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Transcript of KZV Newsletter - February
KZV Armenian School, SF, CA © 2008
Issue # 6
Special Points of Interest:
• WASC Accreditation: The Accrediting
Commission will be
visiting our school on
March 9, 10 and 11 of
this year… • Jean Piaget’s Stages of Development: When parents or teachers push a child before the appropriate developmental level is reached..
Editorial Board Adina Haun, Editor and Trends in Education Yeprem Mehranian, Administration Speaks Tutu Heinonen, News Around the School Garine Panossian, Armenian Corner Hasmik Mehranian, Layout/Publisher
Every three to six years,
KZV Armenian School must renew its accreditation with
the Western Association of Schools and Colleges
(WASC). The process
entails three main components, including: (1)
the defining of Expected Schoolwide Learning
Results (ESLRS); (2) Schoolwide interdisciplinary
dialogue based on the
collection and analysis of evidence, and (3) the
development and
Administration SpeaksAdministration SpeaksAdministration SpeaksAdministration Speaks KZV’S WASC ACCREDITATION
SELF-STUDY By Siran Nahabedian WASC Coordinator
Jean Piaget, a Swiss
biologist and psychologist, developed breakthrough
findings in the field of the
implementation of a
schoolwide action plan.
The Accrediting
Commission will be visiting our school on March 9, 10
and 11 of this year and in preparation for that visit,
we have compiled our data, completed our
document and are working
on a few finishing touches. The anchor of our self-
study is called the “ESLRS” which define what each
student should know,
understand, and able to do
upon exit from our school. ESLRS equip all students
with the knowledge, competencies, and
orientations needed for
success. ESLRS also enable teachers to implement lesson
plans/programs that maximize learning success
for all students.
KZV’s ESLRS have been
posted in all classrooms and the office. They were also
mailed to all parents at the end of our last school year.
If you would like more
information about the accreditation process, or
have questions about our ESLRS, please feel free to
contact me by email at
cognitive development of
children in the 1960’s. His research insights have
been of immeasurable
benefit to parents and teachers—and ultimately
all children—who interact with children. Prior to
Piaget’s work, educators/parents could
not readily explain how
some children could grasp a simple (to adults)
concept, while others would struggle. Children
were incorrectly labeled as
slow, difficult, or uninterested. Piaget
demonstrated that the
child’s ability to grasp certain ideas relates to
his/her level of cognitive
development, which naturally changes as the
child matures. When parents or teachers push
a child before the
appropriate developmental level is
reached, the result will most likely be frustration
for both the child and the adults. The consequences
of inappropriate
expectations can have lifelong repercussions for
the individual.
Cont. on page 8
Trends in Education Trends in Education Trends in Education Trends in Education JEAN PIAGET’S STAGES OF DEVELOPMENT By Adina Haun
February Page 2 of 13
Clear blue skies, several feet of
glittering white snow blanketing everything in view, and three
thousand feet high, majestic looking, peaks jutting up all around
us. We are in Yosemite Valley,
Camp Curry to be exact. It has been snowing for days and we
have arrived in a winter wonderland! The students are
excited to finally be able to touch,
taste, and play in the snow. The sixth grade trip to Yosemite could
not have begun any better. We had been looking forward
to the Yosemite trip all year long, listening attentively to this year’s
seventh graders telling us about
their Yosemite trip experiences from last year, planning, asking
hundred’s of questions, projecting and dreaming. Weeks before the
trip we began to check the weather
up there regularly and shopping for appropriate clothing and gear. As a
teacher I received many questions about bears from worried students
6th Grade Yosemite Trip By Tutu Heinonen
and tried to answer them
accordingly. The biggest question though was the one about the
Spider Caves. Spider Caves had taken on an almost mystical realm
after talking to the seventh graders,
and would become one of the definite high lights of the trip.
After about seven hours in the car we arrived at Camp Curry around
five o’clock in the afternoon and
were delightedly surprised to know that we were one of the few lucky
ones to be given real, wood, cabins to sleep in. This meant that we did
not have to worry about having food and other odorous objects in
our cabins and did not have to put
them away into bear lockers. The children were very relieved. After
settling into our warm and cozy new homes and changing into
weather appropriate clothing, it was
about 25 degrees Fahrenheit outside, we went to dinner. Lunch
and dinner every day were served in the Camp Curry dining hall with
other schools attending the same Yosemite Institute program as
we. We found out that the eight
grade of one of our neighboring schools, Brandeis Hillel, was also
at Camp Curry, with a slightly larger group of about 64
students. After dinner it was time to attend an evening program on
bats. We learned many new facts
about bats and our previous misconceptions about these
important and quite cute little creatures were put to sleep.
Speaking of sleep, after the
evening program we were all very tired and retired into our
comfy lairs for a good nights rest.
Cont. on next page
News from Around the School:News from Around the School:News from Around the School:News from Around the School: KZV Open House
We are inviting you to the KZV Open House,
which will take place on Thursday, March 26th. Please join us to
• Learn about our strong academics,
experienced faculty and staff; • Meet our community of parents, staff and
students;
• Tour Northern California’s ONLY Armenian-
American Day School.
Parents will be invited to spend the day on campus to learn about our school, talk to our teachers, and have lunch with our students. See you then!
Yosemite National Park
February Page 3 of 13
The next day we woke up to a beautiful sunny day.
We met our very own Yosemite Institute instructor Naomi and after introductions we were all given parts of
the day’s lunch to carry. On the program was a long hike, about five miles, and because of the newly fallen
snow we had to break trail, which meant that we made
the path by tromping down the snow. This was hard work for the people up front and naturally much easier
for the ones at the back of the line. Therefore, we took turns being in the front and high fived the person for a
job well done when they tired. During the hike we entertained ourselves with riddles and songs and learned
about the surrounding ecology. Lunch was eaten in a
circle of tromped down snow and food items were passed around in a democratic manner. At the end of the
hiking day we stopped at a river bank called The Beach where we wrote in our journals reflecting upon our day
spent in nature. After journaling the students had some
well deserved time for snow ball fights and building a snow man. After dinner we attended the renowned bear
lecture by Ranger Dave. Day three of our trip was the most exciting day. It
was the Spider Caves day. After breakfast we hiked up to Yosemite Falls where we had lunch and after eating we
headed to Spider Caves. On our way to Yosemite Falls
we had stopped in preparation for the cave. We did the human knot and worked on untangling it practicing our
co-operation and communications skills, skills that are
essential when in the Spider Caves. We had to rely on the communication skills of the person in front of us in
the dark cave and pass on the instructions to the person behind us. Because of the pitch black and very
tight conditions of the cave Naomi decided to light a
couple of tea candles in order to calm some of the students’ minds. When we all got to the center cavern
we sat in a circle sharing our experience and what this first time spelunking had taught us all. We were all very
proud of ourselves for getting through the Spider Caves and some of the students wanted to do it again.
After the Spider Caves we all went ice skating in a
beautiful rink surrounded by the magnificent mountain peaks of Yosemite Valley. And after dinner it was time
for the closing activity held in a yurt. We sat in a circle the only source of light coming from a couple of tea
candles and played an altered version of the game
“Celebrity”, concentrating on people and places we had met and seen during our days in the Yosemite Valley,
which the kids loved (note to self: Use this game in the classroom based on a currently studied unit). In closing
Naomi read us a beautiful children’s book about hope and dreams and the appreciation of the natural world
surrounding us.
The last day had arrived too soon. Our final activity took us to the Nature Center a 15 minute walk from our cabins. We had the place all to our selves guided by
Naomi and her never ending knowledge about the
nature and animals of Yosemite Valley. The students were very taken by the center and did not want to leave
when the time came. We were all very sad to leave Yosemite and thought that the time spent in this
amazing valley was too brief. The experience we had
we will carry with us forever and the lessons learned we will remember in everyday life and coming together as a
group, a much more tighter group, has made us all better human beings.
News from Around the SchoolNews from Around the SchoolNews from Around the SchoolNews from Around the School: : : : continued
6th Grade Yosemite Trip
6th Grade in Yosemite
6th Grade After Exiting Spider Caves
February Page 4 of 13
On January 17th 2009, our 8th grade class embarked upon an unprecedented journey to Washington DC to
witness the historic inauguration of our nation’s first
African-American President. Our students were busy during the 2008 General Election, deconstructing the
messages presented by each candidate in speeches made to the public. While our 8th graders may not have
been able to vote in this election, they were personally invested in the process and educated on local issues on
California’s statewide ballot. The 8th grader’s education
of the American electoral process, the cornerstone of our democracy, ended with their culminating trip to
Washington DC. They were not only witnesses to history, but privileged to take part in it!
The following are excerpts from reflections written by our students:
“As an Armenian, I understand the possible challenges
one would face coming from a different culture, so this inspires me to achieve my goals in life…Hopefully he
has and will continue to inspire others like he has inspired me.” - Laleh Tchaparian
“As I walked at 3am, in the freezing cold, I looked
around. There were all types of people: Asian, Mexican, African-Americans. All of us were walking side
by side. Years back people that were a different race from “whites” were not even allowed to walk side by
side. I stood there in the 2 ½ million person crowd
experiencing a historical moment; when all men truly became equal” - Rosie Aristakessian
News from Around the SchoolNews from Around the SchoolNews from Around the SchoolNews from Around the School: : : : continued
8th Grade Washington DC Trip
February Page 5 of 13
“Barack Obama showed everyone that even
though you are the African-American 1st generation son of an immigrant, you can still
accomplish any dream you want. He shows
people that it doesn’t matter what the color of your skin is and all that matters is that you
have the will to become someone in your life” Garin Derounian
February Page 6 of 13
“Obama is what the peaceful protests of Martin Luther King Jr. have produced…It’s a shame that all those who
fought for equal rights cannot see what has happened.
As the first black President, he will open the minds of many to truly accepting equality… Now that Obama has
been elected President the world will see a brighter day.” – Garen Kantarci
“Barack Obama didn’t succeed by opening his wallet. He had to use his brain to
accomplish all that he has achieved. It wasn’t easy for him; not all doors were
open. He had to get through it with hard work and dedication. I think this part of his
past represents many living in this country.
Just as many of our parents came to America with nothing, so did his. His success
awakens people around this country, showing us all that everything is possible.
You can be anything you want, from doctor, lawyer and now President. All it takes is
hard work and dedication. The color of your
skin or the religion you believe in will never interfere with where you can get in this life;
not in this country” Raisa Galustian
February Page 7 of 13
News from Around the SchoolNews from Around the SchoolNews from Around the SchoolNews from Around the School: : : : continued
Krouzian Zekarian Vasbouragan Armenian School Middle School Mrs. Kostanian
Congratulations 6th, 7th and 8th grade students for your commendable efforts in this year’s Science Fair. All the
teachers, students, parents and guests enjoyed seeing
your projects and talking with you on Science Fair night. I had some excellent comments on how well our
students presented their projects. You should all consider yourselves winners!
A very special thank you goes to all our judges for taking the time from their work and families to do a job that
can be difficult.
Also, a special thank you to our parents for their
enthusiasm and support.
First Place: Julie Avetisyan 7th Grade Second Place: Lori Zadoorian 6th Grade
Third Place: Sevan Nahabedian 7th Grade Fourth Place: Krikor Andonian 7th Grade
Honorable Mention: Sixth Grade Marina Kananova
Seventh Grade Tamar Deirmendjian Eighth Grade Raisa Galustyan,
Garen Kantarci
The KZV educational community would like to thank Ms. Nahabedian, KZV WASC Coordinator, and Mr. Orr, KZV 5th
grade teacher, for the painstaking work and the sustained diligence with which they have prepared the necessary documents and fine tuned the needed procedures for our school’s WASC 2009 re-accreditation process.
Respectfully, KZV Administration
February Page 8 of 13
From my first day of school at three years
old to my last day at fourteen, KZV was
home away from home. My classmates were my sisters and brothers and my
teachers were my second parents. On my first day of school, I walked confidently
into the Pre-K classroom and got a kiss right on the lips. What a welcome! At
KZV I made lifelong friendships and
precious memories. Some of my favorite moments during my years at KZV include
our Yosemite and Washington trips. Both trips were my first weeks away from
home. Although we made memories every
day, the class trips allowed us even greater opportunities to bond. When we
came back from Yosemite I remember feeling closer to my friends than ever
before. For the first eleven years of my life, KZV was all I knew. I spent more
time there than at home. I cannot find many words to describe my experience
there, except that I feel lucky to have had the opportunity to make such
longlasting friendships and memories.
After graduating, I continued my
education at Mercy High School Burlingame. I loved it more than I ever
thought I would and would recommend
it to all females graduating from KZV. I graduated in 2008 and moved on to
Saint Mary’s College in Moraga. It is now my second semester at St Mary’s. I
am working hard in the nursing program and I also work in the residence life
office at St Mary’s. When I am not at
school I enjoy spending time with my niece and watching my favorite shows
with my family. What can I say! Nursing students do not have much time for
hobbies!
My experience in Ms. Haun’s Second
Grade class was incredible. I went there to help them learn but I found myself
learning from them also. They are all wonderful children, each with their
own unique qualities that I noticed right away. Their enthusiasm to
learn made me even more
enthusiastic to teach them. In my one month with the students, I
already watched many of them flourish in their reading and
handwriting. I am confident that they will grow up to be brilliant and
helpful citizens. I absolutely look
forward to volunteering at KZV in the future.
As I mentioned before, I plan on
being an RN in a children's hospital or
in a pediatric unit. I want to focus primarily on working with terminally
ill children. Although my ECE class did not motivate me to teach in a
classroom, it brought new ideas into my plans for the future. I want to
use my experience in early childhood
education to offer terminally ill children the opportunity to learn.
Although they can not sit in a classroom to learn, I want to give
them the opportunity to learn about
any topic they may have never thought they would be able to learn
about.
Alumni NewsAlumni NewsAlumni NewsAlumni News: : : : continued
Taleen Bilemdjian
I attended KZV for eleven years, from
pre-k until 8th grade, the class of 2004.
Below, in summary, are Piaget’s stages of
cognitive development:
Sensorimotor Stage: Birth to 2 years
This stage is governed by sensations. Reflex activity evolves from simple
repetitive behavior to imitative behavior.
Problem solving is through trial and error mainly, with the child eventually
developing a sense of “cause and effect” (when I turn the cup over, the water falls
out.) Children exhibit tremendous curiosity, loving new experiences. They
begin to see themselves as different from
their environment; understanding that an object continues to exist even when out
of sight. Use of language and representational thought begin at the end
of this period.
Preoperational Stage: 2-7 Years
Children at this stage are egocentric, seeing the world from their own
TTTTrends in Educationrends in Educationrends in Educationrends in Education continued: JEAN PIAGET’S STAGES OF DEVELOPMENT objects. They understand
conservation—for example, the same
amount of water is in an 8oz. cup as in an 8 oz. bowl. Thinking is not
abstract, as problems are solved in a concrete, systematic way. Reasoning
is mainly inductive, or generalizations form from a set of facts. During this
stage, children become less self-
centered as they develop a greater capacity for empathy for the
viewpoints of others.
Formal Operations Stage: 11-15
Years The key words for this stage are
adaptability and flexibility, as children utilize abstract thinking and symbols.
They are able to do logical problem solving, making hypotheses and
testing them. They can imagine the
viewpoints of others, while considering what might be as well as
what is. (Hockenberry—2005)
perspective only and not seeing any reason to understand another’s point of
view (this stage can last a very long time! Ed. note). Preoperational thinking is
concrete and tangible, with little to no
ability to make deductions or generalizations. Thinking relates primarily
to direct experience. There is a dramatic increase in the use of language to
represent objects in the environment. They can begin to delve into problems of
time, weight, length and size. Toward the
end of this stage their reasoning is increasingly intuitive (the sun wakes up
when I do), and transductive, that is because two events occur together they
cause each other.
Concrete Operations Stage: 7-11
Years At this stage thinking is more logical and
coherent, as children are able to classify, sort, order, and organize facts and
February Page 9 of 13
Adina Haun’s introductory
article on Piaget calls for some
general commentary on
theories of learning. Much has
been said about how children
and adolescents learn and
therefore need to be taught.
Teachers, parents,
administrators, and
educational experts continue
to remain at gridlocks when it
comes to agreeing on the
provision of effective and
meaningful educational
experiences to learners. The
disagreements are pervasive,
to the point where even such
terms as effectiveness and
meaningfulness, as I have
used them in the above, could
be construed to mean different
things, the first, a measure of
an end result, and the second,
a process. It is important that
we seek to clarify some of this
confusion. As we do, we will be
able to better understand why
and what it is teachers try to
do in their classrooms, and
accordingly, to help our
children by following up on this
work at home.
Unfortunately, the attempt to
label children as slow or fast
learners, bright or average,
and as uninterested or curious,
as mentioned by Ms. Haun,
prevails. This is a sign that
considerable segments of the
mainstream educational
culture continue to remain
oblivious to the
groundbreaking work done by
such theoreticians and
educators as Piaget, Dewey,
and Vygotsky in challenging
quantified conceptualizations
of how development and
learning occur. The sustained
Trends in Trends in Trends in Trends in Education:Education:Education:Education: Comments on Development and LearningBy Dr. Yeprem Mehranian
among others, by B.F. Skinner.
Behaviorism looks at
development and learning as
determined by outside factors,
in this case by measured doses
of teacher-induced stimuli and
student-produced response.
This is a very different
conception from the one
proposed by Piaget in which
psychological and social
development are seen as
internal factors that evolve in
direct response to the
relationships growing children
are able to establish with their
own life experiences. Not all of
Piaget’s concepts of learning
have been lost to the
educational mainstream,
however. The two ideas of
child-centered education and
developmentally appropriate
teaching and learning are good
examples of how some of
these concepts have found
their way into the everyday
vocabulary and practices of
teachers and parents. Both
ideas attest to how knowledge
is not externally deduced by
children, but instead, and in
simultaneity with the process
of its own acquisition,
constructed by them.
Cont. on next page
rise in the importance of
standardized testing, as the
prime measure of what
children know or have learned,
is directly responsible for much
of this type of labeling. The
temptation to cater to
standardized testing ideology
pushes educators toward
excessive reliance on teaching
methods that favor drill and
practice approaches, rote
memorization, and repetition of
teacher provided correct
responses. The classrooms that
are run by the proponents of
these methods, classified by
some under the rubric of
didactic approach, privilege the
academics over experiential
learning and play.
Interestingly, the
implementation of didactic
methodologies—characterized
as they are by teacher-directed
concepts of curriculum—in
early childhood education
settings where they are
disguised as play further
complicates the conundrum of
what it means to learn and to
teach. Furthermore, the
didactic approach requires pat
answers because performing
successfully in standardized
tests requires it. Standardized
tests tend not only to
overemphasize the educational
significance of measuring
quantifiable student skills, but
are also prone, albeit implicitly,
to reduce various aspects of
the developmental process,
cognitive, affective, and moral
to a single measurable
quantity.
Standardized testing itself is
supported by what is generally
known as the behaviorist
theory of learning, advanced,
Jean Piaget (1896-1980)
Page 10 of 13
We are called to give
credence to Piaget’s theory
of age appropriate learning
when observing the ways in
which a four year old boy
tackles a drill and practice
worksheet assignment.
While each of the four
quarters of this worksheet
offers him a different
opportunity to count up to
six—the target number—our
imagination is triggered to
learn about the marvelously
unpredictable series of
actions with which he
transgresses the intended
objectives of the
assignment. The sequence
Trends in Education: Trends in Education: Trends in Education: Trends in Education: continued Comments on Development and Learning
Back Page Story Headline
he changes his arrangements,
six more circles, instead of
the three necessary, to reach
the desired total. Finally, to
top it all off, when his teacher
pauses on the lower left
quarter and asks him in
confidence to identify the
number six, he inadvertently
responds by uttering the word
nine!
(Parts of this article have
been based on an article titled
Developmentally appropriate
practice in kindergarten:
factors shaping teacher
beliefs and practice. Journal
of Research in Childhood
Education, Parker, Audra;
Neuharth-Pritchett, Stacy,
September 22, 2006)
of events moves as
follows. In the upper left
quarter of the worksheet
the child adds two circles
to the image of six
buttons—arranged in two
columns of threes—one to
each column. Next,
moving clockwise, inside
the upper right quarter,
the child gets the “right”
answer mainly by virtue of
being able to follow his
teacher’s instructions.
With the next two
quarters, however, as the
teacher looks away, in
each instance he adds, as
Hello, parents! February proved to be one of our best
months yet!
First, we’d like to welcome a new student to our class, Aram
Kilijian. Welcome, Aram! Aram is joining us in Yellow group. If you’re
keeping count, that makes six of us
in Yellow Group! We started the month out
right with, what else? A Pajama Party! We each got to wear our
pajamas and bring to school our favorite stuffed animal. Nap time
was extra nice on this day!
This month brought three wonderful birthdays. We first
celebrated Alysa Bezdjian’s fifth birthday and got to play musical
chairs! Next came Taline Balian’s
fourth birthday and thanks to her
parents, we now have a new CD
player! It was also Michael Kazaryants’s fourth birthday and
we had a great day! Happy birthday to all of you!
And, of course, we
celebrated Valentine’s Day! It was so much fun to exchange goody
bags that we made for one another. Our room mothers
surprised us with Valentine’s Day
balloons and we danced a freeze dance while holding our balloons!
February also brings us the celebration of “Vartanantz”.
The Blue and Red groups sang songs and recited poems in honor
of St. Vartan.
A few weeks ago, we had a surprise inspection from the
State of California, Health and Human Services Agency. We are
happy to report that Mr. Tony Ng,
the licensing evaluator, was very
impressed with our Pre-K.
This month, we have been focusing on math and
science. In our study of
conceptual physics, we have been learning about buoyancy
and what sorts of things float or sink. We have also been
working on understanding colors
– the mixing of, addition, and subtraction. We call it our “color
lab” and it is as much fun as it sounds!
And, finally, on the very last school day in February, Dr.
Edward Siyahian, DDS., came to
talk to us about oral hygiene and about a dentist’s job. We
each received our very own toothbrushes and a tube of
toothpaste. We loved our visit –
thank you Dr. Siyahian! For such a short month,
we sure packed in a lot of activities and lessons. Though it
will be very difficult to do, we hope to make March even
better!
News from Around the SchoolNews from Around the SchoolNews from Around the SchoolNews from Around the School: : : : continued
Pre-K News Knarik Shahijanian, Pre-K Director
February Page 11 of 13
Armenian Corner:Armenian Corner:Armenian Corner:Armenian Corner:
Page 12 of 13
Armenian Corner: Armenian Corner: Armenian Corner: Armenian Corner: continued
February Page 13 of 13
KZV Armenian SchoolKZV Armenian SchoolKZV Armenian SchoolKZV Armenian School
825 Brotherhood Way
San Francisco, CA 94132 PHONE: (415) 586-8686 FAX: (415) 586-8686 E-MAIL: [email protected]
We’re on the Web!
See us at:
www.kzv.org
Editorial Board Notes:
The KZV Newsletter editorial board received a lengthy and constructive letter from one of our parents, Ms. Alayan. We deeply appreciate her comments and suggestions, and have incorporated some of her excellent ideas
in this month’s edition and will continue to explore others in the coming months. We welcome all letters from interested parties in our KZV community.
Update: the University of California recently announced that the institution will no longer require SAT tests in
subject areas as part of the application process as they were poor predictors of academic success. This trend on
the part of other esteemed colleges and universities was the focus of the article in the September newsletter.
When I was a student, the
Teachers’ Lounge was a mystery; what was so intriguing that they
would always be in there, what did
they talk about, what was in the fridge? Those questions are no
longer a mystery for me, for I have stepped into the realm of the
Teachers’ Lounge. Never would I
have thought, after graduating in 2000, that I’d be back to substitute
teach. To make things more ironic, I was stepping in for a teacher who
taught me over 15 years ago, Mrs. Nahabedian. I would be stepping
in to take over her 4th graders, and
have the pleasure of teaching the Kindergarten class English
language. Having taken over Mrs.
Nahabedian’s classes for two
weeks, it does not surprise me that our teachers had to get
away, even for just 5 minutes.
Teaching is no joke. I want to say I’ve always respected my
teachers, not for what they do per se, but for simply being
older, an authoritative figure. I hadn’t even begun my second
week and I was telling Mrs.
Panossian that I plan to pay my kids’ teachers double their
salary. Needless to say, I think I learned more from my students
than they learned from me. I
learned that I’m not cut out to be a teacher, temporarily, most
definitely, but to be able to boast a 10, 20, 28 year career
teaching at K.Z.V., no way Jose. The teachers we have at this
school are different, special,
crazy almost. There are no incentives, there are no
tenures, there are no 401Ks. What’s left is a group of
dedicated educators who strive
to get the material across and engrained in our minds. I
always joke and say that I need to be having kids now to
populate the school, but
realistically, all I can do for now is be ready to substitute for the
next 6 months until I begin my journey of becoming an
attorney.
Alumni News: Alumni News: Alumni News: Alumni News: continued
Renia Boudaghian