First Person

Week of l2/13/10: Healthy schools highlights

Denver Public Schools pays for garden-grown produce

Several schools across the district will be receiving checks from Denver Public Schools Food and Nutrition Services for produce grown from school gardens this past harvest season. In all, Food and Nutrition Services used more than 1,200 pounds of school garden-grown fruits and vegetables over an eight-week harvest period, totaling more than $1,500 to be paid to participating schools. During this time, schools harvested pumpkins, squash, lettuce, strawberries, carrots, beets, tomatoes and other vegetables to be use in school salad bars and in scratch cooking. Food service employees used garden-grown pumpkins to make Pumpkin Cranberry Bread and a harvest dessert for schools’ Thanksgiving meals.

More than 24 DPS schools have their own school gardens, which are maintained by students and staff.  Schools receiving money for their produce are Steele, Lowry, Fairview, Bromwell, Brown, Cory, Eagleton, Johnson, Munroe, Ellis, Slavens, Fairmont, Lincoln and Centennial. Read more.

Aurora West’s McCarthy named P.E. Teacher of the Year

Andi McCarthy, physical education teacher at Aurora West College Preparatory Academy, has been named theAndi McCarthy, PE teacher of the yearCentral District Middle School Physical Education Teacher of the Year by the American Alliance for Health, Physical Education, Recreation and Dance. She will be honored at the 2011 Central District AAHPERD Convention in Rapid City, South Dakota.

McCarthy’s physical education program promotes individual fitness and lifetime activities in her students. As a three-year teacher leader and mentor, McCarthy also provides professional development for P.E. teachers in APS. McCarthy will now go on to compete for the award at the national level.

School Food Project fundraising challenge

The School Food Project, a public-private partnership dedicated to healthier school meals throughout Boulder Valley School District, recently announced a community-wide fundraising challenge to improve school food in every BVSD school and combat a budget deficit. The campaign’s goal is to raise $250,000 by May 15, 2011.  A $100,000 fundraising match is already committed by the local nonprofit, Luff Family Foundation. The fundraising efforts, entitled “Healthy Bodies = Healthy Minds” campaign, will be housed online at a special crowd-sourcing website.

MLK Early College students win cook off

Martin Luther King Jr. Early College recently won the 2010 EatWell@School Cooking Competition.  This team’s menu was served at a fundraising luncheon on Dec. 8. Led by volunteer chef mentors – senior-level culinary students from Johnson & Wales University – each group of students was  schooled in a variety of culinary topics, including the intricacies of taste, food safety and knife skills, while also learning about developing a nutritious meal plan, managing a cooking budget and healthy food sourcing. Get more information and watch a video at LiveWell Colorado.

Grant to pay for four extra neighborhood fitness centers at DPS high schools

DPS state-of-the-art fitness centerDenver Public Schools recently announced it has secured nearly half a million dollars to support four additional state-of-the-art fitness centers in DPS high schools.  The district currently has four fitness centers at four different high schools across the city, and thanks to a $495,455 grant from The Colorado Health Foundation, there will be eight fitness centers total to provide staff and community members with a low cost, convenient way to exercise once they finish their work day.

The district’s Sound Body Sound Mind fitness centers directly support the newly approved health goals in the DPS Health Agenda 2015Bruce Randolph 6-12 School, Denver Center for International Studies, George Washington and Abraham Lincoln high schools each opened a Sound Body Sound Mind fitness center last school year to be utilized by the public during after school hours.

Gov. Ritter honors schools for serving thousands more meals

Gov. Bill Ritter celebrated the first anniversary of his historic Campaign to End Childhood Hunger by awarding cash prizes to schools that showed the highest increase in participation in the school breakfast program and releasing a five-year action plan.

Accomplishments of the Campaign to End Childhood Hunger include:

  • Serving nearly 1 million free meals this summer to children at community sites across Colorado. This represents a 26 percent increase compared to last year and the largest number of summer meals ever served in Colorado.
  • Serving more than 130,000 additional free and reduced-price breakfasts this October compared to a year ago during the School Breakfast Challenge.

More information about the Colorado Campaign to End Childhood Hunger can be found here.

More states let students opt out of P.E. classes

Read this USA Today story about the growing number of schools allowing kids to skip out of gym class – despite the obesity epidemic among children.

What you get when you cook from scratch

9News covers the movement to cook from scratch in Denver school kitchens.

When you start making food from scratch, the most important ingredient might not be able to fit in a bowl. Gloria Archeleta says it cannot be unwrapped, but it is changing school lunches like never before.

“The scratch cooking is pretty much just like cooking at home,” the assistant cook for the Denver Center for International Studies said.

Denver Public Schools is trying to get more of its cafeterias to make all of their meals with all fresh ingredients.

First Person

I’ve been mistaken for the other black male leader at my charter network. Let’s talk about it.

PHOTO: Alan Petersime

I was recently invited to a reunion for folks who had worked at the New York City Department of Education under Mayor Michael Bloomberg. It was a privilege for me to have been part of that work, and it was a privilege for me to be in that room reflecting on our legacy.

The counterweight is that only four people in the room were black males. Two were waiters, and I was one of the remaining two. There were definitely more than two black men who were part of the work that took place in New York City during that era, but it was still striking how few were present.

The event pushed me to reflect again on the jarring impact of the power dynamics that determine who gets to make decisions in so-called education reform. The privileged end up being relatively few, and even fewer look like the kids we serve.

I’m now the chief operating officer at YES Prep, a charter school network in Houston. When I arrived at YES four years ago, I had been warned that it was a good old boys club. Specifically, that it was a good old white boys club. It was something I assessed in taking the role: Would my voice be heard? Would I truly have a seat at the table? Would I have any influence?

As a man born into this world with a black father and white mother, I struggled at an early age with questions about identity and have been asking those questions ever since.

As I became an adult, I came to understand that being from the suburbs, going to good schools, and being a lighter-skinned black person affords me greater access to many settings in America. At the same time, I experience my life as a black man.

Jeremy Beard, head of schools at YES, started the same day I did. It was the first time YES had black men at the leadership table of the organization. The running joke was that people kept mistaking Jeremy and me for each other. We all laughed about it, but it revealed some deeper issues that had pervaded YES for some time.

“Remember when you led that tour in the Rio Grande Valley to see schools?” a board member asked me about three months into my tenure.“That wasn’t me,” I replied. I knew he meant Jeremy, who had worked at IDEA in the Valley. At that time, I had never been to the Valley and didn’t even know where it was on the map.

“Yes, it was,” he insisted.

“I’ve never been to the Valley. It wasn’t me. I think you mean Jeremy.”

“No, it was you, don’t you remember?” he continued, pleading with me to recall something that never happened.

“It wasn’t me.”

He stopped, thought about it, confused, and uttered, “Huh.”

It is difficult for me to assign intent here, and this dynamic is not consistent with all board members. That particular person may have truly been confused about my identity. And sure, two black men may have a similar skin tone, and we may both work at YES. But my life experience suggests something else was at play. It reminds me that while I have the privilege of sitting at the table with our board, they, as board members, have the privilege of not having to know who I am, or that Jeremy and I are different black dudes.

It would be easy to just chalk this all up to racial politics in America and accept it as status quo, but I believe we can change the conversation on privilege and race by having more conversations on privilege and race. We can change the dynamics of the game by continuing to build awareness of diversity, equity, and inclusion. We can also advocate to change who has seats at the table and whose voices will be heard.

I remain hopeful thanks to the changes I have witnessed during my time at YES. The board has been intentional in their efforts to address their own privilege, and is actively working to become more diverse and inclusive.

Personally, I have worked to ensure there are more people of color with seats at the table by mentoring future leaders of color at YES Prep and other black men in this work. Jeremy and I also created Brothers on Books, a book club for black men at YES to find mentorship and fellowship. Through this book club, we can create a safe space to have candid discussions based on literature we read and explore what it means to be black men at YES.

When I think about privilege, I am torn between the privilege that has been afforded to me and the jarring power dynamics that determine who gets to have conversations and make decisions in so-called education reform. White people are afforded more voices and seats at the table, making decisions that primarily impact children of color.

It is not lost on me that it is my own privilege that affords me access to a seat at the table. My hope is that by using my role, my voice and my privilege, I can open up dialogue, hearts, minds, opinions, and perceptions. I hope that readers are similarly encouraged to assess their own privileges and determine how they can create positive change.

Recy Benjamin Dunn is YES Prep’s chief operating officer, overseeing operations, district partnerships, and growth strategy for the charter school network. A version of this piece was first published on YES Prep’s blog.

First Person

I’m a Bronx teacher, and I see up close what we all lose when undocumented students live with uncertainty

The author at her school.

It was our high school’s first graduation ceremony. Students were laughing as they lined up in front of the auditorium, their families cheering them on as they entered. We were there to celebrate their accomplishments and their futures.

Next to each student’s name on the back of those 2013 graduation programs was the college the student planned to attend in the fall. Two names, however, had noticeable blanks next to them.

But I was especially proud of these two students, whom I’ll call Sofia and Isabella. These young women started high school as English learners and were diagnosed with learning disabilities. Despite these obstacles, I have never seen two students work so hard.

By the time they graduated, they had two of the highest grade point averages in their class. It would have made sense for them to be college-bound. But neither would go to college. Because of their undocumented status, they did not qualify for financial aid, and, without aid, they could not afford it.

During this year’s State of the Union, I listened to President Trump’s nativist rhetoric and I thought of my students and the thousands of others in New York City who are undocumented. President Trump falsely portrayed them as gang members and killers. The truth is, they came to this country before they even understood politics and borders. They grew up in the U.S. They worked hard in school. In this case, they graduated with honors. They want to be doctors and teachers. Why won’t we let them?

Instead, as Trump works to repeal President Obama’s broader efforts to enfranchise these young people, their futures are plagued by uncertainty and fear. A Supreme Court move just last week means that young people enrolled in the Deferred Action for Childhood Arrivals program remain protected but in limbo.

While Trump and the Congress continue to struggle to find compromise on immigration, we have a unique opportunity here in New York State to help Dreamers. Recently, the Governor Cuomo proposed and the state Assembly passed New York’s DREAM Act, which would allow Sofia, Isabella, and their undocumented peers to access financial aid and pursue higher education on equal footing with their documented peers. Republicans in the New York State Senate, however, have refused to take up this bill, arguing that New York state has to prioritize the needs of American-born middle-class families.

This argument baffles me. In high school, Sofia worked hard to excel in math and science in order to become a radiologist. Isabella was so passionate about becoming a special education teacher that she spent her free periods volunteering with students with severe disabilities at the school co-located in our building.

These young people are Americans. True, they may not have been born here, but they have grown up here and seek to build their futures here. They are integral members of our communities.

By not passing the DREAM Act, it feels like lawmakers have decided that some of the young people that graduate from my school do not deserve the opportunity to achieve their dreams. I applaud the governor’s leadership, in partnership with the New York Assembly, to support Dreamers like Sofia and Isabella and I urge Senate Republicans to reconsider their opposition to the bill.

Today, Sofia and Isabella have been forced to find low-wage jobs, and our community and our state are the poorer for it.

Ilona Nanay is a 10th grade global history teacher and wellness coordinator at Mott Hall V in the Bronx. She is also a member of Educators for Excellence – New York.