benefit from a career pathway into construction, he stated. “It would be wonderful that in next 5-7 years that there is a population of MUSD kids, whether they have a college degree or not, who have the exposure and experience that they can partake in some of those dollars,” Norwood added. “That’s why we’re here.” Travis Kirk, MUSD’s bond consultant, explained that the intent of the PSA is "to expose at-risk and underrepresented groups to the trades through apprenticeships and internships." “This is a great opportunity to get these kids interested in the trades,” Kirk said. At the study session, the panelists discussed the progress that each party has made in meeting the objectives for career pathways and dollars spent in Milpitas. An objective was to establish how to provide at least 1,000 Milpitas learners ages 15 – 60+ years with 20 hours each of construction-based career experiences by June 2022. Some examples of this are career day, job fairs, internships, shadowing, and project-based learning units. The Board requested a follow-up report in about a month on progress made in developing internships for MUSD students. |
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The governing board of Milpitas Unified School District will hold a Public Hearing on Tuesday, June 28, 2022. Media ResourcesArchives
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