First Person

DPS fitness centers open to community

Bruce Randolph School student Juan Lujan, 13, works out at his school

Denver Public Schools social studies teacher Heidi Hursh spent the summer not going to her neighborhood recreation center to work out, despite all her best intentions otherwise.

“I had to wait in line for the equipment,” she said. “And there were a lot of very athletic-type people there who were somewhat intimidating. It seemed like people were trying to outdo each other. It felt just like a commercial fitness center, and I got discouraged and ended up not going.”

She was ecstatic when the fitness center at her school, Denver Center for International Studies, re-opened in October. The fitness center – one of four that opened last year in Denver Public Schools thanks to a grant from the Anschutz Foundation – is in use by P.E. students during the school day, but is open four afternoons a week for use by others.

Students and faculty can use it from 3-4:30 p.m., and it’s open to all Denver residents and DPS employees from 4:30-7:30 p.m. Monday through Thursday. Personal trainers staff the fitness centers in the afternoons to provide workout guidance and one-on-one coaching.

Since she started working out there regularly early this year, Hursh has managed to shed 35 pounds. And she’s brought other friends in to take advantage of one of the best fitness deals available: DPS staff can use the state-of-the-art centers for $10 per semester.

Community members pay $15 per semester. It’s free for students.

“I’ve said repeatedly that this is the best thing DPS has ever done for me in my 37 years of teaching,” said Hursh. “I’ve never been able to get time to go to a gym regularly because I stay late at school a lot. The fact that this is here is a wonderful advantage.”

As far as DPS physical education coordinator Eric Larson can determine, the centers – which are located at Abraham Lincoln High School, Bruce Randolph School and George Washington High School in addition to DCIS –  are unique in Colorado, and possibly in the country.

“There’s nothing in the state that compares to these that are open to the community and to parents as well as students. We searched, and across the nation, we didn’t find anyone else doing this,” he said.

Nina Rivera, 14, works out in the fitness center at Bruce Randolph School.

The district is now seeking grants to expand the fitness centers into 12 high schools over the next four years. Cost to build and equip each fitness center is roughly $80,000.

During the school day, the fitness centers stay almost constantly busy with P.E. students. Charlie Gorman, P.E. teacher at Bruce Randolph, says his students like working with the equipment, and he encourages them to use it.

“It runs itself at this point,’ he said. “They come in here and they know they’re expected to work. These are our sweatiest days, when classes use the fitness center. We can play basketball for 40 minutes and not work up a sweat like this.”

Gorman said he hopes that students who are introduced to fitness center workouts at an early age will carry the knowledge into adulthood.

“Hopefully, when they join a gym in the future they won’t be so intimidated by the equipment,” he said. “They won’t have to ask ‘How do you use this stuff?’ Hopefully this will lead to a lifetime commitment to fitness.”

Larson said he hopes the fitness centers will entice parents to come in and work out with their children. But so far, community response has been slow, particularly at the Bruce Randolph Center.

Anavia Young, 13, works to improve her strength in the Bruce Randolph School fitness center. The center offers $50,000 worth of new equipment for student, staff and community use.

Part of the reason is lack of marketing, said Mary Lou Miller, the Sound Body Sound Mind project coordinator for DPS who coordinates all the centers.

“We’re schoolteachers, not marketers,” she said.

She hopes that a marketing plan put together by business students at CEC Middle College of Denver will help the district spread the word about the centers.

But also dampening adult enthusiasm for using the fitness centers is the school district’s requirement that community members obtain a doctor’s OK before working out there.

“We had 17 parents who came to (Randolph School) for a fitness boot camp class, and none were willing to get a health screening,” Larson said. “Most said they couldn’t afford it.”

So for the next two Saturdays, health care providers will offering free health screenings at Bruce Randolph’s school-based health center.

“We think community use will pick up after that,” Larson said.

For questions or to learn more about the Fitness Centers, contact Mary Lou Miller at 720-423-4207 or [email protected].

First Person

I spoke with our governor during his TNReady listening tour. Here’s what I hope he heard.

PHOTO: TN.gov
Tara Baker raises her hand to talk during Gov. Bill Haslam's Sept. 4 roundtable discussion about state testing challenges. An assistant principal at Nashville's McGavock High School, Baker was among about 150 educators invited to participate in Haslam's six-stop "listening tour," which began Aug. 31 in Knoxville and ends Sept. 18 in Gibson County.

As the testing coordinator for a large high school in Nashville, I was in the eye of the proverbial storm this spring as tens of thousands of Tennessee students slogged through technical snafus and breakdowns in the state’s return to online testing.

It was ugly.

The daily stops and starts sucked the joy of learning right out of our school community. And the testing platform was not the only thing that broke down. Students were frustrated to the point of tears after their hard work disappeared behind a spinning blue cursor.

Students and their teachers should never feel that level of exasperation and futility.

That’s why I was thrilled to be invited — along with about 150 other educators from across Tennessee — to troubleshoot testing problems with Gov. Bill Haslam this month during his six-stop “listening tour” on TNReady, the assessment that’s now entering its fourth year.

I wanted the governor and his education commissioner, Candice McQueen, to know just how bad testing went at my school, and to hear observations and ideas from ground zero for moving forward.

I talked about our school’s disappointment and tears as we persevered through a rocky start, with already overtested students exasperated by what felt like unending technical difficulties. “They were defeated,” I told the governor. “It crippled us before we really ever got started.”

I shared how only 36 out of 500 students in our English III classes were able to successfully submit their essays for one part of their online exam. Imagine working for over an hour to read and examine an article and construct an in-depth response, only to have your computer freeze or shut down before you could finish. Our sophomores had more success, but we still had almost 150 incomplete submissions in that class after multiple attempts. The stories were similar for students in Integrated Math, Chemistry, and U.S. History. While I can’t know for sure, I believe the intensity of the problems contributed significantly to our school being rated recently at the state’s lowest possible level for academic growth — a devastating blow to me and my colleagues.  

The governor’s 90-minute roundtable discussion, held in a middle school media room in the town of Franklin, was cathartic for many of us present at the fourth listening tour stop. We realized that we were not alone in our frustrations and concerns.

PHOTO: TN.gov
Educators in Middle Tennessee participate in the governor’s fourth roundtable discussion at Freedom Middle School in Franklin.

Gov. Haslam and Commissioner McQueen listened intently, and I was grateful for the opportunity to share my school’s experience. But a lot of ideas and emotions were compressed into a relatively short amount of time. At the end of the day, here’s what I hope they heard:

We spend too much time on testing and not enough on educating students. Teachers talked about using class time to take practice tests in the fall, the long three-week testing window in the spring, and the sheer number of tests that students are required to take.

We should still test; we just have to do it better. Teachers want valid data. We want useful and meaningful feedback. But we need to know that the information provided is a true representation of what our students know. And we should be able to accomplish that with shorter, more thoughtful tests that cut down on subparts, testing times, and the number of questions. The current testing regimen isn’t working. It stresses out our students, teachers, and families.

We are not ready for online assessments in Tennessee. Computer-based testing generates faster results, but it introduces many factors that currently are beyond school or district control. Dead batteries, network updates, lack of internet connectivity and bandwidth — these are not things that schools can regulate with certainty, and they directly impact testing. Most importantly, until we have enough computers so that every student has one-to-one access to a device, we should have other options and school-level contingency plans in place. This could mean having paper backups on hand or quickly available.

Teachers and test administrators need to know the plan! As the link with our stakeholders, we need training to make sure the information that we provide students and parents is correct. It’s our job to promote the assessments to the community but, to do that, we should completely understand the process and be appropriately trained, including what to do when things go wrong.  

Tests need to reflect the diversity of our students. Reading selections should be varied to address students’ abilities, experiences, and lifestyles. For example, Jane Eyre is not relatable to any of my urban high school students. Could we pull from some high-interest contemporary novels, such as Jason Reynolds’ “Long Way Down,” about a black teenager whose brother dies in a shooting?

PHOTO: TN.gov
Gov. Bill Haslam listens during his Sept. 4 roundtable discussion. An advisory team is using the feedback to develop principles and recommendations for consideration by his and the next administration.

This school year, the stakes are higher than ever to get testing right. No one has confidence in last year’s scores or results. How could they when we learned on the third day of testing that the scores wouldn’t count? And this wasn’t our first rodeo with TNReady problems, either. For the new school year, we must get it right to rebuild confidence in the assessment. To the state’s credit, the Department of Education already has made some good moves — for instance, bringing aboard ETS, a reputable testing company, and planning stress tests for online assessments in the fall and spring. I welcome the on-the-ground input of 37 educators serving as our state’s new TNReady ambassadors, as well as steps to improve customer service before and during the next round of testing.

But will it be enough? The above list of concerns represents what I heard at this month’s roundtable discussion and from other educators, too.

Thanks for listening, Gov. Haslam. I hope that yours and the next administration consider this a call to action.

A former English teacher, Tara Baker is an assistant principal at McGavock High School, a 2,400-student learning community in Metropolitan Nashville Public Schools.

First Person

We’ve come a long way in addressing student stress and trauma. I could use help, too.

PHOTO: Jose M. Osorio/Chicago Tribune/TNS via Getty Images

There’s an old adage, “You can’t pour from an empty cup.” But as a paraprofessional in Chicago, my cup is almost drained.

Each day, I provide academic, emotional, and behavioral support for over 200 students. The amount of mental and emotional energy it takes to calm a single student down, redirect or remove them from the class, and provide appropriate consequences is overwhelming — even with experience — when there are 11 other six-year-olds in a classroom that need my help.

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I look forward to coming to work in the morning, but by the time I get home, I barely have the energy to make my own dinner or plan activities for the next day. I tune out almost everything and everyone. While I love what I do, it is hard.

This heavy responsibility affects my mental health and the health of all educators, and it certainly impacts our ability to properly teach and support students. In the wake of Chicago’s teacher assistant layoffs this summer, my colleagues and I have dealt with the added stress of job uncertainty, too.

But we haven’t acknowledged the effects of that stress on educators, and we aren’t equipped with support to manage it.

The good news is that we are having a conversation about the effects of stress and trauma on our students. I’ve watched advocates successfully push for change: Educators for Excellence-Chicago, an educator-led organization I am involved with, brought some of these issues to light last June. Since then, we have held citywide problem-solving forums in partnership with the district’s Office of Social Emotional Learning and successfully advocated for the passage of two school state resolutions to ensure that student trauma is appropriately recognized throughout Illinois.

The recent focus on social-emotional learning — also known as “soft skills” — in our classrooms is also helping schools better prepare students for challenges that no child should face, but many do.

Those challenges are real: In my classroom, one student is a caregiver for his parent, another has lost multiple siblings to gun violence, and many others have parents that work long hours and are rarely around. These experiences have a considerable impact on their learning; often, students don’t have the tools to cope with this stress, and so they express their frustration by acting out in disruptive ways.

And yet, amid all this advocacy for our students’ mental health, we neglect our own. I worry that without a healthy state of mind, educators can’t offer their best teaching and attention to students, perhaps causing additional harm to kids already dealing with heavy burdens outside of school.

I don’t think it has to be this way. If more funding was allocated to our schools for student counseling, it would allow educators more time to focus on teaching. Our schools could provide social and emotional support to our students and staff to help them learn coping mechanisms. We would be able to hold self-care activities for the entire school. Support staff could give students and parents tools to support them outside of school.

To ensure students’ well-being, we need our own help.

Dr. Martin Luther King Jr. said it best: “Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be. This is the interrelated structure of reality.” Student and educator mental wellness are deeply interconnected, and we all must make sure we help educators be the best they can be for their students.

Shakita Smith is a teacher’s assistant at Pablo Casals School of Excellence in Humboldt Park. She is also a member of the Chicago Teachers Union and Educators for Excellence, a national teacher policy and advocacy organization.