The Other 60 Percent

San Luis teens work on classmates’ health

It’s not like the Sanford School is overrun with drugs and alcohol. It’s more like it’s overrun with … nothing to do.

Google map of Sanford. Click to enlarge.

The school, in the community of Sanford in rural Conejos County in southeastern Colorado, is many miles from the amenities of larger places and, other than sports, extracurricular activities for its 350 students are limited. Resources for its teachers are limited as well.

It’s exactly the kind of place where Elaine Belansky, a University of Colorado Denver assistant professor in community and behavior health, could find fertile ground for testing a project designed to get young adolescents talking about healthy environments and being engaged in creating them.

Working Together Project in third year of pilot

Belansky is the lead researcher on the Working Together Project, a five-year project funded by the Centers for Disease Control that’s reaching out to schools in the San Luis Valley.

Elaine Belansky

So far, the program has been piloted in three schools and two new schools are trying it out this fall. A third will begin it in the spring.

Belansky supplies the schools with 60 hours worth of curriculum and a full-time assistant who attends as many of the classes as possible to record what’s happening and to provide ongoing support to the teacher.

The schools provide a teacher – preferably of the “kid magnet” kind who has little trouble connecting with 13-year-olds – and time in the schedule for the class, which is aimed at seventh-graders.

Sanford agreed to pilot the program last year, along with middle schools in Mosca and Moffat.

Kids thought drug, alcohol abuse needed to be addressed

When 17 of the school’s 28 seventh-graders sat down last fall to talk about what their school’s most pressing health problem was, and how they might address it, drug and alcohol use loomed top of the list.

“For the kids, it was awesome … They felt like they were actually making a difference. They learned an effective way to make a change.”
— Tami Valentine, teacher

They’d pored over data from the Healthy Kids Colorado survey, which showed in detail just what health problems and risky behaviors confronted their classmates. They asked key adults in the school to complete a survey to help them identify an issue ripe for addressing. They examined what “best practices” were already going on in their school and which were not.

Once they’d settled on drug and alcohol use as an issue, they did a root cause analysis to determine why Sanford students might be especially vulnerable. They realized that a lack of opportunities to engage in positive activities might be contributing to drug use.

“We decided it would be good if we provided more after-school activities,” said Tami Valentine, the teacher at Sanford’s secondary school tapped to work with the students on their project.

“When we looked at surveys, it’s not like there was a really high rate of drug usage in the school, but they wanted to find ways to prevent it, ways to give kids something to do besides get involved with drugs,” she said. “And I liked that, because it reached out to all our students.”

It took several more rounds of surveys, a little bit of arm-twisting and even a trip to the school board, but eventually the school’s students, teachers and administrators determined what sorts of things they’d like, what sorts of things were possible and what things fell into both categories.

As of now, the youngsters are still waiting for that first after-school activity – archery training or golf – to be scheduled. But it will be soon.

What’s more important, the kids are feeling empowered that they actually got to change the culture of their school. They studied a problem and came up with a workable solution that all the evidence suggests will be effective.

“For the kids, it was awesome,” Valentine said. “We had lots of good discussions. We had debates. We used the democratic process. They felt like they were actually making a difference. They learned an effective way to make a change. And I think that will carry over to society. Rather than just complaining, they know how to get in there and get their hands dirty.”

Sangre de Cristo students tackle ‘checking out’ issue

In nearby Mosca, eighth-grade students at Sangre de Cristo Middle School were also taking up the issues impacting the health of their classmates. They determined that just “checking out” – a general lack of interest and motivation that can lead to dropping out – along with bullying were issues they could tackle.

“We talked about having accessibility to lesson plans on the school web site for kids who miss,” said teacher Deborah Shawcroft, who mentored the students. “We found that when kids miss school, they get buried when they come back, and give up. They feel there’s no way out of the hole. But if they had access to the lesson plans, maybe they could get that work done ahead of time.”

The students also launched a student-driven newsletter, in hopes of giving classmates more of a sense of empowerment and a say in the school’s goings-on.

“I think what we did took root in the school,” said 14-year-old J.J. Casados, one of the students who worked on the Sangre de Cristo team last year. “I know some students who may not get the best grades, but at least they’re trying. I don’t think it’s as big a problem now as when we started.”

Success on several levels

For Belansky, what happened in Sanford and Mosca worked on several levels.

Belansky bemoans the fact that despite years of research that have pinpointed what works, small rural schools can’t always take advantage of that research.

“As a researcher, there’s a couple of things we’re trying to accomplish,” she said. “Of importance to the education community, we’re helping schools get best practices into place for promoting student health. That’s the ultimate goal.

“But we are also trying to develop a process for kids to be change-makers. We share with them the latest research, then have them find ways to get those best practices into place.”

Belansky bemoans the fact that despite years of research that have pinpointed what works and what doesn’t, schools – particularly small rural schools in which every adult is expected to wear multiple hats – can’t always take advantage of that research.

For example, research consistently shows that abstinence-only sex education curricula is far less successful at lowering the teen pregnancy rate than programs that include information about contraceptives and safe sex. Yet many schools won’t abandon the abstinence-only approach.

Another less controversial example is physical education. There are a handful of outstanding PE programs, including one called SPARK, that are proven to lead to increased academic achievement, better test performance and more physical activity. Yet schools fail to adopt these proven programs in favor of less effective ones.

“I think it’s simply that people just don’t know what the latest and greatest best practices are,” said Belansky. “And if you look at rural Colorado, we have PE teachers who haven’t been given the opportunity for professional development in 30 years. And principals may not know what the latest and greatest is because they’ve got so many other things they’re dealing with.

“That’s where the university can play such a relevant role in helping communities,” she said. “We’re in such a great place to provide communities with menus of best practices, and a framework for people to critique that menu, then figure out what can work best for them.”

Choice is based on local data, adult input

The Working Together curriculum is a six-step planning process that begins with studying local data about health issues. Youngsters get to choose which from among seven health issues they’d like to concentrate on, then determine why that particular issue is a problem for their school and what changes could be made to address it. Then they go out and make it happen.

One of the key ingredients is the assembly of a “dream team” of caring, supporting adults who will be champions for the kids and help them succeed in implementing changes.

“One of the things we’ve learned is that it’s very hard for those adults to make time during the school day to come to class and participate,” Belansky acknowledged. “At one of the schools, the kids invited a second-grade teacher that they all loved. She was delighted to be invited to be on the dream team, but it was very hard for her to leave her class for 20-30 minutes to drop in on their class. So to make this work, we have to keep scaling this back to make it less intensive for the adults.”

The pilot program is now in its third year, and so far the results have been encouraging, Belansky said. She meets monthly with a steering committee overseeing how the programs are playing out in the test schools.

“We continue to find ways to support schools in implementing their changes,” she said. “We’re trying to focus on changes that give us the biggest bang for the buck, not just the low-hanging fruit. So those kind of changes take time to implement. They’re not just easy things you put into place the following week.”

Working Together Project’s six-step planning process for students

  1. Checking out our health and what’s happening in our school.
  2. Which health problem should we work on?
  3. Why do we have this health problem?
  4. What changes should we make to our school to work on this health problem?
  5. Let’s make it happen!
  6. How can we make sure our changes work and stick around?

Student Voices

What would these students tell newly trained teachers? ‘Be woke’

PHOTO: Rebecca Griesbach
Freedom Prep student Destiny Dangerfield talks alongside Asiah Hayes, Detario Yancey, and Evan Walsh at a panel discussion for TFA Memphis trainees.

Respect for others, being resourceful, and confronting biases are among the lessons four high-school-age students wanted to convey during a panel discussion for future Teach for America participants.

Teach for America Memphis trains recent college graduates and places them in local classrooms for two years, with the goal of developing leaders who will commit to educational equity. Earlier this month, TFA Memphis kicked off its Summer Institute, welcoming 153 new trainees. Created in 2006, the group now has over 400 alumni working in local schools. 

High-schoolers Asiah Irby, Evan Walsh, Destiny Dangerfield, and Detario Yancey shared their personal stories with about 200 corps members, directors, and alumni last week. When these students enrolled in Freedom Preparatory Academy and KIPP Memphis Collegiate Schools, it marked a turning point for them. Both schools are charters that hire many program grads.

“We wanted kids that embody so much of what we hope for for all of our students,” said Athena Palmer, executive director of TFA Memphis. “What were the key moments along the way” in their educations?

Based on interviews and the panel discussion, here’s what the students thought first-time teachers should know:

Tell us you won’t tolerate bullying. And mean it.

Destiny Dangerfield wants to be a federal prosecutor, or a civil rights attorney, or perhaps a performer one day. These are lofty goals for any student, but they once seemed unreachable for Dangerfield. Her father, a musician, packed his bags before she started middle school.

“That took a really huge toll on me because that was when I was starting to be introduced to a whole lot more boys,” she said. “Having him walk out on me did a number on my self-worth and self-image and I saw myself as little to nothing.”

School for Dangerfield was supposed to be a safe haven. But that wasn’t always the case. Sometimes, she said, an act as simple as momentarily stepping out of the classroom could affect a student’s safety.

“In reality, that two minutes could be the difference between a child getting in a fight or being talked about or ganged up on,” she said. “Be articulate that you won’t tolerate bullying of any kind. And show them that that’s not an empty threat and that you mean business.”

A safe community of friends and classmates helped Dangerfield get through school. Now, she wants her circle to learn to use their voices to make change, even though she feels people like her are misunderstood and often neglected.

“I want to see more investments within our city.…” she said. “I feel like Memphis has so much to offer … no one has the chance to see our potential.”

The classroom is where teachers can start to grow that potential. But one of her teachers didn’t, and that sticks with her today.

“I don’t want to be talked to like I’m 2 years old when I’m 17,” she said. “I will respect you no matter what, but I want to feel respected in the process.”

Open up. Everyone is nervous on the first day, including us.

In ninth grade, Evan Walsh listened while a faculty member told his parents, “He’s not up to the academic rigor of this school.” The meeting lasted five minutes, and he left unenrolled.

“When a student is in an environment where they feel like the people around them couldn’t care less about their education or what they do in life or what happens to them, you get the unfortunate situation that a lot of students are in right now,” he said, referring to two of his former classmates who lost their lives to violence in the city.

For Walsh, who spent his life moving from place to place, first times were frequent. Creating a bond with

PHOTO: Rebecca Griesbach
Corps members talk to and hug participants Evan Walsh and Detario Yancey after the discussion.

students in awkward moments can create lasting relationships, he said.

“Don’t be scared,” he said. “We’re all human. We can all be scared. Understand like, we’re just as nervous as you are, especially on the first day.”

With the help of a former assistant principal who had a son in the school, Walsh found his way to KIPP, where his GPA shot from a 2.5 to a 3.6. In May, Walsh graduated summa cum laude, and he was the first from his school to apply for early decision and be accepted into the college of his dreams: Franklin and Marshall in Lancaster, Pennsylvania.

Still, he thinks of his two classmates and their dreams deferred.

“I’m a strong believer in thinking that violence and poverty is a cycle, and the way to break through some of it is with education,” he said. “I was lucky enough to have family and people around me that recognized the value of education.”

Expect only the most out of us – we’re smarter than you think.

In the rocky years that followed first grade, Asiah Irby found herself caught in a custody battle. Because her mother took care of her, she now wants to return the favor.

“‘That kind of shaped me into the person I am today,” she said. “Even when I’m at my lowest, I still push myself to do my best and be better. I just want what’s best for me and my family.”

When Irby thinks of excellence, she thinks of a poster that was on her English teacher’s wall: “I won’t insult your intelligence by giving you easy work.”

PHOTO: Rebecca Griesbach
Incoming corps members clap for students during panel discussion.

“Coming into a classroom seeing stuff like that just made me know that he cared and that being in his class, I was safe to just learn and try and fail and succeed,” she said.

But she hasn’t always been so lucky. Irby’s worst experience was when she switched teachers in the middle of the year, leaving her with an F grade in the class. Her new teacher didn’t have high expectations for her.

“He was white and kind of privileged, and he would make comments in class that were kind of racist and sexist,” she said. “I want to be something in life, and I don’t want anybody to tell me that I can’t be anything.”

Irby is now a rising senior at Freedom Preparatory Academy, where she raised her ACT score from a 23 to a 27 in one year, enough to get into highly ranked schools such as Syracuse and the University of Texas. And Irby won’t settle for anything less. Success for Irby means leaving a path that students like her younger sister can follow.

“I want to do what I can to make sure that she does better than I do,” Irby said. “My dream for Memphis is for kids that look like me to get experiences that kids who don’t look like me get.”

Teaching is about developing your ‘mommy instinct.’

At home, Detario Yancey’s parents gave him a stable life. But at his failing elementary school, resources were scant, and Yancey’s grades suffered.

“I felt like I was behind,” he said. “I felt like I had a lot of potential locked up in a door, but somebody had to unlock it.”

Yancey enrolled at KIPP in the fifth grade, eating his lunch during tutoring as he worked to recover his grades. Being a teacher in a school this rigorous requires a kind of finesse and quick wit – almost like a “mommy instinct,” he said.

“You want to make your children feel as safe as possible,” he said. “They may not have that love at home. They may not be feeling that love from their peers. Find a creative way to make them feel loved and safe.”

Now, the recent graduate prides himself on representing his class as president and valedictorian.

“I want to see underprivileged kids like me surpass expectations,” he said. “The system is in place for us to fail. I want to see us live to beat those systems down.”

In the weeks ahead, TFA’s incoming corps members will teach summer school at Memphis Business Academy before receiving their assignments for the new school year.

Yancey left them with one last bit of advice: “Be creative, be intuitive, be socially intelligent – and be woke.”

 

student activism

Five Chicago student activists on why they will be in your face this summer

PHOTO: Courtesy of Diego Garcia
Diego Garcia outside Trump Tower earlier this week

Trevon Bosley’s brother was murdered while attending band rehearsal at church. Shot from the street while helping a friend with drums in 2006, he was just one of the 471 people killed by gun violence that year in Chicago.

Through a peer youth council at St. Sabina Church in Auburn Gresham, Bosley, 20, became an outspoken student activist, and tonight he will join hundreds of students converging for an annual peace march that starts at the church. Chicago’s tradition of youth activism will be on full display, but the local students are getting a high-powered boost. Joining them are Chicago musicians Chance the Rapper and Jennifer Hudson and former Arizona House Rep. Gabrielle Giffords, who was shot in 2011 at a public meeting with constituents. There will also be another set of special guests: the students of Marjory Stoneman Douglas High School in Parkland, Fl., where a February shooter killed 17 students and teachers.

All week long, local student activists have been rallying and some Parkland students have lended an assist. Several staged a sit-in in City Hall on Monday to protest the proposed construction of a $95 million police academy on the West side and call for an elected school board. Others staged a die-in on in front of Trump Tower on Tuesday to commemorate the second anniversary of the Pulse nightclub shooting.

Chalkbeat sat down with five Chicago student activists to hear why they take action and what they hope to achieve.


"Gun violence isn’t mainly just about mass shootings. These kinds of things happen in Chicago, Baltimore 24/7."Alycia Moaton

East Woodlawn resident Alycia Moaton, 17, attends Kenwood Academy. She’s part of Good Kids Mad City, a new advocacy organization formed by Chicago and Baltimore students. This past Monday, Good Kids Mad City members were central figures in the City Hall sit-in this past Monday.

PHOTO: Courtesy of Alycia Moaton
Alycia Moaton outside City Hall earlier this week

On becoming an activist: I grew up in Oak Park for about 10 years of my life. Then I moved into Chicago. Going to public schools on the South Side, it was like a completely different world. A lot of the students—their first thought is whether or not they’ll be able to go to school that day because they’re worrying about getting shot on the way there. When I got to experience both sides, experience what it’s like to not fear going to school, I could see just how messed up it is.

Starting off around three years ago, I went to a lot of protests and youth summits, and that turned me into wanting to be part of an organization. That’s how I got in touch with Good Kids Mad City. Good Kids Mad City came to be after the Parkland shooting, from the idea that gun violence isn’t mainly just about mass shootings. These kinds of things happen in Chicago, Baltimore, 24/7, and it’s as national as a mass shooting.

What she hopes to achieve: One of my main goals is that [the rally tonight] gets a lot of national coverage. The Parkland students are allowing us to make the narrative about Chicago. I hope people leave with the idea of not treating gun violence as just a local issue, with the idea that this isn’t normal. This shouldn’t be viewed as “Oh, this is just how Chicago is, Chicago is just a violent city.”

The big goal is to have people change their narrative about what gun violence in Chicago is, that it has to be taken way more seriously than just a local issue.


"When people think of Chicago, they think of the most violent city. I hope that they think of it as the home of the young leaders."Diego Garcia

Brighton Park resident Diego Garcia, 16, led 15 local teenagers to the March for Our Lives rally in Washington, D.C. in March. Earlier this week, he participated in the die-in outside Trump Tower. He is also a member of Chicago Strong, the citywide youth group organizing tonight’s rally.

PHOTO: Courtesy of Diego Garcia
Diego Garcia outside Trump Tower earlier this week

On becoming an activist: The parents in my community are immigrants, and so are my teachers and my friends. After Trump became president, they felt like, if they speak up for what they believe in, they’re putting themselves in danger of being targeted by the government.

I decided that if I really had nothing to lose, then I would be the voice for them. I’m a citizen of the U.S., and just being a citizen, I have many rights that a lot of other people feel like they don’t have—the right to voice my opinion, to vote about my future.

After the Parkland shooting, my priest said that he would support me in taking 15 teenagers to Washington, D.C., for March for Our Lives. It was one of the best times that I’ve had in my life, because not only were my peers standing up for what they believe in, but also I knew that I wasn’t alone. There was, visually, all around you, people who cared about you.

What he hopes to achieve: I hope that, after the rally, people realize that we young people in Chicago, we want something to change. A lot of the adults like normalizing the violence. The 14-year-old that got shot, or the adult that was going to the store and got shot for no good reason—no one talks about these small things because it happens so often.

I hope that people’s perspective of Chicago changes, because when people think of Chicago, they think of the most violent city. I hope that they think of it as the home of the young leaders.


"It takes everybody. We need people from every region to contribute so we can get total change."Alex King

Austin resident Alex King, 17, just graduated from North Lawndale College Prep. At North Lawndale, he was a Peace Warrior, a youth ambassador for violence prevention. After the Parkland shooting, he traveled to Parkland to visit student survivors. Alex is also part of Chicago Strong.

PHOTO: Courtesy of Alex King
Alex King on a radio interview

On becoming an activist: It started with me wanting a shirt. At North Lawndale College Prep, we have to wear these button-up shirts with collars, and it’s hot. One Thursday, I was seeing these different shirts, regular long-sleeve shirts. It had “Peace Warriors” going down the sleeve, a peace sign on the back, and I was like, “I want one of those.” Then I also heard that Peace Warriors get pulled out of class sometimes, and I’m like “Yeah, if we can get out of class, for sure!”

After joining Peace Warriors, it got to a point where I felt that family connection—these were some of the people I went to when I couldn’t even go to my own family. I’ve been shot at multiple times and I didn’t go to my family, because I didn’t want to put that burden on their shoulders. I went to the Peace Warriors because I knew some of them experienced the same thing, and it’s also easier to connect with people in your age range.

My nephew was shot and killed on May 28, 2017. Shot twice: once in the back of the head and once in the back. I feel like I would have done something that would have put me in a way worse spot than I’m in now if I didn’t have Peace Warriors. They came to me every day, and were like “We are here for you no matter what.” I was known as the one with all the energy. When those people saw me down, they told me,”‘You were always the one to cheer everybody up, so we have to be here for you, to get you back like that.”

What he hopes to achieve: I want people to walk away [tonight] and believe that change can happen. We might be different in a lot of ways, but we are alike in more ways than we are different. I want people to see the fact that we can’t be independent, if we want to make change across the world, we all have to come together to make this work.

We can’t try change the world with only Chicago, we can’t try to change the world with only Florida. It takes everybody. We need people from every region to put their input on so we can get total change.


"Be smart with campaigns. If you’re gonna march, make sure you’re doing it in a community that can really change something."Trevon Bosley

Roseland native Trevon Bosley is a rising junior at Southern Illinois University Edwardsville. He joined Bold Resistance Against Violence Everywhere, or B.R.A.V.E., a peer youth council run through the St. Sabina youth program, in 2010. He is also a member of Chicago Strong.

PHOTO: Courtesy of Trevon Bosley
Trevon Bosley at March for Our Lives in Washington, D.C. earlier this year

On becoming an activist: On April 4, 2006, my brother was murdered while attending band rehearsal at church. He was outside helping a friend with drums. Someone fired shots at them and he was shot in the shoulder. After that, my parents got in contact with (the Rev.) Michael Pfleger at St. Sabina, and he introduced me to B.R.A.V.E.

The main things that the older B.R.A.V.E. members told me was to be smart with campaigns. If you’re gonna march, make sure you’re doing it in a community that can really change something. They told me to just be effective when you’re planning and strategizing your movement.

A while back [around three years ago], we did a voter registration campaign. The strategic thing was how we planned to tackle violence. We know that we have a lot of gun violence in Chicago, but we have to understand why. We noticed that the elected officials at the time weren’t allocating resources to anti-violence initiatives, and the only way you can get politicians to listen to you is to vote. We identified what the problem was and how to go about addressing it.

What he hopes to achieve: We’ve been doing this for a long time and we’ve been fighting for change in the community for a very long time. Tonight’s rally is going to be bigger because of the Parkland influence. We’ve been fighting in Chicago for a very long time for peace, but only recently has the national media really wanted to cover our everyday shootings. The Parkland influence is giving us the platform, it’s led to our voices finally being heard about everyday shootings.


"I want to make sure that we tell our stories ourselves, and not have social media or the news tell our stories because they always twist it around, and then you’re like: That’s not me."RieOnna Holmon

RieOnna Holmon, 15, attends Gwendolyn Brooks College Prep in Rosewood, and she lives in Woodlawn. She joined B.R.A.V.E in 2017, where she received mentorship from older members such as Trevon. Most recently, RieOnna became the president of B.R.A.V.E.

PHOTO: Courtesy of RieOnna Holman
RieOnna Holman speaking at St. Sabina in March

On becoming an activist: I joined B.R.A.V.E. last summer when I did an internship at the ARK of St. Sabina. I just started going to the meetings and taking part in all of the rallies. I see myself in these children [that I mentor], how I was naïve and didn’t really know anything. Being able to teach them about what is really happening out there really shows me that the youth need to be educated about what’s going on.

What she hopes to achieve: [Tonight,] I want to make sure that we tell our stories ourselves, and not have social media or the news tell our stories for them because they always twist it around and you’re always like, “That’s not me.”

It happens a lot. People will talk about someone they lost, and [media outlets] will turn it around being like, this “x” gang member. But we didn’t tell you that. I know now that I have to actually get out there and tell it for myself, because otherwise what’s out there could not be true or another side of the story.