The Other 60 Percent

Running clubs multiplying across state

Christine Crabb used to be a runner. But the Highlands Ranch mother admits she’s more of a walker these days.

Students at Northridge Elementary School in Highlands Ranch warm up before running laps.

Now, at least two mornings a week, she’s also a cheerleader.

“Come on, Olivia! Keep running!” yelled Crabb, as her 6-year-old daughter circled the baseball field at Northridge Elementary at a healthy trot, in the company of a dozen other youngsters.

Six times around equals one mile, and Olivia’s goal is to get in enough laps to equal a marathon over the course of the next few weeks.

Olivia’s mom was there to walk her to school, to offer encouragement and to hold stuff while she ran during the half hour before classes begin at 8:30 a.m.

“She likes it, and I wanted to encourage her to start running at a young age,” said Crabb. “Just this morning, she was telling me she thinks running has made her legs stronger.”

Olivia is one of 40 kids on the Northridge Kids Running America team. It’s one of nearly three dozen parent-organized Kids Running America teams at elementary schools around the metro area.

Elsewhere, the Landsharks running club, based in Colorado Springs, has spread to more than 60 schools, including one in Boulder. And the Girls Gotta Run program is introducing fifth-grade girls throughout Larimer County to the joys of running.

Still other schools are starting their own unaffiliated running clubs as a cheap, fun, effective way to get kids moving.

Schools turn to running clubs to increase physical activity

“Five years ago, our executive director found a need for more physical education in the school district,” said Rachel Levi, program director for Kids Running America – and the running coach at the twice-weekly Northridge run. “She grabbed 72 kids and started this program in Parker.”

Parent Rachel Levi serves as the running coach for the Northridge Elementary running club.

Since then, more than 7,000 elementary-age children have participated in Kids Running America events. The incremental running program, which operates over the course of eight-to-twelve weeks in the spring and the fall, gives kids the chance to take part in organized fun runs, plus play training games, logging miles as they go.

The “Final Mile” event this fall will be Saturday, Oct. 8, when young runners from around the metro area will converge on Elitch Gardens to run their 26th mile together. About 1,500 are expected to participate. In the spring, the KRA runners do their final mile at the Denver Marathon.

“I try not to be a drill sergeant – at least not in the beginning,” said Levi, as she shouted encouragement to the youngsters, reminding them to “pace, not race.” As they progress through the running drills, she’ll provide them with training incentives such as water bottles and hats.

She also assigns “homework miles,” in hopes the kids will get their parents to go running with them. “If the families get involved, the kids have a greater likelihood of staying with it,” Levi said.

While it’s not an official school team, school officials are very supportive of before-school and after-school running clubs.

“It’s a great way to start the day,” Levi said. “The teachers love it. When they finish running, the kids are bright-eyed and bushy-tailed.”

Parents love it too.

“I love that he’s out here, being active,” said Lynne Hight, whose 8-year-old son, Rylan, is in the running club at Northridge. “He lives for it now. He wants to make sure he gets here on time on the running days. And he has a better day at school on the days he’s run.”

Not just for kids – Denver teachers, parents join club too

The program isn’t targeted just at athletic youngsters. Far from it.

Last spring, 275 students – plus their teachers – at Johnson Elementary School, in Denver’s Harvey Park neighborhood, took part in the school’s Kids Running America program.

“Seven laps around the school track is a mile,” said Annie Vassallo, the assistant program coordinator for the Beacon Neighborhood Center, which provides after-school enrichment programming at Johnson.

“We worked closely with the gym teacher, and every lap they made, they got a popsicle stick. They could run during recess, or they could run during our Tuesday/Thursday fun club program. Running wasn’t mandatory, but we definitely promoted it.”

“Some of the kids couldn’t quite make seven laps, and that’s OK,” Vassallo said. “Some had to walk partway, and that was OK. They still got popsicle sticks. And some kids were so excited they ran 14 laps.”

The goal, Vassallo said, was not necessarily weight loss, even though Johnson students share in the growing childhood obesity epidemic. But the Body Mass Index measures for some of the participating students definitely went down, she said.

“Obviously that didn’t happen for everybody,” she said. “We had some extremely lean and naturally athletic students already. For them, running all day was a natural thing. But we definitely saw changes in some children’s body weight.”

Johnson will again field a Kids Running America team this spring. But Vassallo hopes that the lessons learned last spring will endure.

“So often, physical fitness just falls off the radar in many families,” she said. “By giving these students this opportunity, we tried to influence their parents too. Parents would come out and run with them. We saw students in need of physical fitness really commit to this idea. It’s hard to run every single day, but we saw students doing that.”

In Colorado Springs, parents start and lead running club

In Colorado Springs, the venerable Landsharks running club is entering its twelfth year. The after-school running program involves five to six weeks of cross-country runs during fall and track in the spring. Participants gather at their schools twice a week to work out with a parent-coach, in preparation for Monday night races.

The Landsharks Running Club for children began a dozen years ago in Colorado Springs.

“Practices aren’t just running laps,” said former Olympic athlete Kathy Rex, who, along with her husband, Steve, founded Landsharks when her son wanted to join a running club. It’s named for an old Saturday Night Live skit.

“They’re mostly games where the kids just run a lot, but don’t realize they’re running. We don’t want them to feel it’s drudgery. But they’ll get to where they can run a mile and a half, and it’s no big deal.”

Landsharks is for children ages 5 to 12, but those who want to may continue on to participate in a junior Olympic program, Rex said.

“The kids love it. Our philosophy is, every kid’s a winner. They compete against themselves to improve each week. And those who want to take it to the next level can go on to the junior Olympics.” Many have done so. And many have gone on to earn college athletic scholarships, in running and in other sports.

Girls Gotta Run, an eight-week program at schools and community centers in Larimer County, is geared toward fifth-graders, and the goal is improving self-esteem at a critical time in girls’ development.

“The idea is, each day they meet, they have a lesson on a topic appropriate for the girls,” said Anne Genson, community health educator with Poudre Valley Healthy System, which sponsors Girls Gotta Run, through its Healthy Kids Club.

“So it could be on dieting or body image or fast food – things we know girls that age need to hear. One day a week, they run. They other day, they do something else – maybe tai bo or Pilates or yoga. The hope isn’t that they become runners, but that they find something they can maintain activity-wise.

In Larimer County, from shoes for the disadvantaged to full-scale coaching

Another Larimer County kids running program – Run For Your Life Colorado – began two years ago as a way simply to get good running shoes on the feet of disadvantaged children. It’s grown from there into a full-scale eight-week coaching program.

Founder Paul Higgins launched the non-profit to collect used running shoes. He washed them, refurbished them with new footbeds and laces, and gave them children who could never afford high-priced running shoes. So far, nearly 100 children have received refurbished running shoes for free.

“The kids who got them pledged they would be more active, but at first we really didn’t do anything to keep up with them,” said Spencer Dries, interim executive director of Run For Your Life Colorado.

“But we realized we needed to be more pro-active than that.”

RFYL launched a running program last spring at Lopez Elementary in Fort Collins, and 25 kids committed to 60 to 90 minutes of after-school running practice, two days a week. The goal is to get them to participate in a season-ending 5K race, with shorter fun runs leading up to that.

This fall, the program will expand to three schools, and Dries hopes the growth will continue.

“We’re more than just running coaches,” said Dries, himself an accomplished tri-athlete.

“We become their friends. Some of the kids are already athletic, and we encourage them. But we try to get the less-active kids to be more active. We try to get them as active as they feel comfortable being. Some excel. Some strive to do more than others. But we take them on an individual basis.”

raising the curtain

Aurora high school students started rehearsing a musical about an earlier time — and discovered ‘harsh truths’ about today

Ebony Nash, left, sings during a rehearsal of Ragtime at Hinkley High School. (Photo by Yesenia Robles, Chalkbeat)

Nine weeks ago, more than 50 theater and choir students at Aurora’s Hinkley High School came together to begin work on a musical set in turn-of-the-20th-century New York.

At first, the kids did what high school students often do — cluster into familiar cliques, or self-segregate by race. Then the students started immersing themselves in the material.

The musical, “Ragtime,” intertwines the stories of a white family, a Jewish immigrant family and an African-American couple to spotlight differences and commonalities in the American experience.

At the urging of their teachers and directors, the Hinkley students began to use the plot and characters to examine their own actions, prejudice and biases. About 92 percent of Hinkley’s more than 2,100 students are students of color, the vast majority of them Latino.

The cliques and segregation slipped away. The production began taking shape.

“Ragtime” gets its Hinkley High School debut on Thursday and will be performed again on Friday and Saturday.

Chalkbeat sat down with a group of students involved in the production as they were in final preparations to learn about what their experience had taught them. The following is a portion of that conversation, slightly condensed and rearranged for clarity:

Janelle Douglas, a 17-year-old senior who portrays a friend of one of the story’s main characters, said the first time she saw and read through Ragtime, “it was intense.” She often cries as she rehearses her solo, sung during a funeral.

DOUGLAS: “I thought, this is powerful. This is overwhelming. This is amazing.”

Pamela Arzate, 17, plays the role of Evelyn Nesbit, a real model and actress who is incorporated into the fictional story and accused of being shallow.

ARZATE: “It’s very eye-opening because you look at it and it’s just a simple musical, but if you take a step back and go to the real world, it’s the exact same thing that’s going on today.”

Hodaly Sotelo, 17, plays the role of Mother, a woman whose attitudes toward her identity as a wife and woman evolve throughout the story.

SOTELO: “It reminds me of when I was younger and I was like, ‘Oh yeah, we’re over all that racism.’ But now, I look back and I think, what the heck? This stuff is still going on and we thought it was way over.”

Brianna Mauricio-Perez, 17, is one of two student directors.

MAURICIO-PEREZ: “It talks about all of the harsh truths that no one wants to talk about.”

DOUGLAS: “I think it’s safe to say it shows the true colors of our history.”

MAURICIO-PEREZ: “Even within our cast we did have to have a talk about how we were so separated because we were at the very beginning. Everyone was in their little groups and with their friends. You just want to keep to yourself.”

DOUGLAS: “It was literally ‘Ragtime.’”

MAURICIO-PEREZ: “We had a big talk with everybody. Things have gotten so much better. By the end of Act Two, we were all mixed up.”

Brenda Castellanos, 17, plays the role of Emma Goldman, drawn from a real-life political activist and anarchist.

CASTELLANOS: “Now that we’re closer, now that we’re all comfortable, we put in more effort.”

After nearly every rehearsal, teachers and directors give students a talk, urging them to immerse themselves in the feelings of their characters, relating to them if necessary through their parents, grandparents or ancestors who were immigrants, or through current events.

“What if you saw someone beaten, and bloodied and killed in front of you?” one director asked.

They also remind students of why the play should be impactful. “You have to figure out how for two-and-a-half hours you can give hope to that audience,” Marie Hayden, Hinkley’s choir director told students last week.

CASTELLANOS: “I think it it helps us. Every day, we get more into it and more into it until we actually believe it. You actually feel it — like how Janelle feels when she’s singing and she starts crying and makes everybody cry. We all feel connected.”

Students say they have different scenes that impact them the most, but they don’t hesitate to find how the scenes relate to their life despite the story being set in the first decade of the 1900s. Hayden’s class and the practice for the musical are safe places where they can discuss those parallels, they said.

Shavaun Mar, 16, is a junior who plays the main character of Coalhouse Walker Jr., a ragtime piano player who is the target of racial attacks and struggles with revenge and forgiveness.

MAR: “I feel like that is crucial that we give people those opportunities to talk because a lot of people have very valid things to say but they just don’t have a way to get it out.”

CASTELLANOS: “The shootings.”

ARZATE: “The racism. They help us discuss it because there’s so many things that are going on. Pretty much everyday there’s a tragedy going on. And so, in a way, we can use that sentiment, that emotion that we feel with the real world and convey it when we’re doing this show. We use those feelings and we try to think about it in that way. To display that emotion. To display it to everyone else. And not directly represent what’s going on today but just to give them that ‘aha’ moment, like ‘wow.’”

Ebony Nash, 17, plays the character of Sarah, an innocent girl who wants to help her boyfriend settle his problems.

NASH: “It just makes us want justice in real life because these things are still going on even though it’s not out there. It just makes us want justice for our community. This musical showed me that I need to become better within myself because I’m not perfect.”

SOTELO: “It opened my eyes a lot more for sure. This kind of just makes me realize the problems I have. It makes me realize yea, I’m having immigration issues with my father right now, but that also my friends, you know, they’re going through the same thing too. This DACA stuff or this coming out stuff. I became more accepting of what other people might be going through and how I can help.”

MAR: “The past few years, I have been in a bit of a shell. So putting myself in this situation and pushing myself to be this other person has really shown me what I’m capable of and it’s helping me break out of that shell and realize who I am as a person.”

NASH: “Basically, this is our getaway from real life because we get to come on stage and be somebody else. It also makes us want to put the story out right so people can understand. So people can feel what we want them to feel.”

CASTELLANOS: “That there’s hope after all this corruption that’s going on.”

DOUGLAS: “That even in your bad times you can still laugh, cry, dance.”

NASH: “What I want people to get from this is change. To learn how to change and learn how to forgive and learn how to come together as a community and just, like their worth.”

SOTELO: “And to be strong. To stand up for what’s right.”

ARZATE: “And it might sound weird, but I feel like they should feel a certain level of uncomfort because that means that they’re going to look at themselves while seeing the musical. Maybe they’ll go ‘I’m uncomfortable because I do that’ or ‘I have that prejudice’ or ‘I feel that certain way,’ so if they come out and they feel uncomfortable and then at the end they’re like, ‘Wow. There’s that hope for change.’ Hopefully that like…”

DOUGLAS: “… It inspires them to do better.”

ARZATE: “Like, you can do it.”

SOTELO: “It’s kind of like a water droplet. One small move can domino-effect to something bigger.”

 



Taking attendance

Want to make middle school admissions more fair? Stop looking at this measure, parents say

PHOTO: Monica Disare
Middle school students write their names down at a high school fair in Brooklyn.

Parents across New York City have pushed for changes in the way selective middle schools pick their students, saying the process is unfair.

Now, a group of Manhattan parents has come up with a novel solution: Stop looking at students’ attendance records.

The parent council in District 2 — where about 70 percent of middle schools admit students based on their academic records — points to research showing that students from low-income families are far more likely to miss school. Those children are at a distinct disadvantage in the competition for the district’s top middle school seats, the council argues, even though factors beyond the control of any fourth-grader — especially family homelessness — often account for poor attendance and tardiness.

“This outsized focus on attendance disproportionately impacts students who don’t have secure housing and may not have secure healthcare, and that is troubling to me,” said Eric Goldberg, a member of the community education council in District 2, which includes stretches of Lower Manhattan and the Upper East Side. “There are many factors that should not impact a student’s educational opportunities — and the way the system is set up, it does.”

Eighteen of the district’s 24 middle schools are “screened,” meaning they rank applicants based on factors including test scores, grades, and interviews. Of those, all but one school also considers how often students were late or absent in fourth grade, according to the parent council.

Most of the schools assign points to each factor they consider. Some give absences 10 times more weight than science or social studies grades, the council found, while others penalize students for even a single absence or instance of tardiness.

Disadvantaged students are especially likely to miss school.

A recent report by the city’s Independent Budget Office found that homeless students are more likely than other students to be chronically absent — typically defined as missing about 10 percent of the school year.

Schools with the highest chronic absenteeism are in communities in “deep poverty,” which have the highest rates of unemployment and family involvement with the child-welfare system, according to a 2014 report by the New School at the Center for New York City Affairs.

“We can use chronic absenteeism as a good guess of all the other things kids are dealing with,” said Nicole Mader, a senior research fellow at the New School and a co-author of the report. “If these middle schools are using absenteeism to weed kids out, that means they’re going to automatically weed out those kids who have the most barriers to academic success already.”

The attendance requirement can put pressure on any family, regardless of their financial status or housing situation.

Banghee Chi, a parent of two children in District 2, said she sometimes sent her younger daughter to school with a fever when she was in fourth grade rather than have her marked absent.

Her daughter would show up to class only to be sent to the school’s health clinic — which would call Chi to pick her up. Chi was thinking ahead to middle school, when a missed day of class could hurt her chances of getting into the most sought-after schools.

“It was something I was really conscious and aware of during my child’s fourth-grade year,” she said. “I think it’s unfair.”

The education council’s resolution, which will be put to vote in December, is nonbinding because middle schools set their own admissions criteria. But a show of support from parents could lead to action from the education department, which has been prodded by integration advocates to make other changes in high school and middle school admissions.

This summer, the department announced it would end the practice of “revealed rankings,” which allowed middle schools to select only those students who listed them first or second on their applications. The city is also appointing a committee of parents, educators, and community leaders in Brooklyn’s District 15 to come up with a proposal for making that district’s middle school applications process more fair.

“We’re collaborating with communities across the city to make school admissions more equitable and inclusive, including in District 2,” said department spokesman Will Mantell in an email. The department looks forward “to further conversations about this resolution and other efforts to improve middle school admissions in District 2.”