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Rock photographer Janette Beckman keeps it real;Her hip-hop and biker images are at Carver Bank in Omaha, where she’s doing a Bemis residency

September 19, 2014 Leave a comment

Here’s my Reader (www.thereader.com) cover story on famed rock photographer Janette Beckman, whose images of punk and hip-hop pioneers helped create the iconography around those music genres and the performing artists who drove those early scenes.  She’s been visiting Omaha for a residency at the Bemis Center for Contemporary Arts, working on a portrait of the city.  An exhibition of her photos of hip-hop pioneers and Harlem bikers is showing at the Carver Bank here through the end of November.

 

Janette Beckman

 

 

Rock photographer Janette Beckman keeps it real;Her hip-hop and biker images are at Carver Bank in Omaha, where she’s doing a Bemis residency

©by Leo Adam Biga

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

 

Photographer Janette Beckman made a name for herself in the 1970s and 1980s capturing the punk scene in her native London and the hip-hop scene in her adopted New York City.

Dubbed “the queen of rock photographers,” her images appeared in culture and style magazines here and abroad and adorned album covers for bands as diverse as Salt-N-Pepa and The Police. Weaned on Motown and R & B, this “music lover” was well-suited for what became her photography niche.

She still works with musicians today. She’s developing a book with famed jazz vocalist Jose James about his ascent as an artist.

Her photos of hip-hop pioneers along with pictures of the Harlem biker club Go Hard Boyz comprise the Rebel Culture exhibition at Carver Bank, 2416 Lake Street. Beckman, documenting facets of Omaha and greater Neb. for a Bemis residency, will give a 7 p.m. gallery talk on Friday during the show’s opening. The reception runs from 6 to 8.

The Bemis Center for Contemporary Arts stint is her first residency.

“This is a new experience. It’s very refreshing. It’s kind of nice to get away from your life and open up your mind a little bit,” says Beckman, who describes her aesthetic as falling “between portrait and documentary.” “I truly believe taking a portrait of somebody is a collaboration between you and the person. I really like taking pictures on the street. I don’t want hair stylists and makeup artists. I don’t tell people what to do. I want to document that time and place – that’s really important to me. I want it to be about them and their lives, not about what I think their lives should be.”

Carver features a personal favorite among her work – a 1984 photo of Run DMC shot on location in Hollis, Queens for the British mag Face.

“They were just hanging out on this tree-lined street they lived on. I said, ‘Just stand a little closer,’ and they did. I love this picture because it expresses so much. It’s a real hangout picture and such a symbol of the times, style-wise. The Adidas with no laces, the snapback hats, the gazelle glasses, the track suits. It just expresses so much about that particular moment in time. And I love the dappled light on their faces.”

Salt-n-Pepa, ©Janette Beckman

 

 

She made the first press photo of LL Cool J, complete with him and his iconic boom box. She did the first photo shoot of Salt-N-Pepa while “knocking about” Alphabet City. In L.A. she shot N.W.A. posed around cops in a cruiser just as the group’s “Fuck tha Police” protest song hit.

She says her hip-hop shots “bring up happy memories for people because music is very evocative – it’s just like a little moment in time.”

The early hip-hop movement in America paralleled the punk explosion in England. Both were youthful reactions against oppression. In England – the rigid class system and awful economy. In the U.S. – inner-city poverty, violence and police abuse.

“Punk really gave a voice to kids who never really had a say. Working-class kids and art school kids all sort of banded together and started protesting, basically by being obnoxious and writing punk songs that were kind of like poetry, expressing what their lives were like. There was the shock factor of wearing bondage apparel and trash bags, putting safety pins in their noses. Really giving the finger to Queen and country and all that history. It was like, ‘Fuck you, it’s not that time, we’re fed up and we’re not going to take it anymore.'”

Her introduction to hip-hop came in London at the genre’s inaugural Europe revue tour.

“No one knew what hip-hop was. It was just the most amazing show. It had all the hip-hop disciplines. So much was going on on that stage – the break dancers and the Double Dutch and Fab 5 Freddy, scratching DJs, rapping, graffiti. All happening all at once. It blew me away.

“I met Afrika Bambaataa, who’s pretty much the father of hip-hop.”

Weeks later she visited NYC and “there it all was – the trains covered in graffiti, kids walking around with boom boxes, people selling mix tapes on the street. I got very involved in it.”

“New York was broke. Politically it was a mess. These kids had no future. Hip-hop gave this voice to the voiceless. They were singing ‘The Message’ (by the Furious Five). Where I was living there really were junkies in the alley with a baseball bat. It was no joke. You could see it unfolding in front of you and yet there was this vibrant art scene going on. Graffiti kids stealing paint from stores, breaking into train yards at night and painting trains in the pitch dark to make beautiful art that then traveled like a moving exhibition around New York. It was just fantastic. A real exciting time.”

She got so swept up, she never left. When big money moved in via the major record labels, she says. “everything changed.” She feels hip-hop performers “lost their artistic freedom and that almost punk aesthetic of making it up as you go along because you don’t really know what you’re doing. They were just experimenting. That’s why it was so fresh.” She expected hip-hop would run its course the way punk did. She never imagined it a world-wide phenomenon decades later.

“In the ’90s with Biggie and people like that it got massive. People are rapping in Africa and Australia. Breakancing is bigger than ever now..”

While capturing its roots she didn’t consider hip-hop’s influence then. “I was just in it doing it. I was just riding the wave.”

Portraying folks as she finds them has found her work deemed “too raw, too real, too rough” for high style mags that prefer photo-shopped perfection. “I don’t really believe in stereotypes and I don’t believe in ideals of beauty.” She’s even had editors-publishers complain her work contains too many black people.

 

 

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Go Hard Boyz biker club pic, ©Janette Beckman

 

Beckman’s surprised by Omaha’s diversity and intrigued by its contradictions. She’s shot North O barbershops, the downtown Labor Day parade, her first powwow, skateboarders doing tricks at an abandoned building and a South Omaha mural. She’s looking forward to taking pics at a rodeo and ranch.

She came for a site visit in July with one vision in mind and quickly had to shift gears when she began her residency in August.

“I wanted to photograph people on the street in North Omaha and I found there’s nobody on the street, so I had to try to wiggle into the community.”

Her curiosity, chattiness and British accent have given her access to events like the Heavy Rotation black biker club’s annual picnic at Benson Park. That group reminded her of the Ride Hard Boyz she shot last summer in New York.

“I was riding in the flatbed of an F-150 truck driven by one of the guys down this expressway with bikers doing wheelies alongside, All totally illegal. It was the most exciting thing I’ve done in years. Although it’s rebel in a way, the club keeps kids off the street and out of drugs and gangs. They’re the greatest guys – like a big family.”

The end of Sept. she returns to the NewYork “bubble.” An exhibit of her photos that leading artists painted on, JB Mashup, may go to Paris. She’s photographing a saxophonist. Otherwise, she’s taking things as they come.

“I try not to make too many plans because they tend to get diverted.”

Rebel Culture runs through Nov. 29.

View her Omaha and archived work at http://janettebeckman.com/blog.

 

 

 

 

 

Rabbi Azriel’s neighborhood welcomes all, unlike what he saw on recent Middle East trip; Social justice activist and interfaith advocate optimistic about Tri-Faith campus

September 6, 2014 1 comment

I sometimes end up revisiting subjects.  Usually a span of a year or more goes by before I do.  In the case of Rabbi Aryeh Azriel of Omaha, I ended up profiling him twice in the space of a year and going back another year or so I extensively interviewed him at least two more times for additional projects  No worries of overkill or reptition with this man though as he has enough of a compelling personal and professional story to warrant ten profiles and a hundred interviews.  His leadership at Temple Israel Synagogue and his work with the Tri-Faith Initiative alone can fill many notebooks and would in fact make a good book.  You can find my other stories featuring him and his work on this blog.  Immediately below are comments about the rabbi I didn’t have a chance to use – because of space limitations – in my most recent story about him in The Reader (www.thereader.com), which is the story that follows below the comments.  With each interview and story I get to know him a little better and I could second many of the things said about him by his admirers, but they know him far better yet and so I will let their words speak for me.

 

Vic Gutman
“I am a member of Temple Israel. While I’m not a particularly observant Jew, I belong to Temple because of its commitment to social justice. Rabbi Azriel has been an outspoken advocate for social justice, not only at Temple Israel, but in the community. Immediately after 911, Rabbi led a group of Temple members to the only mosque in Omaha (at that time) to help defend it should anyone threaten its members or property. In my opinion, the Tri Faith Initiative would not have been possible without his enthusiastic support and leadership.”

Bob Freeman
“Aryeh would have been hugely successful in any city in the world. It was a great match for him and Omaha that he ended up here and chose to stay. He was able to have an enormous impact on a vibrant congregation and growing community, becoming a dynamic leader in both the Jewish and the secular Omaha communities. In turn, he grew strong, confident and assured he was on the right path, along with his wife and 2 kids. This inner strength enabled him to shape the thoughts of important people who in turn make policy and shape our community and others. He’s done this consistently, day in and day out, for 25 years, making for enormous impact. And he has brought to Omaha an unending stream of national and even international leaders who come here as his friends and confidantes, to draw inspiration from spending time with him while drinking from the same fountains of strength, stability and perspective that Omaha offers.

“Aryeh has profoundly impacted countless individuals, families, an entire congregation, his community and a wide circle of colleagues and friends. His body of work in interfaith and ecumenical affairs has been legion, and provides a strong base of experience and credibility for him to launch the Tri-Faith Initiative, an effort unprecedented in its ambition to model collaborative interfaith relationships.

“It has been my profound blessing to have been close to Aryeh for these 25 years; I know he’s helped make me the person I am today.”

Wendy Goldberg
“Rabbi Azriel is a force for good. His positive spirit and unending energy allow him to connect with people. Relationships are the foundation of his rabbinate. He motivates his team to work for social change. Most common phrase, ‘Let’s do it!'”

Nancy Kirk
“Rabbi Azriel is a man of prophetic vision combined with a clear grasp of the possible. From the earliest days of envisioning a new home for Temple Israel, he saw good neighbors as an essential element of the perfect location. Rabbi Azriel has a clear moral compass that guides his life and has guided the Tri-Faith Initiative. When life is complicated he has a special gift to see the clear center of the issue.”

Jane Rips
Aryeh’s 25 years have flown by in literally the blink of an eye! He has challenged us, guided us, loved us, and helped to create a vibrant and exciting Temple Israel. He is a man of limitless energy and vision. Although his hair is grayer than it used to be, to me he seems unchanged by the passage of time – still passionate about Judaism, Temple Israel and social justice.

Phyllis Glazer
“For 25 years, Rabbi Azriel has been a blessed presence in our midst. He has led our congregation with wisdom, compassion, new ideas, and a delightful sense of humor ALWAYS challenging us to learn, to listen, to think, and to grow. He has made me and my family proud to be a members of Temple Israel. In brief, Rabbi Azriel is my friend, my Rabbi, and a perfect fit!”

 

 

 
Rabbi Azriel’s neighborhood welcomes all, unlike what he saw on recent Middle East trip

Social justice activist and interfaith advocate optimistic about Tri-Faith campus
BY LEO ADAM BIGA

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

 

Rabbi Aryeh Azriel of Omaha’s Temple Israel Synagogue builds bridges between people of different backgrounds and persuasions. Take for example his driving force work with the Tri-Faith Initiative, the project that intends creating a local campus of Jewish, Muslim and Christian houses of worship around a shared communal space.

Recently returned from a two-month sabbatical to Turkey and his native Israel, Azriel was in Jerusalem when the current maelstrom in Gaza erupted. Always the rabbi, he attended the funeral of three Israeli boys kidnapped and killed by Hamas and paid respects to the father of an Arab boy burned alive by Israeli extremists.

Nearly everywhere he went Azriel spread the hope embodied by Tri-Faith and its efforts to build a harmonious faith-based community. The veteran social justice activist and ecumenical champion, whose work with Omaha Together One Community has seen him advocate for meatpackers and victims of police violence, leads this city’s reform synagogue. He is Tri-Faith’s most ardent supporter. He encouraged his progressive congregation to put stakes down in that project’s emerging blended neighborhood when Temple built its new home in the Sterling Ridge Development near 132nd and Pacific Streets.

Open just over a year, the Temple site will soon be joined by a mosque. If Countryside Community Church decides to be the Christian partner in this interfaith troika it would build a neighboring church there.

On his trip Azriel says people embraced Tri-Faith’s vision of unity but their experience with discord tells them its unattainable.

“They cannot understand because of their conditions how it is possible,” he says. “I mean, there’s such a level of futility in the midst of war in believing in and talking about dreams such as the dream of the Tri-Faith. But they were very eager to listen. I told them the story. I told them about the neighborhood we want to create here.

“They definitely all wished me good luck – being skeptical at the same time. I feel really privileged we can do it in Omaha. Of all the places in the world maybe this is the place one can actually make it work.”

It hurt the heart of this Tel Aviv native to be in his homeland when the simmering Israel-Palestine conflict boiled over into full-scale military actions in the Gaza Strip. Those hostilities continue today.

He stayed in Jerusalem, where he was among invited clergy for a Shalom Hartman Institute seminar on, ironically enough, war and peace. He and some colleagues went to the funeral of the three boys.

“I don’t remember ever such a large funeral because people came from all over the world. We heard the eulogies. It was devastating. I mean, those kids were our kids. It was similar to how I felt about the news of the Arab boy.”

Azriel joined colleagues to attend the youth’s memorial.

“We went to the suburb where the child’s home was. They built a big tent outside the house because there were so many visitors. The father and other family members were sitting there welcoming people. We shook hands and expressed sadness.”

Ever since the missiles began flying, Israel’s retaliated with massive air and ground strikes. Thousands of Palestinians have been killed or injured – thousands more, left homeless.

“I don’t know what will happen with Gaza,” Azriel laments. “I don’t what else there is to destroy. A terrible thing.”

Ceasefires brokered by the international community and peace negotiations led by Egypt and Arab nations have repeatedly broken down. Meanwhile, the nearby anti-Semitic states of Syria and Iraq are devolving in the face of Isis and Jihadists. The perpetually insecure Middle East has perhaps never been so unstable.

During his stay Azriel, whose parents still live in Israel, went through a range of emotions.

“I don’t remember those kinds of events happening in Israel growing up. I saw a level of racism and hate on the part of some Israelis after the three boys were kidnapped that I had never witnessed before.”

He decries Hamas for going too far as well.

“This time Hamas had the guts to fire on holy sites. It was something completely new for us. Usually the safest place to be in Israel during war is Jerusalem. This time they went a little bit crazy. They wanted to show how far the missiles can go.”

The blame goes in all directions: “The Middle East is filled with crazy people from all sides, all religions, all colors.”

The tranquil getaway Azriel expected didn’t materialize.

“It wasn’t the way I was planning it. You can’t have peace of mind in the middle of war. To see the funerals of Israeli soldiers and the death and destruction in Gaza – those are things no human being can stay ambivalent to. So many innocent people dead. It’s very hard.

“I know how it impacted my family. To wake up your parents at 2 o’clock in the morning – my father is 89, my mother is 84 – and to tell them to get dressed and go to a shelter. My father comes to me and says, ‘Are you out of your mind, why are you waking me up? I’m 89, I had a full life, I don’t care…’ Then I’m ready leave to go back to America and my father turns to me and says, ‘You know, it is possible this is the last time we’ll see each other,’ and then I fly home with this for 18 hours. Those things left a very heavy burden on me.”

Azriel expressed his heavy heart in a sermon at Temple upon his Omaha return to Omaha, saying he felt “hope, sadness, anger, guilt, loneliness, frustration, determination and despair.”

“On the one hand I am constantly reminded of the great Israeli phrase which translated, goes, ‘We got through Pharaoh, we can get through this.’ I do, however, also ask myself, will it ever end, and will it ever get better? Are we destined to live by the sword? Are we ever going to know peace? At times I feel really strong. At times I feel so weak…

“This is our home and even when it is tough at home, when our home is in danger, we do not walk away, we will not walk away.”

A new resolve by Israel’s pro-American Arab neighbors to help facilitate a lasting accord has Azriel optimistic.

“I actually look at this war still going on as an amazing opportunity to start a whole different order in the Middle East. There is such a different level of negotiation as a result of Egypt as well as Saudi Arabia,, Jordan and other Arab countries interested finally in brining it to an end. They’re the ones that can affect a better change. It has to be done in a genuine, original, authentic way with the people involved in the region.

They’re willing to put money for the first time for construction to rebuild Gaza and help with humanitarian need.

“I think before it gets better it gets worse even with America and the United Nations intervening. Then I think there’s a possibility for more seriousness in negotiating a two-state solution.”

He’s optimistic, too, the Tri-Faith campus will be realized.

“The excitement, the drive, the motivation is so alive, is so there. No one is giving up on any of this. It’s fantastic.”

“What is most remarkable about Rabbi Azriel, Areyh to his friends, is his passion for the people and the mission he cares for .His love for people knows no boundary. Race, relegion or status are foriegn to him,” says Dr. Syed Mohiuddin, president of the American Institute of Islamic Studies and Culture that’s building the mosque.

Fundraising for the mosque is being led by a Jew, Vic Gutman, and is nearly complete. Azriel expects Countryside members to vote yes to its church’s participation. The annual Tri-Faith picnic hosted by Temple Israel drew hundreds in August. This fall a Neighbor to Neighbor program will bring 30 families – 10 from each faith group – together for communal dinners to promote understanding among neighbors.

“It will be an opportunity to go deeper and deeper into why this is so important,” Azriel says.

Visit http://trifaith.org.

JOURNEYS: Omaha’s Henry Doorly Zoo calls African Grasslands Project the Metro’s Next Big Thing

August 25, 2014 Leave a comment

Omaha’s Henry Doorly Zoo is a big deal.  We’re talking one of America’s Top 100 attractions with annual attendance near two million and a large gallery of state of the art indoor exhibits to complement its outdoor viewing areas.  In the next year the zoo will introduce a huge new outdoor African Grasslands exhibit that should boost attendance to a whole new level.  As my new story for thr Metro Magazine describes, the grasslands project’s natural habitats, diverse species, intimate observation points, and built-in education components will give visitors an upclose experience with and appreciation for an African wilderness environment that comes as close as possible to the real thing.

JOURNEYS: African Safari

 

JOURNEYS: Omaha’s Henry Doorly Zoo calls African Grasslands Project The Next Big Thing

 

Who ARE these people? Susan Baer-Collins and Carl Beck retire

 

 

 

Omaha’s Henry Doorly Zoo and Aquarium calls its coming African Grasslands project the next big thing for Omaha. It’s certainly that and then some in terms of the $70 million it will cost to transform 28 acres into an equatorial savannah experience in the Midwest.

The exhibit will open in two phases in 2016. Omaha-based Kiewit Construction, which realized the Zoo’s existing big ticket immersive exhibits, will lead construction. Work begins in earnest this fall.

The project’s the next big step for the Zoo in educating visitors about the conservation research work it does here and around the world. Ongoing education efforts include classes for youth ages 3 to 18, day camps, interpretive tours and safari-eco adventure trips.

The Zoo’s Jungle, Desert Dome and Aquarium exhibits are indoor immersive experiences that recreate ecosystems within four walls. The Grasslands will be a sprawling natural mosaic that puts you in an open-air expanse where elephants – slated to return after a long absence – rhinos, impalas, giraffe and other iconic African animals roam.

“For the first time we’re going to transport you outdoors to another world,” executive director and CEO Dennis Pate says. “What you’re going to see and feel is going to come closer to understanding what the savannah is like without us saying a word.”

Pate says the Grasslands will come as close as an urban zoo can get to replicating the experience of exotic mixed species inhabiting the wild.

 

OUT ON SAFARI

A group from Omaha recently returned from a two-week Zoo-organized safari to Botswana and Zambia, one way the institution tries building awareness and appreciation of endangered habitats and species.

Participants of the May safari, which featured former Zoo director Lee Simmons and his wife Marie as escorts, won’t soon forget the breathtaking scenes they witnessed.

“What I brought home is the sacred peace of sounds that come only from the inhabitants of Africa, the interconnectedness of all creatures for survival and seeing the variety of animals,” Ann Pape says.

The trip satisfied a Bucket List wish for Jean Bell, who says the experience impressed upon her “how very important” it is these wild environments and species “be preserved and that humans “are really the only ones who can make that happen.”

Ellen Wright says, “People often take for granted these majestic and remarkable creatures will always be with us but when you are exposed to the devastating toll of poaching and to the human effect on the land you realize all this beauty could disappear unless we act now.”

 

BRINGING IT ALL CLOSER

As most folks will never go on an actual African safari, the Zoo tries giving visitors increasingly authentic, intimate experiences in their own backyard. The goal is to display how these animals function in the wild as well as how they are cared for and protected. Interactive demonstration areas in the Grasslands exhibit will allow the public for the first time to observe staff conducting animal welfare maintenance, such as checking the condition of teeth and feet.

Interpreting the natural world indoors is one challenge but doing it outdoors, at scale, is a whole other challenge.

“It’s harder to do because you can’t control everything,” says Pate.

 

EVOLVING EXPANSION

Construction will move many tons of dirt to reconfigure hilly old grounds and contour them into the gradually sloped savannah. Buildings will be recessed behind trees and landforms to obscure them, with the exception of a new African game lodge-inspired structure. Overlooks will provide visitors with panoramic views.

It’s all part of the evolution of zoos.

“For the past 25 years what we’ve been doing as opposed to simply displaying animals in cages or pens is to try to present animals in their ecosystems and give people a chance to actually experience that ecosystem,” says Simmons, now chairman of the Zoo Foundation. During his long tenure as Zoo director he initiated the institution’s staggering growth that shows no signs of stopping. “Anytime you get people in the same environment with the animals it does make a difference. To see an animal from a distance through bars, a fence or glass is a lot different than being able to get up close and personal.

“What we’re really interested in is the experience and what people come away with.”

 

EVOLVING EXPERIENCE

Omaha Zoo Foundation director Tina Cherica says, “We’re trying to create an experience that will make people actually care about the realties these animals face in their natural habitats.”

“Zoos have become kind of giant classrooms,” Simmons says, “but we preach this two dollar Sunday sermon by osmosis. We want people to come in and have a really good experience, realize they suddenly know something more than they did, and come away feeling they need to support conservation of habitat.”

Simmons says the state of wildlife conservation is a mixed bag.

“The good thing about a lot of places in the world is that the locals on the ground have realized eco tourism has a very important economic and political impact. There are areas we go back to that are being managed significantly better than they were when we first started leading safaris 30 years ago. There are some that are not and we don’t go to those anymore.”

He says in addition to the destruction of habit by human encroachment, poaching of elephants and rhinos is “rampant.”

 

EVOLVING AWARENESS

Pate says zoos like Omaha’s are perhaps best positioned to educate the public about these challenges.

“On average 96 elephants a day are killed in Africa and one really large bull was just poached in a national park, and so it’s a huge problem. The decline in elephants has been pretty radical. Rhinos are in even worse shape. If we as zoos don’t bring this to the public then there’s very little likelihood they’re going to appreciate the diversity of species alive in the world today.

“I think these problems are being day-lighted through what zoos are doing. People learn that the zoo they support is playing a role in trying to stem some of those problems.”

Cherica says, “I think it brings it home to people. When you see a news story, you’re so far removed from that reality. When you come to your zoo and see these animals and learn about the work we’re doing, then all of a sudden there’s more of a personal connection. This is an opportunity to take a venue with 1.7 million visitors a year and use it as a learning experience to create that personal connection.”

“The new move is to not only show people these animals but to talk about their plight and what the local zoo is doing to assist them,” Pate says. “That makes us really unique. There’s a  lot of conservation organizations but very few have a place to be able to talk about it with the public. We have a place where we educate millions of people.”

Pate says the Omaha Zoo “has a strong record of conservation and we’re going to begin talking a lot more about what we do in the wild.” He adds, “A modern zoo does more than just take care of its own animals, it takes care of animals wherever they are in the world. That’s evolving and we’re going to be at the point of that sphere. It’s part of feeling a greater responsibility toward animals in general, whether they’re in zoos or in the wild.”

Simmons says, “We’ve been doing our bit, not just in Omaha. We’ve had a very active conservation program going for the last 30 years.”

The Center for Conservation Research based in Omaha employs several PhD scientists who spend months at a time in the field.

“We’ve had people actively in the field doing conservation in South Africa and East Africa and particularly in Madagascar,” he says. “We’ve got permanent and temporary establishments in Madagascar all focused on conservation, lemurs primarily, but also habitat, reforestation, turtles, frogs, bats and a whole lot of other things. We send people to many places. We’ve contributed a lot to the conservation of Siberian tigers and Amur leopards in far Eastern Russia, both by sending people to do training there and bringing Russian biologists to do training here. We’ve also brought Chinese and Vietnamese here. We have also trained scientists, researchers and interns from over 40 countries here.”

Pate says tying all the threads of this story together “starts with not necessarily the science or the slaughter, it starts with an emotional attachment to a living being – not ones you see on television or read about in a newspaper.” “That’s why it’s important for us to have kindergarten kids through here. It’s why we do day camps. It’s why we have a high school,” he says. “That emotional connection starts early. Then we can build on it with the science. It’s nice to go a little deeper with these animals and talk about what’s affecting them in the wild and how our zoo is helping them and their counterparts in the wild. That’s the exciting part – the whole interpretive story.”

A quarter million youth annually participate in Zoo education programs.

Ellen Wright, a longtime donor and Zoofari volunteer, says the need for conservation education cuts across all ages. “The African Grasslands project is crucial for engaging the widest possible audience and building awareness of the conservation challenges here and around the world.”

Her passion’s shared by many. Much of the work Cherica and Simmons do through the Omaha Zoo Foundation is to cultivate donors to make a wish-list of major projects possible. When pitching projects Simmons knows he’s struck a chord when “the donor’s eyes light up” and that’s happened enough to realize a string of multimillion dollar undertakings.

 

SHARED TRUST

Another indicator of people’s embrace of the Zoo is the mass of humanity that streams through its gates – enough to make it the top tourist destination in the region. It also boasts a membership of 72,000 households, which translates to about a third of the metro’s population.

“We’ve got way, way more zoo than you would remotely expect in a community this size,” Simmons says. “It’s because the community has been supportive. We have had the highest attendance and membership in North America (among zoos) as a percentage of our metro population base.”

Cherica says that same loyalty is born of trust.

“The community has a lot of confidence in us because we deliver on what we say we’re going to deliver, so over time that’s instilled not only community pride but donor confidence to continue reinvesting in what we’re doing here.”

Being a well-run venue helps.

“Since 1970 we’ve never run an operating deficit,” Simmons says. “We had our first positive year in 1970 and we’ve been positive ever since.
And we’ve brought every project in on time and on budget.”

No endeavor has been as big as the Grasslands project.

“We knew it was going to be a challenge,” Cherica says. “It’s twice as much as any project we’ve done to date but we’re confident in the donor community and in their ability to push this forward. We fully expect the project will be funded by the end of the year.”

“The community support here is unusual and it makes it a highly attractive place to work,” says Pate, who came to Omaha five years ago from the Jacksonville Zoo and Gardens. “The opportunity to affect that many millions of people is pretty incredible. There’s space, there’s money, there’s its place in the community, there’s the conservation research and welfare of animals. It all comes together.”

Follow Grasslands progress at http://www.omahazoo.com.

“A modern zoo does more than just take care of its own animals, it takes care of animals wherever they are in the world. That’s evolving and we’re going to be at the point of that sphere. It’s part of feeling a greater responsibility toward animals in general, whether they’re in zoos or in the wild.”

~ DENNIS PATE, EXECUTIVE DIRECTOR AND CEO

Cover Photo

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.”

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

 

 

 

Justice Champion Samuel Walker Calls It as He Sees It


UNO professor emeritus of criminal justice Samuel Walker is one of those hard to sum up subjects because he’s a man of so many interests and passions and accomplishments, all of which is a good thing for me as a storyteller but it’s also a real challenge trying to convey the totality of someone with such a rich life and career in a single article.  As a storyteller I must pick and choose what to include, what to emphasize, what to leave out.  My choices may not be what another writer would choose.  That’s the way it goes.  What I did with Walker was to make his back story the front story, which is to say I took an experience from his past – his serving as a Freedom Summer volunteer to try and register black voters in Mississippi at the peak of the civil rights movement – as the key pivot point that informs his life’s work and that bridges his past and present.  That experience is also juxtaposed with him growing up in a less then enlightened household that saw him in major conflict with his father.  My cover profile of Walker is now appearing in the New Horizons newspaper.

 

 

Samuel Walker

 

Justice Champion Sam Walker Calls It as He Sees It

©by Leo Adam Biga

Now appearing in the New Horizons

 

And justice for all
You could do worse than label UNO professor emeritus of criminal justice Samuel Walker a dyed-in-the-wool progressive liberal. He certainly doesn’t conceal his humanist-libertarian leanings in authoring books, published articles and blog posts that reflect a deep regard for individual rights and sharp criticism for their abridgment.

He’s especially sensitive when government and police exceed their authority to infringe upon personal freedoms. He’s authored a history of the American Ciivil Liberties Union. His most recent book examines the checkered civil liberties track records of U.S. Presidents. He’s also written several books on policing. His main specialization is police accountability and best practices, which makes him much in demand as a public speaker, courtroom expert witness and media source. A Los Angeles Times reporter recently interviewed him for his take on the Albuquerque, NM police’s high incidence of officer-involved shootings, including a homeless man shot to death in March.

“I did a 1997 report on Albuquerque. They were shooting too many people. It has not changed. There’s a huge uproar over it,” he says. “In this latest case there’s video of their shooting a homeless guy (who reportedly threatened police with knives) in the park. Officers approached this thing like a military operation and they were too quick to pull the trigger.”

As an activist police watchdog he’s chided the Omaha Police Department for what he considers a pattern of excessive use of force. That’s made him persona non grata with his adopted hometown’s law enforcement community. He’s a vocal member of the Omaha Alliance for Justice, on whose behalf he drafted a letter to the U.S. Justice Department seeking a federal investigation of Omaha police. No Justice Department review has followed.

The alliance formed after then-Omaha Pubic Safety Auditor Tristan Bonn was fired following the release of her report critical of local police conduct. Walker had a hand in creating the auditor post.

“Our principal demand was for her to be reinstated or for someone else to be in that position. We lobbied a couple mayors. We had rallies and public forums,” he says.

All to no avail.

“The auditor ordinance is still on the books but the city just hasn’t funded it. It’s been a real political struggle which is why I put my hopes in the civic leaders.”

After earning his Ph.D. in American history from Ohio State University in 1973, the Ohio native came to work at the University of Nebraska at Omaha. He met his life partner, Mary Ann Lamanna, a UNO professor emeritus of sociology, in a campus lunchroom. The couple, who’ve never married, have been together since 1981. They celebrated their 30th anniversary in Paris. They share a Dundee neighborhood home.

Though now officially retired, Walker still goes to his office every day and stays current with the latest criminal justice research, often updating his books for new editions. He’s often called away to consult cities and police departments.

He served as the “remedies expert” in a much publicized New York City civil trial last year centering around the police department’s controversial stop and frisk policy. Allegations of widespread abuse – of stops disproportionally targeting people of color – resulted in a lengthy courtroom case. Federal district judge Shira Scheindlin found NYPD engaged in unconstitutional actions in violation of the Fourth and Fourteenth Amendments. In her decision, she quoted from Walker’s testimony about what went wrong and what reforms were needed.

 

 

Counter notes
Walker’s work is far more than an exercise in academic interest. It’s a deeply personal expression of beliefs and values formed by crucial events of the ’60s. The most momentous of these saw him serve as a Freedom Summer volunteer in the heart of the Jim Crow South at the height of the civil rights movement while a University of Michigan student. Spending time in Mississippi awakened him to an alternate world where an oppressive regime of apartheid ruled – one fully condoned by government and brutally enforced by police.

“There was a whole series of shocks – the kind of things that just turned your world upside down. The white community was the threat, the black community was your haven. I was taught differently. The police were not there to serve and protect you, they were a threat. There was also the shock of realizing our government was not there to protect people trying to exercise their right to vote.”

His decision to leave his comfortable middle class life to try and educate and register voters in a hostile environment ran true to his own belief of doing the right thing but ran afoul of his father’s bigotry. Raised in Cleveland Heights, Walker grew up in a conservative 1950s household that didn’t brook progressivism.

“Quite the reverse. My father was from Virginia. He graduated from Virginia Military Institute. He had all the worst of a Southern Presbyterian military education background. Deeply prejudiced. Made no bones about it. Hated everybody, Catholics especially. Very anti-Semitic. Later in life I’ve labeled him an equal opportunity bigot.

“My mother was from an old Philadelphia Quaker family. It was a mismatch, though they never divorced. She was very quiet. It was very much a ’50s marriage. You didn’t challenge the patriarch. I was the one in my family who did.”

Walker’s always indulged a natural curiosity, streak of rebelliousness and keen sense of social justice. Even as a boy he read a lot, asked questions and sought out what was on the other side of the fence.

As he likes to say, he not only delivered newspapers as a kid, “I read them.” Books, too.

“I was very knowledgeable about public affairs by high school, much more so than any of my friends. I could actually challenge my father at a dinner table discussion if he’d say something ridiculous. Well, he just couldn’t handle that, so we had conflict very much early on.”

He also went against his parents’ wishes by embracing rock and roll, whose name was coined by the legendary disc jockey, Alan Freed. The DJ first made a name for himself in Akron and then in Cleveland. In the late 1940s the owner of the Cleveland music store Record Rendezvous made Freed aware white kids were buying up records by black R&B artists. Walker became one of those kids himself as a result of Freed playing black records on the air and hosting concerts featuring these performers. Freed also appeared in several popular rock and roll movies and hosted his own national radio and television shows. His promotion contributed to rock’s explosion in the mainstream.

As soon as Walker got exposed to this cultural sea change, he was hooked.

“I’m very proud to have been there at the creation of rock and roll. My first album was Big Joe Turner on Atlantic Records. Of course, I just had to hear Little Richard. I loved it.”

Like all American cities, Cleveland was segregated when Walker came of age. In order to see the black music artists he lionized meant going to the other side of town.

“We were told by our parents you didn’t go down over the hill to 105th Street – the center of the black community – because it was dangerous. Well, we went anyway to hear Fats Domino at the 105th Street Theatre. We didn’t tell our parents.”

Then there was the 1958 Easter Sunday concert he caught featuring Chuck Berry and Jerry Lee Lewis headlining a Freed tour.

“My mother was horrified. I think my generation was the first for whom popular cultural idols – in music and baseball – were African- Americans.”

In addition to following black recording artists he cheered Cleveland Indians star outfielder Larry Doby (who broke the color barrier in the American League) and Cleveland Browns unning back Jim Brown.

More than anything, he was responding to a spirit of protest as black and white voices raised a clarion call for equal rights.

“Civil rights was in the air. It was what was happening certainly by 1960 when I went to college. The sit-ins and freedom rides. My big passion was for public interest. The institutionalized racism in the South struck us as being ludicrous. Now it involved a fair amount of conflict to go to Miss. in the summer of ’64 but what I learned early on at the most important point in my life is that you have to follow your instincts. If there is something you think is right or something you feel you should do and all sorts of people are telling you no then you have to do it.

“That has been very invaluable to me and I do not regret any of those choices. That’s what I learned and it guides me even today.”

[© Ellen Lake]

Photo caption:

Walker on far left of porch of a Freedom Summer headquarters shack in Gulfport, Miss.

 

Mississippi burning

He never planned being a Freedom Summer volunteer. He just happened to see an announcement in the student newspaper.

“It’s a fascinating story of how so much of our lives are matters of chance,” he says. “It was a Sunday evening and I didn’t want to study, I wanted to go to a movie. I was looking in the paper and there was no damn movie. Instead, I saw this notice that Bob Moses (Robert Parris Moses) was to speak on the Mississippi Summer Project. It sounded interesting. Moses was a legend in his own time. He really was the guiding spirit of the Student Nonviolent Coordinating Committee.”

Walker attended the March ’64 presentation and was spellbound by the charismatic and persuasive Moses, who also led the Council of Federated Organizations that organized the Freedom Summer effort.

“If you heard him speak for 10-15 minutes you were in, that was it, it was over. He was that eloquent. He was African-American, Northern, Harvard-educated, and he could speak in terms that white college students could relate to. It was just our language, our way of thinking.
So it was really just a matter of chance. If there had been a good movie that night my life would have been different.”

Walker applied to join the caravan of mostly white Northern college students enlisted to carry the torch of freedom in the South.

Applicants went to Oberlin (Ohio) College to be screened.

“They didn’t want any adventure seekers. We had to come up with $500 in reserve as bail money in case we got arrested. I had that, so I was accepted.”

He says his father “was absolutely furious” with his decision, adding, “We had fallen out the year before and so this was no surprise.” Meanwhile, he says his mother “was quietly supportive.”

Walker joined hundreds of other students for a one-week orientation at Western College for Women in Oxford, Ohio.

“The training was very intense.”

He learned about the very real risks involved. As Northerners intruding into a situation white Mississippians considered a sovereign state rights issue, the students were considered troublemakers, even enemies. Most whites there held deep resentment and contempt for outsiders attempting to interfere with their way of life and order of things.

“Intellectually we knew the danger, that was explained to us, and we had ample opportunity to bail out. There were some people who were accepted who apparently did not show up. I’m not sure I could have lived with myself if I chickened out.”

In June Walker and three others set out in a station wagon belonging to one of his Eastern compatriots.

“It had New York plates and of course that was a red flag we were outside agitators. We went down through Ala. and then crossed over…I have a vivid recollection of crossing the line into Miss. that morning on this clear soon-to-be hot June day. I was assigned to Gulf Port, next door to Biloxi. Gulf Port was the ‘safest’ area in the state. Not far from New Orleans. Tourism. There’s an U.S. Air force Base down there. So they were accustomed to having outsiders.”

Nothing Walker witnessed surprised him but seeing the strict segregation and incredible poverty first-hand did take him aback.
Volunteers stayed with host black families in humble shanties.

The men in the family he boarded with worked as longshoremen. There were separate white and black locals of the International Longshoremen’s Association and having a union voice gave the black workers some protections many other blacks lacked.

Walker variously went out alone or paired up with another volunteer.

“We would go up these unpaved roads to these shacks and try to convince people they should register to vote. Only 7 percent of potentially eligible African Americans were registered. I was going door to door talking to people and looking them in the eye and seeing the fear. They would say, ‘Yes sir, yes ma’am,’ and it was plenty evident they weren’t going to make any effort. They knew we could leave and they knew they were going to be there stuck with the consequences.

“It gave me a sense more than anything else of the human price of segregation and all the terror that supported it.”

While the stated objective was not achieved the initiative helped break some of the isolation blacks experienced in that totalitarian state.

“The goal was voter registration and we registered almost no one. It wasn’t until the Voter Rights Act a year later any progress was made. But we had to do it. The major accomplishment was we established our right to be there. It changed the political-legal climate of Mississippi.”

Temporary Freedom Schools were formed, convened in black churches, homes, even outdoors, as resources to teach literacy, basic math, black history and constitutional rights to youths and adults alike.

Walker personally witnessed no violence and never encountered any direct threat.

“I don’t remember being scared at any point.”

The one glint of intimidation came while going door to door when a white man in a pickup began cruising up and down the road. On another occasion, he says, “we did get some people to go down to the courthouse and march and some people were arrested.”

The danger was real though. Within days of his arrival three young civil rights workers, Andrew Goodman James Chaney and Mickey Schwerner went missing. Goodman had been in one of Walker’s training sessions. The worst was feared and later confirmed: murder.

Walker says, “When we heard the news three people were missing it came as no surprise and we knew they were dead even though they didn’t find the bodies until 44 days later. We just knew.”

The terror campaign went far beyond The Mississippi Three to include beatings of residents and volunteers and the burnings of dozens of black homes, churches and businesses.

As disturbing as this was it didn’t give him any second thoughts.

“You couldn’t retreat in the face of death. They were not going to chase us out even at the cost of murder. We were there and we were going to stay and finish this.”

 

One of many public protests against NYPD’s stop and frisk policy

 

Police watchdog
Walker was committed enough that he returned to Miss. early the next year and stayed through much of 1966. The experience was foundational to setting the course of his life’s work. “Absolutely, totally and completely. We began to see things through the prism of race.” It also made him aware of disparities in his own backyard. Even today, in the middle of a thriving Midwest economy, he says, “There are really two Omahas.” One of privilege and the other of poverty.

His activism resumed upon returning to Ann Arbor, where he participated in civil rights fundraisers and protests. He actively opposed the war in Vietnam. The military draft was in full swing to feed the war machine. He’d been classified 1-Y for medical reasons.

“On April 3, 1968 I turned in my draft card as part of a mass rally in Boston. Hundreds also did that day in Boston, and I think it was thousands across the country. The cards were all sent to the Justice Department. And that is how I acquired my FBI file.”

Like many activists, he accepts his FBI file as a badge of honor for fighting the good fight in the tumultuous ’60s.

By training he’s an expert in ethnic violence of the 19th century, and he thought he had an urban studies job lined up at UNO in the newly formed College of Public Affairs and Community Service only to discover the position disbanded. Then someone told him the university had received a big criminal justice grant. Walker talked with then criminal justice dean Vince Webb, who hired him.

“I got a job and the job became a career and I never looked back. Pure chance.”

Walker says his urban history expertise translated well to examining the urban racial violence of the 20th century.

“Once in policing my focus gravitated to police community relations.– this wasn’t too many years after the riots – and from there to citizen review of police and then to what I now define my field as – police accountability.

He says policing’s come a long way.

“The world of policing has changed. There’s been some genuine improvement. The composition of police forces is very different in terms of African-Americans, Latinos and women. Police thinking in the better departments is much more responsive to their local communities. The reform impulse has really come from the community, from the ground up, from people complaining about incidents, people lobbying city councils and mayors. Lawsuits, even if they don’t succeed, raise the issue and create a sense there’s a problem that needs correcting. At various points along the way the better police chiefs say, ‘Yeah, we have a problem here.'”

Walker says the control of deadly force is a good example.

“There were some police chiefs who said, ‘We can’t just send our people out there with guns and no instructions,’ which we used to do prior to ’72. They’d get hours and hours of training on how to clean the damn thing and no instructions on when you should shoot and when you should not shoot. It was, ‘Use good judgement.’ That was it. The fleeing felon rule was in effect, so if an officer saw someone he believed had committed a felony, a burglary let’s say, even though the person was unarmed, that officer could shoot to kill and could in fact kill that person within the law. There’s been a whole change there because of the community policing movement.”

In his work Walker says, “I’ve learned much more about how police departments work internally in terms of holding their officers accountable. That’s my expertise.”

In the case of the NYPD’s overly aggressive stop and frisk policy he says officers were required to have a reasonable suspicion someone had committed a crime or was about to. The overwhelming number of detentions were of people of color and Walker says “well over 80 percent of the time there was no arrest nor a ticket, so the officers guessed wrong. They had a heavy hand.” He says one of the main rationales officers put down in their reports was “high crime neighborhood,” which Walker found inexcusable. “A neighborhood is a place, not a behavior. It’s where you live, it’s not what you’re doing. They were making you a criminal suspect for living where you live.”

He says the most common reason given for stops was “furtive movement,” which he found far too ambiguous.

“It was a runaway profiling policy. This went on for 14 years and sparked several lawsuits. The police commissioner and the mayor did not listen to the complaints and protests. They dug their heels in and didn’t look at the evidence.”

He says his “fairly straight forward testimony” recommended a new policy on how to conduct stops. better training, a mid-management accountability system and a broader early intervention system with a computerized data base to track officer performance. He laid out remedies enacted in other police departments.

 

 

He believes the case could encourage legal challenges of profiling in other states but he cautions, “The difference is the NYPD turned it into a massive program, which is more easily challenged. In most departments, it is used, but not on a massive basis and a matter of official policy. This makes it far more difficult to challenge.”

(NOTE: Last fall a federal appeals court blocked the ruling that altered the NYPD astop and frisk policy and removed Judge Shira Scheindlin from the case.)

He says. “Theres a very real connection between Miss. in 1964 and being on the witness stand in New York in 2013 and race is the connection. It’s the lens through which I saw that and understood it.”

In this pervasive video and social media age police incidents are increasingly captured on camera and shared with the masses, as happened with some Omaha incidents. Walker says despite the prospect the whole world may be watching alleged police misconduct still occurs “because the habits are so deeply engrained that among some officers this is just second nature. Officers label someone a bad guy, so he’s not worthy of respect, and they do what they want.”

At its worst, he says, problematic attitudes and behaviors become systemic, accepted parts of police culture. The longer they go unchecked, without consequences, the more engrained they become.

“If it happens on the street, who’s to know,” he says. “Changing a large department after it has declined and certain habits have become engrained is a serious challenge. You need clear policies of all the critical incidents – deadly force, use of physical force, domestic violence, high speed pursuits. And then the training has to be very clear as to what those policies are. The supervision is really the critical thing. Everybody knows on the street supervision is where it’s at. A sergeant over 8 to 10 officers – that’s the heart and soul right there. When there’s some incident a sergeant has to say, ‘I don’t like the way you handled that, I don’t want to see it again.'”

He says no police department should feel itself immune from oversight.

“We know what the problems are, we know what to do. There are experts on particular subjects around the country and they can come in and help with things like use of force and domestic violence policies.”

He says police reform efforts should include public forums where all players can express their views. City governments, community groups and police departments can draw on best practices for policy guidance.

 

 

 

His work in words
The second edition of his book The New World of Police Accountability just came out in December. “I had to redo the whole thing, so much had changed in just a few years and my understanding of things had changed. It’s an exciting challenge to stay current.”

He says his his book The Police in America has been the best selling textbook on policing since it came in 1983. “I did a textbook on the police because there wasn’t a decent one.”

He did the book The Color of Justice with two colleagues. “It was really the first decent textbook on race, ethnicity and criminal justice. A lot of people wonder how is it there’s this huge racial disparity on who goes to prison. It’s a lot more complicated than people think. First, we’ve got some basic social inequalities. The short version of it is there’s a racial bias in policing. Then when you get to plea bargaining and sentencing and probation that’s accentuated a little further and so the end result is the accumulation of these incremental things .”

He says his book In Defense of American Civil Liberties is “probably the best thing I’ve done.” It took him five years. “I learned so much from it just about the history of this country. I knew some of the tent poles of major controversies – the Japanese American internment, the Pentagon Papers, Watergate – but it was a very rewarding experience and I still get inquiries from people based on it 24 years later.”

His new book Presidents and Civil Liberties reveals some surprises and contradictions in the records of Oval Officer holders.

With his national reputation Walker could have moved long ago to a bigger university but he says “being involved in the community is very much a part of my life and so that’s a reason for staying.” His involvement includes spending much of his free time seeing movies at the downtown art cinema Film Streams, where he annually curates a repertory series. Then there’s the extensive collection of vinyl records, album cover art, sheet music and political posters he’s accumulated. An exhibition of his jazz album covers by illustrator David Stone Martin showed at UNO, which also hosted a display of his political posters.

He’s a devoted fan of jazz, R&B and folk music Duke Ellington is a favorite. He and Mary Ann are also known to drop everything to go see Bruce Springsteen in concert.

Though the university and city he came to 40 years ago are “much transformed,” he’d like to its see leaders strive for higher standards.

As the events in Miss. 50 years ago are never far from his mind and inform so much of who he is and what he does, he’s proud to relive them. He attended a 30th anniversary of Freedom Summer in Jackson and a 40th anniversary of the orientation in Oxford, Ohio. In June he’ll return to Jackson for the 50th anniversary of when freedom rang.

 

 

Temple Israel Omaha embraces new home and new era

May 26, 2014 1 comment

For the fall 2013 dedication of its new synagogue building, Temple Israel Omaha commissioned Omaha Publications to create a commemorative, magazine-style program.  I was asked to write four stories for that piece that reflect different dimensions of what that new space means to the leadership and liturgy and how it fits into the emerging Tri-Faith Initiative campus that will eventually find the synagogue joined by a neighborhing Islamic mosque, Episcopal church, and shared interfaith center.  My stories follow.

 

 

Temple Clergy Work as Religious Artists to Help Members Grow in Their Jewishness

©by Leo Adam Biga

Rabbi Aryeh Azriel is known to frankly speak his mind and fearlessly wade into trouble rather than stand silently, idly by. It’s his nature. He and the dynamic clergy team he leads make a good match for the lively reform congregation they serve.

“I refuse to sit on the fence in any relationship I encounter,” says Azriel. “I like to be part of life and to jump into dangerous, sometimes stormy waters. I definitely want to take a chance. I like those kinds of experiments.”

Temple Israel’s participation in the Tri-Faith Initiative and decision to build a new synagogue are just the latest expressions of Azriel and his team leading their flock to challenging new opportunities.

“There is definitely a spirit in this congregation that allows for those kinds of things to happen. This congregation is extremely courageous,” he says.

He feels fortunate havling clergy who enjoy the vital push and pull that characterizes life at Temple Israel.

“I’m very proud of the clergy surrounding me. They’re an amazing fit,” he says, referring to Rabbi Josh Brown and Cantor Wendy Shermet. “We’re not being a spectator. We’re about getting in, getting muddy, getting hurt, getting in all those amazing places and finding strong, creative ways of entering into people’s lives and relationships.”

“Aryeh, Josh and Wendy all bring different gifts to Temple. They complement and supplement each other and are very different from each other, but that is one of our congregation’s greatest strengths,” says member Jane Rips.

Brown says Azriel sets the bold course. “He does not like to sit still or slow down or sort of rest on any laurels. It’s always what needs to change next or what do we move towards next.”

Like their predecessors, Brown and Shermet speak their mind and think outside the box. Azriel wouldn’t have it any other way.

“We’ve selected some people that have provided challenges to me individually but also to the congregation. Free thinkers and innovators with the courage of their convictions.”

“We all challenge each other with no compunction about telling each other we’re wrong,” says Shermet.

There are no bruised egos.

Azriel says, “We are professionals and we have great respect for each other and I think the congregation definitely sees the loyalty between us. Trust and loyalty have to be at the core of not only staff but the congregation. It’s about knowing there is this group of people that can come together and dream together and challenge each other and have a vision and purpose and meaning to what we’re doing.”

The clergy team meets Tuesday mornings to plan their week but the trio confab informally most every day.

“I can’t tell you how many times during the day we are in each other’s offices because there are things that have to be discussed and some of them are urgent,” says Azriel.

The team divides hospital and nursing home visits. They take turns officiating at life cycle events.

“The clergy does not isolate itself. The acts of reaching out, teaching others about Judaism, welcoming questions and attending community events are part of their daily to-do lists,” says member Phyllis Glazer.

Brown works closely with new education director Debbie Messarano and confers with young families and other congregants without strong connections to clergy. Shermet manages the bamitzvah program and all of the worship music. Azriel ensures the team’s teachings and activities enhance Temple’s mission and vision.

“It’s not only listening to each other,” Azriel adds, “but listening to the heartbeat of the congregation is crucial, too. If we for a moment forget what the purpose of our work here is then our work will be in vain.”

The clergy are part of a much larger team.

“It’s more than just the clergy,” Azriel says. “You have to have the right youth group director, the right educator, the right executive director, the right program director, the right office staff, the right lay leadership.”

Still, as the father of this congregation for 25 years Azriel has left a huge imprint.

Rips says, “He has challenged us, guided us, loved us and helped to create a vibrant and exciting Temple Israel.”

“I find this place extremely caring and invigorating,” says Azriel. “It has embraced my family. It has been a wonderful experience.”

 

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brown web

 

 

 

 

 

cantor web

 

 

 

Making Judaism Relevant in Prayer-Life Cycle Rituals

©by Leo Adam Biga

Making Reform Judaism relevant to congregants is not an academic question for Temple’s clergy.

“It’s the central question of our work here,” says Cantor Wendy Shermet. “We spend a great deal of time talking about how are we and are we in fact relevant to people with very busy secular lives.”

Much focus is on making holiday observances and life cycle events intrinsic experiences that help members identify with Jewish life and what it means to be a Jew.

“It’s on so many levels, definitely on the intellectual level so they know what Reform Judaism stands for,” says Rabbi Aryeh Azriel. ‘It’s also important to recognize that Reform Judaism of 50 years ago is not the same Reform Judaism of today.

“With every life cycle event there is this question of how do we make it an integral part of the life of that family or that individual.”

Infusing new life into old rituals is one way of keeping things fresh.

Azriel says, “Many times we work on traditional vessels that maybe go back to antiquity and try to fill those old vessels with new meaning. That’s the reform tradition. So there is a tradition of immersion in the mikvah but we took this old vessel and brought a new meaning to people battling cancer and addiction and all those things.

“This is where the clergy get creative. We are constantly very vigilant about understanding the content and the meaning of the moment. That’s why we call ourselves religious artists. We talk about the drama we need to have in a ritual or celebration of a life cycle event. The moment we lose sight of the drama then we are not doing our job.”

In that creative process, he says, “we have upgraded everything, not only rituals, not only the celebration of holidays, but in line with the mission of looking at how we can make a better connection between the personal worshiper sitting in the pew and the experience of their relationship with God. Their spirituality. If we do not upgrade it in the way our people are worshiping they will not stay here.”

Member Phyliis Glazer says, “Rabbi Azriel, Rabbi Brown, Cantor Shermet and all who came before them have been with us at some of our most joyous moments. They have shared in those joys and helped us bear the burdens of the times of our greatest sorrow.”

Rabbi Josh Brown says the more members connect their lives to Temple the more opportunities they have to connect with their Jewishness. He says whenever members choose to participate in a celebration or ritual, it’s an opportunity to grow in their Jewish heritage and faith and to be part of a continuum.

“You’re connecting yourself not only to traditions that are generations, in some cases hundreds or thousands of years old, but you’re also connecting yourself to the future – to prayers your kids will say. There’s power in that connection.”

One of those traditions, Shabbat, the Jewish day of rest, encourages believers to look inward in order to grow in faith.

“Shabbat is this ability to disengage from the week that just passed and to reenergize the holy inside us for the week ahead,” says Azriel. “Shabbat offers an opportunity to go a few notches up in the spiritual-emotional content of our lives and we can do it in the midst of family and friends or in a walk or opening a book or listening to music or coming here for a Shabbat service.”

Azriel says living out Judasim must be a daily thing.

“Judaism calls us to imitate God’s creation, compassion, caring every day. The high holidays are coming now and I think there are missed opportunities if we don’t use those days and those moments to discover who we are. Those are all places for individual fueling. The whole year is an invitation to learn to fuel and to fly high.”

As Temple Israel settles into its new home, Azriel reminds the congregation that “important as it is to build synagogues for Jews it is even more important to build Jews for the synagogues. Synagogues are empty only when Jews are empty.”

The building will fill with memories, emotions and stories with each ritual and celebration held there. On Sept. 28 Stacie Spies-Matz and Jay Matz have the honor and privilege of their daughter Samantha Matz being the first Bat Mitzvah in the new Temple.

“It is exciting and joyful to take those first steps into the future and into the new building,” says Spies-Matz. “We have observed many holidays, participated in religious school, developed great friendships and had our children’s baby naming at Temple. Temple contributes a big piece to how we raise our children.”

 

 

 

 

Art and Music in New Temple Reflect Spirit of Congregation

©by Leo Adam Biga

To enhance worship in the sacred spaces of its new synagogue, Temple charged five artists with creating symbolically-rich ritual objects embedded in Jewish faith and practice. Each artist met extensively with Temple clergy to discuss the religious significance of the ritual object they were commissioned to make.

An exhaustive process determined where art would be located and what it would convey before a jury identified and commissioned the appropriate artists to create the pieces. The Bemis Center for Contemporary Arts facilitated the process.

The idea was to make art integral to spaces, not mere adornments.

The central ritual object on the bimah (the altar or sanctuary) is the Ark (Aron Hakodesh), which is the repository of the Torah scrolls. Many synagogue arks are dramatic works of art or craftsmanship in wood or metal, filled with symbolic elements representing parts of the Jewish tradition.

At Temple’s request Israel resident Galya Rosenfeld created a doubled-layered ark curtain. Bemis Community Arts Program Manager Holly Olson describes it this way, “The front layer is an assemblage of laser-cut fabric pieced together in a repeating Star of David pattern using a color palette referencing Shivat Haminim (the Seven Species named in the Torah). Openings in the center front reveal the back shear curtain printed with holiday symbols.”

Rosenfeld says the two curtains create an “interplay” and “choreography” for displaying the ark. She adds that the colors inspired by “the ritual foods we eat and wines we drink” are meant “to connect people with familiar things from their experience of the holidays” and to “exalt our practice of Judaism.”

Another essential element of the sanctuary is the eternal light that symbolizes the fire that burned on the altar in the ancient Temple in Jerusalem. Temple selected James Woodfill of Kansas City, Mo. to design the eternal light for the sanctuary. His modular work seamlessly blends into the bimah wall. He says the design “lets the light simply emanate from that wall” as an ambient architectural immersion. Rather than imposing a narrative, Olson says the piece “allows for the symbolism to come from the experience.”

Woodfill says he intends for his piece to “instigate a new way of feeling or sensing” for worshipers and “to add a layer of potential optimism and reflection.”

The Temple’s chapel also has an eternal light and another Kansas City artist, Linda Lighton, was inspired by a word cloud congregants generated to express what they wanted the chapel’s eternal light to evoke. Working from that and motifs in the ark doors and stained glass windows she fashioned a translucent porcelain flower. She says, “I hope the members will enjoy and find comfort and solace and inspiration in this light for many years to come.”

In the spirit of Jewish prayer that inspires and instructs worshipers artist Lynne Avadenka of Huntington Woods, Mich. was tasked with bringing Hebrew passages from the Hashkiveinu prayer of peace to graphic life. She executed hand-drawn interpretations of excerpts selected by the worship committee. The prayer’s message of renewal, peace and community holds special meaning for the congregation. Her work is displayed in the wrap-around clerestory windows. A repeated passage – “Grant, O God, that we lie down in peace, and raise up, our Guardian, to life renewed. Spread over us the shelter of Your peace.” – can be read inside the sanctuary. Two other passages can be read from the outside, including one that reads: “For You, God, watch over us and deliver us. For You, God, are gracious and merciful.”

Olson says the soft flow of Avadenka’s hand-drawn work offers a pleasing contrast to the clean, sharp lines of the space’s other designs.

“The commission for the Temple comes with a sense of responsibility to make sure what I am doing is satisfying the members of the Temple and their sense of what their sanctuary should be, along with the aesthetic sensibility of the architect,” says Avadenka.

Nashville, Tenn.-based artist Mel Ziegler is preparing an outdoor sculptural piece for the entrance that will invite members and visitors to interact with the work and perhaps add onto it. He’s responding to a Hebrew passage viewable above the entrance that reads, “Guard our going and coming, to life and to peace, evermore.” Ziegler envisions his work integrated into new traditions at Temple and reflecting the congregation moving forward and embarking on a new path.

In one way or another the work of Ziegler and his fellow artists all express the vital, searching, engaging nature of Temple’s people.

Temple member Todd Simon, a noted art collector who helped lead the commission process, says “the progressiveness, inclusiveness and open-mindedness” of the congregation ensured that Temple didn’t “go with the safest choices but instead was willing to explore and push around the boundaries.” is pleased by the art that’s been cultivated. I think we’ve got a terrific balance between totally new art and artists for whom the artistic problem this presented to them was a brand new challenge to them.”

“I love those pieces,” says Rabbi Aryeh Azriel, who consulted with each artist. “I feel very good about the selection.”

 

curtain web

Ark curtain

 

 

eternal light sanctuary web

Eternal light

 

hebrew windows web

Hebrew passage inscribed windows

 

stained glass web

Stained glass windows

 

On Simon’s recommendation the synagogue hired the Bemis Center to manage the process that selected and supported the artists.

“I sort of inserted my point of view that we ought to really be thinking about art from the very beginning and more importantly that the art is actually a great way to involve a broader group of the congregation in a conversation about what this place is supposed to be about. The process was designed so that the concepts really came from the community the art is supposed to serve. We tried to be as inclusive as we could.”

Between 80 and 100 congregants attended a 2011 workshop. “We asked the congregation to bring to life in words and stories the past present and future of Temple Israel. What it meant to them on a very personal level,” says Simon. “We noticed certain themes and ideas emerged. We knew where we wanted art to potentially touch the building.” The Bemis then assembled a jury of curators and experts who came up with the artists invited to submit an RFQ (Request for Qualifications). From dozens of submissions five were selected.

In addition to the art pieces Temple commissioned original music for the dedication by three composers.

Jonathan Comisar, music director at Congregation Kol Ami in White Plains, NY and on the faculty of his alma mater, Hebrew Union College School of Sacred Music, writes Jewish music for synagogues and other organizations all over the nation. Comisar was asked by Temple Israel Cantor Wendy Shermet to compose a piece of art music that draws on the Hashkiveinu prayer. His piece, “Hashkiveinu: A Shelter of Peace,” is scored for cantor and choir as well as for violin, cello, clarinet and flute.

“It was a wonderful, challenging task,” says Comisar.

The composer says his goal was to interpret the prayer with “integrity and authenticity – to make this not only fitting for a prayer but fitting for the grandeur of a new synagogue.” At the same time he says he needed to create a section children can sing along to and weave the instruments and cantor’s voice into “an organic whole. “It’s like a mini-scene from a play in a lovely and beautiful way with all the right intentions. It’s a moment which marks a milestone in the congregation’s life, so I was very mindful of the significance…”

Guest artists for the performance will feature Comisar at piano and select Omaha Symphony members.

The other original musical works for the dedication are by organist-composer Kurt Knecht from Lincoln, Neb. and songwriter-playwright Karen Sokolof Javitch from Omaha. He is music director at St. Mark’s on the University of Nebraska-Lincoln campus and artistic director and conductor of the Lincoln Lutheran Choir. She is a member of Temple Israel. Knecht’s piece, “Shalom Aleichem,” is for girls and women. Javitch’s piece, “Noah,” is for children.

 

Tri-Faith Initiative campus rendering

 

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Sterling Ridge Site Offers New Horizons to Carry on Old Traditions and to Build New Relationships

©by Leo Adam Biga

Temple Israel and the Tri-Faith Initiative grounds comprise a lovely but small corner of the 153-acre mixed-use Sterling Ridge development that’s 10 to 12 years from full build-out. Temple and its interfaith partners bring deep currents of history, memory and spirituality that stand apart from the development’s retail and business tenants.

Temple alone carries 142 years of traditions. Congregants will soon be neighbors with members of a mosque and a church and their own long faith traditions as well as with residents of an assisted living-memory care facility and with employees and customers of various commercial enterprises. All of it affords opportunities to put faith in action.

“It’s meaningful to have participated in the creation of a vehicle that can enable the fostering of more healthy human interpersonal relationships,” says Tri-Faith board chair and Temple member Bob Freeman. “Personally I can tell you I’m a better person and Jew for the journey. I’m more connected to God.”

There wouldn’t be a new Temple in the Tri-Faith venture without the building project leadership team.

Temple member Ted Zetzman is a builder by trade. He and John Waldbaum worked closely with Finegold Alexander Associates, Charles Vrana and Son Construction Company and Lockwood Development’s Chip James on delivery of the new synagogue.

“What made it have special meaning is that Temple came to me and said we need your help with this and it was something I really knew how to do and could help with,” says Zetzman.

He credits principal architect Maurice Finegold with conceiving the new Temple as a translucent lantern on the prairie. Project Advocates helped find the glass to realize that vision, along with the exterior Jerusalem stone and other materials.

Zetzman says fellow Temple member Harley Schrager, chair of the Building Council and co-chair of the capital and major donor campaigns, “was involved intimately in the concept and setting the standards or objectives for the design from a qualitative standpoint.”

Bound up in coming to the new building is honoring the old building’s rich past.

“The idea is to create an incredible opportunity to elevate people side by side, the new and the old, the inspirations and the challenges,” Rabbi Aryeh Azriel says. “How do you move the congregation? How do you provide the dignity? How do you recognize the departure, the sadness, the up, the down?”

He says Rabbi Josh Brown and Cantor Wendy Shermet “were involved in making sure people were engaged in conversations with the congregation about what exactly would happen with this transition.”

Temple long deliberated whether to move and once the decision was made it next had to decide where to relocate.

“It’s a huge risk this congregation took,” says Azriel. “I mean, how do you build something that satisfies everyone? How do you build a home for 800 families?”

Zetzman says the Temple project and Tri-Faith presence make a great fit for Sterling Ridge by giving it the high profile civic use it needed.

Azriel sees as providential and ironic Temple and Tri-Faith finding the spot of a former Jewish country club that formed in response to Jews being excluded elsewhere.

“I think the choice of the location for the synagogue is an amazing miracle. We went through 32 different locations before we got to this one, and we came to the right place. Once upon a time Jews were The Other but the Jewish community has grown up and been made to feel comfortable in America. So I think we landed in a wonderful moment in the life of a community. We created a location that responds beautifully to the needs of people both in creating connection and meaning with non-Jews and creating a comfortable haven to be able to celebrate rituals and the excitement of being neighbors.”

Brown imagines Temple serving a similar function Highland Country Club served.

“Jews wanted a place where they could sit down and be with the people they cared about and related to best and I think a lot of the design of our new building is to that same purpose. We want people to feel the synagogue is an extension of their home. We want to be a place where people will feel they’ll run into people they know.

“Just as Highland became a place where you could be fully yourself I hope Temple’s the same way.”

Azriel says the new site is the best opportunity to ensure the growth of Reform Judaism in Omaha with the building’s many sacred spaces and expanded social, educational and administrative facilities. The majority of members reside nearby, too.

Then there’s the interfaith engagement.

Azriel says, “The dream is to discover the image of God in all of us and to see how that image is actually the same. It’s not about symbols, it’s about being neighbors. We’re going to hopefully understand what is the meaning of walking into each other’s homes.

“It’s about interacting and placing ourselves together in our daily living. The reason why we went for this is because we wanted to feel real and authentic. The social justice piece is part of Reform Judaism. That’s part of the obligation of every Jew. It’s about constantly reinventing ourselves in areas of social justice and adult learning. That’s why in the new building we carry on the tradition of leaving a brick unfinished because there’s always work to be done. The dream is turning the bricks and mortar of that building into a living entity.”

The way Azriel sees it Temple’s participation in the Tri-Faith is “an outcome” of its longstanding inclusivity.

“I’m extremely happy about the relationship this congregation has with the non-Jewish community. I continued the tradition of rabbis who came before me in making sure solid bridges are built with those communities. This congregation has never been isolated. There was always a desire on my part and on the part of the congregation to continue those relationships.”

He’s thrilled about this new chapter in Temple’s story but he says “it’s never been about the building,” rather “It is about opening empty spaces and helping people become the best people they can be. There will be opportunities that lead people to something deeper. I think we are here as a community to explore the potential that’s available. The journey will be exciting.”

 

 
 
 
 
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