‘United Dreams’ Come to Life: Puente Opens First-ever South Coast Bilingual Parent Co-op

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October 10 was a big day for eight children in the South Coast community. Puente quietly opened its first-ever parent cooperative preschool for children aged 18-36 months. From now through the end of the school year, four days a week, the kids attending Puente’s pilot program get to play messily and joyfully, sing, shout, read, and learn English and Spanish under the guidance of child development specialists.

The new co-op, known as Sueños Unidos (or United Dreams in English), is housed within Puente’s own childcare center for its first year while Puente seeks funding to move it to a larger dedicated space in 2018. It represents a major leap forward for daycare in Pescadero, which has no consistent, affordable licensed care facility.

“We’re really excited. So many people have put their hearts into this, and finally it feels like this dream is coming true,” says Arlae Alston, Family Engagement Project Manager for Puente.

The pilot program is overseen by two accredited teachers (one full-time, one part-time); a committee of local parents, and Alston herself. Funding for this program comes from the Heising-Simons Foundation, which continues to support the South Coast Family Engagement Initiative, a partnership between Puente and the La Honda-Pescadero Unfied School District, and First 5 of San Mateo County.

Puente has never been afraid to experiment. Its team opened a health care clinic in Puente’s own offices with funding from the San Mateo County Health System because the need was so great and there were no other suitable buildings in town. The parent co-op is a similarly creative solution to a serious need. Children older than 3 years have access to two quality preschools through the La Honda-Pescadero Unified School District. But the working parents of younger children, particularly Spanish-speaking parents, have no choice but to place their younger kids with an informal network of home childcare providers.

Many, if not all of the caregivers are passionate about childcare and child development and until recently they lacked the formal training, resources, and facilities to offer their young charges the enriched formative experience they’ll need to prepare for the social dynamics of preschool. When they get to preschool, the children may also lack the English language skills of their peers– a difference you can see by the age of three.

“Children deserve to play outside, and to be surrounded by physical beauty,” says Alston. “This is a place where kids can explore safely and the adults responsible for them don’t have to worry about the dogs next door and the truck coming in to deliver a load. We will also provide food, so parents don’t have to worry about packing lunch.”

For those unfamiliar with a parent co-op preschool, it is typically a school administered and maintained by parents with a teacher or teachers responsible for educating the preschoolers. At Sueños Unidos, parents are responsible for the childcare routines during the school day while they learn child development from the teachers.

The dream of a free, bilingual parent co-op came together very quickly this summer when Puente partnered with Family Connections, a nonprofit in San Carlos that provides educational services to low-income families. Together with Puente, they applied for and received a grant from First 5 San Mateo County.

Linnea Hoffman leads a committee of local parents who help run the co-op. Alston recruited them all back in June. Hoffman is a stay-at-home mom with two year-old son.

“My son is at an age where I can’t afford daycare and I don’t have family around here I can leave him with. There’s a solution to not having reliable people to watch your children, and I wanted to be a part of that for people here,” she says.

But Hoffman never dreamed that her son would actually be one of the children to benefit from enrolling in the co-op – she thought it would take years. Now she and the other parents on the committee take turns volunteering as teacher’s aides during co-op hours, from 8 a.m. to 12 p.m.

At the end of each day, when parents come to pick up their children, the teachers sit down and talk with them for 30 minutes about what happened during the morning. The idea is to learn about best practices: the mothers come away with new skills on everything from language development to how to defuse conflicts.

Most of the parents on the co-op committee are Spanish-speaking. Several are informal local caregivers who want to be part of creating a professional daycare setting. Some are interested in pursuing professional credentials.

Under Alston’s guidance, the committee has set policy for the co-op and interviewed the teachers Puente hired. They also came up with the name Sueños Unidos. Hoffman explains the meaning behind it.

“We all really want the same things for our children and our community’s children. And it’s been fun to think about ways that our kids’ needs can be best met.”

Working and learning together, these parents and their children will form the newest cohort of families who can reach across cultural lines to work for common cause.

“There are two communities here – English-speaking and Spanish-speaking – and they don’t always seem to come together,” says Alston. “We want to provide a space where they have something in common, so they can get to know each other and trust each other.”

And that’s not all. The parents enrolled in the co-op will be required to participate in one ‘Family Night’ per month, instructional workshops for parents to learn about important topics. For example, Puente will bring in an expert to discuss nutrition; a dentist will talk about dental health; and another expert will share tips on positive discipline. The Family Nights are modeled after a highly successful program Puente already offers to parents who want to practice reading with their kids (Raising a Reader) and invest time in their development.

Puente will offer a second monthly workshop for any local parents not in the co-op, which will be a repeat of the first one.

“One of the big goals is to continue to send a message that parents are the first teachers in their children’s lives. We are here to provide tools and remind them of that – they are the ones who hold the power,” says Alston.

In addition to Raising a Reader / Family Nights and the parent co-op, the Heising-Simons Foundation supports Storytime on Wheels, a toy lending library, and Puente’s training sessions for childcare providers. Alston also personally meets with caregivers once a month to continue talking about child development, and she has one-on-one meetings with families to talk about supporting children with special needs.

Hoffman’s son has gone from the world of a stay-at-home kid to a world of learning through play. He and the other kids get to water real pumpkins, finger-paint, play with clay, sand, and even cook. And Hoffman gets to be part of something important, to pioneer a program that has already changed her life and could one day have a big impact on her community.

“Interacting with these other women is amazing, I really look forward to it every day,” she says.

Want to get involved with the parent co-op? Contact Arlae Alston for more information.

Ballet Folklorico: New Program is a Hit among South Coast Kids and Their Parents

“Uno, dos, tres y cuatro. Una vez más!”

If you end up near the Pescadero Elementary School on a Monday evening, as you approach the building you will hear the booming voice of Maestro Zenon Barron as he leads the Ballet Folklorico class, counting and showing his young students the steps. Barron commands the rapt attention of his young pupils, while their parents stand by quietly and watch. Many of the adults remember doing the exact dances in their childhood. They watch with pride. When the parents are asked what they like about the class, one of the moms responds, “I like that he is strict.” The other parents nod.

On September 19, 2016, Puente, ALAS (Ayudando Latinos a Soñar – Helping Latinos Dream) Tonantzin and Pescadero Elementary school launched a Ballet Folklorico class for children ages 6 to 17. Every Monday after school, over 30 children stay and dance Ballet Folklorico at the school. The dancing is not only fun; it gets these young students moving and excited all while listening to music. Most importantly, these students are gaining confidence to perform in front of a crowd.

As Erica Hays, principal of Pescadero Elementary School says, “I’ve been excited to see how many students of all ages are participating in the folklorico classes. There has been a lot of enthusiasm for it. One goal of our after school program is to provide enrichment activities for the children and this is a great opportunity for them.”
Barron has danced professionally for over 30 years. His dance background is impressive and includes experience studying under Amelia Hernandez. He graduated from the Instituto Nacional de Bellas Artes, the premier art academy in Mexico City. Zenon’s creativity and passion for teaching dance is boundless. He also designs the beautiful and elaborate wardrobe for Tonantzin. Creating a wardrobe for the dancers is another aspect of this program. Some of the parents are already excited about making the skirts and finding ways to bring other community members to help in sewing and designing.

Belinda Arriaga, from ALAS in Half Moon Bay, is thrilled to be collaborating to bring Ballet Folklorico to Pescadero. Ballet Folklorico is one of Puente’s newest programs for children and families. “As an organization, we are always finding ways to bring our community together,” says Rita Mancera, Executive Director of Puente. “This is a great example of bridging the students’ experiences with that of their parents. Many of the mothers remember dancing folklorico when they were young, including me.”

The class is open to everyone, which is a key component of the Puente vision to bring communities together. For some students this creates an opportunity to learn about a new culture through dance. For others, to connect with the traditions of their parents. The class starts with simple stretches to warm up. A short sequence of steps is demonstrated by Barron. Once he determines that his students are ready, he starts the music. The students move across the room cheerfully. You can see the smiles on their faces. The music is catchy and as an observer, you can’t help but tap along.

Barron explains, “What I like best about my career as a dance instructor is ultimately working with the children because I consider it the perfect age to develop and nurture their creativity.”
“I believe that through dance, younger students can develop a sensibility for artistry that will make allow them to develop into successful human beings,” remarks Barron.

Puente aims to nurture and grow this program in collaboration with the students’ parents. Similar to the Día de los Muertos workshop this year, leadership will come from the community and will be supported by Puente. Parents will help make the beautiful wardrobe, including colorful skirts, worn during student performances. Another important component is that the parents will be responsible for fundraising—families will solicit donations to keep the program going over the coming years, for the dancers’ wardrobe and for other supplies.

The excitement over these classes is evident. The moms and dads watch with pride as their children dance and learn the choreography. They tap and nod their heads to the music. The best part is that the students look happy and excited—they are truly having fun.

Want to support the Ballet Folklorico program? Click the green box below to donate today.

Farm labor transforms teen’s outlook on future from ordinary to extraordinary

Daniel Portillo heard it all his life: how his parents came to Pescadero from Mexico to give their children a brighter future. How hard they worked in the fields growing and harvesting vegetables.

All so that he could go to school and have better opportunities, like a college education and a profession that did not involve hard labor for minimum wage.

It just didn’t mean much to Daniel. At 16, he didn’t much see the point of getting good grades or paying attention in class. Homework was dumb and school was hard and boring. It was more fun to goof off. Besides which, he could see his parents were earning money without a college education. Why did he need to go to college?

He barely graduated from his sophomore year at Pescadero High. After a parent-teacher meeting to discuss his grades, his parents sat him down at the kitchen table and warned him that something had to change.

“I was messing up my life,” confesses Daniel. “They told me that if I didn’t do good I was going to end up working in the fields or end up in jail – just end up in many places I didn’t want to be.”

But ending up in the fields didn’t sound like the end of the world to Daniel, who lives at a ranch on a remote part of the coast with his parents, younger siblings, and other farm laborers. Their homes belong to their jefe, the farm owner who employs Daniel’s father, Jorge.

He knew farming was hard work, but his father always seemed happy and proud of the work he did. How bad could it be?

“My son used to say, ‘Why do I have to go to school? I can just work.’ I would respond by saying I could give him an opportunity in my work if he wanted it,” says Jorge, a vigorous, expressive man with a joyful demeanor and a strong, calloused grip. (The family’s names have been changed since the parents are undocumented).

Daniel decided to try farm work, and that is how he came to join his father in the fields last summer. While Daniel’s friends had fun relaxing at home or participating in Puente’s summer Youth Leadership and Development Program, Daniel woke up shivering in the dark each morning and was working by 7 a.m., picking onion leeks at first light.

It was the absolute last place Jorge ever imagined ever seeing his son. But they both quickly realized the experience represented an important learning opportunity – and might just be the hardest lesson of Daniel’s life.

“I decided to give him the opportunity to see life in a different way in this world,” says Jorge.

Daniel’s words: “I needed something that would get me straight and I thought the field would help me. So that’s how I went into it.”

It didn’t take Daniel long to realize he was getting more than he bargained for. For two months, Daniel earned $10.25 an hour for picking onion leeks alongside his father and the rest of the crew, a group of Spanish-speaking workers between the ages of 20 and 45. He would pick a leek, sit down, and peel it. When that was done, someone would cut the stem. When he had enough leeks, Daniel would hoist a five-pound bundle over his shoulder and walk to the tractor, which had boxes to transport them to the processing shed. Someone would wash out the boxes and the tractor would return, ready to receive another load.

It was repetitive, grueling work. “We did the same thing all day,” says Daniel. He thought of quitting on his first day but decided against it because “I’m not a quitter.”

His hands started to bruise and blister. He worked through very cold mornings and very hot afternoons. At sundown, his father, the foreman, would make sure the day’s work was done before he left the field with his colleagues. Daniel was so exhausted he was sometimes in bed by 6 p.m.

“I never thought it would be easy, but working in the fields… it’s hard,” says Daniel. “You only get two breaks in the whole day. Fifteen minutes, when you’re working in the fields, does no good. Whatever you have, an apple, that’s good to eat. There’s no fancy things to wipe your hands. You can’t waste time during your break.”

A normally picky eater, Daniel would got so ravenous he would tear into whatever food his mom had packed for lunch.

“My stomach would grumble but I would drink water and just keep working,” he says. Daniel lost so much weight that summer he had to buy a whole new wardrobe for his junior year.

It was a far cry from Daniel’s previous summer jobs through Puente’s summer youth program. For two summers, Daniel provided childcare to preschool-aged children and spent his days playing and planning fun activities with kids. He was warm, comfortable, well fed, and took lots of fun field trips with the other youth in the summer program.

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One of the youth in Puente’s summer youth program works with a child in 2014.

Puente Deputy Executive Director Rita Mancera has known Daniel since he was 8 years old. She also knows his mother, who has come to Zumba classes at Puente, and his father, a longtime Puente ESL student. Mancera was very surprised to hear that Daniel was opting to work in the fields. It’s not work parents want their children to do.

“Parents with formal education want someone to follow in their footsteps if they’ve had a higher education. But the majority of people I’ve met who are low income express it differently, they are going to tell you that they want something better for their children. That is the common denominator in Pescadero,” she says. Mexican families use an expression for this; they say they want their children to become “una persona de bien” – someone who does something good in life.

That’s exactly what Jorge wants for Daniel, his eldest child and his first pride. “My biggest dream is for him to be a professional and to have good work. I tell him, son, the opportunity is inside you. In my family, you’ll be the first with a college education. When he’s a professional, his son will be too and so will his grandchildren.”

Growing up in Mexico, Jorge loved learning. He graduated from secondary school (the equivalent of 9th grade in the United States) with a near-perfect GPA. But at 16, he had to start working construction to support his parents. Later, he came to the U.S. for the same reason. Eventually, he became a foreman, overseeing other workers and running the farm, and earning more than other workers. He has sent enough money home to Mexico that he has already built his mother a house. He also built one for himself in Mexico City. His sisters live in it right now.

“When I see my children accomplish their dreams here, I’ll go back,” he says.

It didn’t take long for Daniel to recognize that he didn’t want to be a farm worker for the rest of his life. He gained a new respect for his father when he realized how tired he must be after work, and yet he still made an effort to spend time with his children. He also goes to school board meetings to represent his children’s best interests, and to ESL classes at Puente when he can.

“I saw that he really loves me, and he really wants me to be someone,” says Daniel.

That was the turning point. When Daniel went back to school this fall, he started paying attention in school and doing his homework. He now gets Bs and Cs instead of Ds and Fs. He’s surprised at how easy it is.

“This summer changed my point of view. Doing good in school, doing my homework — that’s the way I help my dad now,” says Daniel.

Mancera says she’s witnessed a palpable transformation in Daniel, who is 17 now and has decided he would like to go to college. He has a bank account for his college savings and he is working on getting his driver’s license so he can commute home from college on weekends. He wants to attend Sacramento Universal Technical Institute and learn how to be an auto mechanic. His dream is to open his own garage and fix cars, boats and motorcycles. He’ll be his own boss. When he wants to take a break, he won’t need to ask anyone.

“In a way I almost expected he was going to have some sort of ‘aha moment’ this summer, but I was not expecting everything that he discovered about himself and his family,” says Mancera. “I’m excited for Daniel’s future. I know he’s going to do well, but I think he’s going to do something extraordinary too.”