www.indiaparentmagazine.org • Open House Special 2016
With a 35-year history in Berkeley, Step One is one of the East Bay’s best-loved preschools
Why Western media is criticising Modi's demonetisation drive
Why MV Kids Dentists & Braces is a unique Dental Facility!
Ready. Set. Enroll. Now enrolling Preschool – 8th grade Stratford School makes admissions decisions
OPEN HOUSE January 28, 2017 10 a.m. –1p.m.
early — and easy! So why wait? Enroll your child in a school that inspires children to become tomorrow’s creative problem-solvers, innovators, and leaders. REGISTER NOW for our open house StratfordSchools.com/NorCalOH
The curiosity to reach. The courage to grasp. TM
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@Stratford Summer
AccreditingCommission for Schools
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Preschool State License Numbers: 073402482, 013417816, 013420588, 434404890, 434408056, 434407977, 434404336, 434406722, 434408877, 384001837, 434410807, 434410816, 073406680, 013420939, 414004014, 434413440. ©2016 Stratford Schools, Inc. All Rights Reserved.
AppleSeed Montessori School M ONTESSORI I NSPIRED C URRICULUM / E XTENDED D AY C ARE / E NRICHMENT A CTIVITIES
• Experienced staff • Cheerful, bright, organized, well-prepared classrooms • Sensory-rich hands-on exploration • Distinct curriculum - robust foundation for inspired learning • Caring, nurturing and warm atmosphere • Art, music, culture integrated program • AMS Affiliated Schools
PROGRAMS: 7 AM TO 6 PM
• Infant Care: 2-18 months (Dunford Campus ste 500 only) • Toddler: 18-36 months ( not available at Dunford Campus ste 800) • Preschool • Pre-K • Kindergarten: 2.5 - 6 years (all Campuses) • Bilingual Programs (Chinese/English): 2.5 - 6 years (Not available at Warner Campus) • Kindergarten - 1st grade (Dunford Campus ste. 500 only) • Enrichment Activities: Foreign Language, Keyboard, Chess, Gymnastics, Music, Soccer, Art, Dance, Field Trips
ALSO AVAILABLE:
The secret of good teaching is to regard the child’s mind as a fertile field in which seeds may be sown to grow under the heat of flaming imagination –– Maria Montessori
N OW E NROLLING - ALL LOCATIONS
AFTER SCHOOL PROGRAM 12 Noon to 6:30 PM
• After School Care: 5-12 years (Dunford Campus ste 300 only)
AppleSeed Montessori School 1302 Warner Ave, Sunnyvale CA 408-245-7338 www.appleseedmontessori.com
AppleSeed Montessori School 1095 Dunford Way, Ste 800, Sunnyvale, CA 408-985-7333 www.appleseedmontessori.com
AppleSeed Montessori School 1095 Dunford Way, Ste 500, Sunnyvale CA 408-260-7333 www.appleseedmontessori.com AppleSeed Affiliated Schools: AppleSeed Almaden Montessori School 5200 Dent Ave, San Jose CA 408-264-7333 www.appleseedalmaden.com
AppleSeed International School 1095 Dunford Way, Ste 300, Sunnyvale CA 408-260-9333 www.appleseedinternational.com
Sunshine Montessori School 1321 Miller Ave, San Jose CA 408-996-0856 www.sunshinemontessorischool.com
The best care. The right way.
For a FREE in-home consultation, please call us at (650) 328-1001 or visit careindeed.com.
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Best Of the Bay Area SUMMER SPECIALS
9 India Parent Magazine.org www.livingartstudio.org www.wildwildlifecamp.com Children Discovery Museum 17 www.cdm.org www.tutuschool.com Stratford www.stratfordschools.com Kids Park www.kidspark.com Homeroom Education www.Homeroomeducation.com Mad Science www.thebayareamadscience.org Mad Science www.mtdiablo.madscience.org IMACS www.IMACS.org/Indiaparent Warrior CodeTaekon Do www.amazingmartialarts.com Success Learning Center www.successlearningcenter.org Living Art Studio 12 13 13 13 13 15 16 17 16 In Order of Page Appearance Startford Schools www.stratfordschools.com Appleseed Montessori School www.appleseedalmaden.com www.appleseedmontessori.com www.appleseedinternational.com Care Indeed www.careindeed.com MV Kids Dentists & Braces www.mvkidsdentistsandbraces.com Delores (Real Estate) 5 www.deloresgragg.com Care Indeed www.careindeed.com UC Davis Mind Institute www.sparkforautism.org/UCD Delphi School 9 www.delphicampbell.org Little Spirits Bay Area Inc www.littlespiritsbayarea.com Tutu School 10 11
CMT www.cmtsj.org The Music Place
Law Offices of Susan Foley www.susanfoley.com Dance Attack www.danceattack.com Best in Class Education Center www.bestinclasseducation.com Provines Dental Group www.provinesdentalservices.com www.provinespcfi.com www.provinesppi.com Sunshine School www.mysunshineschool.com Valley International Academy www.valleyacademy.org Santa Clara Swim Club www.santaclaraswimclub.org San Jose Piano
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www.musicplace.com Winchester Mystery House 21 www.winchestermysteryhouse.com Step One School 21 www.steponeschool.org Gulugulu Preschool Summer Camp www.mygulugulupreschool.com Children Discovery Museum 23, 71 www.cdm.org Golden State Academy (Debates) 25 www.thegoldenstateacademyschoolof- speechanddebate.com Vivace 25 www.vivaceyouthchorus.org PJCC 25 www.pjcc.org/swim Young At Art 27 www.yaainc.net Celebrations Indian Cuisine 29 www.celebrationsindiancuisine.com Hacienda School 30 www.haciendaschool.com Emerson School 30 www.emersonpaloalto.com
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408-275-6220 Marvegos (Art)
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www.marvegos.com/ipm Puja Services Sriveda Vidya Peetham 1-925-915-1829 Start Organic www.startorganic.com/IPM Smiley Notes www.smileynotes.com God’s Unfailing Love sharkysswimschool.com Step One School www.SteponeSchool.org Sharky’s Swim School
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Early Learning Preschool elpreschool.com Maki Swim School www.makiswim.com Sutton Swim School www.suttonswim.com Paces www.paces.solutions Golden Apple Learning Store www.goldenappleLS.com Headstart www.myheadstart.org Elan Preschool www.elanpreschool.com Daprille-Bell Law Offices www.daprille-bell.com
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Maybeck Highschool
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www.maybeckHS.org Medi-Weightloss www.mediweightloss.com/ClinicInfo ?clinic=10 75 Twisters Sports Center 76 www.twisterssportscenter.com
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DACA Swim School
Cover, back
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www.daca.org Academy of Fencing Masters www.AcademyofFencingMasters.com Cover, back
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Open House Special 2016
Open House Special 2016 www.indiaparentmagazine.org Cover Pic: Courtesy Step One School In This Issue In This Issue
Cover Story: Step One School
See Pg. 20
In Focus: MV KIDS See Pg 22
UC Davis MIND Institute joins SPARK Groundbreaking initiative com- bines web-based registry with DNA analysis to accelerate autism research See Pg.30
Where are the women?
Pg 72
By Sindhu Ravuri
Why Western media is criticising Modi's demonetisation drive The note ban has destroyed the PM's carefully crafted image and the India story. By Ashok Swain Pg 44
Young At Art A Un ique And Nurt ur i ng Le ar n i ng Env i ronme n t !
Maybeck HighSchool
Pg 70
Academy of Fencing Masters
Pg 74
See Pg 26
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NOW HIRING
TE IMMEDIA
LIVE-IN AND HOURL CEMENT PLA Y AILAB VS A SHIFT LE
Can research really change the future of autism? You can SPARK research with one click.
Join SPARK – a free study with a simple mission: speed up research and advance understanding of autism.
Individuals with autismwill receive a $50 gift card once registration is complete.
To learn more about SPARK and register online, visit www.SPARKforAutism.org/UCD
SPARK: Simons Foundation Powering Autism Research for Knowledge
SPARKPrimary Investigator:WendyChung, MD, PhD Protocol Number: 20151664 Western Institutional ReviewBoard
916-703-0299 bhilscher@ucdavis.edu
©2016 Simons Foundation
Delphi Academy kindergarten - 8 th grade private school
empowering students to be competent, confident learners
Come to OPEN HOUSE! 1:00 - 3:00 pm _____________ November 19, 2016 January 21, 2017 March 18, 2017
Experienced Teachers. Engaged Students. Excellent Curriculum. Full-Day Program with After School Activities. Students ages 4 - 14. _____________ Visit the classrooms in action! Call today for a personal tour. 408.370.7400
TM educational services.
delphicampbell.org
DELPHI ACADEMY 1 W. Campbell Ave., Building A in Campbell (at Winchester Blvd.)
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REGISTER FOR FALL SESSIONS NOW CLASSES ARE ALMOST FULL
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every child should know what it feels like to dance This is the founding principle of Tutu School. We believe that motor skill development is infinitely enhanced by Tchaikovsky and Bach, that young imaginations benefit immensely from exploring the enchanted worlds of swans and sugar plums, and that twirling should be a fundamental part of any childhood.
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Institute For Mathematics & Computer Science (IMACS): How it changed entrepreneur Thibault de Chatellus’ life
engaged. The self-paced computer enrichment curriculum is designed for third to ninth graders. It develops advanced prob- lem-solving skills and builds a strong foundation in programming and computer science. Why should parents consider math and computer science enrichment? More and more jobs in today’s knowledge-based economy require a mastery of mathematics and strong critical thinking skills. Unfortunately, US students are falling further behind. Today, they rank 35th in mathematics and 27th in science com- pared to other countries in the most recent PISA test. More than ever, education needs to emphasize the development of skills, instead of the acquisition of knowledge, which can quickly become obsolete. Why did you send you son to IMACS? Like all parents, I wanted the very best for my child. Our son was in one of the best schools in the area, but we were not sure that it was enough. Giving my son advanced math education and problem-solving skills was important. We signed up for a free IMACS class and were immediately impressed by the teaching methods. IMACS was so different from anything we had ever seen. What were the results? The power of IMACS is not that it taught my son how to solve specific problems. Rather, it taught him how to think logically and creatively, so he could approach any problem. He became an out- standing student – not only in math – and approached all of his studies with poise and confidence. He graduated with the highest GPA in his high school, graduated from an Ivy League college and now works for one of the top management consulting firms in the country. Why did you invest in IMACS? I had reached a point in my professional life where I wanted to pursue something that would truly make a difference in the lives of others. Knowing how much IMACS benefited our son, I thought it should be more widely available and decided to bring the program to the Bay Area. How can parents get their kids started in the program? All parents and their children are invited to attend a free class. Because IMACS groups students by ability, not by age or grade, the class allows IMACS to determine the right starting point for each child. For more information on IMACS and to reg- ister for a free class, go to www.imacs.org/bayarea or call 408.702.2447.
Two years ago, businessman and entrepreneur Thibault de Chatellus decided to follow his passion: He invested in a math and computer enrichment program to teach children the critical thinking skills necessary to succeed in the 21st century. As a young student, his son took classes at the Institute For Mathematics & Computer Science (IMACS), a unique enrichment program that transformed his life. Recognizing how it could do the same for others, Thibault decided to bring IMACS to the Bay Area. The first IMACS center opened in Sunnyvale at 719 Sunnyvale-Saratoga Road in July. Excerpts from an IPM interview with Thibault de Chatellus, President, IMACS California What exactly is IMACS? IMACS is an extraordinary math and computer enrichment program. For over 20 years, IMACS has helped thousands of bright children reach their highest potential. This innovative pro- gram, designed for bright elementary and middle school students, develops logical reasoning and creative problem-solving skills rarely taught elsewhere. More than 4,500 students in the U.S. and abroad attend IMACS classes or study its online courses each year. IMACS students have gone on to elite colleges and have won numerous awards in math and science.
“Like all parents, I wanted the very best for my child. Our son was in one of the best schools in the area, but we were not sure that it was enough.”
Why is IMACS unique? IMACS teaches students by ability, not age or grade. As a result, IMACS students are never held back from reaching their full potential. Additionally, our curricula are developed by a long- standing team of mathematicians, computer scientists, engineers, and educators, who draw on an average of over 25 years of expe- rience teaching talented students. Rather than accelerating the pace of standard material or teaching tricks without understand- ing, IMACS designs original curricula that engages bright chil- dren on a deeper level. What programs does IMACS offer in Sunnyvale? IMACS offers five levels of math enrichment for students starting as early as first grade. Classes are taught by highly quali- fied teachers using challenging games, logic puzzles and mathe- matical problem-solving activities that keep students highly
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IN EVERY CHILD, THERE IS POTENTIAL WAITING TO TAKE OFF. IMACS’ Math and Computer Enrichment Programs teach elementary and middle school children the logical reasoning and creative problem-solving skills they need to excel in STEM - and in life.
ATTEND A FREE CLASS WITH YOUR CHILD. Sign-up here: IMACS.ORG/INDIAPARENT
MATH ENRICHMENT • COMPUTER PROGRAMMING & VIRTUAL ROBOTICS
NOW IN SILICON VALLEY
719 SUNNYVALE-SARATOGA ROAD • SUNNYVALE, CA 94087
IMACS.ORG/INDIAPARENT • 408.702.2447
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FALLHELP
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www.SPARKforAutism.org, call 916-703-0299 or email bhilscher@ucdavis.edu. ABOUT SPARK SPARK (Simons Foundation Powering Autism Research for Knowledge) is a national autism research initiative that will connect individuals with a professional diagnosis of autism and their biological family members to research opportunities to advance our understanding of autism. SPARK’s goal in doing so is not only to better understand autism, but to accelerate the development of new treatments and supports. SPARK was designed to be easily accessible to the entire autism community and was fashioned with input from adults with autism, parents, researchers, clinicians, service providers and advocates. Registering for this first-of-its-kind initiative can be done entirely online in the convenience of one’s home and at no cost. DNA will be collected via saliva kits shipped directly to participants. Once the SPARK participant’s family has returned their saliva samples and provided some medical and family history information, the SPARK participant will receive a $50 gift card. SPARK will provide access to online resources and the latest research in autism, which may pro- vide participants and families with valuable information to help address daily challenges. For researchers, SPARK pro- vides a large, well-characterized cohort of genetic, medical and behavioral data, and will result in cost-savings for researchers by reducing start-up costs for individual studies. SPARK is entirely funded by the Simons Foundation Autism Research Initiative (SFARI). ABOUT THE UC DAVIS MIND INSTITUTE At the UC Davis MIND Institute, world-renowned scien- tists engage in collaborative, interdisciplinary research to find the causes of and develop treatments and cures for autism, attention-deficit/hyperactivity disorder (ADHD), fragile X syndrome, 22q11.2 deletion syndrome, Down syndrome and other neurodevelopmental disorders. For more information, visit mindinstitute.ucdavis.edu. ABOUT AUTISM Autism is a general term used to describe a group of com- plex developmental disorders – autism spectrum disorders – caused by a combination of genes and perhaps environmental influences. These disorders are characterized by deficits in social communication (both verbal and non-verbal) and the presence of repetitive behaviors or restrictive interests. An estimated one in 68 children in the U.S. is on the autism spec- trum. The wide range of autism manifestations makes it chal- lenging to study potential causes or treatments, and thus a large cohort, which can be segmented, can substantially advance such efforts. UC D AVIS MIND I NSTITUTE JOINS SPARK, NATION ' S LARGEST AUTISM RESEARCH STUDY G ROUNDBREAKING INITIATIVE COMBINES WEB - BASED REGISTRY WITH DNA ANALYSIS TO ACCEL - ERATE AUTISM RESEARCH AND SPEED DISCOVERY OF TREATMENTS
Leonard Abbeduto, David Amaral
(SACRAMENTO, Calif.) —The UC Davis MIND Institute in Sacramento, Calif. today helped launch SPARK, an online research initiative designed to become the largest autism study ever undertaken in the United States. Sponsored by the Simons Foundation Autism Research Initiative (SFARI), SPARK will collect information and DNA for genetic analysis from 50,000 individuals with autism — and their families — to advance our understanding of the causes of this condition and to hasten the discovery of supports and treatments. The UC Davis MIND Institute is one of a select group of 21 leading national research institutions chosen by SFARI to assist with recruitment. The SPARK effort is being led locally by Leonard Abbeduto, director of the UC Davis MIND Institute, and David Amaral, MIND Institute director of research. “The SPARK project is especially exciting because of the unprecedented collaboration involving 21 clinical sites all working together with a common vision,” said Abbeduto. “It says a great deal about the scientific community’s commit- ment to helping families affected by autism.” Amaral added that the project will undoubtedly change the course of future autism research and hopefully bring prac- tical benefits to affected individuals and families. “This is the kind of study that the MIND Institute was designed to carry out,” he said. Autism is known to have a strong genetic component. To date, approximately 50 genes have been identified that almost certainly play a role in autism, and scientists estimate that an additional 300 or more are involved. By studying these genes, associated biological mechanisms and how genetics interact with environmental factors, researchers can better understand the condition’s causes, and link them to the spectrum of symptoms, skills and challenges of those affected. SPARK aims to speed up autism research by inviting participation from this large, diverse autism community, with the goal of including individuals with a professional diagnosis of autism of both sexes and all ages, backgrounds, races, geographic locations and socioeconomic situations. SPARK will connect participants to researchers, offering them the unique opportunity to impact the future of autism research by joining any of the multiple studies offered through SPARK. The initiative will catalyze research by creating large- scale access to study participants whose DNA may be selec- tively analyzed for a specific scientific question of interest. SPARK will also elicit feedback from individuals and parents of children with autism to develop a robust research agenda that is meaningful for them. Anyone interested in learning more about SPARK or in participating can visit
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S t e p On e S c h o o l “Starting from the Heart” Find out why.
expert teachers know how to teach to the individual, while at the same time creating a warm, cohesive classroom environment. A low student teacher ratio (ratios range from 1:5 in the Twos program to 1:8 for the 3’s and 4’s to 1:11 for the Transitional Kindergarten) makes that possible. Step One is also set apart by a strong anti-bias curriculum and emphasis that shapes our work. We encourage diversity through exposure to different languages, cultures, family structure, and family traditions. We strongly commit to maintaining diver- sity when accepting applicants and hiring teachers, and are one of the only preschools in the country with a facul- ty composed of over 30% male teach- ers. We were honored to receive this recommendation from a Step One par- ent: “I can say with all sincerity that you will be hard-pressed to find a warmer, more nurturing, or more exciting place for your little one.” Please contact us to learn more about our environment as a fit for your child: Step One, Starting from the Heart.
In addition to an enriching class- room environment, Step One offers an exceptional outdoor space in the beau- tiful Berkeley hills. Along with a large play-yard, Step One has built child- friendly nature areas on our hillside, complete with garden and outdoor kitchen: a complete indoor-outdoor learning environment. On any given day, you’ll find children engineering ways to bring water from the waterfall to the sand box, or practicing their math and measurement skills by planting a spring garden. Step One’s teachers are one-of-a- kind and are at the core of our highly- regarded program. Over 60% of our teachers have been at Step One for 10 years or longer. They are highly edu- cated, motivated early childhood experts.Teachers bring their creative abilities (such as music, dance, Spanish language expertise, art, and photography) to the classroom. Staff also receive on-going professional development, mentorship, and coach- ing. Each child is unique, with his or her own strengths and challenges. Our
With a 35-year history in Berkeley, Step One is one of the East Bay’s best- loved preschools, with a track record of developing children’s curiosity, empathy, and love of learning for a lifetime. For 21st century learning, creativi- ty and collaboration are the name of the game. Step One fosters both through teaching that stimulates both children’s intellectual curiosity and their social-emotional development. Children at Step One are encouraged to explore and discover: to take initia- tive in their learning so that they ‘learn how to learn’. This approach positions them to engage deeply and to find learning meaningful. Step One students are also learn- ing empathy, which is encouraged and modeled by teachers. They internalize respect for self and others while devel- oping close relationships with teachers and peers. The schools our graduates attend praise Step One students as academically well-prepared, strong school leaders, and exceptional class- room citizens.
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NEW IN MOUNTAIN VIEW A Sprawling child-friendly Dental Facility that has Certified Specialists
The minute you enter into the facility you will realize that it is a kid friendly place. Children will love the décor, painted walls and friendly staff. Moreover, MV Kids Dentists and Braces is located in Mountain View, in the exact place as the popular and familiar Nalli Silk Sarees has been though in a much bigger and brighter interior. In this special health section we introduce you to MV Kids Dentists and Braces, a dental practice for children spe- cialized in pediatric dentistry and orthodontics. According to the spokesperson of MV Kids Dentists, their place is different from other similar practices, ranging from philosophy to higher standards of treatment and behavior. Let’s explore each one of them carefully. PHILOSOPHY At MV Kids Dentists and Braces, their philosophy is to improve oral health for children in the community using their best knowledge in pediatric dentistry and orthodon- tics. Their office is designed to create a warm and welcom- ing environment for children and their parents. They uti- lize the latest technology in pediatric dentistry and the state-of-the-art equipment to provide the best possible care to the children.
High standard dental treatment The dentists at MV Kids Dentists and Braces practice honestly and ethically. Their pediatric dentist is board-cer- tified by American board of Pediatric Dentistry, and both their pediatric dentists and orthodontist are highly experi- enced treating children with a wide range of behaviors. They have many different treatment options that are suit- able for children of all ages that have different oral and behavioral needs. Their affiliation with the academic envi- ronment allows them to stay up-to-date on the latest tech- nologies in pediatric dentistry and orthodontics. They only offer treatments that they would use on their own children. Certified by American Board of Pediatric Dentistry Not all children's dentists are specialists. Their pedi- atric dentists and orthodontist have spent an additional 2- 3 years to become specialists in their fields. Their pediatric dentists are also Diplomate of the American Board of Pediatric Dentistry. Not all pediatric dentists are necessari- ly board-certified. To earn the title of Diplomate, a pediatric dentist is required to go through multiple steps of certifica- tion process to verify his/her proficiency and excellence in Pediatric Dentistry. In addition, to maintain the Diplomate status, the pediatric dentist needs to renew annually by
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Dr. Yang is an active member the American Academy of Pediatric Dentistry, the California Society of Pediatric Dentistry, the Western Society of Pediatric Dentistry, the Mid-Peninsula Dental Society, and the International Association for Dental Research. She is board-certified and is a proud member of the College of Diplomates of the American Board of Pediatric Dentistry. Community wise, Dr. Yang serves as one of the six board members of the UCSF Pediatric Alumni Board of Directors, and as a com- mittee member at the UCSF Children’s Oral Health Research Center, the world renown research center dedicat- ing to children’s oral health. Dr Yang loves photography, drawing and painting, Zumba, Yoga, traveling around the world to experience new cultures, and spending time with her husband and family. Quat “Charles” Tran, DDS, Orthodontist Dr. Tran has been creating beautiful smile since 1999. He received his Doctorate of Dental Surgery degree with high honors from the University of the Pacific Dental School in San Francisco. Following dental school, Dr. Tran earned a Post-Doctoral Certificate in Orthodontics from New York University. When asked why he chose this pro- fession he said enthusiastically: His involvement in dental profession and the local community has been extensive since establishing his San Jose office in 1999. Dr. Tran is passionate about his work as an orthodontist, he truly enjoys and love spending time with his patients and his team. Dr. Tran is an active member of the American Association of Orthodontists, American Dental Association, California Dental Association and Santa Clara County Dental Society. By providing the highest-quality treatment using the latest and most comfortable technologies in orthodontics, he continues to exceed the expectations of his patients and parents. While not doing what he loves best, Dr. Tran enjoys ski- ing, golfing, listening to music and spending time with family. Their office is conveniently located just a few blocks from downtown Mountain View. They are currently accept- ing new patients with the special promotion (as noted in the ad). They open Monday-Thursday and some selected Saturdays. For more information please visit: http://www.mvkidsdentistsandbraces.com/ "I love orthodontics. I love doing what I'm doing. I love working and interacting with my patients!"
demonstrating that his/her knowledge is up-to-date and meets the high standard of clinical excellence.
Child-friendly environment The office is designed with children in mind. The office uti- lizes many glass doors, windows and walls to maximize natural light. The whole office is surrounded by ocean-blue walls and fun aquarium-themed paint done by talented local artists. The waiting area is spacious and filled with toys as well as iPad stations and places to watch movies. All of their chairs are equipped with TV’s and headsets with the newest selection of movies so that children can relax during their treatment. They welcome you and your chil- dren for a free-of-charge, non-dental office tour in order to familiarize you with their office. Needleless Injection As an option for young, apprehensive children, they have the latest technology and tools to offer needleless injections to deliver local anesthesia that is painless for your child. Their office is proud to be selected as the recipient of the “2016 Best of Mountain View Award” in Pediatric Dentistry. They are very honored to be the only Pediatric Dental Practice selected by City in Mountain View. They constantly strive to provide the best possible services to their patients, parents and the community, and they sin- cerely appreciate all of the support they have received. Dr. Yang is passionate about providing the best quality dental care to children of all ages while creating a reward- ing and stress-free experience for the parents and their chil- dren. Dr Yang completed her Pediatric Dentistry Specialty training from University of California, San Francisco (UCSF) School of Dentistry, and her doctoral degree from University of Southern California (USC) School of Dentistry. Dr Yang has extensive years of experiences not only in pediatric dentistry and hospital dentistry, but also in the dental research and academic communities. She stays at the forefront of pediatric dentistry by being an active contributor in dental research publications, book chapters, journal reviews, as well as learning the innovative clinical approaches. Dr. Yang is the recipient of the prestigious UCSF Pediatric Dentistry Excellence in Dental Care of Pediatric Disabled Patient Award, awarded to only one recipient each year. Additionally, she is awarded numerous research awards from UCSF, USC, and American Academy of Pediatric Dentistry. She holds the UCSF Medical Center Hospital Privileges and is a Health Science Clinical Assistant Professor at the UCSF Benioff Children’s Hospital and UCSF School of Dentistry. 2016 BEST OF MOUNTAIN VIEW PEDIATRIC DENTIST THE DOCTORS’ TEAM Rungnapa Yang, DDS, PhD, Pediatric Dentist
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Report Reforming Education in Delhi A revolutionary movement by AAP By Hridbijoy
towards education. But, the present Delhi government was formed by law- makers who are known for their radical activism. The Deputy Chief Minister, who is also the finance and education minister, had openly declared educa- tion as his top priority. It is quite un- usual for a finance minister to pay less attention towards revenue generation for education, but he didn’t accept the corrupt practices set by his predeces- sors; instead he decided to change the system itself. In February 2015 Delhi’s 1011 gov- ernment schools were marked by short- age of classrooms, insufficient number of teachers as no recruitments had been done for a decade, and most impor- tantly, low learning levels and high dropout rate among students. Fast for- ward to August 2016, and we see gov- ernment schools in Delhi getting better in terms of infrastructure, administra- tive reforms, curriculum and teachers. The increased budget has helped the government in addressing basic prob- lems, especially related to infrastruc- ture. 8000 classrooms were constructed, housekeeping staff for proper cleaning of school premises were employed, schools got connected to the water pipeline, and Estate Managers were de- ployed in every school to supervise the maintenance and upkeep of the school. Estate managers use an android app to report their findings which is regularly monitored through customized dash- boards by the officials and the deputy chief minister. Schools are improving not just because of the increased budget but more because of the commitment towards bringing a real change to the classrooms.
government and attended the 1st Mega PTM in their neighborhood schools. Parent Teacher Meeting in today’s world is taken for granted and it is as- sumed that monthly or bi-monthly PTMs are regularly held across all the schools. Unfortunately, that was not the case in Delhi. Most of the parents who had at- tended the mega PTM were satisfied with the government’s efforts in im- proving the schools. But, this change didn’t happen overnight. The Aaam Aadmi Party came to power with full majority in February 2015 and since then the government has been trying hard to push forward the agenda of re- forms which the party had promised to the people in the 70 point manifesto of 2015 assembly elections. The smile seen on parents’ faces after coming out of the Mega PTM is the result of right steps taken during the past one and a half year by the government. The first step taken by the Delhi government after coming to power caught the attention of many, as the fi- nance minister and education minister Manish Sisodia announced 106% in- crease in budget for education, making it 25% of the total state budget. This bold move was appreciated as it falls in line with our pre-set notions about budget dependent reforms. Empirically, public policy in India has not benefitted much from the increase in budget. Be- fore Delhi the two communist ruled states Kerela and West Bengal had also made similar efforts in reforming edu- cation. While Kerela succeeded, West Bengal failed miserably. At this stage the AAP leadership could have could have stopped the tiring process of re- forming Delhi’s education scenario, as they had already allocated more budget
July 30th, 2016 was a historic date for Delhi. I don’t blame you for not re- membering which leader’s birthday it was or forgetting about another ‘revo- lutionary’ scheme launched on that day. What happened on that day is historic because for the first time parents of chil- dren studying in government schools had entered the school premises and in- teracted with the teachers and princi- pals. Mother of a differently abled girl who comes to school on a wheelchair said “I have to come to the school gate every day to drop her off, but had never come inside before today." Thousands of parents responded to call of Delhi
Parents arriving for parent teacher meeting in Delhi, a first ever
Contʼd on page 32
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Young At Art
A Un ique And
Nurt ur i ng Le ar n i ng Env i ronme n t !
creations. The mixed media class allows stu- dents to use more unique mediums such as wire, foam and paper mache to create interesting and exciting craft projects. We also have an advanced placement class where students can work on their portfolios or simply take their art skills to the next level. The teacher of the advanced class, Bre Enright is a talented artist who attended Pratt Institute in New York and knows firsthand what it takes to make your portfolio college admis- sions ready. She has helped many students cre- ate portfolios for prestigious art schools such as the Rohde Island School of Design and Art Center. This is a great class for any experienced artist who wants help fine tuning their skills from a gifted professional. Each class at Young At Art is from one to two hours in length and meets once a week. Every class has students that vary in skill level from beginner to advance. Class prices include instruction and the best quality materials. All the materials that the student will need are provided, so you will never be charged a hidden fee or be frantically running through the art store before class. Tuition is paid by the month and is adjust- ed depending on the number of classes in that particular month. Some of our students have been coming here for over five years and have produced incredible pieces of art. We have had students compete in multiple art shows around the bay area. Our stu- dent teacher ratio is six to one allowing each stu- dent an abundance of help geared toward their skill level. Every one of our instructors is an accomplished artist and very well educated, most having either a BA or BFA in fine arts. They are extremely talented and look forward to shar- ing their talents. Some of our teachers were even students at Young At Art themselves so they
Young At Art was started in a garage over three decades ago and has become an accom- plished, year round art school with enrollments of over 400 students per month. Young At Art encourages students to artistically express them- selves while learning in a nurturing environ- ment. We offer art classes for ages 4 years to adult specializing in oil painting, drawing, clay, and exploration with mixed media. Oil painting is our most popular class where students enjoy ref- erencing images or using their imaginations to create impressive and memorable works of art. In our drawing classes students learn important drawing techniques that are the basis for many different art forms. They learn to use pencil, pas- tel, colored pencils and other 2D mediums while drawing still lifes or creating imaginary worlds. Our clay class is new to Young At Art this month and we think that students will really enjoy this introductory class. Students will learn all about the basics of working with clay and will be instructed in making all different kinds of clay
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Classes for 4 & Up
We offer a variety of classes seven days a week. Classes are designed for you to come in once a week on the most convenient day for your schedule.
• Drawing • Painting
• Water Colors • Mixed Media
√ Advanced Portfolio √ Holiday Workshops √ FALL CLASSES
We are an art school for ages 4 through adult encouraging artistic expression in a nurturing environ- ment. Established in 1976 in the Cupertino area and now open in Newark, we have enrollments of 600 students monthly.
CUPERTINO STUDIO 10624 S. De Anza Blvd. Cupertino, CA 95014 Phone (408)255-1414 yaacupertino@gmail.com
NEWARK STUDIO 6335 Jarvis Ave. Newark, CA 94560 Phone (510)744-1759 yaanewark@gmail.com
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Young At Art provides an encouraging and nurturing environment while teaching students the basics of art as well as so much more. Art is such a great creative outlet for children and adults alike and Young At Art is a perfect place to turn artistic dreams into reality.
know exactly what the students are going through and how to help them achieve their goals. We have a small staff here at Young At Art which gives students the chance to really get to know their teachers. One of the things that makes Young At Art a unique and nurturing learning environment is the way our classes are taught. In a lot of tradition- al classroom settings, the teacher has a set lesson plan and everyone is taught the same. Unfortunately, sometimes in this environment the students who are having trouble struggle to keep up with the more advance students. At Young At Art students are not pushed into a situ- ation where they won’t be able to excel. The teacher goes around the room and helps each student individually at his or her own skill level. This way every student can progress com- fortable at their own pace. Along with our regular classes we also offer week long day camps June through August where students can learn ceramics, painting, sculpture and much more. We also have winter workshops going on December 20th-23rd, 2010. In the morning winter workshop, students will create many unique crafts that can be turned into ornaments or given as gifts. In the afternoon workshop, painting, drawing and other 2D art mediums will be used to create festive pieces of art.
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Emerson School and Hacienda School
The Gift of Writing Well
ÍÍ Every summer, Emerson School of Palo Alto and Hacienda School of Pleasanton open their doors and offer their innovative programs in a camp-like setting to outside students who want to share in the summer adventures. Students discuss literary, film, and music “texts,” produce a series of writing products in response to them, and respond to ideas and concepts our teachers introduce in conversation. At key points throughout the day the faculty provide students with individual- ized coaching in thinking, conversing, writing, revis- ing, and presentation skills. THREE DIFFERENT COURSES Three courses are offered during the summer of 2016. “Expository Writing” focuses on writing mechanics and prose forms used in school assignments. “Creative Writing” encourages the development of self-expression and imagination. “Presentation Techniques” develops public speaking skills, with an emphasis this year on the
use of persuasive appeals, tools, and techniques.
HELP STUDENTS LOVE WRITING The goal of the Write Now! program is to encourage students to love writing because the more they enjoy it, the more they will write and the better at writing they will become. This is done four ways: by (a) engaging students in intriguing material, (b) writing quickly, (c) writing a lot, and (c) only sometimes focusing on the mechanical flaws of punctuation and spelling. The absence of letter grades also helps students enjoy the whole writing process. At the end of each day, students have an opportunity to go back and complete unfinished pieces as well as rewrite pieces they like. These works are then pre- sented to the whole group in the “Authors’ Workshop.” Parents are invited and, indeed, encouraged to attend these sessions. PARENTS ARE ASTONISHED Many parents are surprised by how much their stu- dents enjoy writing when given a chance to do it in a Write
CULTIVATING ASTONISHING POTENTIAL!
• Individualized Montessori curriculum • Emphasis on thinking skills & personal values • International curriculum (Chinese, Spanish)
• Superior academic preparation • Year-round, full-day program • Business calendar Hacienda School
Emerson School 650-263-4749 Palo Alto www.EmersonPaloAlto.com
925-302-6587 Pleasanton www.HaciendaSchool.com
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dents of the two schools who are outstanding writers and competent to assist during the summer camp program. The average ratio of helpers to students is roughly 1:8. FREE EXTENDED CARE The actual camp program run s from 10:00 AM to 4:00 PM. Extended care from 8:00 AM until 6:00 PM is available at no extra charge.
Now! format. In the formal evaluation that students turn in as their last writing assignment, almost all students say they would recommend the camps to a friend because they feel that their writing has improved significantly. Parents are also surprised by the high level of interest students express in very sophisticated ideas and concepts when given the chance to exercise their analytical skills fully. Rather than simply being a summer diversion for their stu- dents, enrollment in a Write Now! course is a gift that will last a lifetime and might even alter the course of a life. Students of the Expository Writing and Creative Writing camps produce a “Literary Review,” a compilation of the students’ favorite writings, that is published at the end of each week. Every student is given a copy of the review without charge. AGE GROUPINGS Students are separated into three groups: lower ele- mentary (grades 2-3), upper elementary (grades 4-5), and middle school (grades 6-8). Though there are whole-group presentations, as well as group instruction on techniques and rules, much of the work is done in smaller groups (e.g., five to eight students) that are conducted in the same way as graduate-level university writing workshops. PROFESSIONAL TEACHERS AND HELPERS Since the Write Now! program is part of the regular curriculum at the year-round Emerson School and Hacienda School, the regular teaching staff are available during the summer. They are supplemented by former stu-
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learning mangers were identified in each school who helped other teachers in dealing with classroom and course issues. Based on the success of this in- tervention, a mentor teacher program was launched this year in which 200 highly motivated teachers were se- lected to support and guide other teach- ers by reaching out to them in the classrooms. In 2016 teacher training budget was increased by more than 100 %. Till last year teachers were not inter- ested in teacher training sessions con- ducted by the SCERT as it didn’t helped them in dealing with issues they used to face during teaching. This year dur- ing the summer vacation, more interac- tive and activity based training sessions were conducted for the teachers. The teachers liked this approach as they were also going to be supported by mentor teachers. The government partnered with CreateNet for principal leadership pro- gram. Initially this programwas limited to the principals of schools selected for the 54 school pilot project in 2015. This year the program has been extended to all the principals. The government has also sent Principals to management in- stitutes to become better leaders as they principals are being given more auton- omy to take decisions without bureau- cratic delays caused by movement of files from school to district office. Some principals were also sent to Cambridge University to learn the best practices being practiced in the west. Among other issues the high dropout rate among students of class 9th is still a matter of concern for the government. Last year the Delhi assem- bly decided to scrap the ‘No Detention Policy’ which allows students to get promoted till class 9th without passing exams. But, the bill has not been ap- proved by the union government. The government’s conducted learning as- sessment of Class 6 students, which showed that 74% of them could not even, read a passage from their text- books and 67% of students could not do
their schools. He promised them neces- sary support from the government. 200 principals responded to his call by sub- mitting their plans. After a detailed re- view of suggestions received, 54 schools were selected for the pilot proj- ect in which principals got more auton- omy to take decisions and also the launched new initiatives for increasing the learning level among children. Chil- dren join Delhi govt. schools in class 6th as the primary schools are run by the municipal corporations. Most of them were not able to read grade level text- books. The government decided to take help of Pratham and for 90 days stu- dents were segregated according to their learning level after conducting a baseline assessment. This special pro- gram run in government schools bene- fitted thousands of students as they were able to read their textbooks and compete with their peers. An end line assessment confirmed the results. The government also realized the need for reducing syllabus as teachers were under pressure to complete the syllabus, while students couldn’t even read. Syllabus reduction committees were set up by the State Council of Ed- ucation and Research. These commit- tees comprised of educationists and government schools teachers. For the first time, school teachers were asked to send their suggestions for the syllabus. Suggestions received from teachers were analyzed by the syllabus reduc- tion committee and most of them agreed to reduce the syllabus by 25% but some eminent educationists resis- ted it. Educationists also opposed other moves by the government as for the first time the government refused to consider their suggestions for maintain- ing the status quo. Academicians and educationists were asked for solutions to the problems faced by government school teachers and parents. But, they never came up with tangible solutions. Government also decided to invest in teacher training and classroom support system. In the pilot project of 2015,
All these measures were only the structural part of the reforms being car- ried out by the Delhi government. Real challenge was to break the inertia of in- difference among officials and initiate changes in policy. The government de- cided to conduct elections for School Management Committees mandated under the Right to Education Act 2009. Before September 2015, SMCs either didn’t exist or were nonfunctional. The government with the help of civil soci- ety mobilized parents to participate in these elections. On September 5th, last year elections were conducted for the first time all the 1011 schools run by the Delhi government. The formation of SMCs was crucial as it allows commu- nity members and local representatives to have a say in the administration of school and it also helps the government in keeping an eye on its officers. Since then, SMCs have been helping the gov- ernment in implementing different pro- grams. Also, SMCs give feedback about different policies to the government. The government has been able to form a very strong network of 16,200 SMC members spread across the city. SMC members are connected through social media to the education minister and his advisor Atishi Marlena. Regular train- ing sessions are conducted for the SMC members and administrators by Saajha, an NGO with a vision to set up SMCs in all the schools of India. Recently, summer camps were organized in al- most 600 schools with the help of SMCs. Through SMCs government is trying to bring all the stakeholders of children’s future together to initiate best practices in the classrooms of Delhi. The local MLAs are also member of the SMCs and AAP MLAs have been taking round of school and helping the SMCs. Last year right after the formation of government, the Chief Minister of Delhi Arvind Kejriwal attended called a meeting of all the principals of gov- ernment schools, where he asked them to submit suggestions for improving
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