(also located at http://alamedaclc.org/)

3 Governing Board meeting; 7:00 p.m.

5. Healthy Lunch

6 – 7 Ultimate Frisbee at Davis - Coed - High School

17 Senior Information Night and Potluck

23. Learner Led Conferences

25 Learner Led Conferences

26 – 27 EHS Drama: "12 Angry Jurors"

29. Staff Development Day; No School
30. Freedom from Chemical Dependency Program
31. Freedom from Chemical Dependency Program

1 – 2 Freedom from Chemical Dependency Program

2. Healthy Lunch

2 – 3 EHS Drama: "12 Angry Jurors"

5 Graduation Committee meeting: 7:00 p.m. at Sue Johnson’s house

7. Governing Board meeting; 7:00 p.m.

9. ½ Staff Development Day;

11. Macbeth Opera Field trip for English 2 HP; San Francisco; 4:00 – 9:00 p.m.

11 – 12 Ultimate Frisbee - Santa Cruz (Dark Meat- single gender)

12. Veteran’s Day; No School

13 – 14 Sixth Graders and Chemistry Learners – Canoeing/Marsh Restoration;

8:00 a.m. – 3:00 p.m.

21 – 23 Fall Recess

28. CCEF meeting; 6:00 p.m.

Welcome back to another school year! ACLC has gotten off to a great start this year and we’re very excited to welcome all the new members of our community, including our newest facilitator, Terry Toczynski. Terry joins us from Alameda High and brings a wealth of talents and expertise. She’ll be facilitating Spanish 1, Language Arts and Social Studies 6, Humanities Lab for grades 7-9, and a special martial arts P.E. section. We’re thrilled to have Terry on our team!

As usual, it’s taken us some time to get our schedule finalized (primarily due to coordinating our schedule with the EHS schedule and some complications in fitting the 7/8 learners into all their seminars), but we think we’ve worked out all the kinks. If learners have any remaining schedule difficulties, please come see us as soon as possible.

In addition to our regular seminars, we have some new courses this year. Spanish 1, of course, fills a longstanding need at ACLC and we’re looking forward to growing our foreign language program in the coming years. We’ve also added a hands-on art class for grades 8-12, which is a UC-approved course that meets the a-g requirement. In the seventh grade wheel, learners will now take a semester of Visual Communications and a new seminar in Environmental Studies with Syl. We’ve also expanded our support seminars in Language Arts and Math to provide extra help and additional skills building. We hope these seminars will provide learners with rich learning opportunities and help them explore ways to participate in the ACLC community.

Let’s make it a great year! - Lora Lewis

For this school year we had 243 applications and have accepted 66 new learners. (14 of them were siblings) We still have 156 learners on the waiting list including 75 sixth graders. (The normal entry point for our school) Every week we receive new applications. Clearly our model of education is in demand. Our current school population of 228 still has the small school characteristics needed for everyone to know each other and to have a democratic multiage community. To preserve the small school concept and attempt to serve the people of Alameda who want our educational model for their kids, and to better serve our current families with the program they want, the ACLC Governing Board has directed me to explore all possibilities for expanding our program in the Alameda community beginning with the 2008-09 school years. Looking for an expansion solution that includes an additional facility and makes financial sense will be a priority with me for the next few months. Other priorities will include a serious exploration of the possibility of having an ACLC Spanish program next year, completing the ACLC strategic plan, and various other tasks related to the fact that we are now our own corporation.

By the time you read this, you will have already attended the Mandatory Parent Meeting/Back to School Night. We hope that you found it informative. For those of you have pledged to financially support the school, we sincerely thank you. For those of you who have not yet pledged, we hope that you will in the near future contribute at a level that is appropriate for you. We really do need 100% parent participation if we are going to continue to provide the high quality program that we do in future years. – Paul Bentz

Most of you have heard by now that we had a terrific time at the annual Back to School Parent Night on September 19th. In addition to the terrific feast the Healthy Lunch Team put together (Thanks!!) and the good conversation among ourselves; we learned about the academic plans of the facilitators, the State of the School, testimonials from several folks, and how each of us can help in a very real way.

The CCEF (Creative Community Education Fund – the 501c3 fundraising entity for ACLC – announced our giving goal of $114,000 for this school year or $500 per learner. Over 80 of the 140 families represented pledged over $46,000, $13,500 of which were checks on the spot! That's a cash contribution average of $421 per family and a pledge average of over $650 each. How generous! How gratifying! Thank you all so much!

Packets recapping the night have been sent to 50+ families that did not attend. In the next week or so, we will get our lists pulled together of those we have not heard from – both 60+ attending and 50+ absent families – and give each of you a call in October. It is important for grant writing purposes and for the sustainability of the school that we reach every family and for each family to give as much as you can afford to help fund the enhancement programs of The Center and to commence to replenish our reserves.

In recent memory, we have had a 30% giving participation rate for $20-30,000 per year, which is less than 2% of ACLC's annual budget. This compares to 60-90% participation and 2-10% of the operation budget for all Charter Schools in California. As a result, we have been spending our reserves or savings in recent years. But no more. That is all behind us.

We are on a new path of commitment to The Center - the best Middle/High School in Alameda (read the stats, ask your kid) and the first Charter School in Alameda County to earn the coveted California Distinguished School honor. Some of our friends pay thousands a year for private school. Many of us intend to spend 10's of thousands for college. Let's all get in the game with a healthy 'ante' to ACLC this year to ensure a winning hand for our kids when then head off to life after ACLC. The Center's a unique place that is operating very efficiently and effectively on only 90% of what other California Schools get. Every dollar you give to the school helps enhance the education, learning, and sense of community and belonging that is so important in a child's teen years.

Thanks to all. Let's reach and exceed our goal!

President, CCEF 07-08

RogerBrady@SBCGlobal.net

Cell 415.350.9999

The Parent Action/Asset Committee (PAC) is the parent volunteer organization at ACLC. There are some activities which we have traditionally planned and organized, such as Healthy Lunch and the Graduation events, however we are also open to other activities and ideas to provide other community building opportunities. The PAC meetings will always be the last Wednesdays of the month at 7:00 p.m., generally following the CCEF meetings. Please join us.

Volunteer forms are still being organized. If you have not turned in your form, please give them to Juanita to be put into the PAC mailbox or feel free to contact me for a "word" version which can be sent electronically.- Vickie Miyashiro

Thanks to every one who has turned in box tops. I have already collected $40. There is a jar near the sign in sheets where you can turn in your box tops.

If you prefer, you can mail them to me at:

Iris DeMello

1544 Fourth Street

Alameda, CA 94501

It’s an easy way to support ACLC!

For those of you who have not signed up yet, here is the information about the program.

Since the Albertson store in Marina Village has switched over to a Lucky store, the Community Partners card is no longer effective. Lucky has a S.H.A.R.E. program. 3% of your grocery bill will be donated to ACLC through the S.H.A.R.E. program. You can request 1 or 2 cards per family.

Then once you have the card, you give the card to the cashier before he/she totals up your groceries. ACLC will receive a check from Lucky’s S.H.A.R.E. program on a monthly basis. You only have to sign up one time and then every time you shop, you will be contributing money to ACLC. The card(s) are good until your learner graduates. Staff can request cards which are good indefinitely.

Any one else who has not emailed me yet and would like to participate in the program, please email me with the following information:

first and last name of your learner

their graduation date

how many cards you need (you can get 1 or 2 cards per learner)

your address

v v v v Facilitator Class Messages v v v v

Math 6: This course will prepare learners for future Algebra courses. The contents of this course are many of the fundamental ideas and procedures necessary to be successful in subsequent mathematics courses and many careers. The course also meets the 6th grade California Mathematics Standards and beyond.

The course utilizes varied curriculum and activities including projects, problem solving, group and individual work that will serve learners of varied mathematical backgrounds and learning styles. The investigations, problems and practice exercises are designed to develop the students’ logical and mathematical reasoning skills. Many problems use the mathematics in situations like those encountered by learners in their daily lives.

In order to be successful in mathematics learners need to actively participate in their learning. This means that each learner must read and work all of the problems. Learners need to discuss mathematical concepts and the reasoning involved in the steps of their solutions. Learners will be working in study teams both inside and outside the classroom. It is critical that learners complete ALL of the assignments, including homework, to develop their individual skills. Equally important is that learners take accurate, complete notes and ask questions about any problem that they find confusing.

Science 6: Sixth grade science focuses on Earth Science. The sixth grade science is a hands on program where research questions lead to thorough reading, writing, problem solving and investigations. The course utilizes varied curriculum and activities including experimentation, field trips, projects, group and individual work that will serve students of varied learning styles. In our study of science this year we will utilize the bay and our local surroundings to better understand the sixth grade California science Standards.

In addition to mastering concepts, each learner will have the opportunity to create special team and individual projects. Planned projects include the Pinewood Derby which will be assigned before Thanksgiving break, the Science Fair Project which will be assigned before Winter Break, as well as Lego League which will be assigned in the Spring. These projects will allow learners to explore an area of personal interest and to allow learners to actively discover their own potential. Currently we are learning about ecosystems, food chains, etc. in preparation for studying the ecology of San Francisco Bay and our culminating canoe trip in November. (from Paul)

Physics CP/HP: We are off to a great start. We have the largest class of Physics learners ever at ACLC! With 20 learners in Honors Physics and 16 in College prep, Physics lab and activity days have been split for both sections. We spent the month of September learning the rules of mathematical manipulations that lay the foundation for the quantitative analysis of data. Now that learners have mastered applications with scientific notation and significant figures, we are ready to start our first classic lab: The Reconstruction of Galileo’s Gravity Experiment. (from Maafi)

Pre-algebra: Pre-algebra will prepare learners for future Algebra courses. The contents of this course are many of the fundamental ideas and procedures necessary to be successful in subsequent mathematics courses and many careers. The course also meets California Mathematics standards.

This course utilizes varied curriculum and activities including projects, problem solving, group and individual work that will serve learners of varied mathematical backgrounds and learning styles. The investigations, problems and practice exercises are designed to develop the students’ logical and mathematical reasoning skills. Many problems use the mathematics in situations like those encountered by learners in their daily lives. Additionally, learners practice computation and reasoning skills with concurrently assigned Accelerated Math objectives.

In order to be successful in mathematics students need to actively participate in their learning. This means that each learner must read and work all of the problems. Learners need to discuss mathematical concepts and the reasoning involved in the steps of their solutions. Learners will be working in study teams both inside and outside the classroom. It is critical that learners complete ALL of the assignments, including homework, to develop their individual skills. Equally important is that learners take accurate, complete notes and ask questions about any problem that they find confusing.

Bridges to Algebra: Bridges to Algebra meets every day 6th period. This course utilizes a combination of a varied curriculum and a computer component. Sixty percent of the time learners will be engaged with activities that include projects, problem solving, group and individual work. These activities will prepare learners for future Algebra courses. Forty percent of the time learners will be engaged in Carnegie Learning’s Cognitive Tutors program. This program will immerse and engage learners in mathematical problem solving. The software component allows learners to work at their own pace. The software presents curricula tailored to their individual skill levels. Learners will work in class twice a week on the Cognitive Tutor program. They may also work at home and in the center on this program.

There are two books that your learner is working out of. Both of these books learners write in. There is the larger Student Text (usually completed in class) and a smaller Student Assignments book (Usually assigned for homework). If you are interested in seeing how your learner is doing look at the table of contents of these books. I check to see if the problems are completed, and I mark a score in the table of contents. This score is based on completion only. For a more complete explanation of the grading policies please refer to the class syllabus your learner was given at the beginning of school. An additional copy of this syllabus will be handed out at back to school night. (from Patricia)

Algebra 2: Out with Carnegie, in with Saxon! Learners are singing the praises of our new text already. What we have noticed about the new text is the author incorporates geometry throughout each lesson. This is a wonderful thing since most of these learners will be taking the SAT’s soon. Usually learners have a gap of a year between studying geometry and taking the SAT’s, and a year with no geometry practice is not a good thing. The Saxon text addresses this issue very effectively. We have also kicked off a very relevant real estate project. A number of ACLC community parents and friends have offered to participate in learner led interviews and question session about the real estate industry. (from Maafi)

Math Lab: Math Lab is designed to provide additional math support. Learners are enrolled in Math Lab if they are below grade level in math, however any learner can attend who would like additional support in math. The goal of Math Lab is to bring the learner up to grade level in math. Math Lab meets Monday, Tuesday, Thursday and Friday, 2nd period, for one hour.

Learners are expected to work on the ALEKS program three hours a week. Your learner will be working on ALEKS both in math lab and outside math lab. This amount of extra time working in math is needed to help bring your learner up to grade level in math.

In addition to working on the ALEKS program in math lab, learners will be provided with help with the Math coursework. This help will include going over problems they didn’t understand from their daily homework, helping them to develop daily homework completion habits, and helping them study for their tests. Your learner will also be introduced to upcoming math concepts, giving them a preview of what is ahead.

It is my hope that your leaner will have a positive learning experience this year in math. I look forward to meeting with you soon, so I can get to know you and your child better. I will be in contact with you in the next couple of weeks. I would like to set up a meeting so we can plan together your child’s future success in mathematics. (from Patricia and Carrie)

Science 7/8: The science curriculum this year is based on a focus on life science. Our first unit is on the cell, its structure and function. The associated lab involves using a raw chicken egg from which the shell has been removed to demonstrate and discover the process of osmosis. We will extend out studies by applying the learned concepts in creating and understanding the effects of diabetes on water content in cells. (from Maafi)

Chemistry: Chemistry meets three times a week for a one hour lecture demonstration session or laboratory experience. Learners are busy learning the basics about atoms and how we know what we know about atoms. During their laboratory period they are currently busy with our molecular model kits, building models and learning about chemical bonding. During the rest of the week they are reading and writing about these subjects. This year we are excited about having our own science room, and look forward to having more chemistry lab activities.

All ACLC Chemistry Learners will be required to participate in this year’s ACLC Science Fair in late January. They may enter either with individual or team projects, and their science fair projects can be on any topic of their choice. Learners are expected to conduct long-term experiments this year, so they will be deciding on their projects and partners by mid-October.

Humanities 6: My focus this year in Language Arts is on the further development of learners' independent reading and writing skills. By "independent" I mean that learners will have opportunities to choose what to read and to decide what or how to write. I believe that we all write better when we care about what we're writing. The same goes for reading. With that choice comes responsibility, of course. Learners will have to really think about reading and writing in order to progress. I encourage such thinking by asking students to continually evaluate their own and their classmates' writing as well as the writing in the stories and books they read. The comments you will see from me on your learner's first-draft writing, for example, will usually be questions and suggestions rather than simple grammar corrections. (from Terry)

English Language Arts Strategies, 6th grade: We have begun the curriculum Vocabulary through Morphemes. The learners are adding to their knowledge of suffixes and how they change the meaning of words. (from Carrie)

English 7/8: We're in the middle of a unit on storytelling. We will soon begin reading our first novel of the year: The Outsiders by S.E. Hinton. (from Syl)

History 7/8: Learners are working in groups on a First Nations project. Each group will create a map, a model, a powerpoint presentation, and tell a story from a Native American tribe. (from Syl)

ELA Strategies 7/8 - This is a class for learners who have struggled in their regular English classes or on standardized tests. It is a support class, and since there are only eight students enrolled it is an invaluable opportunity for them. Learners must attend class once a week and they may attend two times if they -- or I -- feel that it is necessary. My goal for the students is that they complete and understand all the reading and written assignments from their other classes. I do not assign extra work and there will never be homework from me. However, in the class we will at times work on specific language skills that may help them with school work and testing. (from Terry)

Humanities 9: Humanities 9, which is a combination of English 9 and Current Life Issues, is off to a rollicking start! We are currently reading the John Steinbeck novel Of Mice and Men and will be finished reading this novel by the time you read this. We will be working on thematic graphics to get ready to write our first analytical essay of the year and we will be planning a spin-off project that involves putting George Milton on trial for the murder of Lennie Small (they are both characters in the book).

In terms of Current Life Issues, we just finished a PBS program about teen marketing called "Merchants of Cool." Learners will take some of the concepts from this documentary and plan, execute and present a project that deals with some aspect of teens and the media or marketing.

English 10-11:. We spent the first few weeks of school working on an assignment that asked learners to do close reading and analysis of the pledge of allegiance and we have recently started to read our first book of the year: The Narrative of the Life of Frederick Douglass. Assignments for this novel involve learners using sticky notes in their book and writing double entry analyses which focus on close reading. This book fits nicely with the work learners are doing with primary sources in Jake’s US History class.

Honors English 11: Learners recently wrote their first draft of an analytical essay comparing their two summer reading books: The Scarlet Letter and The Awakening. We will spend the next few weeks working with these essays and learning more about the technique of writing compare/contrast essays.

English 2 HP: After reading Arthur Miller’s The Crucible this summer, the class is now discussing the various political and social issues of the play. Next, we will read Macbeth in preparation for our trip to the SF Opera production of Shakespeare’s classic in November. (from Lora)

English 4: We’ve begun our study of transcendentalism with excerpts from Thoreau’s Walden and the poetry of Emily Dickinson and Walt Whitman. We’ll soon begin working on our first essay. Next up: Brave New World. (from Lora)

English 4 HP: These dedicated seniors worked tirelessly over the summer to read and reflect on the classic works Dickens’ A Tale of Two Cities and Edith Wharton’s Ethan Frome. We’re currently exploring the themes, characters and symbolism in these novels in preparation for our first essay. Our next work will be Shakespeare’s The Tempest. (from Lora)

Creative Writing: This may be the largest creative writing class ever! Our first assignments included a "list poem" of "things to do in…" and two pieces that use memories as inspiration. In the coming month, we’ll begin working on short stories. (from Lora)

Social Studies 6: In Social Studies we will study geography and examine the history of ancient peoples from Europe, Asia, and Africa. We will learn how these people developed different social, political, religious, and economic systems in order to meet their particular needs. The class activities will involve readings, projects, internet research, and experiential exercises to explore how ancient cultures were dependent on their geography and their own human resources. Early projects will include: doing cuneiform writing on clay and creating Egyptian "artifacts". The concepts that learners will explore this year include: early Humans and culture, the development of societies, the beginnings of Civilization in the Near East and Africa, the foundations of Western ideas, and West meets East. (from Terry)

U.S. History: Students in grades ten and eleven study the major turning points in American history in the twentieth century. Following a review of the nation's beginnings and the impact of the Enlightenment on U.S. democratic ideals, students build upon the tenth grade study of global industrialization to understand the emergence and impact of new technology and a corporate economy, including the social and cultural effects. They trace the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. Students consider the major social problems of our time and trace their causes in historical events. They learn that the United States has served as a model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries. Students understand that our rights under the U.S. Constitution are a precious inheritance that depends on an educated citizenry for their preservation and protection. (from Jacob)

American Government: Students in grade twelve pursue a deeper understanding of the institutions of American government. They compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents such as the Federalist Papers. These standards represent the culmination of civic literacy as students prepare to vote, participate in community activities, and assume the responsibilities of citizenship. (from Jacob)

Social Studies 6: In social studies we will study geography and examine the history of ancient peoples from Europe, Asia, and Africa. We will learn how these people developed different social, political, religious, and economic systems in order to meet their particular needs. The class activities will involve readings, projects, internet research, and experiential exercises to explore how ancient cultures were dependent on their geography and their own human resources. Early projects will include: doing cuneiform writing on clay and creating Egyptian "artifacts". The concepts that learners will explore this year include: early Humans and culture, the development of societies, the beginnings of Civilization in the Near East and Africa, the foundations of Western ideas, and West meets East. (from Terry)

Spanish 1: In my Spanish 1 classes, learners will be doing lots and lots of listening and speaking in Spanish during class, with most written work assigned outside class hours. We are following a college prep high-school Spanish curriculum, which can be very demanding. To keep it lighthearted, learners will play some games, make booklets, and perform skits. We will also sing songs in Spanish just about every week, including children's melodies, traditional songs, and popular music. Who knows? If I get up my nerve, we might even dance. This year, learners will be expected to master the present tense, the "going to" future, and to begin the past tense. They will also learn hundreds of vocabulary words, essential grammar, and useful idioms and expressions. Testing will be both written and oral. (from Terry)

Latin 9: Learners are working independently to complete unit 1 of Rosetta Stone Latin. In class, we’re discussing the origins of Latin and its influence on Western languages and exploring Latin root words in English. (from Lora)

Visual Communication - 7th grade Wheel: We have completed our first assignment which involved translating a line drawing into a digital image. Now, we are moving on to study shape and depth and will be creating a digital mask. (from Carrie)

Visual Communication – High School: Our first assignment explored how line defines space and volume and the difference between a hand-drawn image and the translation of that image into a digital format. We are moving on to look at how depth and space is created and will use a landscape format to create a digital collage that expresses physical space. (from Carrie)

Digital Music: We’ll be working on composing, recording, arranging, and mixing original music using Reason and ProTools software and Mac hardware. Advanced learners will be working on creating demo packages which will be shopped to record labels, magazines, and radio stations. (from David)

Art 1: Our first project was a linear sculpture. Learners were asked to design a sculpture using pattern and repetition and explore the way in which lines create both positive and negative space. Learners used craft toothpicks and glue to create a very wide variety of creative responses. We conducted our first critique and have moved into techniques of drawing beginning with a study of the structure of the human face. This week, the eye; next week, the nose! (from Carrie)

Learning to Learn: Learners are creating "maps" of where they have been, where they are, and where they want to go with their education. These maps include their "real" and "true" gifts that support them in their goals. (from Syl)

Environmental Education: We're learning about global warming, the carbon cycle, and our part (as humans) in the big picture. We are also gearing up for a center-wide recycling drive. (from Syl)

Theater Update: (from Fran)

"12 Angry Jurors" will play November 1, 2 & 3 at 7:30 p.m. in the EHS cafeteria. Cast includes ACLC learners Lazlo Steele and Melanie Falconer

"Angels in America" will play January 18, 19, 25 & 26 at 7 p.m. in the EHS cafeteria. Cast includes ACLC learners Kate Emberly, Cory Kahane, and Lazlo Steele.

Senior Information Night & Potluck: on October 17th (Wed). Seniors, juniors, and their parents are invited to a discussion of the college application process, critical deadlines, senior class social events, and much more. Keep your eyes open for a Listserv announcement with details.

Close-Up trip to Washington, DC: (from Fran)

Kevin Gorham (the AP Government teacher and athletic director at EHS) takes two groups of students to Washington DC each year as part of the Close Up Program. ACLC learners are invited to join the EHS group for an educational and memorable adventure!

NOTE 1: the price includes all expenses (flights, hotels, all ground transportation, all meals, all museum fees, a banquet and dance, security and nurse services). Chaperones are Mr. Gorham, Mr. Easterday, and Mr. Sonneman.

NOTE 2: Learners will miss a week of school and must complete a "Contracted Study" form, which you can get from Juanita. Each facilitator provides the learner’s assignments for the week and signs the form after the trip. The Lead Facilitator or Counselor, as well as the learner and a parent must sign the form.

Martial Arts: I earned my black belt in Cuong Nhu last January and am thrilled to introduce this eclectic martial art to ACLC. Cuong Nhu is a modern martial art developed in Vietnam. It is based on seven traditional styles, combining "hard" techniques like punching, kicking, and blocking, with "soft" techniques such as deflecting, redirecting, and rolling. You have probably heard of most of the styles that make up the Cuong Nhu repertoire: Karate, Judo, Aikido, Tai Chi Chuan, Wing Chun, Vovinam, and Boxing. Currently there are about 15 students in the class, and since it counts as P.E. credit I make sure there is sweating involved. Besides practicing basic techniques we play keep-away and tag type games and learn essential self-defense moves such as escapes from a grab or choke. I do not award belt ranks in the class. However, if learner should decide he or she really loves Cuong Nhu and wants to move up the ranks, we should talk about how to do that. In the future I hope to acquire some basic martial arts equipment and maybe even some mats. Then we could not only rock but also roll!

Below is the information that was passed out at the Ultimate Frisbee meeting on Thursday, September 13^th.

• All players must have a current UPA membership to participate in the program. You can do this at UPA.com.

• New Families should join aclcultimate group at yahoo groups to get information.

Middle School Scrimmages (dates TBD)

October 6 -7, Davis Coed High School

Late October Oregon, whole program

November 11-12, Santa Cruz (Dark Meat- single gender)

Winter Season (December-February) will have similar schedule and will be determined by November.

Middle School Scrimmages

No major Tournaments

Spring Season will have more practices and the focus will shift towards the high school competition.

Meatfest

State Championships

Westerns

Oregon State Championships

Discussion Topics:

Fundraising Event

Meatfest

States

Westerns

Apparel

Scheduling Problems

We are trying something new this year to spread the gospel of Ultimate. We are encouraging all community members to join a recreational ultimate league for all ages that will take place on Wednesday nights starting on October 3rd and run until November 3rd when we will have a one day mini tournament and celebration.

Parents and Learners, please consider joining and get to know the sport and your community. Pass on the word to any interested parties in our local community.

For registration information and more details. Read below.

Join the Alameda Ultimate League!

We are welcoming all ages. We want all middle schoolers, high schoolers, parents and local adults to join us in the first multi-age ultimate league in Alameda.

Members of the league will be placed on teams and will play games each Wednesday Night at the Encinal Football Field.

To join the league you must fill out the registration form below, include proof of valid UPA membership and send in a check for 30 dollars to ACLC Ultimate.

League details:

Games are time capped not score capped. (First round games finish at 7:55 and second round games end at 8:55.

Each team will have one experienced ACLC Ultimate player that will act as team captain.

Games are on smaller fields and will be played 4 v 4.

Players will be given a ranking which will be used to make teams evenly matched.

Name: ___________________Age: _______Gender: M F Height: __________

Do you want to be on the same team as a family member? YES NO.

If yes, then who? ___________________________

Fitness Level: Low (not in shape, but want to be!)

Medium (I can run around, but not very fast)

High (I play sports often, but I am not on a workout plan)

Advanced (I run/workout often.)

Skill Level: Low (I can’t really throw a disc.)

Medium (I can catch and throw a backhand.)

High (I am a fairly experienced ultimate player.)

Advanced (I have played competitive Ultimate for many years.)

v v v Meet the Facilitators v v v

Lora Lewis: This year I am facilitating English 4, English 4 HP, English 2 HP, Creative Writing and Latin 9. My amazing new learners have been a great reminder of how much I enjoy teaching.

After five years, ACLC remains a place that motivates and inspires me ever day. My past history includes teaching at Washington School, working as a freelance writer, and project development related to disability policy and adaptive technology. I have a M.A. in English and Creative Writing from Boston University, an undergraduate degree in English from Cal Berkeley, and earned my teaching credential at Mills College. In 2005 I completed a M.A. in Educational Leadership and an Administrative Services credential at St. Mary’s College. Outside of school, I am passionate about film and writing (still hard at work on my first novel ) and in exploring ways to make education work for all learners.

Paul Bentz: I have been an Alameda teacher for twenty years. I presently facilitate seminars in Chemistry, Science 6, run a "Builder’s Workshop" for 6th graders, orchestrate the Lego Robotics competition, and am the Rosetta Stone foreign language coordinator. I am the half time CEO / Development Director for the school and was the school’s Lead Facilitator for three years. I am the founder of the Alameda FIRST Lego League Robotics Program and a former master teacher for the Intel Teach to the Future Program. I have seven years of experience as a wilderness instructor for the National Outdoor Leadership School. This is my twelfth year as an ACLC facilitator. Every year has been great, and every year I have seen the school become a better place for learners. I love my job and cannot imagine doing anything else at this point in my life. I am married and have a 14 year old son. In my spare time (what little is left) I am learning how to play blues and jazz piano.

Syl Gibson: This is my sixth year facilitating at the Center. I grew up in Alameda and went to UC Berkeley where I majored in comparative literature. This year I am facilitating English 7/8, History 7/8, Learning to Learn, and Environmental Education. Outside of school I enjoy spending time with my son Ben, practicing yoga, reading, cooking, hiking and working on an MBA.

My name is Lynn Kameny, and I have been involved with the Center since the school first began. Currently, I teach English 10-11, Humanities 9, Honors English 11 and I facilitate the Judicial Committee. Prior to my work here at the Center I taught at Alameda High School for seven years, and before that I worked for three years at Le Cheim School, a school for emotionally challenged and learning disabled students. All told, I have been teaching since I received my credential from UC Berkeley in 1985 (wow!). I graduated from UC Berkeley in 1981. Other than my life here at the Center, I enjoy my cats, the outdoors, reading, hanging out with my family at home and on the Big Island, and watching movies as I sweat on my stationary bike (too many details, I know). I love my job and fiercely believe in this school; this is the best job I have ever had! The learners here are fantastic and I love to learn right along with them.

Carrie Blanche: My job as Resource Specialist is to support learners with disabilities to meet their educational goals. This means that I meet with learners individually, conduct assessments, work with small and large groups of learners and supervise paraprofessional to

support all of our learners. My job at the Center is a pleasure because of the learners' energy and desire to succeed. I love to spend time with learners helping to keep kids organized and brainstorming innovative means towards our common end - independent learning. The Center boasts a flexible learning environment which accommodates a wide range of learning differences. The Center is a place where learners with unique assets can discover and develop their strengths in an environment of safety and acceptance. After growing up in New Jersey, I attended the School of Visual Art in New York City, transferring years and children later to UC Davis where I completed my degree in Studio Art. I have worked for AUSD at Lum Elementary School, Encinal High School and ACLC for the last eight years. Before earning my RS credential from CSU, Sacramento, I taught art at Maryland College of Art and Design in Silver Spring, Maryland. Outside of work, I spend time in my art studio, garden and hiking in the redwoods. I have the great fortune of having three children ages 8, 19 and 26 and two peaceful homes - one in Alameda and the other in the rainforest on the Big Island of Hawaii where I spend my summers.

Gail Smith-Pratt: This is my second year at ACLC. It is an 80% position this year. I will be working with learners in tracking progress towards graduation and college, with new learners in transitioning from other schools to ACLC, among other counseling duties. I have a degree from UC Berkeley in Women's Studies with an emphasis in Social Welfare. I am completing my master's degree in counseling from Saint Mary's College that looks at self-efficacy and academic achievement. I have worked as a housing coordinator for homeless mothers and children, worked with mothers of twins in Ethiopia in creating income generating schemes as prevention from becoming destitute. I look forward to another great year here at ACLC.

Terry Toczynski: New this year to ACLC, I am introducing a Spanish language program to the school. I also facilitate the sixth-grade humanities core, work with 7th and 8th graders in a language arts strategies class, and teach a new martial arts P.E. class. I have been a teacher for 19 years, 16 of those in Alameda public schools. I hold a BA and credential in Spanish from Cal State Los Angeles and a Masters in Journalism from UC Berkeley. I also hold a Multiple Subjects credential. I have been interested in the Spanish language and cultures since high school. Besides studying Spanish formally at the university level, I attended a language school in Mexico during my undergraduate years. After receiving my bachelor’s degree, I was awarded a Rotary International Fellowship to study Political and Social Science for a year the Universidad de Los Andes in Bogota, Colombia. When I returned, I got married and found a job teaching four levels of Spanish at a Catholic high school in southern California. Later I worked as a Spanish interpreter for the LA County court system. Having become fascinated with journalism during the Watergate years, in 1980 I moved to the Bay Area to study journalism at UC Berkeley. I completed my masters in 1981 and worked as a writer for the following 10 years. During my years as a journalist I covered local schools, government, and business, and co-authored a book on labor relations. When I returned to teaching in 1991, I sought a well rounded teaching assignment where I could use both my writing and my Spanish language abilities. In the year 2000 I added a very different activity to my field of interests – martial arts. After seven years of training, in January 2007 I passed my black belt test in Cuong Nhu Karate. I am married and have three almost-grown children.

Jacob Powell: I will be facilitating American Government and Economics, U.S. History, and assisting in Physical Education. I have been teaching full time for the last nine years. I taught middle and high school in Southern California for seven year; there I taught U.S. History and American Government and Economics. In 2002 I moved to Costa Rica where I taught at Lincoln School in San Vicente De Moravia, a suburb of San Jose CR. In Costa Rica I taught seventh, ninth, and eleventh grade English Literature. I received a Bachelor of Arts in History with a minor in Geography and a Bachelor of Arts in Social Science in 1994 from Humboldt State University. I have a California Clear Credential in Social Science with a Supplemental Authorization to teach English.

Maafi Gueye: This is my 24th year as an educator, with half of those years spent in the Alameda Unified School District. As a mother of three sons: an ACLC graduate, an ACLC senior and a 5 year old who has grown up at The Center, ACLC is an integral part of the family lifestyle! I look forward to many more years participating in the innovative and learning experiences and opportunities at ACLC.

Juanita Williams: I am the Office Manager for the ACLC. This will be my 8th year working for the Alameda Unified School District and my 7th year working for ACLC. I have been married for 17 years and have two children ages ten and fifteen. I have two daughters Corniche and Alexia Thompson. Corniche is a 7th grader at ACLC and Alexia is a senior attending Oakland Tech and a former ACLC Learner. I enjoy working here at the center and all of the Learners are wonderful young people to be around. They truly teach me some thing new everyday. To watch them grow is amazing! I attended college in Southern California and my work experience are in the areas of Office Administration, Music/Television Industry/Concert promoter as a Independent Producer for 6 years, Customer Service for 18 years, Licensed Real Estate Sales and Private Investment for 11 years and 3 year working at a Real Estate Title plant company handling 4 counties - San Francisco, San Mateo, Alameda, Contra Costa. I look forward to meeting all the new parents soon.

David Dilworth: Hi, my name is David Dilworth. This is my second year at ACLC working as a consulting instructor for the Digital Music classes (previously referred to as "Electronic Music"). I received an MFA from UC San Diego in 2001, and have been working as both a music producer and visual artist here in the Bay for the last 6 years. I am currently producing tracks for numerous hip hop artists nationwide and doing soundtrack work for local film/video producers, in addition to teaching music production classes at Unity High in Oakland and here at ACLC.

This year I will be at ACLC Monday -Thursday from 8:00 a.m. – 3:00 p.m.

There are some dates to look forward to and they are the following:

The PSAT will be administered here at ACLC Wednesday, October 17. I will be announcing this in US History classes and at CCC. The cost is $15 and learners can sign up with me and receive a student guide.

SAT I and II Registration Deadlines

Oct. 6 Sept 14

Nov. 3 Oct 2

Dec 1 Oct 30

Jan. 26 Dec 26

Mar. 1 Jan 29

May 3 April 1

June 7 May 6

ACT Registration Deadlines

Oct 27 Sept 21

Dec 8 Nov 2

Feb 9 Jan 4

April 12 Mar 7

June 14 May 9

Some colleges will be in the area in the next month. They are as follows:

MIT-

September 28 7 - 8:30 p.m.

Holiday Inn Golden Gate

1500 Van Ness SF

University of Pennsylvania-

September 25 7:30 p.m.

Crowne Plaza Hotel, Union Square SF

Washington University in St. Louis-

September 23 7:30 – 9 p.m.

Doubletree Hotel

Berkeley

These are very competitive colleges.

I want to remind all learners who are planning to apply to competitive colleges that it is important to not only work hard on your academics and to get high test scores, but also to be involved in "extra curricula's". These are activities that take place outside of school that ideally will be consistent with learner's interests and will be consistent throughout the learner's school years.

I will be meeting with seniors to make sure they are on track for graduation. I will also be meeting with sophomores to talk about college and career interests.

In the next month I will be visiting 7/8 Language Arts classes. The purpose of the visit is to begin discussing with these learners the challenges as well as opportunities available to them as they progress through their education here at ACLC. I will describe their progress toward promotion/graduation from ACLC, passing the California High School Exit Exam (CAHSEE), career technical education and educational options. Your child will be bringing home at folder with her/his transcript, STAR scores and other information regarding the CAHSEE, college information and more. The goal is for each family to keep this folder and add to it as the years continue in order to keep an academic record of their child.

Tri-High (Alameda Family Services School Based Health Centers) is coming to give a brief talk on what they offer learners here at the Encinal campus. Some of the services provided include drug and alcohol/substance abuse counseling, crisis mental health counseling and family planning in accordance with California law. In some situations I refer learners to Tri-High. For more information call: 748-4085.

Another great service that is provided for our learners here in Alameda is "Girls Inc". Girls can attend this program Monday - Friday, from 3 - 5:15 p.m. at their 1724 Santa Clara site. There is time for homework and classes are taught in areas such as social action, teen magazine, early entrepreneurs, to name a few. For more information call: 521-1743 - Gail Smith-Pratt

The staff would like to remind everyone that all learners in grades 6 - 12 are required by California state law to attend school from the hours of 8 a.m. to 3 p.m. Those learners who have college classes are eligible for our Off Campus Contract, but their request to leave campus to attend classes must first be approved by the Curriculum Committee of our Governing Board. The necessary paperwork has been handed out and must be returned and approved before learners can legally be away from the ACLC during the school day.

Those learners without college classes or other eligible Off Campus activities are expected to be at ACLC by 8 a.m. each school day. Those who have an unexcused tardy, will be assigned detention. Habitual tardiness may result in more serious consequences.

Please help the ACLC abide by the state laws for compulsory school attendance by getting learners to school on time and reminding them to sign in each day.

If your Learner is taking ANY courses at Encinal High school, you must call Encinal High at 510-748-4023 to report all ABSENCES AND TARDIES FOR THE PERIOD TAKEN.

Last Name        CALL

A-L                  510-748-4023 x 3108 Pat Rios

M-Z                  510-748-4023 x 3109 Theresa Lee

School Phone#’s & Emails