First Person

Week of 12/20/10: Healthy schools highlights

Chicago adding in-school health centers

The Chicago Tribune examines the addition of health centers in the city’s schools.

At first glance, this health care center on the city’s Northwest Side looks like any other facility offering medical care to young patients: In the waiting area, children will find a basket of books on a small table, toys on the floor and a chalkboard. But the facility is inside Hibbard Elementary School in Albany Park and is the latest health center to debut inside a Chicago Public Schools facility.

In St. Paul schools, the not-so-sweet life

colorful cupcakesThe Minneapolis Star Tribune takes a look at the St. Paul school district’s attempts to make all public schools “sweet-free zones” by the end of the school year.

Jill Gebeke made it a habit to reward herself with a small piece of chocolate after lunch every day. It’s hard work being a school principal, after all. But the chocolate rewards ended last month when some first- and second-graders caught her. “I thought you said this was a sweet-free zone,” they reminded her.

Colorado Action for Healthy Kids launches Parent Network

Colorado Action for Healthy Kids launched a new Parent Network last month at its first School Wellness Roundtable at the Oxford Hotel in downtown Denver. Sixty-three parents and guests from 10 school districts came together to share resources, success stories and inspiration related to the school wellness work they are doing in their local school communities. Keynote speaker Rainey Wikstrom shared her own journey as a school wellness parent champion along with tips for creating a healthy school environment most effectively. Read this story about her in EdNews Parent.

During the roundtable, 34 parents signed up to be Action for Healthy Kids “School Champions” in their districts. To learn more about becoming an Action for Healthy Kids School Champion, visit this webpage or send an e-mail to  [email protected]. A team leadership meeting will be held Jan. 24 for all School Champions or Parent Network members.

EdNews Parent expert publishes book

Nutritionist and EdNews Parent expert Julie Hammerstein has a new book called Fat is Not a Four-LetterFat is Not a Four Letter word book cover Word. Hammerstein is a nutritionist, speaker and global health advocate. Her book, “Fat is Not a Four-Letter Word: 14 Daily Lessons to Break Through Your “Fat Kid Mentality” and Keep the Weight Off For Life!” offers an approach to weight loss that goes beyond dieting and deprivation, and embraces the desires and needs of the human body and spirit. We appreciate the time Julie has put into coming up with thoughtful responses to parent questions on this site. Congratulations, Julie. Read her EdNews Parent posts here.

Bike lanes to connect nine Aurora schools

The Aurora Sentinel reports on a new plan that will make nine Aurora schools more biker-friendly.

City council members moved forward Monday with a plan to implement bicycle lanes that will connect nine Aurora schools. In a unanimous vote at their regular session, they approved a contract with Denver-based RoadSafe Traffic Systems, in the amount of about $108,000 to work on the project. The bike lanes will run along portions of Moline Street, Exposition Avenue, Florida Avenue and Troy Street.

The project is one of 14 projects funded with stimulus money received from an Energy Efficiency and Conservation Block Grant through the federal Department of Energy. The cost of the project was below the $166,000 originally estimated.

Parents have less sway over kids’ diets than expected

The Kansas City Star looks at what it takes to change kids’ eating habits from bad to good.

Susanna DeRocco uses homegrown vegetables in meals that her two young sons help prepare. She helps the boys understand food labels and decode messages from advertisers. She supports improvements in school lunches. With a little effort, she says, parents can lay a solid foundation that helps their kids make good food decisions for the rest of their lives.

Breast feeding benefits boys’ brains

Read this story about the new research on the benefits of breast feeding. Breast feeding for at least six months has been associated with enhanced immunity and other benefits for children – but a prospective study from Australia suggests breast feeding may also yield academic benefits later in a child’s life, at least for boys.

Teens helping teens with mental health issues

The Philadelphia Inquirer looks at a new program for teens facing mental health issues.

Francesca Pileggi begins her presentation with a photograph of herself, circa age 5, on the first day of school. The look on her face: utter horror. It’s normal to be anxious at such a time, but Pileggi’s anxiety ruled her life. When teachers called on her, her throat closed. When she played sports, she’d freeze. Her panic attacks were so severe that she sometimes vomited.

Editor’s note: There won’t be a healthy schools highlights post next week as the EdNews Parent offices will be closed for the holidays.

First Person

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

PHOTO: Marta W. Aldrich
Grace Tatter covers a press conference at the Tennessee State Capitol in 2015.

For three years, I covered the Statehouse for Chalkbeat Tennessee, reporting on how policies from Nashville trickled down into more than 1,800 public schools across the state.

Now I’m starting back to school myself, pursuing graduate studies aimed at helping me to become a better education journalist. I’m taking with me six things I learned on the job about public education in Tennessee.

1. Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.

I heard from hundreds of parents, educators, and students who were passionate about what’s happening — good and bad — inside of schools. I covered crowded school board meetings and regularly scrambled for an open seat at legislative hearings where parents had filled the room after driving since dawn to beat the opening gavel. Not incidentally, those parents usually came from communities with the “worst” schools and the lowest test scores. While many disagreements exist about the best way to run schools, there is no shortage of people, particularly parents and educators, who care.

2. Tennessee has one of the most fascinating education stories in America.

I’ve had a front-row seat to massive changes in K-12 education under reforms ushered in by Race to the Top — an overhaul being tracked closely well beyond the state’s borders. But the national interest and import doesn’t end with changes stemming from the $500 million federal award. Tennessee is home to some of the nation’s premier education researchers, making its classrooms laboratories for new ideas about pre-K, school turnaround, and literacy instruction, just to name a few. And at the legislature, more lobbyists are devoted to education than to most any other cause. A lot of eyes are on Tennessee schools.

3. The education community is not as divided as it looks.

During the course of just a few years, I watched state lawmakers change their positions on accountability and school vouchers. I witnessed “anti-charter” activists praise charter leaders for their work. I chronicled task force meetings where state leaders who were committed to standardized testing found middle ground with classroom educators concerned that it’s gone too far. In short, a lot of people listened to each other and changed their minds. Watching such consensus-building reminded me that, while there are no simple debates about education, there is a widespread commitment to making it better.

4. Money matters.

Even when stories don’t seem to be about money, they usually are. How much money is being spent on testing, teacher salaries, school discipline reform? How much should be available for wraparound services? Why do some schools have more money than others? Is there enough to go around? Tennessee leaders have steadily upped public education spending, but the state still invests less than most other states, and the disparities among districts are gaping. That’s why more than a handful of school districts are battling with the state in court. Conversations about money are inextricable from conversations about improving schools.

5. Race is a significant education issue, but few leaders are willing to have that conversation.

More than 60 years after Brown v. Board of Education, Tennessee’s schools are largely racially segregated. Yet most policymakers tread lightly, if ever, into conversations about achieving real racial integration. And in many cases — such as a 2011 law enabling mostly white suburban Shelby County towns to secede from the mostly black Memphis district — they’ve actually gone backwards. Then there’s the achievement data. The annual release of test scores unleashes a flurry of conversation around the racial achievement gap. But the other 11 months of the year, I heard little about whether state and local policies are closing those gaps — or contributing to them — or the historical reasons why the gaps exist in the first place. To be sure, state leadership is trying to address some of Tennessee’s shortcomings. For example, the State Department of Education has launched modestly funded initiatives to recruit more teachers of color. But often, race and racism are the elephants in the room.

6. Still, there’s lots to celebrate.

If there were unlimited hours in the day, I could have written thousands of stories about what’s going right in public education. Every day, I received story ideas about collaborations with NASA in Oak Ridge, high school trips to Europe from Memphis, gourmet school lunches in Tullahoma, and learning partnerships with the Nashville Zoo. Even in schools with the steepest challenges, they were stories that inspire happiness and hope. They certainly inspired me.

Grace Tatter graduated from public schools in Winston-Salem, N.C., and received her bachelor’s degree in history from the University of North Carolina. She’s now pursuing a master’s degree in specialized studies at the Harvard Graduate School of Education.

First Person

I’m a Houston geography teacher. This is my plan for our first day back — as soon as it arrives

PHOTO: Creative Commons / Texas Military Department
Texas National Guard soldiers arrive in Houston, Texas to aid citizens in heavily flooded areas from the storms of Hurricane Harvey.

Hurricane Harvey has upended so many things here in Houston, where I am starting my third year as a teacher. One of them is the lesson I am planning for the first day of school — as soon as it arrives.

This upheaval is nothing compared to what people across the city have faced, including my students, who have been sending me photos of evacuation boats going past their houses.

But it is fundamental to the task of being a teacher at a time of crisis. As an A.P. Human Geography teacher, my job is to help students make connections between the geography concepts we are learning in class and their real lives: Does Houston look like the models of urban development we study? Does their family history include a migration?

Before the storm, my thinking went like this: I am white and was born in England and most of my students are Hispanic, many with parents who were born in other countries. I was excited for us to share and compare our different stories. My students last year were shocked and fascinated when they discovered that my white, middle-aged father who is a university professor was applying for a green card, just as many of their family members were.

Now, Hurricane Harvey has underlined for me the importance of those real-world connections. As I looked at the photos from my students, I was struck by how geography concepts can affect us in very real — even life-threatening — ways.

I had planned to teach a lesson at the end of the year about how urbanization affects the environment. The lesson looks at how urbanization can exacerbate flooding: for example, how paving over grassy areas can increase the speed with which rain reaches the bayous, causing the water levels to rise faster. I would then have students evaluate different policies cities can adopt to mitigate that risk, such as encouraging the building on brownfield rather than greenfield sites and passing laws to protect farmland — options that have significant benefits but also significant costs.

I have decided to move this lesson up in the curriculum and teach it when we have school again. School is scheduled to start again on Tuesday, though at this stage everything is provisional, as each hour we find out about more families that have had their homes destroyed by the rising waters. It is still unclear how all our staff, let alone students, will get to school.

I am worried that the lesson could re-traumatize students who have experienced so much trauma in the past few days. I know I will need to make an active effort to make students feel comfortable stepping into the hall if they are feeling overwhelmed. However, my experiences with the recent presidential election make me think that this lesson is exactly what some students might need.

After the election, many students were genuinely confused about what had happened. One question in particular was on their minds: How you can you win the popular vote but not the election? We talked through the Electoral College together, and having clarity about what had happened and why it happened seemed to give them a firmer foundation to build on as they processed their emotions. I am hopeful that teaching about flooding will help ground them in a similar way.

This lesson about flooding was once simply another lesson in the curriculum, but now it has taken on a new urgency. In moments of disaster, it is easy to feel powerless; I certainly could not help the people I saw posting on Facebook that they were been on hold with 911 for hours while standing on their roofs.

Yet teachers have a unique power — the power to shape the minds of future generations to solve the problems that we face. Houston’s location means that it will always be susceptible to flooding. But by teaching about the flood I hope I can play a small role in helping our city avoid repeating some of the tragic scenes I witnessed this week.

Alex McNaughton teaches history and geography at YES Prep Southeast in Houston.

Looking to help? YES Prep is collecting donations to support its students and their families. Houston ISD and KIPP Houston are also soliciting donations for their students.