The Other 60 Percent

Wellness wins at Loveland school

When declining enrollment five years ago forced the staff at Loveland’s B.F. Kitchen Elementary School to think about ways they might attract more students, none of the usual magnet strategies seemed to fit.

Kids at B.F. Kitchen Elementary in Loveland get 30 minutes of physical education five days a week.
Students at B.F. Kitchen Elementary School in Loveland get 30 minutes of physical education five days a week.

International Baccalaureate, also known as IB? Core knowledge? Science and technology?

“We thought, ‘Does every single child like science?’” said principal Kandi Smith. “Does every child get excited about technology?  No.”

Then the P.E. teacher mentioned that she’d heard about a school somewhere in the Midwest that was a wellness-focused school.

That notion intrigued the staff. They began brainstorming about what they might do to promote fitness and wellness at Kitchen, and exploring how such an emphasis might impact their students.

“Once we really saw how this would touch every child in the school, not just those good at math or science, we haven’t looked back,” Smith said.

Entire school day emphasizes fitness, nutrition

Over the next four years, the school went all out to emphasize fitness, wellness and good nutrition in every class.

Healthier US School Challenge logoIt got rid of candy and sodas, and added lots of fresh fruit and vegetables to the lunchline. It made P.E. a daily requirement. It moved recess to before lunch. It started offering exercise classes such as Zumba and yoga after school.

And it partnered with community organizations to expand fitness opportunities available to its students – 65 percent of whom qualify for free or reduced-price lunches.

Now, all fourth-graders taking swimming lessons. Fifth-graders teach the younger students about healthy choices at a yearly health fair. Poudre Valley Health System brought the students into its Healthy Kids Club and supplies them with gym bags stuffed with workout equipment.

Also, the school is working with Colorado State University to create a guided reading group for kids, so students can work on reading skills while reading books on nutrition.

This month, Kitchen won the top award in the national Healthier US School Challenge, a U.S. Department of Agriculture initiative that’s part of First Lady Michelle Obama’s “Let’s Move! Campaign.”

“They’re ahead of the game,” said Jane Branch, school nutrition director for the Colorado Department of Education. “This is certainly the direction that a lot of schools are heading, but Kitchen was in a position to reach the top. They’ve certainly proven what’s possible. Kitchen has set the bar very high.”

And you should see the kids’ fitness scores.

“They’ve skyrocketed,” said P.E. teacher Kristin Quere, the same teacher who suggested the notion of a wellness school five years ago. “When you compare fitness scores across the district, there has been substantial improvement.”

Teachers, parents see changes in youngsters

Third-grade teacher Christina Steele said she doesn’t mind all the emphasis put on physical activity, even if it sometimes comes at the expense of time for core academic subjects.

“There’s always something that has to give,” said Steele. “How I look at it, it’s proven that kids learn better with movement. You can try to cram everything in, or you can give them an activity break, which takes away from instruction time, but they’ll get more out of the remaining instruction. So I see it as a win/win.”

Quotable
“Before, we didn’t do a lot of active stuff. But I’ve been doing yoga after school now, and I like it.”
— Fifth-grader Tyler Ryan

Steele tries to incorporate movement into her classroom lessons whenever she can, and her students know they are free to get up and move whenever they feel the need, as long as they’re not disruptive.

“Anytime I can get them up and moving, I notice a change in how they interact,” she said. “They’re more motivated, more energized. They want to participate more.”

Karen Lehigh has two daughters at Kitchen, a first-grader and a fourth-grader. She’s been taken aback by some of the conversations she’s had with her daughters around food lately.

“Last year, my older daughter, Lauren, wanted me to buy jicama at the grocery store. I wouldn’t even have known how to serve it,” she admitted. “But she came home and said ‘Just cut it up and dip it in ranch dressing.’ It was amazing. At one point in her life, she wouldn’t eat broccoli or cauliflower. Now she eats it at school and says she likes it.”

Lehigh is hoping the lessons her girls learn now will stay with them as they move into their teenage years.

“I want to have them able to look at food and think of their bodies as needing fuel to be able to exercise,” she said. “I want them not to look at their bodies and think ‘Oh, I’m fat,’ but to look at themselves and think ‘I’m healthy.’ I hope they’ll have this mentality when they’re 16, so they’ll know that if you eat healthy and your body is healthy, and you take care of it, it will look how it’s supposed to.”

Fifth-grader Tyler Ryan remembers back to the old days – back when he was a first-grader – and he knows things have changed a lot.

“Before, we didn’t do a lot of active stuff,” he said. “But I’ve been doing yoga after school now, and I like it.”

Juggling schedules posed greatest challenge

Getting to this point hasn’t been easy, Smith said. Moving recess to the morning, for instance, took enormous effort.

Fitness Results 2009-2010
  • See just how B.F. Kitchen students’ fitness scores compare with other elementary schools in the Thompson district.

“It takes a lot of coordination to get all those kids lined up, get their hands washed, get them outside,” she said. “We could have abandoned the whole thing that first year because it was such a paradigm shift for us. But you just make it work.”

Squeezing in 30 minutes of P.E. every day for every student has also required some creative scheduling – especially on Wednesdays, when students are let out an hour early so the staff can have professional development time.

The answer was to double up P.E. classes on Wednesdays: two classes at a time instead of one, with a classroom teacher serving as Quere’s assistant.

“The team teaching has been wonderful,” Quere said. “Pairing a classroom teacher with a P.E. teacher is extremely powerful. We teach the kids multiplication tables while they’re moving. There are endless math and activities we can do.”

Today, Kitchen no longer has to worry about attracting students. Its enrollment has shot up from under 200 five years ago to 261, which is 11 students above capacity.

Smith doesn’t really think it’s the emphasis on wellness that has brought the growth. IB and arts programs are the kinds of things parents will drive their children across town to have access to, she said. Not wellness programs.

No, she’s pretty sure it’s the bad economy that has packed her school.

“We’re in a lower-income neighborhood, and people are moving into the area because this is where they can afford to live now,” she said. “But what I do find is that once they come into Kitchen, they don’t want to leave.”

How I Help

Why this high school counselor asks students, ‘What do you wish your parents knew?’

Today, we launch a new series called “How I Help,” which features school counselors, social workers and psychologists across Colorado. It is a companion to our popular “How I Teach” and “How I Lead” series.

Through “How I Help,” we hope to give readers a glimpse into the professional lives of school staff members who often work behind the scenes but nevertheless have a big impact on the day-to-day lives of students.

Our first “How I Help” features Cassie Poncelow, a counselor at Poudre High School in Fort Collins. She was the 2016 Colorado School Counselor of the Year and is one of six finalists for the 2018 National School Counselor of the Year award.

Poncelow talked to Chalkbeat about how she creates a legacy of caring, what teens want their parents to know and why peer-to-peer mentoring is better than a social-emotional curriculum taught by adults.

This interview has been condensed and lightly edited.

Why did you become a school counselor?
I was incredibly fortunate to have many powerful educators shape my life in my time as a student, but none did more so than my school counselors. My counselor from high school remains a dear friend and mentor. I knew that I wanted to be a part of what is happening in education and loved the diversity of the school counselor job. They get to collaborate with so many different stakeholders, get to know students in really cool ways and be involved with so many aspects of making change.

Cassie Poncelow

Tell us about an effort or initiative you spearheaded at your school that you’re particularly proud of.
Three years ago, we noticed that students were dropping out continuously because they were short on graduation credits and tired of taking the same classes over and over again. I worked with a team to create Opportunities Unlimited, which is a dropout recovery program for students ages 17-21 that is focused on GED completion and concurrent enrollment opportunities. A fifth cohort started this fall and the program has graduated 26 students in two years.

Is there a tool, curriculum or program you couldn’t live without in your job?
Our Ambassadors program is in many ways the backbone of our climate and culture at Poudre High School. This program trains 50 upperclassmen to mentor freshmen through a year-long curriculum that includes topics like stress management, suicide prevention and sexual assault. This mentoring model means that every freshman has an ambassador that is connecting with them for almost three hours each month. The ambassadors deliver comprehensive, peer-to-peer education that is far beyond and better than any social-emotional learning curriculum that counselors could facilitate. As the co-leader for this program, I also couldn’t live without the hope that this crew gives me. They are the best part of my job.

What’s the biggest misconception you’ve encountered about your role in the school(s) where you work?
I am grateful to work in a place and with people who see the vital role of school counselors and are eager to partner with them. In my time at Poudre High School we have added two new school counseling positions, further demonstrating our school’s belief in the work we do. I have worked at schools in the past that created a lot of systemic barriers to accessing school counselors and I think this was based on a misconception that we were a more frivolous part of services for students.

You spend lots of time with students. Knowing what you know, what advice would you give to parents?
I often ask my students, “What do you wish your parents knew?” What I hear consistently is a plea for them to remember what it was like to be 16: How painful and awkward it was, how boys were all the rage and not getting invited somewhere really was the actual worst.

So, I advise parents to remember that. And remember that a lot of what they dealt with at 16 is even more complicated by the world our kids are experiencing. Social media wasn’t a reality when they were kids and our current students have never known a world where mass shootings haven’t happened often. I know it’s no, “I walked uphill both ways without shoes in the snow,” but this is a scary time to be student — different, but equally hard. Our kids need us to hear them in that. And believe that they can change it.

Tell us about a time when you managed to connect with a challenging student or a student facing a difficult situation. How did you do it?
At my core, I think we all thrive on authentic relationships and I do whatever I can to create these with my students. I want each of my students to feel like I am truly in their corner and a champion not only of what they do but more so of who they are. I hope to not only live this, but to model it for my students in ways that inspire them to do the same.

This semester I have a freshman boy who was consistently skipping class (who knew gas station tacos were such a draw?) and failing multiple classes. His “consequence” is that he has to spend a period working on missing work in my office. I also have a slew of seniors who have made my office their home during this fifth hour, many who are excellent students and are just looking for a place to study. They have taken this freshman under their wing and are committed to his success far beyond what I could ever be. They are constantly asking about his upcoming exams, what he needs help with and celebrating his rising grades with him. I think I have built really authentic relationships with these upperclassmen who then remember what it means to feel connected and cared for and are passionate about showing this student just that. I often stress “legacy” to my students and this seems like a clear picture of that.

What is the hardest part of your job?
Kid stuff is hard. I hurt for kids a lot, as I think all educators do. They live lives far beyond our walls and far beyond what we could imagine and ever control. That’s the hardest. Close second would be trying to operate in a system that seems to be driven by folks who aren’t doing the work. I recognize that there are so many moving pieces and would love to have some of the actual “decision-makers” come spend the day in our role and better understand the work we do.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.
A year ago, I had a student who was really struggling with some significant mental health issues. I knew that we needed to bring in a parent but the girl was very anxious about this idea, to the point where she had literally crumpled up on my office floor. After calling her mom to meet with us, I joined her on the floor of my office to talk more. Her mom walked in shortly after, assessed the scene and sat right down on the floor with us, despite the chair-filled room. This move shifted everything and I was so grateful for her wisdom to be where her kid was at. It was a good reminder to me to do that always: be where kids are at.

You spend your days trying to help students and staff with any number of things. How do you wind down after a stressful day?
A lot of my unwinding still includes my students as I announce volleyball games or attend other sporting events or performances. I love these opportunities because they let me see my kids in a different light and remind me how awesome they are. I also spend as much time outside as possible, whether it’s going for a quick hike with my pup or a bike ride. Beyond traveling and reading, I cheer hard for the CSU Rams! Go State!

Big money

Millions in grant dollars will bring more counselors to Indiana’s underserved students

KIPP Indy was one of several schools in the county to receive a counseling grant.

Scores of Indiana schools were awarded private grants that will allow them to bolster counseling services for students, many of whom are lacking help for an increasing portfolio of problems, including fallout from the state’s drug epidemic and basic needs like advice on college applications.

The $26.4 million in grants, decided last month, include six for Marion County districts and charter schools. They were awarded by Lilly Endowment, a prominent Indianapolis-based philanthropy founded by key players in the pharmaceutical giant Eli Lilly.

The grants went to 52 school districts and five charter schools, covering about a third of the state’s counties. Based on enrollment, they ranged from about $68,000 to almost $3 million.

Lilly began its push to help schools build better counseling programs last year.

“The response from school corporations and charter schools far exceeded the Endowment’s expectations,” said Sara B. Cobb, the Endowment’s vice president for education. “We believe that this response demonstrates a growing awareness that enhanced and expanded counseling programs are urgently needed to address the academic, college, career, and social and emotional counseling needs of Indiana’s K-12 students.”

As Chalkbeat previously reported, school counselors have been stretched exceedingly thin in recent years, both in Indiana and across the country. On average, each Hoosier counselor is responsible for 630 students, making Indiana 45th out of 50 states and the District of Columbia for counselor-to-student ratios. The American School Counselor Association recommends a ratio of no higher than one counselor for every 250 students.

So far, state-led efforts to expand counseling have fallen short; a bill proposed in 2015 to require a counselor in every school was withdrawn for further study, and the issue hasn’t resurfaced significantly in the legislature since. At the time, cost was the sticking point.

Schools and districts had to apply for the grants and show how they would use the money. Lilly reported that mental health and business partnerships, mentoring programs, improving curriculum and adding in more training for staff were all strategies that grant-winners have proposed.

Initially, 254 districts and charter schools applied, many pointing out how Indiana’s recent opioid crisis has increased social and emotional challenges for students. Counselors have to juggle those serious needs with college and career advising and, increasingly, responsibilities that have nothing to do with counseling, such as overseeing standardized tests.

Because of the level of interest, Lilly is planning a second round of grants, which would total up to $10 million.

“Because the implementation grant process was so competitive, the Endowment had to decline several proposals that had many promising features,” Cobb said. “We believe that with a few enhancements, many of these proposals will be very competitive in the second round of the Counseling Initiative.”

These are the districts and schools in Marion County that received counseling grants. (Find the full list here.)

  • Indianapolis Public Schools: $2,871,400
  • KIPP Indianapolis: $100,000
  • Lawrence Township: $1,527,400
  • Pike Township: $1,114,700
  • Neighborhood Charter Network: $68,312
  • Southeast Neighborhood School of Excellence: $99,870

IPS said in a news release that it planned to use the grant money to build counseling centers in each of the district’s high schools, which would begin operating in 2018 after IPS transitions to four high schools. Superintendent Lewis Ferebee said counselors are “critical” for students as they prepare to graduate high school and pursue higher education and careers.

“We’re thrilled that the students and families we serve will benefit from this gift,” Ferebee said.