They Will Be Change Makers

UFSA leadership team spends unforgettable week in New Orleans

For the ten 7th- and 8th-grade students on United for Success Academy’s Leadership Team, spring break was more like spring breakthrough. “When we had our first circle in New Orleans,” recalls 8th-grader Ameerah, “I told everybody I wanted people to look at Oakland and be amazed. I didn’t want them just to think ‘Oh, Oakland, here comes trouble.’ I said, ‘We’re bringing Oakland with us to New Orleans, and how we act as young ladies and men is how we present Oakland. We’re bringing our home wherever we go.’”

They also brought many months of preparation, having studied social justice and other issues here in Oakland that they knew were also affecting the youth (and other residents) of New Orleans. They arranged to meet with like-minded student leadership groups like Rethinkers, and perform community service like cleaning up around the Lower 9th Ward, as well as helping fix up a damaged library. “We represented well for Oakland,” says Katherine, “because we reacted really passionately about what they told us, and we really wanted to learn to help them make things better.”

They went there to help, something everyone there picked up on quickly. “[All the groups we met] received us with open arms,” says Vanessa, “and with Rethinkers, we created a really good friendship. I felt great about that.”

Rethinkers was just one of the community activist groups the Leadership Team connected with during the trip. They also met with American Civil Liberties Union leaders, and with Juvenile Justice Project of Louisiana, who shared the story of a school repealing a requirement that students wear clear backpacks. “They educated us about our rights and how we need to speak up and know what’s going on,” says Katherine.

"That’s world-changing right there"

The Leadership Team also witnessed, first-hand, the destruction left behind by Hurricane Katrina. “It’s amazing – not in a good way – but amazing to see how something could just turn over in a couple hours,” says Ameerah. “And now they live in that – that’s their home now. We really wanted to know, after Katrina, how did they make it?” says Ameerah.

“We would drive down the street and actually see all the houses torn apart,” says Esmerelda. “But people like Mack, who lost everything, they keep on going strong.” Perhaps no one made a deeper impression or captured New Orleans’ post-Katrina resilience more than Ward “Mack” McClendon, a resident who lost his home in storm but has turned an abandoned warehouse into a community center complete with library, teen center, community garden, and more.

“I mean, this man is a revolutionary in my opinion,” says Ameerah. “For you to be helping everybody else without having a home of your own to sleep in, that’s world-changing right there.”

The students also absorbed a great deal of “Nola” culture along the way, browsing voodoo stores, strolling down Bourbon Street, and eating gumbo, jambalaya, fried chicken, po’ boys, and beignets. “We also went to the Bayou,” says Esmerelda, “where we saw alligators, lizards, and snakes.” And no trip to New Orleans would be complete without catching some live jazz. “The music was amazing,” says Katherine. “We saw a jazz band in this really little room.”

“In the jazz club,” Vanessa recalls, “it felt like we were in the past. The musicians were all dressed up in suits and tuxes.” The show offered a moment of signature New Orleans spontaneity as well. “At one point, the security guard suddenly took off his jacket and started playing with the band! He played awesome.”

“That’s all a part of me now”

Back in Oakland, it is clear that the experience has deepened the leaders’ community-minded spirit. “The trip was really important to me because, knowing what we’re going through out here in Oakland, I think something needs to change,” says Ameerah. “Rethinkers, they’ve really done a lot for their community, and I feel like we can better our community too. I went on this trip not just to change our city but to change our globe.”

“New Orleans was important to me because it was a change in my life,” reflects Mammaloa. “It was an opportunity to help the people of New Orleans and help restore their schools and community and environment.”

“Some schools in Nola barely have books,” adds Ameerah. “That made me appreciate our school even more. Now, when I see people tearing up books or writing in them, I tell them to respect what we have. My dad and I were saying we should do a book drive, and then ship the books out to different communities that need them.”

“Since we got back, we’ve been emailing with the kids in Rethinkers, and they’re even talking about coming here to see Oakland,” says Mammaloa.

“When we came back to Oakland, we really just wanted to create a group that could help out our community with [some of the same issues],” says Vanessa. Last month, the student leaders did that, founding a group called Change Makers.

“Everything we saw – their schools, the storm’s effects, the food which I loved – it all affected me so much that I feel like no matter where I live, that’s all a part of me now too,” says Ameerah. “When I saw the gardens around New Orleans, I thought, ‘Wow, it’s just like what Mack said: Everything starts as a seed and you have to grow.’” She expands on this thought in her blog entry: New Orleans is not a state or a place. It’s a seed. And that seed, by the minute is is growing and it is going to get bigger ad better. It is the best over here. It is similar to Oakland. Like I said, New Orleans is a seed and I can’t wait to see its full growth.

"[Oakland and New Orleans] were very similar before Katrina. After Katrina, people had to get together to fix the community. We don’t want to wait for a Katrina. We want to be the Change Makers now!" – An entry from Davon and Vanessa’s blog. 

To read more from the students quoted in this article – and from the other student leaders who were on the trip (Davon, Daisy, Hulices, Jenifer, and Vy) – please visit their blogs at http://ufsa.wordpress.com/!

Each One, Teach One: Mentorship at Sankofa

UC Berkeley sophomore Anna Fretz and Sankofa Academy 4th-grader Imani’s high-five echoes in the school’s otherwise quiet second-floor hallway. It’s the sound of success: The duo has worked together weekly since September as part of Berkeley’s Sage Mentorship Project, and Imani just posted a Math score in the 95th percentile. “I’m so proud of you!” Anna tells Imani.

“Anna helps me improve in both English and Math,” Imani says. “What was that problem you helped me with? Oh, I was working on denominators and numerators – we had to make the denominators equal. Anna helped me with that and then I got it.”

“I love doing this,” Anna says. “It’s a really direct form of support, and I get to see how much Imani improves.”

Beyond academic milestones, the Sage Project has built lasting bonds among the college mentors and their 3rd-, 4th-, and 5th-grade mentees. “We’ve developed such a close connection that it’s become a genuine friendship,” says Anna. Imani agrees, describing their rapport as “natural. Anna’s nice and we have a good understanding of each other.”

4th-grader Le Asia, who’s been paired with Berkeley’s Andrew Spencley since September 2009, notes the unique dynamic this one-on-one mentoring creates. “Andrew helps me by explaining things in a different type of way. If you’re behind in class, the mentors help you catch up.”

“The coolest thing is seeing the progression,” Andrew reflects. “I’ve worked with her in 3rd grade and now in 4th, and you see the huge impact a couple hours a week can make. I feel like it’s the highlight of both of our weeks!”

“I don’t see Sage as something that’s just beneficial for our kids,” says 5th-grade teacher China Byon. “It’s mutually beneficial for mentor and mentee, and I’ve noticed that the best pairings occur when they both understand that. They’re here forming new bonds, and it’s about making connections and being part of the larger community.”

“I want to go to Cal…”

For Sankofa’s kids, connecting with Berkeley students makes college a relatable, tangible goal. While several mentees’ siblings are in college, “weekly contact with a college student may not be something they have,” says Byon.

“It gives them the idea that they can go to college,” explains sophomore Vachel Samuels, Jr., who mentors 5th-grader Premier. “If we come back and give back, they see they can be successful, that they can have the opportunities that I do.”

Premier has clearly taken the experience to heart. “I want to go to college, I want to go to Cal,” he says.

Berkeley senior Cina wants to take the college connection even further. “You should come on a tour of Cal with me,” he tells 5th-grader Jailynn.

It’s all about the connection,” says Cina. “Whatever she’s doing, I help her with. Sometimes we talk about stuff outside of school. I’ll give her my two cents on whatever’s going on, even if she doesn’t want to hear it…” Jailynn starts to laugh, sensing where this running joke is going. “Like what I think about Justin Bieber!”

“Some people don’t have mentors or people to help them out in life,” reflects Jailynn. “I think having a mentor is a privilege, so you have to think and learn and put a lot into it.”

“I never had anything like this when I was in elementary school,” says Berkeley senior Montoya Mayo, who mentors 5th-grader Amya. “It’s just a great experience, getting to build a new relationship. We talk about any and everything. I know Amya’s favorite food is mac and cheese and ribs, and she really likes Silly Bandz.”

Amya is grateful for the academic boost as well. She recently made the semifinals of Oakland Unified’s Spelling Bee Championship, where she was proud to represent her school. “I felt like everybody wanted me to win, for Sankofa.”

“Montoya gives me extra help in all of [my schoolwork]. One on one, you get more attention than [during regular class time],” she explains. “Montoya says she got a scholarship to Cal. That makes me want to have a scholarship, too. I’m thinking about going to Harvard, Yale, Georgetown, or Stanford!”

Listening to Amya, it seems a safe bet that the mentorship experience will have a lasting impact. Not only has it put a picture of college clearly in her mind, but she also hopes to be a mentor one day herself, “so I can meet new people and help younger kids with their work, like Montoya does with me.”

The Sage Mentorship program is creating lasting relationships between Sankofa scholars and college students, but another organization, Experience Corps, is extending inter-generational connections even further. Our next Sankofa Reflections will chronicle this partnership, which is building bridges across generations. (Experience Corps’ volunteers are all 55 years of age and older.)

Support Bridges Academy at Melrose

Before a recent Oakland Unified School District Board Meeting where Bridges staff hoped to speak out on looming budget cuts, 4th-grade teacher Pat Kaplan waited outside the school to offer rides to Bridges families. When no one showed up, she headed off to the meeting, unsure about what kind of turnout there would be.

But as she approached the steps of the district office, she discovered dozens of Bridges community members were already there, many with signs protesting the cuts. By the time the meeting began, more than 100 Bridges students, families, and staff had turned out to represent the school. During the public comment period, several (including students) spoke out on the impact cuts would have. "It was very powerful for us to feel that support and know our kids can be that articulate," says Kaplan.

"It was really emotional," recalls 4th-grade teacher Stephanie Pool. "It showed that people really care and that this is really important to our community."

Nothing left to cut

Why, specifically, is the budget situation so important? The dollar amount itself is startling: Bridges Academy's budget will be cut by more than $200,000 next year. But more disturbing are the very tangible resources at stake. At risk are several positions, including virtually every member of Bridges' essential support staff: library teacher, interventionist, physical education teacher, counselor, psychologist, and even daytime teachers.

This is especially painful, says 4th-grade teacher Soo Hyun Han, given Bridges' encouraging achievement gains: Our Academic Performance Index (API) score rose 37 points to 767, a milestone highlighted in the media this fall. "How," Han asks, "can we continue making this progress when these cuts are going to completely disrupt our school next year?"

"A lot of people might not understand why support staff is so necessary," says 4th-grade teacher Stephanie Pool. "Our intervention specialists are so important for kids who are struggling with reading, and our [outreach coordinator] does things [like frequent home visits] that are impossible for daytime teachers to do."

The repercussions ripple across the entire campus. To name just a few of the consequences: Fewer teachers mean larger class sizes and possibly split-grade classes. Cuts to after-school programs mean losing partners like Playworks, which runs Bridges' sports teams and overall physical fitness program. Experiential learning may very well take a hit too, as staff figures out which, if any, formative field trips (like Camp Arroyo) the school can afford next year.

Bleak as the outlook seems, the Bridges community's response has been a testament to the school's proactive spirit and unity. "Everyone has been talking about how we're all in this together," says Kaplan. On the March 15 Day of Action, they proved that again – this time by taking a bus all the way to Sacramento. (See our Day of Action banner, left.) Close to 20 parents made the trip, along with half of the school's teaching staff. "Parents were very proud to carry the banner and make a lot of noise," she says. "It was very positive."

"We then followed that up with a rally at Oakland High School," says 4th-grade teacher Rosa Kurshan, "to let even more people in our community know what is happening."

Students also took up the cause, writing four-page letters to the School Board. In one, 5th-grader Sabrina laid out the ramifications of losing the school librarian. "In library we don't just read, we get to learn how to use the Internet in preparation for middle school. We also get to explore new books. If we didn't have a library, we would go to middle school unprepared. We need our library!"

You can help! Contributions of any amount will help us continue offering our young scholars and artists the resources they deserve. Below are just a few of the ways your donation can have an impact.

• $50 helps us pay for art supplies – paints, pastels, paper, and more – that our future Picassos need for their projects
• $100 sends one student on the ever-popular three-day outdoor education trip to Camp Arroyo in Livermore.
• $250 funds one class's bus to Camp Arroyo.
• $500 supports our Playworks after-school fitness and wellness program

You can donate online here
or by check to "OSF/Bridges," PO Box 20238, Oakland, CA 94620.

Thank you for your support!

Environmental Awareness Expands as Composting Comes to Campus

A year ago we reported on Bridges Academy students’ newfound respect for the “Four Rs” upon returning from their three-day outdoor education trip at Camp Arroyo. Hearing reduce, reuse, recycle, and rot all rolling off the kids’ tongues, Bridges staff resolved to build on that environmental enthusiasm in 2010-11.

“This year,” says 4th-grade teacher Soo Hyun Han, “we really wanted a post-trip project that was more far-reaching than projects in the past, one that would definitely affect everyone on campus.”

Conveniently, there was already movement in that direction, from Bridges’ garden program. “Our after-school coordinator Alia, who is in charge of the garden, already wanted to start a composting project here,” says 4th-grade teacher Pat Kaplan. “So it worked out that we were wanting the same thing.”

“One of the great things has been seeing the older kids learn about it and then train the younger kids,” reflects Kaplan, who says student leaders made up the posters pictured here, and went from classroom to classroom presenting the composting process. “They’ve shown a lot of leadership.”

In the cafeteria, the impact is on compelling display. As students finish their lunches, they approach the middle of the room where three receptacles await their garbage, compost, and recycling. With an assist from Bridges Custodian Mr. Robinson and Cafeteria Supervisor Ms. Cross, two students monitor the compost station, helping kids sort their items.

“I’m happy we’re protecting the environment because if we don’t, the landfills get bigger,” explains 4th-grader Yajaira. Her fellow compost crew leader Janelly elaborates, explaining how landfills produce methane, a major culprit in polluting our air.

“They’re known as the experts now,” says Han. “They’re in the cafeteria every day, taking turns monitoring.” The composting bug has caught on school-wide, with all school staff in the mix, plus support from partners at Waste Management and stopwaste.org (which also sponsored the school’s Camp Arroyo scholarships this year). “It’s really been a team effort,” says Kaplan.

4th-grade teachers Stephanie Pool and Rosa Kurshan have seen the spirit extend into their classrooms. “They like to police me a lot,” says Kurshan. “I call them my eco-police, always looking around and asking, ‘Where’s the compost?’”

“They’re very aware in class,” concurs Pool, “saying, ‘Oh, could we compost this?’ It’s something they’re really trying to think about.”

If you would like to support Bridges Academy, you can donate online here (picking “Bridges Academy” in the pull-down) or by check: “OSF/Bridges,” P.O. Box 27148, Oakland, CA 94602. Thank you!