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.”

Business of education

Memphis leaders say diversifying school business contracts will help in the classroom, too

PHOTO: Laura Faith Kebede
Winston Gipson confers with his wife and daughter, who help run Gipson Mechanical Contractors, a family-owned business in Memphis for 35 years.

Winston Gipson used to do up to $10 million of work annually for Memphis City Schools. The construction and mechanical contracts were so steady, he recalls, that his minority-owned family business employed up to 200 people at its peak in the early 2000s.

Looking back, Gipson says being able to build schools was key to breaking through in the private sector.

“When we got contracts in the private sector, it’s because we did the projects in the public sector,” said Gipson, who started Gipson Mechanical Contractors with his wife in 1983. “That allowed us to go to the private sector and say ‘Look what we’ve done.’”

But that work has become increasingly scarce over the years for him and many other minorities and women. The program designed to address contract disparities in Memphis City Schools was cut during its 2013 merger with Shelby County Schools.

A recent study found that a third of qualified local companies are owned by white women and people of color, but such businesses were awarded just 15 percent of the contracts for Shelby County Schools in the last five years.

It was even worse for black-owned construction companies, like Gipson’s, which make up more than a third of the local industry but were awarded less than 1 percent of contracts.

The disparity is being spotlighted as the city prepares to mark the 50th anniversary of the death of civil rights leader Martin Luther King Jr., who was assassinated in Memphis while trying to fight for the rights of minority workers in 1968.

On Jan. 25, Chalkbeat will co-host a panel discussion on how Shelby County Schools, as one of the city’s largest employers, can be an economic driver for women- and black-owned businesses. Called “Show Me The Money: The Education Edition,” the evening event will be held at Freedom Preparatory Academy’s new Whitehaven campus in conjunction with MLK50 Justice Through Journalism and High Ground News.

Community leaders say school-related business contracts are a matter of equity, but also an education strategy. Since poverty is a crucial factor in why many Memphis students fall behind in school, the lack of job opportunities for their parents must be part of the discussion, they say.

The district already is taking steps to improve its record on minority contracting, starting with setting new goals and resurrecting the city district’s hiring program.

Big district, big opportunity

Shelby County Schools is Tennessee’s largest district. With an annual budget of more than $1 billion, it awards $314 million in business contracts.   

An otherwise dismal 1994 study of local government contract spending highlighted Memphis City Schools’ program to increase participation of historically marginalized businesses as one of the county’s most diverse, though some areas were cited as needing improvement. The same study criticized the former county school system, which lacked such a program, for its dearth of contracts with Minority and Women Business Enterprises (MWBEs).

But when the two districts merged in 2013, the program in Memphis City Schools disappeared.

“We had to cut, cut, cut,” said school board member Teresa Jones. “We were trying to stay alive as a district. We did not focus as we should have.”

Jones, a former school board chairwoman, said it’s time to revisit the things that were working before the merger. “We have to get back,” she said, “to make sure there’s equity, opportunity, access, and an atmosphere that promotes business with Shelby County Schools.”

District and community leaders say the consolidated district has lost its ability to develop relationships with qualified minority-owned businesses.

“There was an infrastructure where African-Americans felt comfortable enough approaching the school system” for work, said Melvin Jones, CEO of Memphis Business Contracting Consortium, a black business advocacy group formed in 2015. “There was trust. During the merger, they dropped the infrastructure.”

Brenda Allen

Without the outreach, “we’re seeing the same vendors,” said Brenda Allen, hired last summer as procurement director for Shelby County Schools after working in Maryland’s Prince George County Public Schools, where she oversaw a diversity contracting program.

“We’re not marketing the district like we should,” she told school board members in November.  

Shelby County Schools is not alone in disproportionately hiring white and male-owned companies for public business. Just 3 percent of all revenue generated in Memphis goes to firms owned by non-white people, even though people of color make up 72 percent of the city’s population, according to a 2016 report by the Mid-South Minority Business Council Continuum.

Not coincidentally, district and community leaders say, Memphis has the highest rate of young adults who aren’t working or in college, and the highest poverty rate among the nation’s major metropolitan areas. About 60 percent of students in Shelby County Schools live in poverty and all but three of the district’s schools qualify for federal funding for schools serving high-poverty neighborhoods.

Jozelle Luster Booker, the CEO of the Council Continuum, developed an equity contracting program for the city utility company following the 1994 study that was so critical of the city. The program funneled half a billion dollars to minority-owned businesses — an example of how government policies can promote equitable contracting, and grow businesses too.

“When that happens, you could basically change the socioeconomic conditions of that community, which impacts learning,” Booker said. “They’re ready to learn when they come to school.”

Shelby County Schools plans to hire a consulting firm to help develop a procurement outreach program and set diversity goals for its contractors and subcontractors. The program will launch in July, and Allen plans to hire three people to oversee it.

PHOTO: Brad Vest/The Commercial Appeal
Bricklayers from TopCat Masonry Contractors LLC work on an apartment complex in downtown Memphis in 2014.

The district also is part of a city-led group that provides a common certification process for businesses seeking contracts with city and county governments, the airport, the transit authority, and Memphis Light Gas & Water. The city’s office of business diversity and compliance also has a list of qualified minority businesses, offers free business development courses, and accepts referrals from other government entities to reduce redundancy.

“As you spend public dollars, you always want those dollars to be spent in your neighborhoods because that money comes back into your economy,” Allen said. “When people have jobs, you should see crime go down. You should see more people wanting to do business in the community if you have a good program.”

Leveling the playing field

In order for it to work, there has to be consistent reports, measures and, most of all,  accountability, according to Janice Banks, CEO of Small Planet Works, who helped the district with its disparity study.

Gipson agrees.

A wall of his second-floor Memphis office is lined with photos of some of his most significant projects during his 35 years of business, including a multimillion-dollar mechanical contract with AutoZone when the Memphis-based car part company moved its headquarters downtown in the early 2000s.

The work was made possible, he said, because of public sector jobs like constructing nine schools under Memphis City Schools. But that work evaporated after the merger. “It’s mostly been Caucasian companies that do the work (now),” he said. “It’d be one thing if you didn’t have anyone qualified to do it.”

Shelby County Schools will have to show commitment, he said, if it wants to level the playing field.

“You have the mechanism in place to make a difference,” he said. “Now do you make a difference with that mechanism or do you just walk around, beat your chest, and say we have a disparity study and let things run the way they’ve been running?”

“If you don’t make it happen, it will not happen,” he said.

college plans

As Washington decides their fate, ‘Dreamers’ preparing for college are stuck in limbo

PHOTO: Joe Amon/The Denver Post
Randi Smith, a psychology teacher at Metro State University, marched to support Deferred Action for Childhood Arrivals during a citywide walkout in downtown Denver, CO.

While many high schoolers spend spring of their senior year coasting through classes and waiting to hear back from colleges, undocumented students who hope to attend college spend their time calling lawyers, consulting school counselors, and scouring the internet in search of ways to pay for school without the help of federal financial aid or student loans — assuming they even get in.

That process, anxiety-provoking even in a normal year, has become incalculably more chaotic this admissions season — even traumatic — as these young undocumented immigrants watch President Trump and lawmakers wrangle over Deferred Action for Childhood Arrivals, the program that has until now allowed them to remain in the country without having to fear deportation.

As the policy battle nears a climax, these students aren’t just breathlessly waiting to learn whether they’ll be accepted into college — they’re waiting to see whether they have a future in this country.

“It’s different for me. It’s definitely more stressful and there are times when you want to give up,” said an undocumented student at KIPP NYC College Prep High School, who is graduating this year and applying to colleges. She requested anonymity because of her legal status. “But then I remind myself that regardless of what’s going on, I’m still going to do what I’ve set myself to do.”

High school counselors are also feeling the strain. They already faced the difficult task of helping undocumented students compete for private scholarships, and finding schools that will support those students once they’re on campus. Now those counselors also must monitor each twist and turn of the immigration debate in Washington, while, somehow, trying to keep their undocumented students focused on college.

One of those counselors is John Kearney, who works at Guadalupe Centers Alta Vista High School, a charter school in Kansas City, Missouri. Dozens of his soon-to-graduate students are beneficiaries of DACA, a program created under former President Obama that allows undocumented immigrants who were brought to the country as children to avoid deportation and work here legally. Lately, they have been asking him why they should even consider college when their fate in the U.S. is so uncertain.

“The big question is, ‘Why? Why go to college, and then I can’t even work, then why?’” said Kearney, who also helped start a nonprofit that provides scholarships to undocumented students. “It’s a really tough question.”

As of Friday, President Trump and lawmakers were still locked in heated negotiations over DACA, which Trump said this fall that he would eliminate unless Congress enshrined it in law. Without an agreement, it is set to expire March 5, just as graduating seniors firm up their college plans. If that happens, young immigrants, often called Dreamers, could lose the few crucial protections they have. For many, their DACA status has already lapsed.

Even with DACA’s protections, Dreamers face massive hurdles to enroll in college: They don’t qualify for federal aid or loans, and, in some states, are barred from receiving financial aid or even attending public universities. Out of the estimated 65,000 undocumented students who graduate from high school every year, only 5-10 percent enroll in college.

Following Trump’s announcement in September, counselors have also had to race against the clock counting down to DACA’s expiration: That meant juggling college application deadlines with the October cutoff for students to apply for renewed DACA status.

The KIPP charter school network received a donation this year to help students pay for the renewal fee, which has been a godsend for many students — including the young woman who is graduating from KIPP NYC College Prep High School.

As soon as she learned the school would pay the fee for her, she immediately called her father, who is also undocumented and repairs beauty-salon equipment for a living.

“My dad was definitely trying to round up the money before the deadline, so it was a blessing that the school was able to find a donor,” she said. “I told him not to worry about it and it was a relief — like a weight off his shoulders.”

If the girl was trying to relieve her father’s stress, her college counselor, Rob Santos, was trying to do the same for her. Even as she balanced college-application essays, transcripts, and the rest, she was also coming to realize how quickly her life would change if DACA is not extended.

“There was definitely extra emotional support that I’ve had to provide this year,” Santos said. “I definitely had my DACA student in my office, and tears were happening.”

Santos keeps a running list of the colleges that accept students who don’t have permanent legal status and the few scholarships available to them. Many of those scholarships require undocumented students to have DACA status. If the program ends, it’s unclear whether students will still be eligible.

Still, Santos said his dreamer student rarely talks about the political furor surrounding her future in the U.S. as she awaits her college-acceptance letter. Instead, she’s more likely to discuss her hope of one day studying business and fashion.

“Our DACA students are resilient. They’re optimistic,” Santos said. “But they’re also realistic for what could actually happen.”