Forget-Me-Not: Fields of Hope

Event Highlights

       Honorees: Steve Hamm, Rob Felicano, Timoteo Anaya-Gracian

We can't help but smile when we remember all the acts of kindness, inspiring moments and heartwarming stories that were shared amongst us at our 10th Forget-Me-Not. This has been our best year yet. We had the highest attendance and reached a new milestone in our fundraising efforts. Thank you to everyone who took a part in this event - we appreciate your support, your generosity, and your life-changing impact.

Introducing Our Educator Honorees

Introducing Our Forget-Me-Not Educator Honorees
Steve Hamm
Kennedy Middle School
Cupertino Union School District

Mr. Steve Hamm has been an educator for the past 23 years. He taught English for 15 years at Union Middle School prior to moving into administration. He began his principal tenure at Piedmont Middle School and is currently the Principal at Kennedy Middle School in Cupertino. Mr. Hamm strongly believes in work/life balance - for staff, teachers and students alike. As an instructional leader, Mr. Hamm strives to bring social-emotional curricula into the classroom and as professional development for his staff. He believes that happy people are productive people and his job is to make them happy. 



Rob Felicano
6th Grade Social Studies & Language Arts Teacher
Columbia Middle School
Sunnyvale School District

Aside from Rob’s mother, Agnes Felicano, his classroom teachers were his best role models of successful and responsible individuals. In fact, his teachers were some of the most positive influences on his life in ways they may never know. His passion for studying History, for example, began as a 6th grade student. His teacher, Mrs. Loree Nichols, inspired his love of Ancient Civilizations, and led him to becoming a 6th grade teacher himself.

Many of his favorite teachers were alumni from California State University, Chico. With that in mind, he chose to enroll at Chico State to once again follow in their footsteps. Chico was a wonderful chapter in his life – it was the institution where he earned not only a B.A. in Liberal Studies, but also his teaching credential, and M.A. in Education in Curriculum and Instruction. After graduation, he was thrilled to begin teaching Humanities as a 6th grade teacher in Los Angeles.

Since 2014, he has had the privilege of being part of the 6th grade faculty at Columbia Middle School in Sunnyvale, California. Although his primary curriculum is History and Literature, he makes social emotional learning a priority in his classroom. His goal is not only to make learning engaging, but also to hopefully help develop resilient, reflective and confident young people. He is grateful for the amazing mentors he’s had as a young learner. He tries to show the same encouragement for the students he has the opportunity to teach in his classroom each year.

Both Steve and Rob are outstanding educators - we look forward to celebrating
their achievements and dedication to our youth at Forget-Me-Not!

Connecting Strengths

Each of us has signature strengths – things we like doing and are good at. Discovering our signature strengths and using them in new ways can make us happier and healthier. Channeling our strengths can also help us achieve our goals and boost our feelings of competence.

The VIA Classification of Character Strengths is comprised of 24 universal character strengths that fall under six broad virtue categories: wisdom, courage, humanity, justice, temperance and transcendence. Signature strengths refer to those character strengths that are most essential to who we are. 

This month, Acknowledge Alliance helped teachers tap into their signature strengths. During a Professional Development session at Columbia Middle School, teachers were first asked to individually identify their top strength. They assembled a glass pebble art piece using their chosen strength icon. It was empowering for teachers to make their strength visible – when finished, they literally held their strength in the palm of their hand. Afterwards, they were asked to find others in the room with the same strength. As groups got together and shared their experiences, the whole room acknowledged each other’s strength in understanding, support and appreciation.

One of the takeaways from our teacher activity serves as a reminder that:
Connecting with your own strengths may help strengthen your connection with others too.

This Valentine's Day is a great opportunity to start practicing ways to use character strengths! Here are some ideas to cultivate the five strengths that are most connected with happiness:

Try a new cuisine and eat food of a different culture.

Do at least one outdoor activity weekly such as hiking, biking, brisk walking, or jogging.

Think of a time when you or someone close to you overcame a challenging obstacle and succeeded.

Count three things you're grateful for before going to bed every day.

Let someone know a strength you saw them use and how much you value it. Words of affirmation is a powerful love language.

What are your signature strengths? Get to know yourself better by taking the VIA Survey

Welcome Sharon!

We would like to give our warmest welcome to Sharon Navarro, who recently joined our team as our Director of Development. We are proud to have her on board and hope you'll have a chance to meet her soon! In the meantime, a few words from Sharon...

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Hello, I am thrilled to be part of the Acknowledge Alliance family! I have a strong passion for our mission to promote the lifelong resilience in children and youth by strengthening the caring capacity of the adults who influence their lives. This passion has guided my career.

Having worked in the nonprofit sector in San Mateo and Santa Clara County for the past seven years, I appreciate both the challenges and opportunities our region offers to reach our community with necessary and vital programs. I am deeply committed to the children, educators and families whose lives we touch and honored to work alongside our community partners.

In my short time with Acknowledge Alliance, I have been moved by the dedication and commitment of our staff and Board and by the generosity of our supporters. What an amazing and talented team!

I look forward to meeting and talking with many of you over the coming months and am excited to promote the legacy and programs of this wonderful community asset. Please feel free to contact me at - I’d love to hear from you!


Gratitude: What Fills Your Heart?

                 October 26, 2016


With the holidays around the corner, there is much to plan, but also plenty to be grateful for. Practicing gratitude every day benefits our minds, bodies, hearts and relationships. Gratitude is a relationship-strengthening emotion because it helps us realize how we’ve been supported and affirmed by other people. What would it feel like to focus more of your thoughts on what is good in life? 

Research illustrates how gratitude can help students achieve higher goals and more satisfaction with relationships, life, and school. For adults, gratitude enables people to be more optimistic, experience more social satisfaction, and sleep better with fewer worries.

At Acknowledge Alliance, we end each of our Social Emotional Learning lessons with an activity relating to gratitude and reflection. For example, after a lesson on character strengths, we ask students to think about someone who has taken a role in helping them grow their strength – perhaps a parent, friend, teacher, or coach. We then ask them to write in their journal: “Thank you ____ for helping me be ____.” Can you think of someone you can thank too?

There are many different ways to practice gratitude – keeping a journal, performing a random act of kindness, seeing the growth opportunity in mistakes, committing to one day a week where you won’t complain about anything. The ideas go on! Making gratitude as part of a daily ritual can even be as simple as smiling more often or telling someone you love them and how much you appreciate them.

On that note, we’d like to express our warmest and deepest gratitude to our donors, partners, supporters and our Acknowledge family. Thank you for believing in our mission and helping us grow every step of the way. Your support, kindness, and encouragement transcends into the lives of all the students and teachers we serve. We are grateful and we appreciate you.

Farewell to Tracy White

At our recent staff retreat, we said farewell to Tracy White, our Development Director for over 7 years. We are sad to see her go, yet happy to see her extending her career growth. Tracy has given so much to this organization. Her efforts are well recognized and we shall always remember how important she was for us. We wish her nothing but the best!

Quote of the Month

2016 Annual Fund

We're ready to launch our annual campaign in the coming weeks! Please help Acknowledge reach our $40,000 fundraising goal by making a gift and/or sharing our work. Thanks to everyone who already made a contribution and gave us a head start!


2483 Old Middlefield Way, Ste 208
Mountain View, CA 94043

Making an Impact

             September 29, 2016


2015-2016 Evaluation Highlights

Resilience Consultation Program

• 100% of school staff reported an increased awareness of student social and emotional issues.

• 96-100% of school staff reported using strength-based strategies to engage and reach their students.

• 93% of school staff reported increased empathy and understanding in the lives of their students outside of school.

• 88% of school staff reported an increase in positive educator/student relationships

"It is easy to overlook some of our own strengths and focus on things we are not doing well. Our Resilience Consultant reminds us about some of those things that we do well and have become immune to seeing. With just a few words, she can change our mindset and confidence level to give us the motivation to keep going!" — Teacher

Collaborative Counseling Program

• 88% of Court and Community School students reported that their counselor listens to them without judgment.

• 96% of Transition students reported feeling connected to at least one adult at their school.

• 93% of Transition students reported that counseling helped them to express their emotions constructively.

• 100% of therapist interns we trained reported an increased understanding of the high-risk, multi-cultural adolescent population they worked with.

“Counseling has helped me figure myself out and has helped me realize I’ve made mistakes and also has helped me be more mature and own up to my mistakes.” — 14-year-old student

Learn more about our services here.


Acknowledge Alliance is saddened by the sudden loss of Bob Beyer. Bob served as our Board President and was deeply involved in our agency for the past three years. He lived the quote: "The world is changed by your example, not your opinion." He has truly touched the lives of many with his kindness and wisdom.

During this transition, Brooke Kernick will serve as our Board Chair.

I Wish My Teacher Knew

Ms. Schwartz started "I wish my teacher knew" as a way to get to know her students better. The responses were eye-opening and inspired many teachers across the nation to try this exercise.

"I wish my teacher knew that my family and I live in a shelter."
Read more

2016 Annual Fund

Acknowledge is gearing up for our annual campaign. Our goal is to raise $40,000 this year! In the following months, we will be showing you the top ways Acknowledge makes a difference in our community.


2483 Old Middlefield Way, Ste 208
Mountain View, CA 94043

Teacher Voice: Jessica Adams

In this video, Jessica shares her middle school teaching experience and highlights the ways Acknowledge is making a difference for her classroom.

"Middle school is kind of the age where they're trying to find a sense of identity, but I think they're also trying to find a sense of belonging...which can make them vulnerable. I feel like once you can get to know the child and start trying to address all of their needs
academic, physical, social emotionalthen you can really start to make some some progress with the kids. They put their walls down. They feel more safe. They feel like they can take more risk in the classroom (intellectual risk). They tend to have more of a growth mindset. They're less worried about what their peers are going to think or say about them because they know this is a safe place."

Acknowledge is serving more middle schools this school year. Some of the schools we're working with include: Kennedy, Sunnyvale, Columbia, Crittenden, Beechwood and Selby Lane. With the success of our 3rd to 6th grade Social Emotional Learning (SEL) curriculum, we have developed a 7th grade curriculum to reach even more middle school classrooms. In addition to SEL lessons, our Resilience Consultants are continuing to support teachers like Jessica through mentorship and coaching.

People Come First

On April 29, 2016, two hundred educators and school personnel from multiple districts in the Bay Area attended the sold-out Success in Schools: Making the Connection Between Mental Health and Academic Learning Conference. Acknowledge Alliance is thrilled to have hosted this event in partnership with the San Mateo County School Boards Association and the San Mateo County Office of Education. It was a powerful day of learning and conversations to better our school communities. Jean served as a panelist and shared her lessons from the field in her years of experience.

Lessons from the Field:
Jean Hamilton, MFT and Resilience Consultant, Acknowledge Alliance

Here’s what I most want you to know as you think about the connection between mental health, academic learning and success in schools.

My comments come from 16 years as a Resilience Consultant, from facilitating many Teacher Resilience Groups and from being a therapist.  

1. People come first
2. Relationships matter
3. There’s strength in community
4. Listening is a healing act
5. Oppression blocks learning
6. Teaching and learning are inherently joyful activities

#1: People come first. All the other points follow from this one. What does this mean and how do we use this as a guiding principle in our work in schools? What would decisions look like if we put people first? What would educational policies be like if we started from how they impact people and put people first?

People are human and humans have certain inherent characteristics: we want connection. We come into this world looking for it, expecting it. Humans are cooperative—by nature. We like each other. We want to work together.  We are caring and enjoy showing that care and affection for each other. We are infinitely intelligent, like coming up with new, creative, flexible solutions to any of our problems or challenges.

People have feelings. Good feelings and painful feelings. We’ve all experienced hurt of some kind: loss or grief, fear, loneliness, being left out, physical injury or pain, embarrassment or shame, trauma and the list could go on and on. Feelings and our ability to think flexibly are what make us human.

In making the connection between mental health and academic learning, it’s important to remember that there’s a connection between feelings and thoughts. How we are feeling affects our thinking and how we learn. How we are thinking affects our feelings. They are intertwined.

Young people learn when they are feeling good about themselves. Teachers teach best when they are feeling good about themselves. This is where we want to put our attention if we are to help young people be successful in school: learning how to deal with our own feelings so we can better help young people deal with theirs.

#2: Relationships matter. Our work at Acknowledge Alliance was founded on the belief that, next to parents and families, teachers spend the most time with young people and that if we support teachers and the other adults in schools, this would directly impact the lives of young people in positive ways.

One of the protective factors highlighted in resilience theory is that if a young person has at least one caring adult who knows them, has high expectations for them, communicates a sense of belonging, recognizes their strengths, and gives them opportunities to be themselves, express themselves and their strengths, this builds resilience and the capacity to face challenges with self-awareness and confidence.

 We took this theory and applied it to building relationships with the adults who work in schools.

As a resilience consultant, this is what I do: I get to know teachers. I listen to them. I acknowledge their strengths; I tell them what I see that they’re doing well; I value them, I appreciate them, and, perhaps most importantly, I like them.

#3: There’s strength in community. Humans are meant to be together. We want to be connected to each other, to community. We want and need a sense of belonging to something bigger than our individual selves. Community gives us purpose, provides space for people to know who we are, helps us to count on and lean on others when we need to, and it gives us a chance to show up for others, be the support someone else needs.  Classrooms and school communities offer this opportunity—for all.

#4: Listening is healing act. Listening brings about change. Listening is a collaborative act. It is an act of empathy. (These points reiterate some of what Ross Greene was talking about earlier this morning.) I believe that if we truly learn how to listen to each other, keeping our own “mental health issues” out of the way, that’s when healing can begin to take place.

Listening communicates that you trust the person you’re listening to, that you respect them, and that you care.

What if we taught others to listen, to be fully present with and to give aware attention to each other? Classrooms would look different. And so would our schools.

#5: Oppression blocks learning.  Understanding what oppression means and how it operates in our world, in our schools, is vital. This means that understanding how classism, racism, adultism, and the oppression of young people, to name a few, work to separate and divide us from one another is crucial to thinking about how to create optimum environments for learning.

Oppression is the mistreatment of one group (usually the dominant group or the one with power) by another based on some characteristics of that group. It also involves the allocation of and access to resources. Dominant groups receive the resources; the oppressed groups do not. I’m thinking particularly about class and race. These oppressions operate in all our institutions and, for sure, in our schools.

In my mind, we can’t separate out any thinking about mental health issues from how some of these forces are at work in the lives of young people, their families and their communities. Racism and classism exist. Adultism and the oppression of young people exist. These are the key oppressions operating on young people in our schools today. We need to understand the link between how someone feels about him or herself and the affects racism, for instance, has on them and/or their people.

I believe that work to eliminate oppression is liberating for all of us. We recover our full humanness and a sense of our connectedness to all other human beings.

#6: Teaching and learning are inherently joyful, pleasant and fun human activities.  I can’t leave this panel today without making a comment about the true nature of teaching and learning. As humans, we love to learn. We want to learn. We are curious as a species. We like taking in new information about the world, making sense of our environment and the universe around us. This is enjoyable and fun. If we can clear the hurts and painful emotions out of the way, the love of learning, and of teaching, can emerge more fully.

Here’s a note from one of the teachers I’ve worked with in a teacher group. It illustrates the power of listening, connection, caring, and resilience:

"The most beneficial part of the group was building relationships with my colleagues. There is something very important about teachers connecting with other teachers since very few people truly understand what we go through as teachers during the school year. Therefore, being listened to and heard by those who live it and get it was very beneficial for me.

I built resilience and realized that I was not alone in my struggles. I learned that I needed to take care of MYSELF, too, in order to take care of my students at school. I learned that whatever feeling I was feeling was OKAY and should be recognized and addressed. I use this on a daily basis with my students."