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Change Agent: Mark Evans leads OPS on bold new course full of changes in his first year as Omaha Public Schools’ superintendent

August 15, 2014 Leave a comment

The Omaha Public Schools District deals with the diversity, needs, and challenges that any large urban school distrect does but it has had more than its share of infighting, controversy, and push back in recent years, much of it revolving around an administration deemed distant and unresponsive. As the following profile of new OPS Superintendnet Mark Evans indicates, there’s a new approach at the top, starting with him, as he has ushered in sweeping changes, much of them having to do with the district being more transparent and inclusive.  This change agent has led the development of a new strategic plan among many other transformative actions.  My piece is now appearing in The Reader (www.thereader.com).

 

 

Mark Evans, ©ketv.com

 

 

Change Agent: Mark Evans leads OPS on bold new course full of changes in his first year as Omaha Public Schools’ superintendent

©by Leo Adam Biga

Now appearing in The Reader (www.thereader.com)

 

 

When Mark Evans accepted the job of Omaha Public Schools superintendent in December 2012, he knew the mission would be immense in this sprawling urban district facing myriad challenges.

With 51,000 students spread out over 86 schools located in divergent environments ranging from inner city poverty to suburban affluence, the district responds to a wide spectrum of needs and issues. In his due diligence before starting the job he found the district’s good work often overshadowed by controversy and conflict due to an embattled school board and an aloof administration and no clear, unified vision.

Besides struggling to close the achievement gap of its majority minority student population, many of whom attend overcrowded, poorly resourced schools, the district reeled from internal rancor and scandal. Longtime district head John Mackiel exited with a $1 million retirement payout many viewed as excessive. His replacement, Nancy Sebring, quit when it came to light she’d exchanged sexually explicit emails with her lover during office hours at her previous employer. The often divisive OPS Board of Education and its handling of the matter drew sharp criticism that resulted in its president’s resignation. The perception was of deep rifts among OPS leaders who spent more time putting out fires than making systemic changes,

District elections turned over an almost entirely new board when Evans, who came to OPS from Kan,, officially started in 2013. The board has navigated a flood of changes that Evans has introduced in fulfilling a promise to shake things up and to address identified weaknesses in Neb.’s largest school district.

One of his first orders of business was conducting a needs assessment that sought broad community input. Feedback from parents, teachers, administrators and stakeholders shaped a new strategic plan for the district. The plan outlines strategies for better communication, more transparency and accountability, closer alignment of goals and greater classroom rigor. He reorganized district staff and created new positions in response to an expressed need for better support of schools. He’s overseen a new student assignment plan, a new hiring policy and a facilities wish-list for $630 million in upgrades.

 

 

Evans wants to stem the tide of students OPS loses to other districts, saying that’s difficult “if you don’t have room for them and many of our schools are just packed to the gills.” He adds, “You can’t compete with other districts unless you have facilities of similar caliber and we’re a real inequitable district today. About half our schools are beautiful facilities. The other half there’s a whole list of things that need to be worked on.” The facilities plan may go before voters as a bond issue.

He compares the task of changing the district’s direction to turning around an aircraft carrier at sea. As captain, he plots the course but he relies on a vast team to implement the necessary maneuvers. Evans began the turnaround even before he started.

“I didn’t start officially until July 1 but once I accepted the job I started visiting, collecting information, studying, so that when I did walk in the door I didn’t walk in cold. I walked in running because I’d already met staff and community. I’d purposely reached out. I had a very clearly laid out entry plan that described the things we were going to do.

“You have to have a real clear plan of how you’re going to implement this kind of stuff or you’re going to get lost and lose the prioritization. You’ve still got to do what you’ve been doing but do it better while doing these major lifts. So a lot of it has to do with prioritization and focus. A lot of it has to do with 60-plus hour work weeks.”

 

©omaha.com

 

 

Evans likes what he sees on the horizon now that OPS has aligned goals at every level.

“We’ve not had a clearly defined destination until today. What you had was some schools saying, ‘This is my destination, this is what I think is most urgent,’ and they just kind of did it on their own. The difference today is we’ve got clear alignment and we’re creating a system that creates support and accountability throughout. Everyone’s success is contingent upon someone else’s success.

“Accountability is now built in because it’s on paper, it’s in writing:

Here’s your goal for graduation rate, here’s your goal for NESA scores, here’s your goal for the achievement gap…”

He says strategies are being honed “to create that same level of accountability” at all 86 schools and in every classroom.

“That’s the whole restructure piece we created. Principals told us, ‘We want more help in our schools,’ so we shut down a department in the district office and put 30 people out in schools. Then we created four executive directors of school support positions. Each is directly responsible for 21 schools. We spent all summer training them. They’re former star principals who serve at the cabinet level with me and top level staff. They look at the alignment of the big picture goals to the school improvement plan and help principals improve that. Everyone is working towards the same goals.”

He says until the strategic plan there wasn’t a coherent, clearly expressed vision “of where we’re at, where we’re going and how we’re trying to get there,” adding, “I think what I feel best about is we’ve created more transparency and communication from the get go because we asked people what are the strengths and needs of our district. We did forums, we did surveys, we used different tools on our website. That was the start of our saying, ‘We’re going to ask you first and then we’re going to use what you tell us to help us see our critical needs.’ To be honest, I already knew we had critical needs but it can’t be my plan, it’s gotta be our plan, it can’t be my thoughts, it has to be our thoughts, and the truth is most of where we ended up at I would have ended up at, too.”

Engaging people in the process, he says, “is much more powerful” and staff take more ownership for “achieving specific targets.” The changes have been welcomed by some and met with push-back by others. He jokingly says response is “somewhere between embrace and fisticuffs.”

He’s well aware steering this unwieldy district in a new direction will take time given its sheer size.

“You just have to know it’s a big journey.”

He left a good thing at the Andover (Kan.) school district to make this journey.

“I had a great job, we were making progress and nationally recognized. I’d been there eight years and I could have finished my career there fairly easily.”

 

Evans delivers podcast as part of district’s efforts to be more transparent ©wn.com

 

 

He declined OPS overtures before throwing his hat in the ring.

“I knew what it was going to take to do something like this, so I said no twice. The third time they asked me to call some people I knew up here and I did and I heard positive things from them. They said to look beyond the headlines because the headlines had been pretty devastating. In my initial research I saw a mess beyond repair but the further I looked, and I still feel this way a year later, the mess has been at the 10,000 foot level – with the superintendent and the board. It’s about getting rid of the noise and distraction and chaos there.

“It wasn’t easy moving but at the end of the day I thought I could make a difference here. I know how to systemically build schools. Everywhere I’ve gone we’ve been able to have progress with kids because I understand how to bring a system together and to build teams and create collaborative decision makers.”

Making it easier for him to take the plunge was the community support he found here he didn’t find in Wichita, Kan., where he spent 20 years working in that city’s largest public school district.

“I’d spent most of my career in Wichita in a very similar setting – from the size of the schools to the number of employees to the demographics of the kids. But there is one significant difference and this is part of the reason I said yes – the community here is more supportive than Wichita is. This community still cares. People want OPS to be successful. There’s philanthropic support. There’s several foundations and individuals that care about OPS.”

Along with the deep pockets of the Sherwood and Lozier Foundations, OPS has relationships with mentoring initiatives like Building Bright Futures, Partnership 4 Kids and Teammates. Recognizing that many of its students live in poverty and test below grade level, the district partners with organizations on pre-K programs in an effort to get more at-risk children ready for school. New early childhood centers modeled after Educare are in the works with the Buffett Early Childhood Fund and the Buffett Early Childhood Institute.

Evans champions community-driven endeavors aimed at improving student achievement and supporting schools because no district can do it alone, especially one as large and diverse as OPS.

“Not only is it a big district, which creates some challenges, we have more and more free and reduced (lunch) students who qualify for the federal poverty line and we know that brings with it some extra challenges which is why we need community support. We have an increasing number of English as Second Language learners because we have a growing number of refugee families. These young people not only have language barriers but huge cultural barriers.

“We also have more young people coming to us with life challenges and neighborhood issues. Partnering with community groups makes a big difference with those extra challenges. What we’re trying to do in many situations is fill in gaps. Organizations are critical because we’re filling in more gaps than we have before.”

 

©omaha.com

 

 

Those gaps extend to resources, such as high speed Internet access. Some kids have it at home and school, others don’t because their parents and schools can’t afford it.

He says the efficiencies possible in a corporate, cookie-cutter world don’t fit public schools because no two suppliers, i.e. parents, and no two products, i.e. students, present the same specs.

“We take whoever walks in the door and wherever they’re at is where we take them, whether they have special needs, language arts deficiencies or advanced skill sets. So school A and school B might look different, in fact they’ll inherently look different even though the summative assessments are still going to look the same with standardized testing and those kinds of things. We do have these summative tools that tell us something about whether a school is progressing or not.

“On the other hand, school A may be quite a bit different than school B because school A has 20 percent refugees with some very specific skill gaps and so how we support them and the grade level assessments tied to that curriculum are going to be a little different than school B which has no refugees, no ELA-ELL (English Language Acquisition-English Language Learner) students. Students in school B are prepared and ready for something much different than what students at school A are prepared and ready for. And so we demand that each school and each staff differentiates based on the needs of the young people. You do formative tests to get those early indicators of where are the skill gaps and how are we going to bridge those skill gaps.”

Differences aside, the same overarching goal apply to all schools.

“No matter where they’re at, what you’re looking for is progress in both groups. It’s gotta be about growth and progress, wherever they came from, whether from a refugee camp or a single-parent family or a household where both parents are college graduates. The day they walk out they’ve gotta be better than the day they walked in.”

Closing the achievement gap, he says, “is not just resources,” adding, “There’s a lot of things we can do with existing resources – that’s what we’re trying to do with alignment. For example, if we know of a specific strategy to improve math or language arts skills for kids below level why wouldn’t we train all our staff in that methodology for all our schools? We’d never done that. Instead, school A and school B would pick out whatever strategy they wanted. Some would buy a compute-based piece and some would do a tutorial piece at the Teacher Administration Center.

“There was no collaborative where educators said, ‘Which one has the highest return on impacting those skills?’ That just doesn’t make any sense. So now we’re attempting to scale those things. Part of it is getting out of our silos and scaling the quality and part of it is helping people develop the skill sets to know how to implement that, because not everybody knows.”

   Pam Cohn (Secondary)                                                                                        

 Melissa Comine (Elementary)

Dwayne Chism (Elementary)                                                                                                                                                                                           Lisa Utterback, Elementary

         

 

 

 

His executive directors of school support, including Lisa Uttterback, were principals at high performing schools. Evans has charged them with helping principals adopt best practices at their own schools.

“Lisa had great success in a high needs school (Miller Park). The test scores look good, there’s community partnerships and parent involvement. Kids are walking out the door with pride, ready for middle school. I took grief for taking her out of there but my thinking is she can have more impact by scaling her capacities to 21 schools. I need her to develop her skill sets to these principals she supports and I need the other EDs to do that with the leaders they support.

“The whole concept is to find where it’s working and make decisions collaboratively on best practices and then support the implementation. It doesn’t happen overnight. It didn’t happen overnight at Miller Park, but it did happen. So what happened? Well, you had good leadership. She (Utterback) figured out strategies that work.”

Other principals have done the same thing.

“We’ve got islands of excellence, we’ve got schools doing wonderful things, but then you’ve got other schools that for whatever reasons need more supports and until now there really wasn’t a methodology to try to recognize it and to provide that support.”

To achieve the greater classroom rigor district-wide the strategic plan calls for he says OPS is enhancing efforts started before he came to “retrain teachers on baseline skill sets for instructional practice.” He acknowledges “these are things they should have probably had in college but for whatever reason didn’t.”

In addition to raising performance, there’s a push to keep kids in school.

“In our district right now were at 77.8 percent graduation rate, which by the way is pretty high for an urban setting. But the truth is we’ve got to be higher than that, we’ve got to be over 80 and be moving toward 90, because if they don’t have a high school diploma today the research abundantly shows the opportunities in life are slim.

“Were trying to move 13 percentage points over the next five years,

which doesn’t sound like a big deal but it kind of is a big deal.”

Moving forward, he feels good about the school board he answers to.

“I would say our relationship’s good. They’ve had an enormous learning curve. I think their hearts are really good. I think they’re still struggling with the learning curve – heck, I am. They’re trying to wrap their arms around big stuff, I mean, we’re talking big numbers here – a $600 million facilities plan. We’re talking big information – a strategic plan, a student assignment plan, a new hiring policy. I think they’ve done amazing for the amount of time they’ve had to try to capture this.”

 

 

He says minus drama and acrimony at the top, OPS can thrive.

“We have great schools doing really good things. I thought and I still think if we could get rid of that noise and distraction and have an aligned, coherent system we may have one of the only opportunities in America where a community still values urban education, and they do here. There are very few communities like this.”

He feels good, too, about he and the board having come in together to provide a restart for the district.

“I think this community wanted and desired a feeling of a fresh start. I think people feel like they are seeing something different today than what they saw the last five years. I know we are doing things different because OPS hadn’t done a strategic plan in 10 years, they hadn’t done a bond issue in 15 years, they haven’t done a student assignment plan in many years, they hadn’t done a reorganization with a focus of supporting schools.”

Evans likes where his ship of a district is headed.

“We’ve got the pieces in place to get it lined up. We’re already doing    partnerships, we’re developing better classroom practices, we’re developing leadership for the schools and aligning them to very specific, collaboratively agreed upon goals. If we can pass this facilities plan we can give kids high speed internet access and safer, more secure environments.

“Without those kinds of pieces the ship’s going to go on the wrong course.”

North Omaha Summer Arts Presents: Gospel in the Park

June 17, 2014 2 comments

My beloved, Pamela Jo Berry, has a big heart for her community.  It’s what led her to found North Omaha Summer Arts, an annual festival that infuses different art forms into the underserved North Omaha community she grew up in and still resides in.  This is the festival’s fourth year.  Saturday, June 21 NOSA presents a gospel concert at Miller Park.  Like all NOSA events, it’s free and open to the public.  Details below.  Before Pam and I became a couple, I profiled her and her passion behind the festival for The Reader.  You can find that story, Matter of the Heart: Pamela Jo Berry’s Love for Her Community Brings Art Fest to North Omaha, on this blog.  The link to it is: http://leoadambiga.wordpress.com/2013/08/08/pamela-jo-berry-brings-art-fest-to-north-omaha-artist-and-friends-engage-community-in-diverse-work/

In addition to the concert, there is a women’s writing workshop in progress.  On Friday, August 8 from 6 to 9 p.m. there will be an Arts Crawl up and down a swath of the North 30th Street Corridor featuring works by some of Omaha’s leading artists. Venues to be announced.

 

North Omaha Summer Arts's photo.
North Omaha Summer Arts presents a joyous, music-filled occasion-
Gospel Concert 4

Saturday, June 21
5:30-7:30 pm
24th and Kansas Ave. (next to the old ballfield)
Free and open to the public

Bring a picnic dinner and blanket or enjoy free grilled hot dogs and cool refeshing lemonade courtesy of Trinity Lutheran Church for this family-friendly concert featuring some of Omaha’s most gifted performers.

Featuring-
Eric and Doriette Jordan
Trinity Lutheran Choir
Sudanese Worship Band
Cadence
New Bethel Church of God Choir
and more…

“…for the Lord is great and greatly to be praised.” Psalm 96:4

For more info, call NOSA founder Pamela Jo Berry at 402-502-4669.

 

Partnership 4 Kids – Building Bridges and Breaking Barriers


Omaha Metro Magazine asked me to write a special multi-page insert for its June 2014 issue all about a local nonprofit. Parternship 4 Kids, and its mission to give at-risk youth a pathway to educational success from Kindergarten through college.  Here are the stories.

 

 

 

 

metroMAGAZINE

 

BREAKING BARRIERS AND BUILDING BRIDGES

Transforming Communities…Fostering Life Beyond Limits

©by Leo Adam Biga

Now appearing in Metro Magazine

 

Giving at-risk youth hope and a pathway to success is the core mission of the goal-setting and mentoring collaborative known as Partnership 4 Kids. Serving more than 4,700 K-9 students in 22 schools with the help of 400-plus volunteers, P4K sprang out of two small adopt-a-school programs initiated by Omaha entrepreneurs.

In 1989, local busInessman and philanthropIst Michael Yanney launched All Our Kids at then-McMIllan JunIor High School as away to capture and support the lost youth he saw beIng left behInd In North Omaha. He formed a contract with 20 at-risk youth that had high potential but displayed low achievement and he promised them a post-secondary education if they met a set of expectations. Volunteer mentors were assigned to each student to guide their progress. Mike and his wife Gail became personal mentors to several students. Over the next two decades the program expanded into more schools and touched the lives of more young people, many of whom have realized the dream of a college education and a career.

Business owners Jerry and Cookie Hoberman wanted to give back to the North Omaha community that patronized their firm and in 1996 they put in place an idea called Winners Circle at then-Belvedere Elementary School. At the time North Omaha public schools were lagging far behind in student achievement. Borrowing from the incentives-based program for employees used at the couple’s business, Winners Circle introduced motivational tools to help students set and achieve academic and citizenship goals. Adult volunteers called Goal Buddies encouraged students to succeed. Quarterly celebrations recognized student success. As student achievement rose, the program moved into additional schools.

Joining forces for greater collective impact, in 2007 All Our Kids and Winners Circle merged to create Partnership 4 Kids. By combining resources to provide support from early childhood through college, these efforts can now make a greater impact on participants.

“If you can make the difference in those kids where they start to believe they can succeed, you’re starting to make a huge indentation in the problems we have here in Omaha,”says P4K President Deb Denbeck. “That’s why we’re so passionate about what we do and that’s why we’re looking for more help. We have the groundwork set at the very time kids enter school and then it’s a continuum from Kindergarten through careers that we work with them.”

It’s about breaking generational poverty, which tends to persist with a lack of education.

“Education is at the core of everything we do with youth, but it is the relationship building and providing positive role models in their lives that makes the real difference,” Denbeck says.

Caring adult volunteers remain central to the P4K approach, whether as Goal Buddies, Group Mentors or Navigators.

“Sometimes parents need help. We have parents working three jobs just to keep food on the table and a roof over their heads. Over 90 percent of our kids qualify for free and reduced lunch – the indicator of living at or below the federal poverty level. We have kids come through our program who are the first ones in their family to graduate high school, let alone college. That’s pretty startling.”

Gail Yanney says, “Today, young people have so much more to contend with. That’s where the mentor comes in. They have to have an adult that’s been there, that has common sense, that can perhaps guide them through these perilous waters. Youth are subject to all kinds of bad influences and we’d like to instill some good influences and give them an opportunity to see themselves as successes. Studies show that one meaningful person in a child’s life is the difference.”

Omaha Public Schools Superintendent Mark Evans says a mentor can be the difference between a child being hopeless and hopeful.

“If you start to believe you’re not going to get opportunities then you’re more apt to skip school, to have disciplinary problems, maybe even dropout,” he says, “but if you believe there’s hope and that light at the end of tunnel is close enough, you say, ‘I can do this, I can get through this and have opportunities.’ Partnership 4 Kids brings that positive adult in to bring that light at the end of the tunnel a little closer to students, where there’s a belief or hope that they can succeed.”

 

My son’s an honor roll student and he’s already looking at colleges around the country. I love the fact I have taught him the power of education. ~ MONIQUE CRIBBS

 

Monique Cribbs

 

Success Story
P4K Alum Monique Cribbs enjoying education-career success                                                                                                                                                                                                             P4K has many alums whose educational achievements and success illustrate the value of having mentors in their lives.

Monique Cribbs was a senior at Omaha North High with a strong desire to fulfill her and her parents’ dreams of going onto college but she didn’t see a way she could afford school, at least not right away. Then a classmate in All Our Kids introduced her to Mike Yanney and that meeting led to him telling her he saw great potential in her and promising he would pay for her college education. When her life took some unexpected turns in college and presented her with some hard challenges, such as becoming a young single mom, her grades suffered and she strongly considered leaving school. But enough caring people in her life encouraged her to carry on. One of those caring people was Mike Yanney.

“I view Mike as a father figure, a very caring, wise person,” Cribbs says. “I remember going to his house and just crying. I told him I thought I would be dropped from the program. He said, ‘No matter what you do, we support you. Monique, the scholarship will never leave you, we’re here for you.’ and that meant so much to me. I had my son in 1999 and went right back to school.”

She followed her bachelor’s degree in interpersonal communication from UNO with a master’s in human relations from Bellevue University and is now pursuing a doctorate in educational leadership and higher education from the University of Nebraska-Lincoln. After stints at the Omaha Home for Boys and Bellevue University she served as Trio Coordinator at Creighton University. Today, she’s Career Services Coordinator at Metropolitan Community College, where she’s also an adjunct instructor.

“There are days when it’s really hard for me, where I’m really overwhelmed and stressed out,” Cribbs says, “but I know when I walk across the stage this next time it will have all been worth it. Now the sky is the limit, there is nothing I cannot do and one day I would like to be a vice president or a president of a college.”

Today she’s doing for current students what was done for her.

“It’s always good to have that advocate in your life to be able to talk about all sorts of things. I always want to have the ability to have contact with students but have the power to make change in institutions. I feel I’m in my training ground right now.”

She’s grateful for what P4K and the mentors she met provided her and continue to provide her 20 years later.

“I’m so appreciative of the opportunities I’ve been given. These people truly are in your life, they truly care for you, and they’re also honest with you as well. It’s important to have someone to tell you, ‘You’re messing up right now,’ or, ‘You’re not making wise decisions but I know you have to live your life.’ As a mentee it’s critical you listen and also realize you do have to go through life making your own decisions while at the same time finding that balance between what your mentors are saying to you and what you want to do. That takes time.

“I think it’s amazing I met Mike (Yanney) when I was 17 and I turn 37 in May, and he’s still there and we still talk. I also still stay in contact with former All Our Kids President Julie Hefflinger. I think that means a lot because it went from being a mentoring relationship to being a friendship. I want them in my life. I appreciate them.”

Denbeck says the journey Cribbs has taken is one of “many compelling stories of people who have been in our program, graduated and are now very successful.” She says Cribbs epitomizes what happens when mentors enter a young person’s life and help pull them forward.

Denbeck says Cribbs does everything she can to give back to the program she credits with giving her so much.

“Monique spoke at last year’s Senior Banquet. Her message was,‘ It’s going to be hard, life isn’t always fair or easy, but don’t ever give up.’”

Indeed, Cribbs, who “was very honored to be the keynote speaker,” says, “I spoke from my heart about the power of education and my experiences in the program and in my life. I told the truth, saying not everyone in this room will make it through college but at the same time you all have people who are here to support you and you have to align yourself with those who want to see you do well.”

Her son Cayden participated in P4K as a 7th and 8th grader, one of several youth following in the footsteps of their parents in the program, and he’s preparing to enter Elkhorn Mount Michael in the fall.

“My son’s an honor roll student and he’s already looking at colleges around the country. I love the fact I have taught him the power of education and that his job is to go to school and do well and my job is to support him and be the role model of continuing my education so he can’t say to me, ‘Mom, I can’t do it,’  because I can say, ‘Baby, you can, because I did. There’s nothing you can’t do because I’m doing it.’“

 

Mike and Gail Yanney

 

A helping hand
When it comes to mentors, the biggest thing is showing up.

“Being a good mentor is about being there,” Denbeck says. “When you’re there consistently kids begin to get the sense that you care about them. That consistency is huge because some of these kids have had adults come and go in their lives all the time. The best thing a mentor can do is to care and to be consistent. Kids just want to know that you’ve got their back.

“When that happens as our Program Coordinators can tell you, you see better behavior and better grades because their mentors help them create hope that there’s a brighter future.”

At each participating school a paid P4K Program Coordinator serves as liaison, facilitator and resource for the school staff and volunteers.

“Our Program Coordinators are embedded more and more in the schools,” Denbeck notes. “That means they’re also doing some intensive case management with kids who need it the most. Our kids see our Program Coordinators at school every day. If we’re going to build relationships the more people see you the more they trust you.”

In some ways mentoring is as simple as giving students guideposts to follow and work towards.

“People growing up in poverty and facing very difficult situations really need a lot of help and it isn’t money they need, they need opportunities, they need people to put their arm around them and encourage them and motivate them,” Mike Yanney says. “It’s about instilling hope and there’s every reason to have hope because in this great nation there are all kinds of jobs available, even today, but young people have to be educated to do those jobs.”

 

Mark Evans

 

OPS endorsed                                                                                                                                                                                                                                                                                                                        All of P4K’s work is done in step with its biggest partner, the Omaha Public Schools, whose students the program exclusively serves. Therefore P4K’s goals mirror OPS goals.

“As a school-based mentoring program we reinforce what the schools are doing,” Denbeck says. “We work in partnership with Omaha Public Schools and we’re a support group that’s giving these kids in-school and after-school support. We work with every kid in 12 elementary schools through our goal setting program and from there students are selected to go into our after-school group mentoring program in middle and high school. The carrot at the end is that we provide a college scholarship.

“We do whatever we can to be a good partner with the schools helping these young people and schools be successful. They have to believe in what we do and we have to bring something of value to the table. Having volunteers in your school is very healthy. It’s that co-connection of community and school.”

OPS head Mark Evans likes that P4K is in sync with his district.

“They are aligning student goals to school goals and district goals, which is really what we’re about right now with our whole strategic planning process,” he says.“We see Partnership 4 Kids aligning to what we’re trying to achieve, whether it’s NESA goals, attendance goals, graduation goals. This is just a great resource to help us see that alignment and keep that focus and to have a community member there helping our young people create those goals.”

Miller Park Elementary School Principal Lisa Utterback, whose school has seen academic achievement dramatically rise during her tenure and P4K’s immersion there, also likes that “the P4K program aligns strategically to what we’re doing,” adding,“We receive support from the Goal Buddies, the Program Coordinator and the P4K program by their presence in the building and their having positive communication with our students and encouraging them to stay the course.”

Similarly, Field Club Elementary School Principal Barb Wild has seen increased student achievement at her school. She says P4K “is a part of that because it’s part of our school culture,” adding,“ It’s integrated into what we’re doing with the acuity data and the state testing. It all connects. It’s not some vague just be good or just do better, it’s a very specific, laid-out thing students can attach to and take ownership of.”

Denbeck says,“We start early focusing on goal setting in math, reading and life skills. Those are real indicators of educational success and life success. The skill of goal setting directly correlates to education. It’s really important kids learn how to do this and the teachers are the ones developing those goals with the kids.”

 

Deb Debeck

 

P4K makes a big deal of students meeting goals at quarterly celebrations in the schools.

“The celebration each quarter is a culmination of their success,” Denbeck says. “They get to come up to the stage to get a medal and shake hands with the Goal Buddies. They’re recognized in front of the entire school. It’s really a school- wide celebration of the achievement of students. It’s directly related to creating that hope that there’s a brighter future.”

Evans applauds P4K for recognizing student achievement.

“I think the power of that is not that students are just getting an ‘attaboy’ or ‘attagirl’ but that it’s related to an accomplishment,” he says.“Giving support to young people, letting them know we care and celebrating their success is fine but the research says you need something worth celebrating – meeting a goal of some kind – and that’s where the core piece is. They’re tying it into recognition of an accomplishment. That’s when I think it really has value. The things you value most are the things you work hard for.”

 

The amount of people we touch and the lives we change and the results we have seen are pretty phenomenal. ~ DEB DENBECK, P4K PRESIDENT

 

Building blocks
P4K starts early getting kids to think about careers and college.

“In 5th grade we conduct career tours as part of career exploration,” says Denbeck. “We want kids to see all the different career options available. These trips are made possible through our partner corporations and sponsors. Our middle school program prepares kids for strengths-based leadership. Every one of our kids goes through the Strengths Quest program at Gallup to find out what their strengths are. Kids learn moral courage – how to stand up to bullying. They learn all those things that help build character and help in making good decisions. They learn financial vitality, they learn how to write a business plan and to sell a product. They learn both business skills and personal skills. We also begin taking our middle school students on several college visits. We want them to see college as a reality.”

Denbeck says one of the biggest indicators of whether a student will drop out of school is their experience in middle school.

“It’s a very changing and defining time in a young person’s life – physically, mentally, emotionally, socially. It’s that whole adolescent change. In our program we address specific issues and lessons in various areas that will help these kids have the skills to succeed and transition to high school. Then, when they get to 9th grade we really talk about what they need to do to graduate. We put a plan together of how they can succeed through high school. As our kids go into their freshman year we call our volunteer mentors, Navigators. They work with groups on those skills students need to succeed in high school. Students look more seriously at career exploration and shadow mentors at their workplaces. We’re always putting careers and college in front of them.”

Navigators meet with the same large group of 9th graders twice a month after school in a classroom setting and at least once per month outside of school.

“It takes some skill to get kids to trust and operate in a group setting,” Denbeck says.“ There’s always time set aside for mentor-mentee relationship building and conversation, which is combined in tandem with a structured curriculum. Outings are reflective of what’s taught in the classroom. We also have a lot of fun group activities. We try to broaden their cultural experience because some don’t get those opportunities very often.”

Although P4K programming strives to provide a comprehensive pathway to success for students room is also made for community collaboration.

“We use these other resources to help students get up that ladder,” Denbeck explains. “As a nonprofit you cannot be everything to every single person, so a year ago our board of directors asked two specific questions: ‘Who needs us the most?’ and‘ Where can we make the biggest impact?’ So we redesigned our program to be a K-9 program. Why K-9? That gets you through the two biggest hurdles a young person goes through – from elementary to middle school and from middle school to high school. Those big transition years are so key.”

P4K’s added formal partnerships with College Possible Avenue Scholars and Teammates to aid in preparing students’ individual plans for life beyond high school and completing the continuum of care.

Even as students move on into college P4K remains in their lives because of the scholarships they receive from the organization. P4K continues to be an ongoing resource to help keep students on track.

“We’re now working on establishing college campus groups to provide peer-to-peer mentoring,” Denbeck says.

P4K also has informal partnerships with many other youth serving organizations, such as the Trio programs, Upward Bound and Urban League of Nebraska to give students more options for finding the right niche for where they’re at and what they need.

High school students are given college access support via act preparation, admissions application ins and outs, financial aid resources and scholarship opportunities.Sstudents are offered workshops in various professions, job readiness seminars and summer internship opportunities.

 

 

 

A proven model
Every student’s path to success includes someone who helped them along the way and Denbeck says she’s proud to lead a program with a 25-year history of helping kids follow their dreams.

“The amount of people we touch, the lives we change and the results we have are pretty phenomenal. Knowing that we graduate 100 percent of kids with 90 percent going on to college and seven of our schools exceeding standards in reading and math tells us we’re doing a lot of things right.

“We’ve grown and we want to continue to grow.”

More donors and volunteers are needed to implement that growth. Denbeck hopes that as more people volunteer with P4K and as more organizations partner with it the added support will follow.

Volunteer coordinator Tracy Wells says the majority of P4K Goal Buddies and Group Mentors come from the corporate community and many return year after year.

“I think the glue that keeps people coming back is that they feel like they’re making a difference and they are connecting to the relationships they build with youth.”

Earl Redrick, a Group Mentor for four youth at Norris Middle School, says, “It is about relationships and having impact on the lives of young folks. Having a mentor, whether both parents are in the home or not, is proven to have some remarkable and positive results on the development of kids.” He knows from personal experience the difference mentoring makes because of the direction he received as a youth at youth serving organizations in his native San Antonio, Texas.

An employee with the Omaha office of the U.S. Department of Housing and Urban Development, Redrick says he goes the extra mile with his mentees, including regular Saturday outings, “because I know the rewards these guys get will go a long ways in life.”

Wells says P4K could always use more volunteers from the professional ranks like Redrick. She’d also like to recruit more retirees like Patti Quinn-McGovern, who began as a Goal Buddy at Field C lub Elementary School while employed at Omaha Public Power District and she and two fellow OPPD retirees have kept right on volunteering.

“Being a mentor is very fulfilling and rewarding,” says Quinn-McGovern. “I can just be standing here and children will come up and give me some hugs. Who can turn that away?”

 

It was important having her in my life because my school wasn’t the best environment all the time and I kind of needed an extra push. ~ BRITTANY GOSSETT

 

Brittany Gossett
While a 7th grade student at McMIllan MIddle School BrIttany Gossett couldn’t escape a school counselor who wanted her to apply to one of the two forerunner programs that merged to form PartnershIp 4 KIds. Seemingly every time the counselor saw Gossett she was championing the mentoring and scholarship resources of All Our Kids (AOK) as a not-to-be-missed opportunity. Gossett didn’t know what to make of it all, little knowing the program would propel her on a path of success.

“She kept pestering me, ‘Did you fill out the application?’ Finally, I filled it out and the program’s been one of the best experiences I’ve had,” says Gossett, now 24. She learned a valuable lesson about seizing opportunities when they’re presented.

Today, Gossett, who with the guidance of a personal mentor went on to graduate from Omaha Central High School and the University of Nebraska-Lincoln, is employed by one of Partnership 4 Kids’ newest collaborators, College Possible. The mission of College Possible is to get students to college by helping them navigate admission, financial aid and scholarship applications. Once students make it there the organization assigns them a coach to support them through the post-secondary experience, on through graduation and into their career. Gossett conducts workshops for middle and high school students to encourage them to start thinking about and preparing for college. She sees her work as a way of giving back for what others did for her.

“I had a mentor in Marsha Marron. She met me when I was in 8th grade at Monroe Middle School and she stuck with me all through high school and college. She did a lot of things with me. We went out to eat. Every year she would let me go school shopping for supplies. She brought me gifts at Christmas. Most of all, she encouraged me. We would talk most every Monday. We do stay in touch even now. It was important having her in my life because my school wasn’t the best environment all the time and I kind of needed an extra push. When people around you are behaving badly you can get sucked into it and I needed somebody to give me guidance and structure and that’s what she provided. I always had my own mind but she was that extra push to say, ‘You need to stay on this path so that you can get to college and be successful in life.’ She was that extra help to give me a reason to be successful.”

In her current work Gossett plays a similar role for students starving for the same kind of encouragement and guidance she needed.

“The thing that keeps me motivated to help students is that I can relate to them. I want to help students because I know they have potential and sometimes they just need the extra push like I did. These students are very hard working but sometimes they get beat up by life. A lot of the students we work with come from homes where the parents are not supportive, where they’re talked down to. Some kids can’t even walk outside their house safely.

“You just have to give them a chance and look beyond what the situation around them is and see their heart and who they are as a person. We get to know them personally. These students sometimes just need somebody to be supportive of them and try to understand where they’re coming from. They just may need somebody to pat them on the back and say, ‘Great job.’”

 

 

When you have people in your corner who support you and encourage you even when you go through those different highs and lows they help to keep you motivated. ~ MONIQUE CRIBBS

 

Monique Cribbs
More than a decade earlIer, Monique Cribbs started her journey wIth the program near the end of her senIor year at North HIgh School. The only reason she came to it at all was that a classmate in the program suggested that she speak to its founder, Michael Yanney. Cribbs did and it changed her life.

“At the end of the conversation Mike said, ‘Monique, I see great potential in you and I want to help you and I will give you a full-ride scholarship to college,” Cribbs recalls. “So I became a part of the program. It was unorthodox because they were starting with kids in 5th or 6th grade and I came in at 12th grade. I had a mentor and I started doing all the same type of activities the other students were doing.

“We graduated that May and two weeks later my friend and I went to Bridge, a summer institute at UNL for promising scholars from across the state.”

The start of her college experience that fall was far from a smooth ride. She didn’t get along with her first mentor. She didn’t much like taking other people’s advice. Her grades slipped. Then after transferring from UNL to UNO, she got pregnant.

“There were a few bumps in the road. It was just a rocky time. I was young and I thought I knew everything.”

She feared she’d blown her chance. But even after those false starts and detours her education was paid for as promised. She’s gone onto great academic achievement and career success with AOK founder Mike Yanney and former director Julie Hefflinger as her mentors.

“When you have people in your corner who support you and encourage you even when you go through those different highs and lows they help to keep you motivated,” says Cribbs.

She says the power of P4K is that it puts people in your life who affirm that anything is possible.

“Having other like-minded people around you is very important because it’s very easy to say I can’t and so I won’t,” she says.

In a higher education career that has her helping students find their path in school and in life, she makes a point of using her own achievements to illustrate what perseverance and mentoring can do.

“Every time you pass a milestone it’s worth it to tell someone else about the process. It’s worth it to share your story with someone and to encourage someone to carry on as well.”

Today, Cribbs is a role model for her son Cayden, a P4K participant himself. She wants her example of being a high achieving woman of color from the inner city to inspire urban youth like her son to not be limited by stereotypes. Her desire is squarely in line with P4K’s premise that circumstances may make one’s road more challenging but they don’t have to define you or to curtail your expectations. She discovered what P4K professes is true – there are human and capital resources available to help you succeed no matter what your story.

“My son is another motivation for me,” she says. “I am a first generation college student from North Omaha and there are so many stereotypes about kids who grew up there and I always said. ‘I don’t want to be that stereotype.’ When I was pregnant I thought, I am that stereotype now, but I wanted to break out of that box and that’s why I continued to push. Yes, I am a product of North Omaha, I am a first generation college student, I have two degrees under my belt, I’m in graduate school, I have a son who’s an honor roll student who enjoys school and talks about going onto college.

“So you can break through people’s perceptions, you can do whatever it is you would like to do and there are people here to support you. You just have to continue to push.”

 

The guidance from these individuals is priceless. Although I am not exactly where I planned to be I have gone far in my goals and have not given up. ~ JEFF RUSSELL

 

Jeff Russell                                                                                                                                                                                                                                                                                                                    Twenty-fIve years ago Jeff Russell was a student at then-McMIllan JunIor High when school counselors and staff recommended hIm as a prospect for All Our KIds. Mike Yanney launched the program there because at the time his niece served as principal at the school. The idea was to give underachieving young people the mentoring support needed to get them through school and to pay their way to college.

The way the program worked at the beginning, Russell and his fellow mentees all met one-on-one with Yanney before he matched them with employees of his company, Burlington Capital Group. At a certain point Mike and his wife Gail began mentoring select participants in what came to be informally known as Yanney’s Kids.

“I was originally paired with Gary Thompson, then Dave Vana, but ultimately I had many more throughout as everyone in the program seemed to have a helping hand,” Russell recalls.
Having a mentor, Russell says, meant having “someone we could talk to, seek homework help from, establish goals with. They helped us along our journey through school. Staying with the program meant support all the way through college. I soon started a summer job at Mr. Yanney’s house working for my next informal mentor, Ned Kaup, who showed me the ropes and prepared me to manage the place while he moved on in his life.

“I would have to say though that in the years I was with the Yanneys they were mentoring me the most to become who I am today. They promoted me as a manager of their place, which showed me the leadership skills I didn’t know I possessed. We developed a strong relationship and I was able to see they are two of the most giving people I have ever met and genuinely love and care for the people they help and surround themselves with.”

He says P4K “showed me I have options – I can achieve what I put my mind to.” The combination of a strong home life and the program he says, mitigated against the “bad influences”around him growing up. Until he came to the program he says, “I did not think I had a chance for college.” He pursued but did not finish a horticulture degree.

Russell is married with two boys and works as a nuclear security officer at the Fort Calhoun (Neb.) Nuclear Generating Station. He’s pursuing an industrial electronics degree that he plans to use in becoming an electrician with OPPD.

The Yanneys, who still regard the people they mentored as “our kids,” take great satisfaction in seeing them succeed.

“Jeff had every opportunity to fall into a crack,” says Gail Yanney, “but he was willing to listen and he tried and he essentially has now a piece of the American Dream. He has a wonderful partner, he has a good job that he can advance in, he has wonderful children.

“Monique (Cribbs) has not only a fabulous education and career but she has raised a really beautiful young man who will go on to be a productive citizen.”

Cribbs, Russell and Brittany Gossett are the P4K promise fulfilled.

“They’ve got hope and they’re going where they want to go and they’re getting themselves there,” says Gail Yanney. “I guess that’s the stuff that makes you proud. Some of them still have hills to climb but they’re climbing them.”

“We’re very proud of them,” Mike Yanney says. “They’ve really done some great work. They had some adverse situations but they’ve really risen to the top.”

Perhaps Jeff Russell sums up best what it means to have mentors in your life with, “The guidance from these individuals is priceless. Although I am not exactly where I planned to be I have gone far in my goals and have not given up.”

 

 

Miller Park Elementary

 

P4K volunteers help students to set goals and local schools to thrive                                                                                                                                                                                           There’s something oddly perfect about a scene unfoldIng each quarter in the hallways at FIeld Club and MIller Park Elementary Schools. Outside the classrooms they’re assigned volunteer Goal Buddies squirm their way into school desks far too small for their adults bodies and hunch over to meet the eyes of the children they serve. One by one the students file outside the classroom into the hall to sit down and meet with their Goal Buddy. Not surprisingly, some children must be coaxed to speak while others must be urged to quiet down. A team of three Goal Buddies are assigned to each classroom. They work in tandem with teachers in encouraging students to set and meet school and district goals for reading, math and life skills. Each of these informal mentors provides another attentive, sympathetic set of eyes and ears and gives comforting hugs and words to students in need of some extra love and inspiration.

So it goes in this hallmark early education piece of Partnership 4 Kids, the Omaha nonprofit that sends the volunteers into the schools on visits designed to help kids achieve. The model’s working, too, because the schools, one in South Omaha and the other in North Omaha, are both seeing major gains in student achievement on standardized tests. The schools are among seven buildings P4K operates in that report rising student performance and the goal is to duplicate those results in the other schools where P4K’s active.

Patti Quinn-McGovern has been a Goal Buddy at Field Club for several years. She started when still employed at OPPD and she’s continued volunteering there since her retirement. OPPD is one of 29 organizations and companies that feed volunteers to the program. Where some schools have P4K volunteers from several sources, Field Club has a designated corporate sponsor in OPPD, which has more than 50 employees volunteering at the school for its 600-plus students.

“We are really fortunate to have OPPD as a partner in this collaboration with Partnership 4 Kids here,” says Field Club Principal Barb Wild. “They do an awesome job.”

Support System                                                                                                                                                                                                                                                                                                                Each P4K school has a Program Coordinator to serve as a bridge between the program, the volunteers and the school. At Field Club it’s Neris France. At Miller Park it’s Kris Morgan.

Wild is a fan of how P4K emphasizes the same goals as the school.

“Every student makes a reading, math and life skills goal for each quarter. We have them connect those short-term goals to lifetime goals. Achieving those short-term goals gets them steps closer to long-term goals and success beyond middle school and high school.”

At Miller Park principal Lisa Utterback says P4K “has been very consistent and on point with supporting our school’s mission of success. We’ve taken their program and aligned it to what we’re doing and it’s an added support system and incentive program for our students.” She says, “We are all about goal setting and the importance of students understanding this is what I want to attain and this is the plan to get there. We have empowered our students to own their goals and to accept responsibility for their actions. We firmly believe one of our most important goals is creating a sense of hope and empowerment in our children – that if they set their goals and work hard to accomplish their goals great things can happen. We know it’s our duty to make sure kids understand that even though we’re faced with adversity and we have obstacles in our life we can overcome anything if we set goals, work hard and stay the course. Hope is the essential ingredient in everything we do.”

Wild says each Goal Buddy plays a valuable role because they’re “one more person that that child knows cares about them and is invested in their success. There’s a little bit of accountability to the Goal Buddies, too. That student knows they’re going to meet with and talk to that Goal Buddy about the progress they’re making or not making in that goal and the Goal Buddy is going to talk in a very loving, nurturing, caring way about being accountable to making your goals. It’s giving that consistent message from several different perspectives.”

Quinn-Mcgovern says she volunteers because “I believe strongly in the idea of goal setting and teaching kids this is what you can do and here’s the reward.” Academic goals aside, she says, “I think the life skills goal is really important. It’s common sense, it’s practical. We talk about setting various goals in life. It’s a way to talk about real life in a school situation that I think can be really effective over time. It’s personal, too, it’s not just let’s get down to business. We talk about them individually. We learn about their family situation. We’re just another person to listen to them and to support them.”

 

Lisa Utterback

 

Partnering up                                                                                                                                                                                                                                                                                                                      The 17 Goal Buddies serving Miller Park’s nearly 400 students come from Lozier Corporation and Metropolitan Community College. Lisa Utterback joins with other educators in feeling fortunate to have dedicated volunteers at her school.

“Our Goal Buddies are consistent. Some have been working with our school for years and they’re invested in the success of this school. The kids know who they are and call them by name. I’m telling you it makes a difference in the life of a child especially when there is consistency. Some even come in outside their scheduled time to just to see how they’re doing . They come on field trips with the classes they’re assigned. They come and celebrate our goal achievements.”

Neris France says P4K is most effective where it’s most warmly embraced by principals and staff, such as at Miller Park and Field Club. Once a school is on board, she says, then it’s all about the volunteers.

“The volunteers are critical. They love what they do. They love that we give students hope and get to be role models who inspire them. I get inspired by the students every day. They inspire me and our volunteers to do our job because we want them to do good, we want them to succeed. We share a passion to get the kids to experience the opportunities we’ve been given in life.”

Earl Redrick sIgned up to be a PartnershIp 4 KIds group mentor last summer and after a full school year workIng wIth a quartet of males at NorrIs Middle School he’s eager to worK with them agaIn come the fall.

Group Mentors like Redrick make a two- year commitment to the program, pledging to mentor the same group of three or four students as they progress through 7th and 8th grade.
One of his mentees is Angel, a 12-year-old who learned about P4K from some schoolmates. He’s found the program’s emphasis on goal setting helpful.

“I’ve learned how to set goals and why achieving them will help me. When you meet your goals you get more confidence in yourself that you’ll do other things.”

The power of mentoring is well known to Redrick, a U.S. Department of Housing and Urban Development employee who has experience being a mentor with Big Brothers Big Sisters in his native San Antonio, Texas and with other organizations in the Dallas-Fort Worth area. Growing up, Redrick benefited from being mentored himself.

“My dad worked a lot so my uncle was probably my first mentor but I was always involved in the Boys and Girls Club and the YMCA. There were always mentors there. Then when I got into sports the coaches were always there to serve as role models and mentors.”

Redrick, who’s relatively new to Omaha, says a presentation he attended about P4K peaked his interest to become involved.

“What caught my attention was the data they’re recording and reporting back on. Some of the outcomes are pretty phenomenal.”

 

Earl Redrick

 

P4K is an outcomes-based program that utilizes research in designing its structured curriculum that parallels what the schools are teaching. Like every P4K volunteer Redrick filled out an application and a background check was done on him. Then he went through the two-hour training P4K conducts. He’s since attended some P4K workshops, including one on how poverty affects youth. Since August he’s been meeting regularly with Angel and his classmates after school and getting together for Saturday outings he leads them on to broaden and enrich their experiences.

“We’ve had some great times,” Redrick says. “These guys bring a lot of energy to the meetings. It’s really interactive. We talk about very useful topics around what’s important to kids at their age going forward. The Partnership does a great job of laying that out for us. The Program Coordinator sends us materials in advance so we can prepare ourselves. It’s a very structured program which really has a defined set of goals and objectives they want to get to with the kids by a certain point. That’s really impressive. It’s led by the mentors but these guys really drive the conversation.

“Some days they are really, really good and some days I have to twist and grind a little bit harder to get what we need out of them, but it’s good.”

As for the Saturday outings, he says, “they’re part educational, part recreational,” adding, “there’s a lot of fun incorporated but there’s other stuff we do that are teachable moments. For example, we went to an event in South Omaha celebrating various cultures. Probably the biggest teaching moment we did for these guys was go to the homeless shelter, where they served lunch. That was a big deal. Seeing those folks has an affect on the soul. We had some serious dialogue after that. It was really good.”

Redrick also accompanied the boys to a career fair. He makes the boys’participation in Saturday trips, whether going to the movies or exploring the Old Market, contingent on them doing what they’re supposed to be doing in school.

“These guys are really smart and any grade under ‘C’ to me is unacceptable. I told them at the start. ‘If you do your part I’ll do my part in showing you whatever you want to do.’ So they have to be accountable and get their grades. One of the kids didn’t go with us one weekend because his grades were not what they were supposed to be.”

Angel says he appreciates all that Earl does for him and his buddies, especially “helping us to meet our goals, pass our classes and keep ourselves together when bad things happen in school and things are going to be stressful, like when we take tests.” He adds ,“I consider him a teacher. When he comes to the school he teaches us things we didn’t know before and he encourages us. He’s helped me talk to my parents more. Instead of just saying yes or no, I’m being honest and trusting to tell them whenever I feel bad.” Angel, who has two older brothers, is being raised by his mother, who’s separated from his father. She works long hours at a greenhouse to support the family. Although Angel’s always liked school and gotten good grades, he says going to college has become a definite goal with affirming adults like Earl in his life helping to keep him focused and motivated. For someone who hopes one day to design and build things for a living, he’s getting the help he needs to build a successful life.

Weighing in                                                                                                                                                                                                                                                                                                                     Society’s shIftIng cultural compact wIth schools and school dIstrIcts asks them to provIde ever more services for an increasIng number of youth presentIng greater educatIonal and lIfe skIlls needs. The delivery of expanded services to districts like the Omaha Public Schools can only be realized with the help of community partners such as Partnership 4 Kids, says OPS Superintendent Mark Evans.

“With an enrollment of 51,000-plus and growing, not only is ours a big district, which creates some challenges, we have more and more free and reduced (lunch) students who qualify for the federal poverty line, and we know that brings with it some extra challenges,” Evans says. “We have an increasing number of English-as-Second Language learners. We have a growing number of refugee families. Four years ago there were 800 refugees in OPS from Somalia, Sudan, Burma, (Myanmar now), and today that number is 2,000. That’s 2,000 young people not only with language barriers but huge cultural barriers because a refugee camp in Sudan is nothing like Omaha, Neb.

“We also have more young people coming to us with neighborhood issues we need community input with. Partnering with community groups makes a big difference with those extra challenges a young person has. Increasing needs create extra challenges that task the school district and the community to respond to because we’re trying to fill in gaps in many situations. Community organizations like P4K are just critical because we’re filling in more gaps than we have before.”

Evans says schools are tasked to do more in this no-child-left-behind era when there’s no longer the economic safety net of plentiful jobs that don’t require a high school diploma, much less a college degree. “Back in the 1960s and ‘70s when kids had gaps like language skills they dropped out and no one worried about it. The dropout rate before then was 50 percent and greater but it wasn’t a problem because there was plenty of jobs for a high school dropout. You could go right to work at factories with good living wage jobs with health benefits, a pension program. But about the time of the ‘80s it changed. Ever since then you’re not getting a factory job without a high school diploma. In fact, now we expect a little college or a post-secondary certificate. Those manufacturing jobs of the past don’t exist anymore.”

At the same time, he says, youth in need of special language training either “didn’t go to school or dropped out because we didn’t have any services for them,” adding, “In today’s world we can’t do that – there’s no throwaway young people and they have to have an education. In our district right now we’re at a 77.8 percent graduation rate, and I credit P4K and other programs like it in helping us achieve that.”

 

Tracy Wells

Tracy Wells

 

Schools welcome community support                                                                                                                                                                                                                                                                       Educating all youth to be prepared for today’s environment is a job bigger than any school district can handle alone. While Evans says the OPS graduation rate “is pretty high for an urban setting, the truth is we’ve got to be higher than that – we’ve got to be over 80 and be moving toward 90 because if they don’t have a high school diploma today the research abundantly shows the opportunities in life are so slim. It’s difficult.”

He says P4K’s continuum of care model that follows students from Kindergarten through college “is what you’re looking for,” though he adds, “I always say it doesn’t have to be college. I want them to have post-secondary training in something, because I don’t think there’s anything wrong with being a certified electrician, for example.” That continuum of care is strengthened, he says, when community partners work in step with schools and school districts, just as P4K does with OPS, in delivering consistent expectations for youth educational attainment.

“If we’re all aligned, that’s where we get the power,” Evans says.

There’s nothing new about community resources flowing into schools but as student needs become more urgent and complex the informal adopt-a-school relationships of the past are evolving into more formalized, intensive collaborations.

Omaha Public Power District  Vice President for Customer Service and Public Affairs Tim Burke is a strong advocate for P4K’s work in the schools and for other community partners like OPPD doing their part in the mosaic of educating and inspiring youth to succeed. Burke knows first-hand the need for pairing caring adults with at-risk students from serving as a P4K Goal Buddy himself.

“In some of these young kids’situations this can be the only positive reinforcement they get about continuing school, about continuing education, continuing that pursuit of growth and development,” he says. “It could be the only positive reinforcer to continue down that path. Partnership 4 Kids gives these kids hope that they can pursue whatever they want to pursue.
I think we truly are making a difference. We are that light, that hope, that opportunity for that student.”

 

Tim Burke

Tim Burke

 

Mentors make a difference
Burke, who serves on the P4K board and chairs its development committee, says the Partnership fills an ever growing need, which is why he encourages adults to volunteer as mentors.

“We could always use more volunteers doing this. It’s not a shortage of kids needing assistance but there is a shortage of volunteers willing to make that commitment. The community went on a mentoring campaign last fall and it may be doing that again this year to grow these kinds of volunteers to do this work. There’s always an opportunity to serve more kids. Now’s the time to have this conversation around it in the community.”

Burke echoes Evans of OPS along with P4K President Deb Denbeck in championing the greater collective impact being made now that organizations like the Partnership and other community players are “aligning and doing more things together,” adding, “I think that’s great for the community.” Burke says P4K has been embraced at OPPD for a full decade and his colleagues tell him it’s because they believe in the difference they’re making.

“It has been one of those corporate initiatives that people get really excited about. You never really know what impact you make with these kids but every time there’s an opportunity to show it these kids will come up, give you a hug and show appreciation for what you’re trying to do to help them do the things they want to do. It’s incredibly rewarding to see their growth and development or the way somebody comes out of their shell to look you in the eye or shake your hand at the end of the school year where they didn’t do that before.

“It’s that kind of feedback that really engages our employees in the work of the Partnership in helping these kids move through the most critical time in their life. Our organization has a strong commitment to it. Our participation rates are very high in people coming back time after time after time.”

P4K Volunteer Coordinator Tracy Wells says the nonprofit has up to 70 percent retention of its overall volunteer base, “which is really good and something we don’t take for granted and always need to work on.”

OPS Superintendent Mark Evans says in those buildings where everything comes together in terms of administrative leadership, classroom teaching, youth serving organizations like P4K, volunteers from the community and parental involvement, student achievement soars. Two of several schools where P4K and its volunteers are contributing to verifiable student success are Miller Park and Field Club Elementary Schools.

P4K and growing needs
Evans says, “They’re high performing schools, both of them, with high quality leaders who lead schools showing significant gains in student achievement and success. Kids leave their doors ready for middle school and the next steps.” He says those schools are doing it despite having to respond to extra needs expressed by students and they’re making it happen by getting the community involved.

“We do need to reach out to our community because we’ve got increasing needs. The young people didn’t ask to be at the poverty level or to be a refugee, it’s just where they are.”

Being responsive to these needs requires a multifaceted approach.

“It’s not just us – it’s programmatic support, it’s us reaching out to our parents and families, but it’s also community members supporting our young people. We know the more parents are involved, the deeper investment they have, the program works even better,” says P4K President Deb Denbeck. “We invite parents to all our celebrations and special events. We want families to be even more involved.”

P4K mentoring model co-founder Gail Yanney, who has mentored many young people alongside her husband Mike Yanney, says, “When you consider the number of children who need a meaningful adult in their lives there are way too many of them for us not to be all working together. There’s plenty of this to go around. Everybody approaches it from kind of their own way of doing things but the ultimate thing is you’re giving a kid the opportunity to see the value in themselves and the value in becoming a useful citizen.”

Mike Yanney is grateful things have evolved from when he started the precursor of P4K, All Our Kids, 25 years ago, when it was nearly alone in its formal mentoring model. “One of the great things today is that there are a number of organizations really working aggressively to help these kids turn their lives around and they’re starting to collaborate with each other,” he says. “I think Omaha has a really good chance of making serious progress with a fairly large number of kids and frankly that’s part of our being a very good, caring community. You can look at all the work the Sherwood Foundation and Susie Buffett are doing and that the Loziers and the Weitz’s and the Scotts are doing. There are organizations very heavily involved in it – Girls Inc., Teammates, the Boys and Girls Club. It’s really incredible. All of this collaborating together is coalescing into a fine beautiful program and sooner or later we’ll start seeing some extensive changes in our community and I’m very hopeful for it.”

The origins of Partnership 4 Kids extends back to the late 1980s, a perIod when a societal sea change began posIng added challenges to inner cIty schools and communities. As social and educational disparities have grown over time, Omaha has become a microcosm for a nationwide phenomena that poses increasing challenges for young people and their families attempting to craft meaningful lives. Educators, elected representatives and community leaders have worked long and hard to offer programs and services that attempt to address these issues and needs. P4K has been at the forefront of efforts to provide mentoring and scholarship support to young people at risk of being left behind. Much progress has been made in closing gaps and affording opportunities.

By the numbers
Since 2012, 100 percent of P4K students have graduated high school. P4K leaders say that more than 90 percent of its graduates from 2012 and 2013 report being enrolled in college or post-secondary training for the 2014- 2015 school year. Of the 36 active seniors graduating in 2014, 33 will be attending a two-year or four-year college, with the other three graduates enlisting in the U.S. Army Reserves.

A pair of 2014 graduating seniors epitomize the continuum care model P4K delivers.

Serena Moore, who’s graduating from Omaha Central High School, has been involved in P4K since elementary school, when she was in the Winner’s Circle goal setting program. She’s been a group mentoring participant since 8th grade. She’s also been involved in the Upward Bound math and science program, Delta G.E.M.S and the UNMC High School Alliance. She’s volunteered for the American Red Cross, Open Door Mission, House of Hope and Project Seed. She plans to attend the University of Nebraska at Omaha and major in bioinformatics. She’s awaiting word on various scholarships.

Daisy Robeldo, who’s graduating from Omaha South High School, has been involved in P4K programming since middle school and has not missed a P4K meeting in two years, She’s also been active in various community service projects and volunteers at the Latino Center of the Midlands. The oldest of six children from a single mother, she will be a first generation college student when she attends UNO in the fall to pursue her intended major of computer engineering. Moore and Robledo will follow the trend of P4K students, the vast majority of whom go on to attend in-state colleges.

Over its 25-year history 83 recipients of P4K’s All Our Kids Foundation Scholarship have graduated college. Some have gone on to earn advanced degrees. Many other P4K students have also graduated college with the help of different funding and scholarship sources.

Doing and seeking more                                                                                                                                                                                                                                                                                              What was once an arena of agencies, players and programs all doing their own thing has become a more collaborative sharing ground. P4K is the direct result of two programs, All Our Kids and Winners Circle, coming together to make a greater collective impact and now with its newest partners, College Possible, Avenue Scholars and Teammates, plus other informal partners, P4K is poised to impact more and more students along that continuum from Kindergarten through careers.

P4K President Deb Denbeck says with more volunteers and donors, “I know we could expand this program to greater heights” and into more schools, especially more middle schools.
She adds, “There will always be families and youth needing an extra boost or helping hand. Before we look at expansion we’re going to do a two-year review process to make sure our programs are the very best they can be and we’re going to learn where we need to go next. Growth in a mentoring organization means dollars and it means volunteers. Volunteers are the heart of our organization. They are like precious gems here. We’re not a mentoring organization unless we have them.they’re so needed. They’re the real difference-makers.”

I know we could expand this program to greater heights…. There will always be families and youth needing an extra boost or helping hand. ~ DEB DENBECK, P4K PRESIDENT

 

 

 

To code or not to code: New Omaha school offers bootcamp for aspiring web designers

May 23, 2014 1 comment

I am so not a techie.  That doesn’t preclude me from writing an occasional piece about a tech-based venture.  And in that spirit is an Omaha Magazine story I did on a new bootcamp for aspiring web designers called Omaha Code School and its co-founder, Sumeet Jain, who has taken as its model a similar school in his native Calif. he taught at.  He’s very much a part of a growing young entrepreneurial and creative class in Omaha that’s adding a new dynamism to the scene here.

 

 

Cover Photo

Omaha Magazine

 

To code or not to code
New Omaha school offers bootcamp for aspiring web designers

©by Leo Adam Biga

Originally published in Omaha Magazine
Entrepreneurial techie Sumeet Jain is poised to fill a gap in the metro’s dot com scene through a for-profit startup he founded last fall with his cousin Rahul Gupta. The pair’s Omaha Code School aims to provide aspiring web developers an immersive bootcamp experience and employers entry-level-capable programmers.

The Calif. natives are partners in their own web development company, Big Wheel Brigade. Gupta rode the dot com wave before coming to Omaha and at his urging Jain followed suit. Since forming the school Gupta’s moved to San Francisco but Jain’s remained in Omaha to run their new educational endeavor in Midtown Crossing.

Thirteen students began the school’s inaugural “intensive” 12-week course Feb. 24. Jain, the lead instructor, promises the May graduates will leave with a hireable skill set for jobs paying an 80K median salary.

The OCS curriculum structure is based on a bootcamp model popular across the country and one Jain’s familiar with after teaching a web development course for General Assembly on the west coast. He says he was skeptical students could go from novices to job-ready in three months until he helped facilitate that happen. The experience convinced him to try it in Omaha, where he says “a frequent complaint of companies is that there’s not enough talent – not enough developers and not enough qualified developers,” adding, “I thought we should have something like this in Omaha, so I came back, put the pieces together and we launched in November.”

It’s an opportunity for Jain to combine his two loves – web development and teaching. He ensures students are trained in relevant, real world programming languages and techniques most colleges and universities ignore.

Interested students must complete an online application that includes a timed coding challenge. While no prior programming experience is required, students must demonstrate an aptitude for the field, namely logic and problem solving.

“The course is for beginners but this isn’t for hobbyists,” says Jain, a self-taught web developer. “This is a class for people who are looking for a career trajectory change and that comes not just at a cost (tuition is $6,000) but with great personal investment and effort. We want to ensure the highest possible caliber of student.”

Jain says it’s no accident the school’s website and application process emphasizes the intensive curriculum, which features individual and collaborative work on real live projects every day.

“It’s really hard to sit and program for 12 hours a day,” he says. “It’s just mentally draining. Keeping that pace up for 12 weeks is a sprint students need to get through. We do our part to hedge against that weariness by holding events that let them let loose and bond and have a break.”

There are field trips to tech-based local companies and guest speakers presenting on special topics. OCS holds a job fair staffed by representatives from companies in its Supporting Employers program.

“We want our students when they graduate to have connections,” Jain says. “Such a big part of any industry is to know people.”

A mentorship program makes area experts available.

“Another commonly cited problem in Omaha is a diffracted membership model,” he says. “If somebody wants to get help there’s no single great place for them to go or no list of people to consult. We’re really excited our mentorship program will create a conduit for people to get help.”

Mentors range from non-tech to tech-savvy wonks. A yoga instructor conducts twice-weekly sessions to help students de-stress and find balance. A corporate recruiter offers job search insights. Web designers school students in collaboration. Software developers troubleshoot problems students confront writing programs.

Jain’s encouraged by the supporting companies on board and he’s proud that membership fees go toward scholarships for underrepresented minorities in what is a white male-dominated field. Each of the three women in the course received a $2,500 scholarship.

He’s also satisfied by the buzz the school’s produced.

“Support has come in a variety of different ways, most fundamentally in the form of curiosity. People want to know about us, they want to know what we’re teaching, they want to know when our next class will be offered (late summer). The interest is there, we won’t have any trouble filling our second class. I’m very confident about that.”

Jain says he’s also confident that “within six months to a year every one of our students who wants a job should be able to get one. That’s going to speak volumes because these students all took a risk on me.
If our students aren’t succeeding there’s really no reason for somebody to trust us again.”

Follow the bootcamp at omahacodeschool.com.

 

 

Collaboration and Diversity Matter to Inclusive Communities: Nonprofit Teaches Tools and Skills for Valuing Human Differences


Lots of organizations are highly reactive when incidents of racial, gender and cultural insensitivity surface but few teach skills and tools for valuing human differences.  One that does is the Omaha nonprofit Inclusive Communities and it’s been doing this kind of work for a long time.  It not only responds to existing problems in businesses and schools, whether offensive language or bullying, but it offers training sessions and workshops yearround that provide people with the skills and tools to defuse situations and to educate others about the value of respecting diversity.  My story about Inclusive Communities for Metro Magazine follows.

Nonprofit teaches tools and skills for valuing human differences

 

Diversity Matters to Inclusive Communities

Beth Riley

 

 

Since its 1938 founding in response to religious and racial bias, Inclusive Communities has embraced human diversity, tolerance and unity. 

The good work of individuals and organizations in promoting equality and inclusivity will be celebrated May 22 at a Humanitarian Dinner featuring guest speaker Robert Edsel, author of The Monuments Men. One of Omaha’s longest-running philanthropic events, the dinner is “paramount for our organization because as our only fundraising event it provides more than 50 percent of our annual operating budget,” says executive director Beth Riley. She adds that it brings together board members, donors, volunteers, staff and community partners “who are very committed, active and engaged” in fulfilling the mission of breaking down barriers.

“People who most often need a voice aren’t represented and that’s where Inclusive Communities steps in and says, ‘We think it’s about all people and not just some people.’ That’s really our mantra we live by,” Riley says. “We work with businesses, schools and in the community to confront prejudice, bigotry and discrimination and we do that through educational programs and advocacy work.

“We provide people the tools to meet others where they are. A lot of times in businesses that means creating positive dialogue skills and diversity and inclusion programs that have a measurable impact, not just to check off a competency. In schools it means creating leadership development programs that take into account all different kinds of students.”

Education and advocacy

Inclusive Communities has worked with major companies and with every high school in the Omaha Public Schools.

The organization is also involved in drafting and advocating legislation that supports inclusion and makes exclusionary practices unlawful.

“The citywide equal employment ordinance is a great example,” Riley says. “We were an active partner with Equal Omaha on that. We’ve taken an active role with Equal Nebraska advocating for a statewide ordinance for protection of folks in the LGBTQ community who don’t have the kind of protection they need. We’re working with members of the state Judiciary Committee on that.”

Riley most readily sees her human relations organization’s impact in young people. At the nonprofit’s residential IncluCity program held at Carol Joy Holling Conference & Retreat Center near Ashland, Neb. delegate students from area schools gather for an immersive experience to learn constructive dialogue and empathy building skills. She says the intense activities stir emotions, change attitudes, promote self-reflection and encourage conversation. It’s so well received that graduates regularly show up at her office volunteering to be camp counselors or applying to be interns. Many graduates go on to lead diversity clubs and social justice awareness activities at their schools.

“Most students who complete the program write on their evaluation they would recommend it to anyone, it’s changed their life and they they want to come back to volunteer.”

Inclusive Communities program associate Emilio Herrera participated in IncluCity as a high school student. He later served as an intern and now he’s on staff while finishing his master’s in social work at the University of Nebraska at Omaha.

“Our programming had such a transformative effect on him that this has become his life’s work,” Riley says.

Herrera says the experience of Inclusive Communities has made him want “to become a beacon of hope in the Omaha metro area for those who feel misunderstood or misrepresented.”

A safe place

Riley says a Native American student from the Rosebud Reservation in S.D. has been similarly transformed. During a camp exercise called Culture Walk the student chose to identify himself as gay in front of peers, adult supervisors and community observers. He’s since become a diversity advocate in his school, a camp volunteer and the rare Native student pursuing a post-secondary educational path.

“The most gratifying thing to me is to know we’ve created a place where he feels safe and can feel supported in accomplishing all of his dreams,” Riley says. “It’s a meaningful thing to know you can impact a youth in that way. In return he’s created this amazing club within his school where other youth have felt safe coming out and being open about their own sexual orientation and gender identity. He’s also created a multicultural club and other safe spaces for youth in his own school. I’m very proud of what our staff and volunteers have done for him and of all the things he’s giving back to inspire youth.

“That’s the real power.”

Inclusive Communities is anything but abstract or theoretical.

“Our work is very human relations-based and focuses on how people interact with one another,” Riley says. “The conversations we promote are really much deeper than what is someone’s race or ethnicity or religion. We talk about systemic things that tie us together as a society and that make us who we are as a culture.”

Programming is tailored to clients’ needs.

“We get called by a lot of nonprofits and small businesses when they’re looking at starting a diversity and inclusion group,” she says. “The number one reason we get called to work with businesses is they need language and terminology. Businesses have a lot of issues with that. There may be one employee using language considered inflammatory that’s making an entire office or department feel uncomfortable.

“We promote doing daylong workshops where in a safe environment you give people the opportunity to engage in dialogue and learn to have meaningful conversations at work that can defuse situations. So when things do arise and somebody says something perceived as inflammatory by somebody else there is a foundation there for dealing with it. It’s getting everyone on the same page and helping people learn to be allies for one another and for themselves.”

 

 

Youth focused

With students she says the curriculum focuses on teaching youth “how to stand up for themselves and to learn dialogue tools to articulate their own identity and to meaningfully and peacefully resolve conflicts. It’s getting them to understand the difference between dialogue and debate. It’s helping them understand appropriate language skills.” She
says anti-bullying strategies are “a huge piece of what we do – we have an entire section on our website devoted to resources.”

She says her board has laid out a strategic plan to increase youth services and Inclusive Communities is well along in realizing that goal. The organization’s recently extended its reach into schools on the Rosebud and Pine Ridge Reservations in S.D. It’s also now working with schools in Lincoln, Bellevue and Ralston, Neb. and Council Bluffs, Iowa as well as with area private schools, including Omaha Creighton Prep and Duchesne Academy.

“We’ve doubled the size of our youth programming. It’s driven by the public’s need, by schools reaching out and asking for assistance. We’ve been an expert at this programming for a long time and it will always be really important to this organization because every time you impact a youth you get such a return on your investment.”

Last year’s record proceeds from the Humanitarian Dinner made possible increased youth and adult programming, additional staff and relocating to the Community Engagement Center at UNO. Inclusive Communities joins several nonprofits housed at the center, whose mission is to foster collaboration, something Riley’s organization is already well-versed in and is looking to do more of.

Cultivating collaborators and growing partnerships

“Some of our partners include Nebraskans for Civic Reform, Nebraska Appleseed and Greater Omaha Young Professionals. The more we collaborate with others the better opportunity we have for people to learn about the work we do. It’s planting a lot of seeds. That’s what this space is all about,” Riley says of the center. “We had outgrown our previous space and being here is such a great fit for us because of its central location, because many of the students we serve are students at UNO or go on to be students here and because of the opportunity to collaborate with the other nonprofits in the building and with faculty, staff and researchers at the university.

“We think there are great partnership opportunities on campus.”

Meanwhile, Inclusive Communities is launching its Building Blocks of Inclusion series at various businesses and doing a diversity series with Greater Omaha Young Professionals.

Riley says the organization has more capacity to grow and remains “very nimble” responding to emerging needs and issues. She adds Inclusive Communities may be old in years but remains ever relevant with its young staff, vibrant board and passionate volunteers.

Follow its work and get Humanitarian Dinner details at http://www.inclusive-communities.org.

_______________________________________________________

 

“Our work is very human relations-based and focuses on how people interact with one another.”

 

Ex-gonzo journalist-turned-filmmaker James Marshall Crotty resolved to celebrate debate in new films ‘Crotty’s Kids’ and ‘Master Debaters’


The longer I do this the more I happen upon folks from Neb. doing really interesting things.  The subject of the following story, James Marshall Crotty, is a good example. He created a career and brand for himself out of whole cloth when he co-conceived and executed a magazine and lifestyle, Monk, and authored city guides predicated on the freedom of the open road and the exploration of all things alternative, fringe, off-the-beaten path, iconoclastic, and, idiosyncratic.  After this gonzo period in his life he’s “gone straight” to report on education for Forbes and to weigh in on the cultural stream for the Huffington Post.  More recently he’s turned filmmaker by producing-directing two documentaries, Master Debaters and Crotty’s Kids, that marry his subculture leanings with his love for speech and debate, which he excelled in at Omaha Creighton Prep and coached at New York City high schools.  His experiences observing and coaching debate in inner city environments are captured in his films, both of which are playing the Omaha Film Festival.    See my companion story about the festival on this blog.

 

 

 

 

 

 

Ex-gonzo journalist-turned-filmmaker James Marshall Crotty resolved to celebrate debate in new films ‘Crotty’s Kids’ and ‘Master Debaters’

©by Leo Adam Biga

Now appearing in The Reader (www.thereader.com)

 

Omaha ex-pat James Marshall Crotty, co-creator of the underground Monk magazine and author of alternative city guides, gained a cult following for his irreverent dashboard reporting about America’s fringes. His arch leanings are on display in two documentaries he’s produced-directed showing at the March 5-9 Omaha Film Festival.

Both films focus on a subculture subject close to his heart, competitive debate. This once itinerant gonzo journalist now based in Los Angeles was a champion debater at Omaha Creighton Prep in the mid 1970s. This self-described “evangelist for debate” passionately portrays the hyper intense activity’s transformational power in his own life and in the lives of South Bronx kids of color.

Master Debaters shows March 6 in the 8:30-10:15 p.m. block of Neb. short docs. Crotty’s Kids shows March 8 at 12:30 p.m. in the feature-length doc block. He’ll do a Q&A after each.

He’s hoping his films inspire funding for an urban debate league he wants to start here as a way to motivate kids to excel in school.

Those familiar with Crotty may find his new gigs as Forbes.com education reporter and crusading debate advocate a departure. It’s actually a catharsis after tiring of the vagabond Kerouac thing, dealing with a protracted lawsuit and losing his intellectual guru and most influential debate mentor – his mother.

He says, Monk, “the National Geographic for freaks,” was as much a rebellion against his Catholic Republican upbringing as anything.

“I was Mr. Alternative hipster subculture guy with Monk and I had this nagging sense the whole time I was interviewing people like the founder of the school for boys who want to be girls to Kurt Cobain to just any kind of an eccentric person or place across the fruited plain that I did not grasp the dominant culture conversation.

“I just felt deep inside I was an uneducated man even though I’d gone to Northwestern. I felt like i was a fraud even though I was really good at spinning this alternative universe.”

He could no longer square his “out there” image with the Jesuit call to be a man for others instilled in him at Prep. He resolved to improve himself and to use debate – “the most profound education experience of my life” – as a means to serve kids from disadvantaged straits.

He felt the discipline of debate helped him and his Prep teammates, among them Alexander Payne (who appears in Crotty’s Kids), find success and he saw no reason it couldn’t do the same for others.

“We were this tribe of academic athletes that learned through debate the ability to speak on our feet, to persuade others about the rightness of our cause. It gives you incredible confidence to tackle any subject. When you’re at the top of your game you’re spending four to five hours a day on it in addition to your schoolwork. And you’re not just reading secondary sources you’re looking up primary sources, you’re going to law libraries, you’re reading studies, you’re really digging deep and you’re able to sort fact from fiction.

“When you have a finely-tuned debate brain the most innocuous statement can be broken apart and you’re able to see through poppycock almost instantly and it’s something really missing in the culture. People are easily bamboozled by false prophets who just because they have such a strong opinion people think they’re telling the truth. That is dangerous for Democracy.”

He says the research skills he learned have served him well.

“I’m able to look beneath the surface to find the truth. Doing Monk I was able to find these people and places that even locals didn’t know existed. That’s because debate trains you to be a geek researcher.”

 

 

 

 

 

The sudden death of his mother in 2002 set him on a “sea change” that led him to become a high school debate coach.

“I really felt the calling to help inner city kids.”

But first he needed to immerse himself in education.

“For years I really wanted to study the classics, the great books of civilization. I finally got the chance after we sued Tony Shalhoub and the producers of the Monk TV show in the late ’90s for stealing our brand. It took two years. In 2000 I decided to give up the Monk (mag) hat and go back to school and study the great books at a great little school called St. Johns College Santa Fe (N.M.).

“You sit around a table seminar-style and the tutors ask really good questions to help you dig deeper into the text. I really became a disciple of their method.”

He emerged from his mid-life crisis with a teaching certificate that allowed him to teach the classics and to coach debate. He began at two elite New York City schools to freshen his chops.

“I had been so long out of the game and I knew it had changed a lot. It’s like coming back to play any sport 25-30 years later. It had gotten so much faster.”

He says coaching proved emotional for him because “it gave me a way to give back during a difficult time in my life – I was mourning my mother through coaching these kids.”

After joining the newly formed Eagle Academy in the mid-2000s he made his experience there the basis for Crotty’s Kids.

 

 

 

 

 

 

He says the difference between a product of white privilege like himself and “a kid who grows up in the South Bronx is not as great as people might think,” adding, “The one thing that was really obvious to me is that a young man in the South Bronx does not just walk into a whole bunch of cultural capital just by osmosis.”

He says his growing up in a home filled with books and dinner-time conversations about current events is a far cry from what the kids he worked with experienced.

“These kids don’t have that by and large. As a result their vocabulary and basic reasoning powers are not being developed. So my job as a coach was to fill in that gap – the cultural capital piece – and the way I did that was to have adult, intellectual, fact-based conversations with them about whatever interested them. I also had my kids read the classics.”

He says the process of competitive speech and debate develops critical thinking skills in youths that have “an incredible trickle down effect that enables them to excel in school at a much higher level than their peers.” He adds, “It sort of feeds on itself. Young men and women at-risk are looking to compete and win. You get them to see it as a sport and they do whatever it takes. It becomes infectious.”

Sure enough, his kids became champions. One earned a full-ride.

Yet the central focus of Crotty’s Kids is Crotty, not the kids. He comes off as charismatic, quirky, caring, driven. He didn’t intend being the “star” but the footage or lack thereof dictated it.

“It’s not the Hoop Dreams of debate I wanted to make, it’s some other film,” he says.

He’s still in touch with some of his old students, several of whom are doing well in college.

“I’m a kind of surrogate father figure but I don’t push it. I had my chance to really impart as much as I could while I was with them but they need to figure things out on their own. They always know I’m there for them if they ever get in a jam.”

Lessons in Transforming Lives – Omaha Home for Boys’ Bike Rebuild

July 2, 2013 1 comment

Non-profits are always looking for innovative ways to raise funds and thanks to a Mitchell, S.D. program that gets at-risk kids to work collectively to restore or repair motorcycles under the supervision of adults, the Omaha Home for Boys found a model for its 2013 fundraiser.  My story for Omaha Magazine talks about the inherent lessons that participating residents at the Home and its sister campus, Jacob’s Place, were exposed to in their bike rebuild experience this past spring.

 

 

 

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Lessons in Transforming Lives

Omaha Home for Boys’ Bike Rebuild

Photography by Ken Merchant
Originally appeared in Omaha Magazine

When a group of Omaha Home for Boys and Jacob’s Place residents helped put the finishing touches on a customized 1999 Harley Davidson motorcycle this May, they accomplished something bigger than themselves.

As participants in OHB’s Horsepower Bike Rebuild Program, the youth worked four months under the supervision of adults to outfit a bare-bones bike with all custom features. That bike, dubbed Mish Mash, is being raffled off this fall and will be awarded to a winner at Omaha Home for Boys’ September 26 fundraiser, Restoring Hearts with Bike Parts. Fittingly, the motivational speaker for the 6 p.m. Hilton Omaha event is actor-producer-director-author Henry Winkler, who earned fame playing the motorcycle-riding character The Fonz on the 1970s TV mega-hit, Happy Days.

Leading up to the event, the bike is being showcased at parades and shows to help boost raffle sales and raise awareness about Omaha Home for Boys’ and Jacob’s Place’s mission, serving youth. Founded in 1920, OHB is a residential program that provides at-risk boys and young men ages 10-18 with family structure, positive reinforcement, and educational support to help them become successful, independent adults. It’s sister program, Jacob’s Place, has a similar mission serving both young men and women ages 17-21.

OHB events manager Trish Haniszewski says the bike rebuild program, which originates out of Mitchell, S.D., is intended to empower youth through structured, hands-on work rebuilding old or damaged bikes.

She says the work the Omaha youth put into salvaging their bike “is symbolic of ‘refurbish a youth, refurbish a life.’” The person she recruited to be the program’s bike mechanic facilitator, Jeremy Colchin of Black Rose Machine Shop, found the experience more meaningful than he expected.

“I learned it’s not so much about getting this bike done…The time with the kids and teaching them something and working as a team and the pride in this they feel as a group is what’s important.” – Jeremy Colchin, Black Rose Machine Shop

“The joy I had after the first night of working with the kids was like nothing I ever experienced before,” says Colchin. “I didn’t expect to get attached to these kids.”

His father, Black Rose owner Mike Colchin, also mentored the youth.

Jeremy says the connection with some youth was immediate and with others, gradual. “You gotta pull them in…We seemed to pull them in in a good way, and that’s what matters. They were having fun when they were here,” says Colchin, who met with the youth Tuesday nights from 6:30 to 8:30 p.m. at the Howe Garage on campus. “Every single one of them has been extremely polite and fun to be around and easy to work with. It’s promising.

“I learned it’s not so much about getting this bike done; it’s about using [the process] as a tool for kids. In the big scheme of things, the bike’s the side note. The time with the kids and teaching them something and working as a team and the pride in this they feel as a group is what’s important.”

Colchin says the experience reminded him of when he began working under his father at age 16.

Getting the bike tricked out offered many teachable moments. “I thought it was a real interesting way to use what I know to work with these kids and teach them not just about motorcycles, but about how life works,” Colchin says. “That not everything is straightforward. You have to learn to work around problems, work with other people, and have fun doing it. If I can help someone [teaching them] that, that’s a great thing.”

 

 

 

 

The initial plan was to rebuild a beat-up bike. But when a junker couldn’t be found, the new emphasis became customizing a used one. Learning opportunities still presented themselves.

“When you customize a bike, you run into issues and problems you need to work through and take care of, and we’ve really done a good job accomplishing that,” says Colchin.

Ten to 12 youth participated each week in the bike build, including several girls. Besides taking ratchets, wrenches, and soldering irons to the bike, they came up with a new paint design. Flames on the gas tank include personalized names and sayings from the youth.

Program participant Tony, a Jacob’s Place transitional living resident, says, “It’s been a lot of fun. This was the first time I’ve actually worked on a motorcycle. I’ve always loved taking stuff apart and putting it together just for the heck of it—figuring out what makes stuff work. It’s been a very cool experience.” Tony, 18 and soon to enter the U.S. Marine Corps, says he and his teammates take pride in the work they did.

Of the lucky person who will win the bike in the raffle, Colchin says, “They’re going to be in possession of a Harley that’s customized in a way most guys wish they could afford to do.”

Raffle tickets for the motorcycle will be sold June 28-Sept. 26 and are available by calling Trish Haniszewski at 402-457-7000 or online at omahahomeforboys.org. Tickets to the Restoring Hearts fundraiser can also be purchased on the organizations’s website.

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