Student Speakers Take 2nd in Oratorical Contest

Oakland’s annual Martin Luther King Oratorical Fest features hundreds of students from schools across the city taking the stage for a fiery (but friendly) spoken-word competition.

The atmosphere — heightened by a full crowd of classmates, families, teachers, and community members — would test anyone’s nerves, and PLACE @ Prescott’s 4th-grade competitors faced an even tougher challenge. Their preparations had gotten off to a late start, so with less than two weeks to get ready they put in overtime to master their chosen material: PLACE's “morning affirmation” that students and staff recite before the first bell each day.

With the help of Librarian Asase Omowale, the group of five took it further, ambitiously adding a new section to the piece. When they took the stage and gazed out at the rows of filled seats in Acts Full Gospel Church, the young speakers rose to the occasion with a rousing rendition, taking home the second place medal! Not to be outdone, a group of our bilingual kindergarten and 1st-grade students took home 3rd place in their age group.

“It was fun!” reflects Xavier. “I had stage fright, but Ms. Omowale told me to take deep breaths and just say the words and that took my fears away from me. We did good, we got second place, and it felt great.” The experience has motivated him to be a more outspoken student leader on and off campus. “I plan to do more speaking for Prescott, for my school,” says Xavier.

Below, watch some of PLACE's inspiring orators speak from the heart.

Barack Obama Academy Students Pedal Past Challenges

On a recent Friday morning, 8th-grader Kevnisha found herself a long way from the campus of Barack Obama Academy – and getting farther away by the second. She was hurtling down a steep hill in the Tennessee Valley in Golden Gate National Recreation Area, on a bike she’d never ridden before. The faster she rode, the louder she screamed

“I had never been mountain biking before and I didn’t think I could make it down the big hill,” she recalls. “But I did it! It made me feel like I could overcome something hard, that I had never done before."

As part of a joint venture with the national outdoor organization Trips for Kids, founding Barack Obama Academy teacher David Hicks is leading a bike trip a month, with the excursions open to students who’ve excelled academically and behaviorally. A typical journey sees the Trips for Kids vans take Hicks and his students up to the Tennessee Valley, where they go over safety guidelines and gear up for the ride. (Depending on the experience level of the group going, the kids may design a more challenging route.) The valley trail ends at the beach, where they stop to eat lunch and relax.

For many students, says Hicks, it’s also their first time on a beach. “It’s just been incredibly amazing to see kids who might act tough and older than their age here on campus, then they get out on the beach and they’re running back and forth in the waves, grinning ear to ear riding their bikes fast downhill.”

Or, as in the case of Kevnisha, hollering. “For the students who are not that comfortable on bikes, we coach them and teach them how to shift and make it down a big hill in control, even if they’re screaming the whole way down.”

When the inexperienced bikers make it to the end of the trail, says Hicks, “They feel like they did something and overcame a challenge.” Being out in nature also lends a tangible context to the school’s outdoor education focus. “We do some environmental learning on the rides, studying resource use in the area and observing the animals,” says Hicks. “We also talk about health and nutrition."

“We’re trying to serve as a place for students who’ve experienced challenges in the past to really get to know themselves better so they can overcome difficult things,” reflects Hicks. “By experiencing new challenges outdoors, and having time to just be a kid, ask questions, and think about life, they have this opportunity to see something new. It’s an amazing opportunity for kids to reinvent themselves and build on strengths they already have."

“Man, that bloody hill was hard,” recalls 8th-grader James. “I went down so fast, but the way up was the most challenging. We all did it, though.”

“If you never thought you could go up or down a hill on a mountain bike, and then you do it, then maybe another challenge – writing a history paper, for example – won’t seem so difficult,” Hicks explains. “We talk with students, asking them, ‘Remember when we were out mountain biking, remember when you thought you couldn’t do that? That’s like this, and I think you can do it, if you work hard enough.’”

Getting the kids outdoors and breathing fresh air in nature is really positive,” says Hicks. He says the staff sees a shift in those kids when they return to school. “When we come back to campus,” says Hicks, “we have students not say one negative thing the entire day, and we see them be positive and encouraging even toward students they’ve had conflicts with.”

Stay tuned for more outdoor education recaps in future newsletters!

ASCEND Bids Bittersweet Farewell to Departing 8th-Graders

The end of this school year feels a bit more momentous than past Junes at ASCEND. 2010 marks the end of an historic journey – and the beginning of a new one – for the school’s departing 8th-graders, the first class to include students who attended ASCEND from kindergarten through 8th grade!

The ASCEND Voice recently sat down with Alex, Jacky, Maribel, and Tyrone, four soon-to-be high schoolers who have been at ASCEND since its earliest days.

“It’s kind of sad to think about leaving here,” says Maribel, an “original” ASCENDer who started here in kindergarten. “I’ve been here for so long and I know all these students and teachers so well.”

Maribel and Tyrone reminisce over the dragon bench they built and painted as kinders at ASCEND’s original location — “Everybody pitched in,” recalls Maribel ­— and the excitement of the first day of the first year in our current building.

Fellow classmate Jacky captures the bittersweet nature of their departure perfectly. “It’s one of those things,” she muses, “where you can’t wait [to take the next step], but at the same time you don’t want to leave.”

"This is the place where I really started to like dance,” she recalls, speaking to the impact of ASCEND’s arts integration focus. “It’s great they offered it here. This is the place where I could carry on my dreams.”

“I’ve been here nine years,” says Alex. “It’s the only school I’ve ever been to, so it’s going to be hard. I feel excited about leaving, but then again there are so many memories here. You know, it was fun times.”

Yet they are all eager for what’s next, and feel well-prepared for it. “I’m excited about high school because it’s a new opportunity,” says Tyrone, “and our teachers here have gotten us ready for that environment. I’m excited about what’s going to happen in the future.”

“[The staff] here has given us a lot of guidance,” reflects Jacky, “like when we did the High School Information Night, which showed you which schools were a good choice for you.”

“The teachers here, they push you, and that helps us know we can always do better than we might think,” says Maribel.

Jacky also credits ASCEND’s diversity and expansive community feel. “This school’s very welcoming,” she says. “We were exposed to different cultures and people, so when we get to high school, it’s not going to be this big shock.”
The ASCEND family will miss its departing class of 8th-graders, but the good news is they all expect to keep in touch.

“My mom is one of the parent leaders,” says Jacky, “and my little sister is in 4th grade here, so I will definitely be coming back. I will never get away from ASCEND,” she laughs. “It’s kind of impossible.”

I just want to thank all the teachers because they’ve been with us for so long and know us so well,” reflects Jacky. “To be able to have those relationships with teachers is really good, they communicate with us so well. I like how everyone knows each other – it’s so intimate.”

Alex adds a word on behalf of the rest of the ASCEND family. “I’d like to thank the people who aren’t teachers: the office staff, our parents. Our families, they help us through a lot of emotional things we might be going through, and they push us to stay in school.”

“Life in the Garden” Comes Full Circle for ASCEND 2nd-Graders

As covered in past ASCEND Voice newsletters, cross-subject integration has been a hallmark of the school’s approach to teaching. Building on that tradition, this year 2nd-grade teachers Melissa Larson and Brett Wilson designed a science experience that drew on ASCEND’s FOSS science kits, art teacher Natasha McCray’s lessons, and the hands-on learning opportunities available in the bountiful school garden.

To illustrate, in a hands-on way, the life cycle of a plant – and to put the scientific method into action – the students grew bean plants and chose one variable to change, then compared that to a control plant. They also studied the life cycles of insects, while learning about the importance of insects to plants.

“We’ve been doing experiments,” says 2nd-grader Jesus, “and comparing the plants in the garden to the ones inside the classroom. In the garden, [ASCEND Art Teacher] Ms. Natasha helped us zoom in on some plants so we could draw and paint them.” The months-long project culminated in the school’s year-end Expo, where the students unveiled their artwork, writings, and scientific drawings in the 2nd grade’s “Life in the Garden” display.

Larson says the “hands-on, integrated curriculum” (aided by materials from the FOSS kits) really brought the project alive for the kids. “Students have told me that Science is now their favorite subject!” she says.

The 2nd-graders now speak with authority on the different aspects of the scientific method, knowledge that should be a great foundation for the science work they will do in later grades. “We’ve done hypotheses and analysis, and made conclusions,” says Genesis.

Speaking of the future, the kids have become excited about the possibilities of science. “I might want to be a scientist in the future,” says Nathalie, “so I could dig up fossils and find dinosaurs.”

They’ve also grown sensitive to the future of the planet. “The environment and nature are very important for plants,” explains 2nd-grader Genesis. “If we throw trash where the plants and the soil are, the plants could die. If the plants and trees die, we won’t get any air.”

Congratulations to ASCEND’s young scientists!

Cal Shakes Trip Offers Dynamic Introduction to Shakespeare

The California Shakespeare Theater in Orinda is well aware that the plays of William Shakespeare, if staged in an old-fashioned way, could be a tough sell for middle school students. However, thanks to the innovative Cal Shakes Student Discovery Matinee program, a group of Alliance Academy 6th-graders have been introduced to the legendary bard’s way with words, knack for creating memorable characters, and to their surprise, his playful sense of humor.

When teacher Robin Green told a group of 6th-grade students she was taking them to see A Midsummer Night’s Dream, most of the 20 kids had heard of Romeo and Juliet, but that was as far as their knowledge of Shakespeare knowledge had gone. Green was “a little worried” that the language would be tough for 6th-graders to penetrate, “but Cal Shakes does a wonderful job of making it accessible and discussing the plot [with the kids] beforehand.” She had a hunch this play might be the perfect entry point for the middle school students.

“A Midsummer Night’s Dream is probably the best play [for this age group],” she says. “It’s so accessible, fantastical and humorous.” There is some flair to the production, too. “There are so many amazing feats and effects,” says Green. The directors, actors, and other staffers at the California Shakespeare Theater go to great lengths to engage young viewers.

“At first I thought it would be boring but it was exciting,” says 6th-grader Steven. “I thought it would be different, but the play was funny, and had singing and dancing. I was impressed. It makes me want to see other plays he wrote, like Romeo and Juliet. I also think it will prepare me for high school.”

“It was cool because I’d never seen a real play of Shakespeare with my own eyes,” says fellow 6th-grader Diana. “It was a great experience because I’ve always wanted to see a play by him.”
Green has seen a lasting literary spark in the kids since their trip. “It really inspires a love of language,” she says. “We’ve been studying a lot of figurative language, and being able to see it come to life, acted out, [it helps them] experience how language can really take you to other places.”

“It’s also good to expose them to the plays at an early age because when they get to 9th and 10th grade and start reading Shakespeare, they’ll have a background in it.” As the master himself wrote it in A Midsummer Night’s Dream:

And as imagination bodies forth
The forms of things unknown, the poet’s pen
Turns them to shapes.

For this group of 6th-graders, Shakespeare is no longer a shadowy name on a dusty tome, but something with dramatic shape, form, and imagination.


Young Gardeners Break Ground at Alliance


Shakespeare had a few things to say about the natural world, too, including this oft-quoted line: “One touch of nature makes the whole world kin.” With their new garden, Coordinator James Tinker and his after-school students are making this quote ring true on Alliance Academy’s campus.

8th-grader Rogelio leads us on a tour, explaining what the group has done to get the garden going this fall. “These are some roses a lady donated to us,” he says. “She gave us them in bad condition, but we tried our best to fix them up…Over here’s our vegetable box, where we’re growing chard, cilantro, parsley, radishes. Over here we have our smaller vegetables, and the ones that can’t survive yet.” Around him, other students hustle to water the newly sprouting crops.

Another student walks up to Tinker with a handful of wildflower seeds, which he brought from home to plant at Alliance. Meanwhile, Rogelio runs down some of the concepts the kids have learned in Tinker’s class and through their hands-on work in the garden. “We’ve learned about how to make our own fertilized soil, with worms,” he says, “and we’re also learning [all about] planting. It’s really cool here. I like the planting, I like getting dirty in the earth. We’re gonna eat the stuff when enough of them grow.”

They’re also gaining a wider ecological perspective. “You know more about the environment and how to keep it safe,” Rogelio explains.

Tinker’s expansive vision includes creating a little haven from the urban surroundings. “The dream is to get the cement ripped up along the side of the basketball courts and plant trees, so the kids have shade and we don’t even see 98th Avenue,” he says. “My main hope is that the students will develop a sense of pride in their community and benefit from feeling they have made positive and long lasting contributions.”

“Family to Family” Dinner Extends AWE’s Parent Outreach

Since before ACORN Woodland even opened, the school has put great emphasis on involving families in their children’s learning. While staff and parent leaders are proud of the AWE Family Resource Center’s successes over the years, they are always searching for new ways to deepen family engagement on campus. To that end, the English Learner Advisory Committee (ELAC), the School Site Council (SSC), parents, and school staff recently organized the 1st Annual Family to Family Dinner.

AWE Family Coordinators Esperanza Aguilar and Izola Haynes say the event was designed to gather families together and share ideas “from one parent to another,” with a focus on helping parents support AWE students on the cusp of scoring “Proficient” on the California Standards Test (CST).

During the dinner, parent leaders collaborated with the parents of 15 students approaching Proficient, and those kids received certificates for being poised to reach Proficient by the end of this year.

”It was a great turnout for our community,” says Haynes, “and a great way to support the children who are [almost] Proficient.”

“I felt great because my mom was there to support me when they gave me the certificate,” recalls 4th-grader Jennifer.

“I felt proud to be there because I got to give my testimony,” says 4th-grader Eddy, “and my mom gave a testimony about me, about me doing my homework and reading, and that made me feel great!”

Since the dinner, and throughout this year, “Parents’ involvement has been increasing a lot,” says Luz Navarro, ELAC member and parent of AWE students Ronaldo and Jose. Both she and fellow ELAC member Araceli Romero (parent of AWE students Jose and Yuneth) say student achievement has “absolutely, definitely” grown in step with family engagement.

“[Both Romero and Navarro] are here every day,” says Aguilar, “and that’s very powerful for the kids.”
These parent leaders have plenty of praise for AWE’s staff, culture, OUSD Superintendent and programs. Romero (pictured above with Navarro, Aguilar, and Haynes) commends ACORN Woodland’s ambitious academic intervention program for improving students’ achievement. (All of Romero and Navarro’s kids are Proficient or Advanced.) She also appreciates the diversity of students and staff, and the fact that Principal Kimi Kean and several teachers are bilingual.

“We’re very thankful that the school is so small,” adds Navarro. “This way, we know all the teachers, and everyone knows all the students by name. This makes ACORN Woodland feel like a family.”

Reading Buddies Boost Learning, Build Bonds

When you hear about “cross-grade collaboration” in schools, you might assume it refers to teachers. At ACORN Woodland Elementary (AWE), it also applies to kids: Every Friday, Ashley Martin’s 5th-graders visit Pam Adair’s 2nd-grade classroom for their weekly Buddy Reading session.

“We help teach the 2nd-graders how to read and write,” explains 5th-grader Storm. “We read with them because we want the little buddies to learn and have fun and be very smart.”

2nd-grader Luis, Storm’s reading buddy, elaborates on the collaboration. “Storm does high-frequency words with me, so I can practice them,” he says. “We also write some sentences and do partner spelling and play Hangman.”

Their teachers have watched the program evolve beyond reading, as well. “Buddy Reading started out as just that: reading together,” reflects Adair. “But now, it’s so much more. If a 2nd-grader has a hard day with behavior, he or she is sent upstairs to spend a little time with a 5th-grade buddy, who helps support, advise, and calm [the student]…The older buddies [also] took a lot of responsibility recently for our big Career Day, helping the younger ones come up with and write down appropriate questions for the speakers.”

“What I like about Buddy Reading,” says 2nd-grader Ana, “is you get to spend time with your buddy and improve your reading.”

Her buddy, 5th-grader Dalia, concurs. “During Buddy Reading, you get to hang out with the little kids and show them new stuff. You know, I feel good about it because I know I’m doing something for the younger kids, like the older kids did for me when I was in 2nd grade,” she says. “I really like helping the 2nd-graders learn and get their grades higher on the benchmark tests.” (Spoken like a future 5th-grade teacher!)

“Buddy Reading has been a huge support to the school culture we’ve developed at AWE,” says Martin, Dalia’s teacher. “It gives the 5th-graders the opportunity to authentically demonstrate our core values, especially leadership. It encourages them to behave at all times and demands that they persevere academically because their little buddy is always watching. I love seeing the students become such strong support systems for one another. This is, by far, my favorite time of the week!”

Cesar Chavez Day Celebrates Legacy, Inspires Community Spirit

If you set foot on Melrose Leadership Academy’s campus on March 29, you would not have known that all California schools were closed in observance of Cesar Chavez Day. That Monday, dozens of students, staff, families, and community partners from both Melrose and Bridges Academies gathered for an inspiring celebration of Cesar Chavez’s legacy.

AmeriCorps volunteers kicked off the day by working with students and school staff to weed and plant the campus garden, while also building more planter boxes and constructing trellises. Meanwhile, community partners such as the Oakland Farm to Schools program set up information tables for families. There was also support for parents of 5th-graders heading on to middle school (some of whom will attend Melrose, a K-8).

“One of the reasons this event is exciting: We do it collaboratively with Melrose Leadership Academy [an East Oakland K-8 school],” says Bridges Academy Garden Coordinator Anne Louise Burdett. “It’s a great way to bring both school communities together and share resources and know that this is bigger than just one school site.” Students also collaborated on a new mural celebrating Chavez, drum troupes from both schools performed in the courtyard, and kids read aloud from Chavez’s writings and speeches.

Laying a foundation for the event, Bridges classrooms spent the previous month studying Cesar Chavez and integrating that learning into the after-school program, art lessons, garden class, and more. By the day of the event, says Burdett, “Students had a great idea of what he represented and why the event features him as a symbol of why we’re all there together as a community. The event is a really nice culmination of what he stood for: social justice.”

Camp Arroyo Expands Students’ Horizons, Increases Environmental Awareness

At Bridges Academy, the traditional “Three Rs” – reading, writing, and ‘rithmetic – are just the beginning. Through field trips like the three-day, two-night adventure at Camp Arroyo in Livermore, they are becoming experts in “The Four Rs” as well. Fourth-grader Leslie explains:

“I had a good time at Camp Arroyo because we learned about nature and ‘The Four Rs’: reduce, reuse, recycle, and rethink,” she reflects.

Learning about the camp’s green architecture, use of solar power, and organic garden, students got a hands-on look at conservation, composting, and other forward-thinking environmental practices. Using field guides, binoculars, and magnifying glasses, the students got up close with the 138-acre camp’s flora, fauna, and animal life. “My favorite part was when we hiked to Cresta Blanca [a demanding three-mile hike overlooking Lake Del Valle]” says Leslie.

“It was a great opportunity for students… to thrive and learn in the manner that they best learn, which is through experiences, dialogue, observation, and fun,” says 4th-grade teacher Candice Camp.

“Camp Arroyo is a good experience because you can learn more about the wild,” says 4th-grader Erika. “[It was] also good because you go on a bunch of trips. I felt amazed to know there are a bunch of things we can do to help the environment like recycling all the plastic bottles and glass. I especially liked the solo hike because we got to walk in the woods alone.”

“It is always an enriching life experience to be away from home for the first time in a setting where you need to depend on yourself and your friends to take care of the everyday tasks of living,” Camp adds. “I always see a great development of independence and trust [on these trips].”

And the learning doesn’t end in the woods. Back on campus, 4th-grade classes connect the experiential lessons to grade-level science standards.

“We did a lot of fun activities like go hiking, gardening, and go see animals from the forest,” says 4th-grader Jorge. “We saw wild turkeys in a big group of about 13 of them. The people there were really nice and you get to make a nametag out of wood and take it home.”

“[If you go], one thing you will absolutely enjoy is the breakfast, lunch, and dinner because they make good stuff like fruit,” says Leslie. “One thing I liked was when we went to the garden and tried new fruits and vegetables.”

Fourth-grader Joshua also has a message for next year’s Camp Arroyo attendees: “You should go to Camp Arroyo because you will go on adventures to the mountains, learn about ‘The Four Rs,’ plants, trees, how to save our world, and try new vegetables. You can eat, drink, and sleep for two days in cabins that have names like Walnut, Pine, Willow, and Madrone.”

On a 100-Million Word Mission

A new reading challenge has also helped fuel the bookish energy on campus this year. Last year, Think College Now students for the first time failed to win a reading challenge, falling short in their quest to read 100 million words. This fall they returned with renewed determination (see graph below for progress). The reward: If they reach 100 million by the end of the school year, Principal David Silver will shave his head (and, if the kids have their way, leave the letters “TCN” in the back).

As part of the agreement, Silver promised not to cut his hair all year. At press time, his hair had already become unmanageable. “It is out of control,” he says. “But, like I said when I spent the day on the roof: Whatever it takes!” His unruly head of hair has the attention of TCN students, too. When Silver walks the halls, he’s met with playful taunts (“I’ve been reading a lot, Mr. Silver…”) and scissor-like hand motions.

TCN’s 20-member Student Council has shown great leadership in rallying kids to read. “This year, more than any year [before], the Student Council members are taking on the responsibility of the students meeting the reading goal,” says Student Council Advisor and TCN Science Teacher Brenda Tuohy.

Using a giant thermometer-style banner (it stretches across nearly the entire gym and requires all 20 members to hold it up), the Student Council updates the school every Friday on TCN’s readers’ progress toward 100 million. Depending on the news, their announcement is met with a school-wide “Sweet!” or “Bummer.”

The culture of reading on campus has inspired some unexpected projects, as well. After learning about creative reuse and recycling during TCN’s trip to Vida Verde, 4th-grader Kevin organized a school-wide book swap, with kids bringing in old books to trade for other students’ already-read books. And 5th-graders Hoai and Daniela have founded a recess club called “Run to Read.” For every six laps (one mile) a student jogs at recess, the runner gets a new book. As the girls explained, “This club will get people excited about reading, and fight childhood obesity.”

Most importantly, when TCN students speak of books they’ve read, it’s not about the number of words, but about sinking themselves into the stories and developing a life-long love for reading. As 5th-grader Ameerat says of her favorite book, Harry Potter and the Deathly Hallows, “It takes me to this other magical world.”

Sankofa Student Leaders Embody School’s Vision

When you walk through its doors, Sankofa Academy has a different feel – even before you meet a student or staff member. That feel is in what you hear – and don’t hear. First, you’re met by the sound of a small fountain just inside the entrance, encouraging you to take a “mindful breath.” Next, you notice what isn’t there: any sound of disorder. No shouting, no squeak of running sneakers, even in a hall full of students. Then, as happened to this Sankofa Reflections reporter, a 1st-grader politely approaches, unprompted, to stick out his hand and introduce himself.

This is Sankofa, and it’s just a start. When you sit down and talk with students, the motto at right resonates again and again. They epitomize the words “respectful, responsible, and reflective.” “These students represent the beauty and range of Sankofa,” says Principal Monique Brinson of Curtavia, Maceo, Noah, and Sharde, four 5th-grade “elders” who took time out of their day to sit down and share their experiences. “Sankofa feels alive!” “When I first got here in 2nd grade, I felt very welcomed right away,” says Curtavia. “Every time somebody new comes to Sankofa, they feel like they’ve already been here.”

Before Sankofa, Curtavia says, “I was really shy [at my old school]. I didn’t used to talk like this at all. But here I saw how the kids were kind and joyful, and that brought me out of my shell.”

“They see things that adults don’t see or notice,” explains Brinson. “They know they are making this world a better place, and they help me to become my best and be at my best. Our big goal is always to create a community where there’s care and learning.”

“I invite visitors to drop by unannounced,” she continues. “That’s how open and comfortable and transparent I want to be with our community. As Superintendent Tony Smith stated when he visited, ‘Sankofa feels alive!’”

This atmosphere of community echoes in 5th-grader Maceo’s reflections on his “buddy work” with younger Sankofa students. “We’re all nice and understanding and helpful with the younger kids.” “They depend on us older kids to help them be as good as us or even better,” chimes in 5th-grader Noah, who relies on some teaching tips his mother used when he was a child. “It has been a learning process. As I read with them, they start to understand. If I ask them the right questions [like my mom used to ask me], sometime it’s just like snap! -- and they get it.”

The students also pay tribute to the tireless work of their teachers. “In math, at first I was okay but now I’m really good,” says 5th-grader Sharde. “My teacher Ms. Byon really helped me. She takes the time to make sure we really understand. Also, I was kind of low in Science and now I’m getting it. It’s exciting, we’re learning all about solar systems, organisms, things like that.”

The “all for one” atmosphere on campus creates an environment where everyone is learning from everyone else at all times. “Every teacher has taught me, even those not in my own grade,” explains Noah. “They all teach us things to prepare us for middle school and college. The learning here is incredible, rich, and fun.”

As their words suggest, “Our 5th-graders are my examples and my leaders,” says Brinson. “They set the tone for the school.”

“This is my school!”

“Being a responsible leader means being responsible for others and yourself and Sankofa as a school,” reflects Noah. “Ms. Brinson, for example: She’s a responsible leader for taking care of every single child here. Even when she’s in a meeting, she will spend her time to help and go around the whole school -- in class, outside, anywhere -- to see how we’re all doing.”

“Sankofa feels like a family to me and I feel the students and family feel that way too,” says 1st-grade founding teacher Teresa Hart. “I’ve worked in different schools in Oakland and Los Angeles, and I’ve never seen a group of teachers who love their students as much as the teachers here.”

”We do everything we can to make sure we’re reaching the whole child; it goes way beyond academics,” Hart says. “I’m not just a teacher, I’m their counselor, I’m everything that kid needs during the school day.”

Hart speaks highly of Sankofa teachers’ frequent home visits as well. “It just gives us a different outlook on who the children are and where they’re coming from,” she says. “It really builds a sense of partnership, where [the staff] and family can feel like, ‘This is our child’ and we’re partners in giving them the best we can.”

When students have moved away from Sankofa and switched schools, Hart says staff often sees them come back. “They realize the community at Sankofa really cares about their kids,” says Hart,” that we don’t ever give up on our kids.”

“Our young people deserve a place of beauty,” says Principal Brinson. “We have plants, original paintings, not a pot is broken and not a leaf is ripped. They deserve this beauty, and it becomes ingrained in them, and they can proudly say, ‘This is my school!’”

Count Noah among the proud. “I’m glad to know that Ms. Brinson and the teachers have noticed something: that there is poison outside of Sankofa, there is violence, and they are sending the 4th- and 5th-graders to Camp Mosaic to learn how to stop this violence and spread peace. I want to see no violence – that’s how the world should be. I’m hoping Sankofa students can learn this and show peace to the whole world.”

Ever the reflective observer, after these hopeful words Noah turns to Principal Brinson. “You’re holding in your tears,” he tells her.

“I love you guys,” replies Brinson. “Look, you’re going to make me cry again!”

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