October Trumpet

October Cover

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Articles:

Letter From The Editors

Letter to The Editor

Poetry

New Orleans Kid Camera Project

New Orleans’ Transient Blues

Teacher’s Stop: An Educational Experience

In The Spotlight: Holy Cross Neighborhood

45 Little Things Parents, Teachers, and Others Can do to Improve Learning

Six in Jena, and Countless Beyond

Queen of The Ball

Creating a Culture of Respect, Langston Hughes RSD Charter School

Nola Public Schools 101

Uniting Teachers of New Orleans: Coming Back Stronger Than Ever

Kids Heal Through Art

New England / New Orleans: Massachusetts College Collaborates with Broadmoor Improvement Association

New Orleans Outreach & New Orleans Charter Science and Mathematics High School

Hill School Offers Teaching Alternatives

The Miseducation of The Lower Ninth Ward

Ask City Hall

Two Poems by Jessica Kinnison

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Letter From The Editors

Welcome. This October issue of the Trumpet addresses one of the most complicated and challenging issues in not only New Orleans, but America today: Education. It was our goal when planning this issue to compile a collection of diverse views on contemporary education from the different administrators, teachers and students in the city. Regardless of whether you have a child in one of these schools or cannot tell the difference between a Charter and an RSD, NPN and the Trumpet hope that this issue will teach you something new.

 

W.E.B. Dubois once said, “There is but one coward on earth, and that is the coward that dare not know.” KRS-ONE followed that nearly a century later by warning his listeners that, “ the force of knowledge . . . reigned supreme/The ignorant ripped to smithereens.” In the interests of the progress of New Orleans and America, we offer you the broad spectrum of men and women who work in the New Orleans educational system. Share your feelings and reactions and help us to learn from you, just as all of us learn from your children.

 

Write early, write often.

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Letter to The Editor

Letter to The Editor image

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Poetry

In the end, when payment was due,
the piper got his in gold-
an array of jewels that sparkled
like fairy-dust on the evening horizon.
I was there, a fair-haired child
with wide curious eyes, milking the scene
for great insights that only fade into vague
recollections of something, somewhere I had once seen.
Life, thereafter, was a proletarian brown fall
that fell to snooze button remedies
of flashing panic – waking when I should’ve,
could’ve, would’ve been awake some time before.

But some time before, I was lost,
though not in the way I am now,
the way that says in crazy dreams
things aren’t what they seem.
A listless punch-clock of blurred reality;
an electro-hum thunder glow that resonates
from below and within but then has nowhere
to go until it is too late:
Late as a measure of guilt,
a practice of imposition of one’s will
over another until victory prevails
as timeliness and order and then…

Businesses can be established,
militia formed, interest sparked, peaked & maintained-
a steady drum rhythm that makes man
stand upright a little more easy.
Time becomes the measure of the man
and not his soul – the practical, tried and true,
red, white and blue estuarial estate
of everything the pink man says is great.
And that’s great and all, but when the wall
comes down, whether at once or brick by brick,
the nature of the man is the one that will stick
in the innermost confines of the observing mind.

What I’ve observed is that when a ravage howl
cries in the night, it is the civilized man
that cries first in fright, is first in flight
and first to cry Heaven’s mercy at blight.
I’ve been to Point Pleasant in the early
dawn, when the stench of Death was Hell’s yawn,
and sat down by the riverside where it’s best
to decide from whence the current comes-
the soiled stains of an undergarment numbed
and warm, somber in the sun, while flies
play catch the flesh marmalade
and go away disease-ridden and free.

 

- an excerpt of “Life After the Storm by Mike Dinglersee more at http://nolarising.blogspot.com

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New Orleans Kid Camera Project

This is the first in a monthly series of photographs taken by New Orleans children.

kids camera october

Artist:LaʼShay

Age 13, from Gert Town

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New Orleans’ Transient Blues

Shana L. Dukes
Broadmoor Writer/Poet

It takes a near-unbreakable spirit to report on post-Katrina life in New Orleans and the surrounding area. Let’s face it: Sometimes it’s like the Magic Eight ball in this city is stuck on “Outlook not so good.” Never mind that the fact that city corruption and infrastructure issues provide us with enough embittering material to keep us writing for decades. Never mind that the rest of the country is telling us to move on already. Just write.

 

So, when I opened up my Sunday edition of the Times-Picayune last month, I was reminded that we at the Trumpet are not lone rangers in this wild west-like territory where we fight for truth. NolaFugees, the famed internet-blogging, post-Katrina reporting pioneers, will be releasing in October their second book since Katrina hit. This one, Life in the Wake: An Anthology of Post Katrina Fiction, gives voice to Nola’s creative spirit and its ability to transform destruction into creation. But more than that, NolaFugees have provided me with the needed inspiration to continue the journalistic and literary pursuit of telling the stories of New Orleans’ hurricane survivors and our fight for justice. I mean, anyone can document the sadness, anger and frustration of so many local residents; but how many can do it with a sense of humor? Two years into our “recovery” and we could use the comic relief.

 

So thanks, NolaFugees, for blazing a trail for the rest of us. Because it takes all of the style and grace that a writer can muster at times to not only report the facts, but to take the extra step and refine the satire in situations facing residents to this day. I am looking forward to checking out your upcoming fiction; however, I am willing to bet that the truth will still be stranger.

 

 

 

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Teacher’s Stop: An Educational Experience

Teachers Stop

Christy Williams, owner of Teacher’s Stop, Inc., stands in her shop which is surrounded by school supplies. Photos courtesy of Nicholas A. Poggioli.

 

Nicholas A. Poggioli
staylocal.org

Christy Williams has a concise but powerful philosophy: “Each day I try to help someone. A day without helping someone is a wasted day.” Twenty years ago, she said it was her motto. If you want to verify that, just check her high school yearbook. Much has changed since then, but ask any of Willams’ customers, and you’ll find that she remains steadfast in her devotion to helping others.

 

Today, Williams owns and operates Teacher’s Stop, Inc., her Mid-City business, at 4315 Bienville Avenue. There, teachers, parents, and students can find all the educational supplies they need.

 

Before opening Teacher’s Stop, Williams taught at various grade levels in the Orleans Parish public school system. She has a Masters of Education in Curriculum and Instruction from UNO. One day, while leaving Lafayette Elementary School, Williams noticed the teachers’ supply store was going out of business and wondered how people would buy supplies once it closed. This concern led her to suggest to a coworker that they open a school supply store, and though the coworker never followed through, Williams used her savings to open Teacher’s Stop in the 100 block of North Broad Street in 1996. This first location was about 400 square feet.

 

The business did well and outgrew the small space, so Williams moved up the street in the summer of 1997. She eventually realized that she needed to move again. It took some time before a move became financially viable, but in July of 1999, Teacher’s Stop moved to its present location on Bienville. Williams now has 6000 square feet of space at her disposal, though she uses slightly less. In just three years the business increased its space more than tenfold.

 

Teacher’s Stop is a combination of Williams’ personal philosophy of helping people and a savvy entrepreneurialism that identifies and takes advantage of opportunities when they arise. She also has a “delicious” power of description: “Business is like chicken,” she says, smiling. “My business is baked chicken: You season it, watch it, you take care of it. Others are fried chicken: You just dump it in!”

 

Williams wants to help people make the right purchases, as she believes that the educational community deserves service that understands its needs. Her years as a teacher and her graduate studies taught her about education, and she evaluates each customer’s needs individually. She knows that teachers have tight budgets, and that they often subsidize those budgets with their own money. Williams works hard to make sure teachers stretch their dollars as far as possible and will even steer them away from unnecessary purchases. She asks teachers what grades they teach and whether or not their schools might provide any materials for them.

 

Convinced that a smart, knowledgeable saleswoman will create repeat customers, Williams sees individual service as essential to the long-term health of both her business and New Orleans education. New customer Shannon del Corral, an English and music teacher at Ursulines Academy on Nashville Avenue is proof that she’s right. On a recent Saturday, del Corral stopped in for the first time after hearing about Teacher’s Stop from another teacher.

 

“Several posters had arrived for my music classroom, and I needed to have them laminated,” says del Corral. “When I went in with my posters, Christy was great! Other places often laminate without testing and assume little or no responsibility for the outcome. Christy didn’t just laminate the posters. Since the poster paper was thin and glossy, she took the time to test the machine using similar paper. I can’t tell you how much I appreciated this type of service and attention to detail. One poster alone cost $25! . . . I could not contain myself when I heard that the total cost to laminate five large posters was under eight dollars,” says del Corral. “I was expecting to only afford the laminations, and was more than able to purchase the other materials I had selected. The next day, I shared my good fortune with other teachers in the faculty lounge.”

 

Best of all, rather than having to drive to Metairie to pay more for less, del Corral was able to make her purchases less than a mile from where she lives. “Here’s to rebuilding New Orleans one purchase at a time!” she said.

 

No New Orleans business story is complete without a Katrina saga, and Williams certainly has one. Katrina put four feet of water in the store and, as she puts it, “peeled the roof off like a sardine can.” She persevered and traveled to trade shows where she told people her store “had a natural skylight.” She kept the business going by operating without a storefront. Some of the customer base she had developed since 1996 remained intact and called her personally with their requests for supplies. She would order items and deliver them personally. However, she knew this was not a permanent solution.

 

In January of 2007, Williams applied for a small business recovery grant from the Louisiana Economic Development Department (LEDD?). First word she got back was that her application had been lost. Then, in March 2007 the intermediary assigned to her told her that her application had been found and that she was approved to receive the money. She’s still waiting for her check.

 

Williams did not sit idly waiting for her business recovery grant to show up. Knowing how critical the fall season is in the education supply business, she applied for and received a small grant from a local business assistance agency so she could open in time for the Fall 2007 back-to-school rush without taking on additional debt. Once again, Williams’s self-sufficiency and creative problem-solving won the day.

 

Yet, even now, two years after the storm, Teacher’s Stop is not back to its former status. Inventory is less comprehensive, and though Williams can order anything her customers need, she is reluctant to advertise her return too widely for fear of disappointing customers who arrive expecting her to have everything in stock. Her business recovery grant, once she gets it, is earmarked for filling out the inventory, she says.

 

One thing that has definitely survived the storm is Williams’s devotion to helping customers. Williams’s dedication to her business extends beyond regular business hours, as she explains, “If I’m not at the store, I’m still doing something for it.” She is dedicated to the success of both her store and, more importantly, the students, parents and teachers of New Orleans.

 

“I miss the classroom,” she says, standing behind the cash register and surrounded by colorful posters and school supplies, “but I feel like this is my classroom, too.” If you’re looking for first-rate advice on educational supplies, or to finally learn how to use one of those misnamed EZ-Graders, Teacher’s Stop and Christy Williams are the only store and teacher you’ll ever need.

 

Teacher’s Stop is open 11 a.m. to 6 p.m. on Mondays through Thursdays and 11 a.m. through 4 p.m. on Friday and Saturday, at 4315 Bienville Avenue. You can reach her by phone at 504-483-7687.

 

 

 

 

 

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In The Spotlight: Holy Cross Neighborhood

 

Panorama

Charles Allen and Pam Dashiell
Holy Cross Neighborhood Association

In January of 2007, Holy Cross Neighborhood Association (HCNA) received funding from Mercy Corps and the Blue Moon Fund, in-kind support from the Louisiana Bucket Brigade, the Sierra Club ( the Darryl Malek-Wiley in particular) and Tulane/Xavier Center for Bioenvironmental Research and help from a host of supporters to establish a community-based center to stimulate sustainable recovery, rebuilding and civic engagement in the Holy Cross and Lower Ninth Ward neighborhoods of New Orleans.

 

The Ninth Ward Center for Sustainable Engagement and Development (CSED) works on a daily basis to help the Lower Ninth realize a vision for sustainable post-levee breaks recovery as articulated in the planning document, Sustainable Restoration: Holy Cross Historic District and Lower 9th Ward (June 2006). This plan, developed and adopted through spring 2006, lays out a comprehensive strategy for recovery with specific projects that residents wish to see developed in the community. Repopulating, restoring and sustaining natural systems, preserving resources, assuring strong storm protection and assisting community leadership are all functions of the CSED.

 

Through donations and bulk purchasing and coordination with our partners, we help residents acquire sustainable energy-efficient rebuilding materials, provide training on energy-efficient technologies and materials and facilitate access to resources. We work with a variety of organizations to stimulate appropriate development, land use and historic preservation.

 

Another focus of the CSED is the restoration of Bayou Bienvenue, the northern border of the Lower Ninth Ward. This degraded cypress tupelo swamp once offered the region critical storm surge protection and a host of ecosystem services and amenities. Protection, connection, education, environmental justice and economic development for the Lower Ninth are all outcomes of the restoration of this great natural resource as residents have embraced and pushed for the implementation of this project.

 

Facilitating civic engagement is critical to help with the enormous recovery that is still before this community. The CSED’s ultimate objective is, through working closely with other Lower Ninth Ward groups, to push for accountability from all levels of government and promote civil discourse, community involvement and strategic actions.

 

Located at 5130 Chartres Street in the back of Greater Little Zion Missionary Baptist Church, the CSED is staffed by long-time Lower Ninth Ward residents. Warrenetta Banks is our Office Manager and Kathy Muse is our Program Coordinator. Courtesy of the Tulane/Xavier Center for Bioenvironmental Research and the Louisiana Bucket Brigade, Charles Allen and Pam Dashiell, cultivate resources and direct operations with the support of the membership and board of the Holy Cross Neighborhood Association.
The CSED initiatives have provided energy efficiency services/materials, training, opportunities for engagement and access to resources for more than 200 Lower Ninth Ward residents since January 2007. Some partners include: Alliance for Affordable Energy, Global Green USA, Make it Right, Preservation Resource Center of New Orleans, University of Colorado, University of Wisconsin, Tulane University, CRI, NTHP, Sharp Solar International, John C. Williams Architects, Southern Illinois University, Lower Ninth Ward Stakeholders Coalition among many others. For more information on the CSED or to visit or donate, please contact Warrenetta, Kathy, Charles or Pam at 504-324-9955 or write to sustainthe9@gmail.com.

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45 Little Things Teachers, Parents, and Others Can Do to Improve Learning

Folwell Dunbar
Holy Cross Neighborhood Association

When it comes to education, politicians tend to go for the jugular. They pounce on high profile and often-controversial initiatives. From the National Defense Education Act, which came as a response to the Soviet Sputnik launch, to No Child Left Behind (or untested), from vouchers to technology to standards, they hem and holler about anything and everything that might garner a vote. They take something as infinitely complex as education and whittle it down to a single, pungent sound bite.
Meanwhile, school administrators turn to big-ticket items as well. Under fire to make AYP (Adequate Yearly Progress), they desperately stalk the latest fads or quickest fixes. Professional Learning Communities (PLCs), Project-Based Learning (PBL), Sustained Silent Reading (SSR) and other assorted research-derived “Best Practice” acronyms are called upon to save the day. Principals not only vow to succeed, they take aim for most of the credit.
As anyone who has ever been a student (hopefully everyone reading this - don’t forget to thank the appropriate people) would attest, it’s the little things – things teachers and parents do on a daily or even hourly basis that matter most. While bold initiatives sound good, look pretty, and usually garner all the press, it’s the unheralded acts that, in the end, deliver the results that New Orleans schools need now more than ever. The following are a few of the many things teachers and parents can do to improve student learning.

 

1. Serve kids a good, healthy breakfast. Before you do, check out the latest version of the USDA food graph.
2. Find out what your kids like and then find a way to incorporate these interests into your instruction.
3. Allow kids to explore their own topics - those that really matter to them.
4. Use big, humongous words (and encourage kids to do the same).
5. Ask tough questions - ones that involve more than one word per response.
6. Give kids time to answer hard questions, and make it more than the average one and a half seconds.
7. Discuss paintings, films, books or plays.
8. In your discussions, expect more than “It was awesome!” or “That sucked.”
9. When watching television, turn on the closed captioning.
10. Make TV interactive by discussing the shows you watch.
11. Post the names of the books you’re reading in your classroom or at home: kids need to know that adults enjoy reading too!
12. Celebrate learning frequently (on the school website, over the intercom, in the newsletter, during parent-teacher conferences, on your refrigerator, etc.).
13. Create quiet and comfortable learning areas throughout campus and at home.
14. Get rid of the red ink. Provide feedback using positive colors and, better yet, do it in person.
15. Assign homework that is both meaningful and engaging. Don’t allow it to squelch a child’s love of learning!
16. Encourage kids to keep journals and write in them every day.
17. Tell and listen to stories often.
18. Be consistent with discipline, as children flourish when they know their boundaries.
19. Listen to and discuss all kinds of music. Karaoke is a fun way to practice reading!
20. Display student work, and the criteria used to evaluate it, everywhere.
21. Use mnemonic devices and other learning “tricks.”
22. Read with your child for at least fifteen minutes every night, if not more.
23. Discuss, question and debate what you read.
24. Read and write just for fun.
25. Keep pets and plants at home and in the classroom.
26. Eliminate unnecessary distractions during the school day.
27. Constantly relate what is being taught to what is going on in the real world.
28. Listen to books on tape, CD, or MP3 player in and out of the car.
29. Allow kids time to reflect on what they learn.
30. Provide positive reinforcement whenever possible.
31. Call on students in an equitable manner (popsicle sticks, playing cards, etc.).
32. Find, bookmark and visit great educational websites like pbs.org, smithsonian.edu, and nationalgeographic.com.
33. Explore your backyard, a nearby park, a local museum, an antique shop, etc.
34. Play intellectually challenging games like Scrabble, Chess and Sudoku.
35. Take an interest in what your children are learning, by asking them, “What did you discover today?” and encouraging them to tell you about it.
36. Eat well-rounded, healthy meals and snacks.
37. Have real conversations while dining. (Foreign Language tables can be fun!)
38. Don’t stress – it’s not good for your health or your teaching.
39. Exercise (you and your kids) on a regular basis.
40. Play organized (and unorganized) sports.
41. Don’t complain – it rarely does any good.
42. Set high standards, for yourself and your kids. Expect success.
43. Travel. Go to far-flung places that challenge the way you and your children view the world.
44. Make sure your kids (and you) get a good night’s sleep.
45. Practice what you teach (that’s actually a big thing!).

 

Note on BIG things:
The right big things can have a profound impact on both teaching and learning. If I were wearing Secretary Spelling’s stilettos, I would pursue the following:

 

 

• Federalize funding for public education. A child should never be penalized for growing up in a poor state, district, or neighborhood.

 

 

• Speaking of spending, make sure that 70 cents or more on the dollar finds its way into the classroom. Currently, just over 60 percent of funding directly supports student learning.

 

 

• Adopt year-round schooling. Make teaching a full-time profession with full-time pay! Today, our students (and teachers) are prisoners of an outdated calendar.

 

 

• Adopt national standards and standardized grading. You know what they say about “a house divided against itself…”

 

 

• Design a curriculum geared toward the future. Take into consideration the global economy and our increasingly small, flat world.

 

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Six in Jena, Countless Beyond

Shawn Chollette
NPN Government Liasons

 

Sept. 20th, I was in Jena. The experience is one that will remain etched in my memory until I can’t remember anything.

 

I imagine decades from now, when I’m old, gray and hunched over, I will tell my grandchildren about a time when thousands upon thousands of people – young and old; black and white; poor and rich – descended on a rural town from all across the country to peacefully protest perceived injustices. The experience was almost what I imagine the marches and protests of the Civil Rights era that I read about in high school to be.

 

Traveling to Jena was important for me because I believe there is something wrong with the judicial reasoning behind the cases involving the six young men, who were initially charged with attempted murder for an after-school fight. I will continue to rally on their behalf until justice has been extended to all parties involved. I will not use this platform to recapitulate the story that I am sure you have heard a thousand times by now. Many of you have a television or an Internet connection, so you can follow the case and draw your own conclusions on the matter.

 

However, I will use this space to share with you the underlying theme of the rally in Jena: the Jena 6 are everywhere. They just happen to have different names and circumstances, and fall prey to different injustices.

 

Consider Leatha Herring in New Orleans, a former resident of the B.W. Cooper Housing development. She is now trapped in Houston because she cannot afford the hiked-up rental rates, which have increased about 30 percent since Katrina.

 

Remember Virginia Morris, a 50-year resident of New Orleans who could not return after the storm because of inadequate medical facilities. She died a few weeks ago in a Baton Rouge hospital.

 

Charles Stone, a 17-year-old who moved back to New Orleans after Hurricane Katrina was placed on a waiting list for enrollment in a public school. He never returned to the classroom and has been in and out of jail at least four times in the last year.

 

There are 60,000 people still living in FEMA trailers, even though it’s been established that the temporary structures leak cancer-causing formaldehyde.

 

We can’t forget the increasing multitudes of homeless. Once confined to underpasses and alleyways, many now rest their heads within yards of City Hall.

The movement in Jena was a beautiful thing, but we must remember that the rally was less about those six young men, and more about people suffering in general.
The New Orleans thousands need your help. When do we start rallying to save them?

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