The Other 60 Percent

Online menu helps food-allergic kids

Add this to the list of challenges youngsters with severe food allergies have to put up with – getting to the school lunchroom and discovering that there’s nothing  on the menu they can safely eat.

Colorado Springs schools, like many school districts, is moving toward healthier meals, such as this teriyaki chicken with brown rice entree.

Jamie Humphrey, administrative dietician with Colorado Springs School District 11, knows that’s happened to kids. And while the district always offers a “gluten-free special of the day” for students with special dietary needs, that doesn’t always accommodate the range of students’ food allergies.

Some youngsters simply always must bring lunch from home. But some parents fear that children who never get to go through the lunch line feel left out, and they want schools to do better at ensuring allergic children always have at least some choices available.

A Denver company, Gipsee, which makes a variety of technology products for restaurants to accommodate patrons with food allergies, has teamed with the District 11 to provide a similar service to students.

System gets positive response

The AllerSchool system debuted in Colorado Springs this fall and, so far, it’s gotten good reviews from parents and food service officials.

It works like this: Parents of a child with severe food allergies register their child with the district’s Food & Nutrition Services. When they do, they’re given an identifying code that’s used to log into the district’s weekly menu website, allowing parents to see what will be served at each school each day and the exact ingredients in each menu item.

Michaela Sawyckyj, 7, dines on a special gluten-free meal provided for her by her school, Martinez Elementary in Colorado Springs.

Parents can screen for certain items – common allergens such as dairy or nuts or wheat or for more exotic allergens – and feel confident that whatever items pass the screen will be safe for their child. If there’s little or nothing on a given day’s menu that a food-allergic child can safely eat, parents can order a special meal for their child.

“It’s usually something made with gluten-free bread and may not be a super-desirable item for the kids,” acknowledged Humphrey.

“But it does allow our students to eat more regular meals. Before, it was difficult. They might look out our menu and say ‘There’s nothing I can eat.’ This way, there’s no question at all. Parents have all the information at their fingertips, and with each child having a customized profile it takes away all the guesswork. … They know it will be safe.”

For Sheila Sawyckyj, mother of a first-grader with Celiac disease, the AllerSchool system has been a huge gift.

“She knows when she’s being left out,” she said of daughter Michaela, a student at Martinez Elementary School in Colorado Springs. “We warned her she would need to take her own lunch, but she saw other kids eating at school and she wanted to be like the other kids.”

Her daughter’s illness makes it difficult for her to eat products containing gluten. Many popular entrees served at school, such as pizza and spaghetti, have some gluten. But the sides – fruits and vegetables – usually do not. “So for her, it’s pretty easy,” Sawyckyj said.

Once a month, Sawyckyj goes online to check the upcoming school menus, and order a special meal for Michaela on the days needed. Michaela doesn’t care much for the gluten-free sandwiches the school offers on Monday, Wednesday and Friday, so on those days she usually brings her lunch. But Tuesdays and Thursdays, when the gluten-free option is taco salad or hamburgers on gluten-free bread, she goes through the lunch line.

“She’s like a different child on those days,” Sawyckyj said. “She’s happier on lunch line days. She gets more independence. She likes being able to go through the lunch line, and there’s nothing on the salad bar that can be cross-contaminated. Michaela feels secure, and she feels she has the chance to just be one of the kids. She doesn’t feel different.”

Product inspired by daughter’s experiences

Denver businessman Dilip Chopra understands Sawyckyj’s stress in trying to balance her daughter’s special needs with the emotional need to fit in. He’s the co-founder of Gipsee – and the father of a food-allergic daughter.

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“Our product was inspired by my own situation with my daughter,” he said. “She’s a senior in high school now, but throughout her growing-up years she’s had food allergies, and she could never eat in the school cafeteria. Whenever we would ask about the ingredients in the menu items, we could never get an answer. The ingredients were always changing.”

The one-time owner of a health food store, Chopra recruited a tech-savvy colleague to write the program that became AllerSchool.

District 11 is the only district to adopt AllerSchool to date, but Chopra hopes to expand it. The cost is modest: $10 to $20 per school per month. For that amount, Gipsee codes all the necessary data to show exactly which ingredients are in a given menu item.

Humphrey said an added benefit to the AllerSchool program is the extra transparency it’s given school lunchrooms as the district moves toward more scratch-based cooking.

“It’s helped us analyze our menus, break them down and see what the foods are that we should consider eliminating,” she said. “We can say we’re making all these great changes, but this allows parents to look and see for themselves. They can see, ‘This is homemade meatloaf, and it doesn’t have all these chemicals.’ I think this is really going to take off.”

Unmet needs

A social worker in every grade? Perhaps for 10 Colorado elementary schools

PHOTO: Ann Schimke/Chalkbeat
Fifth-graders practice mindfulness at Munroe Elementary School in Denver.

Educators, parents, and social workers told of students struggling with depression, younger and younger children attempting suicide, and youths ending up in prison. A bill approved Thursday by a Colorado House committee would pay for a three-year trial to provide social and emotional help for elementary students in the hopes of addressing some of these challenges.

If approved by the full legislature and signed into law, the measure would create a three-year pilot program at 10 high-needs schools. It is estimated to cost about $5 million a year. House Bill 1017 would place social workers, counselors or psychologists in every elementary grade at the test schools starting next year.

In an impassioned presentation, bill sponsor state Rep. Dafna Michaelson Jenet, a Commerce City Democrat, said schools need more social workers “to stop our children from dying by suicide, from ending up incarcerated, from being failed by our system.”

Suicide is a leading cause of death among youth ages 10 to 24 in Colorado, and advocates of the bill said schools are often ill-equipped to deal with children suffering from trauma, bullying and behavioral challenges.

The bill was scaled back from an original version that would have cost $16 million a year. Michaelson Jenet said the nearly $5 million annual cost would be funded in part by $2.5 million from the state’s marijuana cash fund, with the rest from private foundations.

The National Association of Social Workers recommends one social worker for every 250 students, and one for every 50 students at high-needs schools.

Colorado schools don’t come close to those numbers.

About one-third of the state’s 178 school districts employed social workers during the 2016-17 school year, the most recent for which data was available from the Colorado Department of Education. Those districts represented about 89 percent of that year’s 905,000 pre-K through 12th grade students.

The nearly 590 social workers employed worked out to less than one full-time employee per 1,000 students.

Englewood’s Sheridan School District had three social workers for 1,511 students, while Yuma County had 1½ social workers for 807 students.

The two largest districts, Denver and Jefferson County, employed more than one-third of school social workers that year, with more than one social worker for every 1,000 students. Denver voters approved a 2016 tax to help pay for more social workers.

But many districts have no social workers. And most school social workers are stretched thin.

Jessie Caggiano is a social worker who serves more than 3,000 students at four high schools in Weld County.

“I’m not able to meet with students effectively on a one-on-one basis, because I’m trying to implement other services schoolwide,” she said. “I’m only at each of my schools one day a week, so I’m not able to meet their needs by any means.”

Darlene Sampson, president of the Colorado chapter of the Association of Black Social Workers, recalled working at a Denver school when a student was killed in the cafeteria.

“Many kids are carrying their trauma in their backpacks into the school,” Sampson said.

And Cam Short-Camilli, representing the Colorado School Social Work Association, said students are facing increased emotional problems at most schools. The increase in youth suicide and suicide attempts is especially difficult, she said. One Denver incident last fall attracted national attention.

“Every school district, every student is impacted, that’s rural, urban, suburban schools,” Short-Camilli said. “In the past five years, I’ve been at elementary schools, and it’s been extremely shocking. Kids at those schools, there’s an immense ripple effect.”

But state Rep. James Wilson, a Salida Republican, questioned whether the pilot program would be possible to replicate because of the high number of professionals needed.

“I’m sitting here feeling like the Grinch,” Wilson said. “I cannot bring myself to put together an unrealistic pilot. Will it really work in the real world?”

State Rep. Janet Buckner, an Aurora Democrat, also expressed concerns, but voted for the bill.

“I’m concerned how we’re going to fund it,” she sad. “The suicide rate is off the chart and our kids need so much help. I don’t think we can wait. I have a lot of phone calls and emails about this bill, people who really need the help.”

HB-1017 next goes to the Appropriations Committee before being considered by the full House, then the Senate. It is one of several measures aimed at offering help for students and their families beyond academics at public schools.

Story time

This Memphis teacher’s favorite student didn’t stand for the Pledge of Allegiance. She taught him a powerful lesson.

PHOTO: Xzavier Bonds
Daniel Warner teaches at East High School in Memphis.

When one of Daniel Warner’s favorite students refused to stand for the Pledge of Allegiance, he could feel the tension in himself rising.

It was August 2017, the first week of classes, and Warner said he knew how important setting a tone was during the first few days of school.

“Didn’t my teacher prep program teach me that I have to set high expectations in that first week or the year is lost?” asked Warner, a U.S. history teacher at East High School in Memphis. “If I don’t set those, we’re done for.”

But before Warner reacted, he said he took a few moments to reflect on what could be going through her head.

Chalkbeat TN Storytelling Event
PHOTO: Xzavier Bonds
Daniel Warner tells his story to a crowded room.

It was the Monday after a violent white supremacists rally in Charlottesville, Virginia. Stories of former NFL quarterback Colin Kaepernick were again dominating the news, as he remained ostracized for kneeling during the national anthem to protest police brutality.

Instead of punishing her, Warner said, he refocused on what she might be thinking through as a black American high schooler.

“The lesson she taught me that day was that some of the most harmful instances of school discipline happen when we are too focused on ourselves as teachers,” Warner said.

Warner was one of seven educators and students who participated in a February story storytelling night hosted by Chalkbeat Tennessee, Spillit, and The Knowledge Tree. The stories told centered around school discipline practices, a topic Chalkbeat recently dove into in this special report.

Video Credit: Gillian Wenhold, The Social Exchange. The Social Exchange is a pay-as-you can PR & content creation firm for nonprofits and responsible, women/minority owned businesses.

Here’s an edited transcript of Warner’s story. It has been lightly edited for length and clarity:

It’s a week into school in early August. And kids are just trickling into my senior homeroom mostly asleep, sitting quietly in their desk as 18-year-olds do at 7:15 in the morning…And then morning announcements come on. “Please stand for the Pledge of Allegiance.”

So I stand up, and I say, “Alright y’all, go ahead and stand up with me.” I see these seniors throwing their bodies out of their seats, trying to stand up while they are still asleep. And almost everyone stands up but one girl doesn’t…  

So, my eyes meet this girls eyes as she stays in her seat during the pledge. And I can feel the tension in me of my authority being challenged in the room. And I wonder if everyone else is looking at me, my other students. So I give her a teacher look meant to communicate, “Are you going to stand up?” And she looks at me from across the room and shakes her head and mouths, “I can’t.”

So this student was one of my best students the year before in honors U.S. History. She engaged deeply with the material and personally. She asked questions of herself, of her country, of democracy, what this whole thing is about. She processed the double consciousness she feels of being both black and American. And she did so while being kind, thoughtful hardworking. The student you think of that makes you want to cry, you love that kid so much. I wonder what’s going on, what is she thinking about…

This is a Monday and the weekend before had been the white supremacists march in Charlottesville… When she told me, that she couldn’t stand, I went and sat in the desk next to her…I asked, “What’s keeping you from standing up?”

She started by saying, “I hate,” and she stopped herself. She took a breath, calmed herself down and said, “I just can’t.” And so we just sat there for a second. I could see as I got closer to her that she was flooded with emotion and feeling something deeply. And so we let the announcements end and I tell her, “When I say the pledge I say it more as a hope and a prayer…that there would be liberty and justice for all.” She said, “Yeah, I was thinking about that,” like a good U.S. History student, but she said “things don’t’ seem to be headed that way right now…

The lesson she taught me that day was that some of the most harmful instances of school discipline happen when we are too focused on ourselves as teachers. She showed me that I was a little too focused on how I was being perceived by other students in the classroom. And that I wasn’t focused enough on her and what she might be processing. As teachers, we have all of this opportunity to escalate conflict, I’ve done it plenty of times. But we also have an opportunity to be gracious to students who are working out who they are in public…

This girl wasn’t being disengaged by saying no to me, she was being especially engaged with who she is… When we talk about restorative justice, the first step we have to take is for us as educators and adults, and it’s doing your own emotional work. And we have to ask ourselves questions about our identities. You can only lead someone somewhere if you’ve gone there yourself…

What is it about us when it sets us off when a kid says no to us? Why are we that insecure? … When we pay attention to ourselves, our emotional status, the hurt we’ve felt, the pain we’ve lived through, that is when we can begin paying attention to how formative schools are. They are spaces where folks are working out their identities in public, and that’s when you feel the most self conscious and vulnerable and in need of grace offered by someone else.

So, I hope as we talk about this, we think of ways where we can make school a space for people to be figuring out who they are and not just punished into compliance. In high poverty schools, you talk about compliance like it’s the ultimate behavior. I hope we can make schools where students can learn what it is to seek justice, even when and especially when, things just don’t seem to be headed that way right now.