IT Infrastructure

Minnesota Meets New Orleans in Mentoring Effort

By Lesli A. Maxwell — March 20, 2008 4 min read

With a five-day marathon of state exams finally behind them, some 7th and 8th graders at the Dr. Martin Luther King Jr. Charter School for Science and Technology were taking a break this week from their classroom routine.

A group of college and high school students from Minnesota had come to the Lower Ninth Ward school to meet and get to know them, in the hope of forging a connection that would blossom into an ongoing mentorship for the King students.

Tuesday was the second day together for the King students and their new mentors, who are students at Hamline University in St. Paul, and the Avalon School, a small charter school in St. Paul that is affiliated with Hamline. After using the first day for a series of icebreaker exercises, the mentors were starting to teach the King students to use an Internet program that will allow them to stay in close touch for things like homework help, advice, and encouragement in their schoolwork.

The Web-based program—a secured area to which only King students and their mentors will have access—is where leaders of the initiative say the mentor-student relationships will develop through regular, electronic communication. Through the initiative, called “Each One, Teach One,” the Minnesota mentors have committed to spend a minimum of one hour a week communicating with their mentees at King over the next several months, said Jean Strait, an education professor at Hamline who is leading the group.

Soon after Hurricane Katrina struck, a contingent of faculty and students from Hamline came to New Orleans to help King staff members clean out and gut the water- and mud-ravaged school. Every few months since then, they have sent boxes of donated school supplies.

“We’ve got a two-year relationship with King, so doing this mentorship program was the next step of where we wanted to go to help the students here,” Ms. Strait said.

Finding Common Ground

The mentors were selected based on their strong interest in working with disadvantaged students and were given training on a range of issues relevant to King’s students. Those include Louisiana’s distinctive culture and how to work with children who may have post-traumatic stress disorder, said Joyce Jones, another leader of the Hamline group.

“Some of it was very basic, just like the ‘yes ma’am, no ma’am’ stuff,” Ms. Jones said, referring to the way that New Orleans children typically address adults.

On Tuesday, the mentors worked alongside the King students in the school’s computer center, showing them step by step how to log on to the Web-based program that already had their user names saved and ready to use.

King students, Ms. Jones said, will be able to spend some time each week while they are at school to write and respond to their long-distance mentors.

Jenna Londy, a Hamline student who is earning a degree in education, had already clicked with her King mentee, Breionna Treaudo, a 7th grader. The pair quickly discovered their common music tastes, particularly an affinity for Chris Brown, the young hip-hop singer and dancing phenom.

“I think we’ll have lots to chit-chat about, in addition to talking about homework and school,” said Ms. Londy. “We might be exchanging YouTube links and talking about our new favorite videos.”

But the two had already made some concrete plans for the academic part of their new relationship as well. Breionna told Ms. Londy that she wants to sharpen her reading skills. They decided that Ms. Londy would supply Breionna with a vocabulary word every day.

“That way, I can log on after school and see a new word,” Breionna said. As Ms. Londy kept asking questions to get to know Breionna, they hit on another common interest. “My favorite subject,” said Breionna, “is social studies.”

“That’s what I want to teach!” Ms. Londy said, as she high-fived her new friend.

Test Fatigue Sets In

Meanwhile, King’s younger students were back in the thick of day-to-day instruction. In Joseph Recasner’s class, a dozen small hands shot into the air, fingers furiously wiggling, to answer his question about the difference between an adverb and an adjective.

Or so it seemed. Mostly, this class of 4th graders was more interested in talking about such topics as whether New Orleans has the “best Mardi Gras in the world,” or “what’s going on in the news.”

It was the second full day of instruction since the students had finished taking the state’s high-stakes exam, known as the Louisiana Educational Assessment Program, or LEAP. Though Mr. Recasner’s 4th graders were energetic, he’d had a hard time keeping them focused on Tuesday’s language arts lesson, a product, he said, of test fatigue.

“We have to work even harder right now to keep them on task,” said Mr. Recasner. “They are tired. We are tired. And they’ve heard so much about how important the LEAP is, that now we have to remind them that there’s two more months of school left and lots more learning to do.”

This year, all of the public schools in New Orleans, including King, will be judged by how students score on the assessment. That will mark the city’s schools re-entry into the statewide accountability program, from which they were granted a respite after Katrina’s floodwaters inundated New Orleans in August 2005.

The View From King

The “View From King” dispatches are part of Education Week’s 2007-08 special series focusing on education recovery and reform efforts in New Orleans.
Learn more about the NOLA series.

The test is an especially crucial exercise for 4th graders and 8th graders, who must pass in order to be promoted to the next grade. And at King, the first public school to reopen in the Lower Ninth Ward since the storm, the 2008 LEAP scores will determine, in part, how large a freshman class the school could have if its plans to add a high school program are approved by the state board of education.

“I think our students did well,” said Doris R. Hicks, King’s principal. “But I’m also a realist, and I know that we are probably going to be here this summer with a few of our kids doing remediation.”

Coverage of public education in New Orleans is underwritten by a grant from the Ford Foundation.

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
A Safe Return to Schools is Possible with Testing
We are edging closer to a nationwide return to in-person learning in the fall. However, vaccinations alone will not get us through this. Young children not being able to vaccinate, the spread of new and
Content provided by BD
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Teaching Webinar
Meeting the Moment: Accelerating Equitable Recovery and Transformative Change
Educators are deciding how best to re-establish routines such as everyday attendance, rebuild the relationships for resilient school communities, and center teaching and learning to consciously prioritize protecting the health and overall well-being of students
Content provided by Campaign for Grade-Level Reading
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Reading & Literacy Webinar
Addressing Learning Loss: What Schools Need to Accelerate Reading Instruction in K-3
When K-3 students return to classrooms this fall, there will be huge gaps in foundational reading skills. Does your school or district need a plan to address learning loss and accelerate student growth? In this
Content provided by PDX Reading

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

IT Infrastructure More Families Have Internet Access. So Why Hasn't the Digital Divide Begun to Close?
A new study says low-income families’ access to the internet has soared in the past six years. But there are other barriers to connectivity.
3 min read
Glowing neon Loading icon isolated on brick wall background. Progress bar icon.
Mingirov/iStock/Getty Images Plus
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
IT Infrastructure Whitepaper
2021 Best Practices Guide: Education Broadband
In this guide, we provide actionable steps, timelines, and tips to help you launch and sustain a successful student WiFi program.
Content provided by Kajeet
IT Infrastructure Remote and Hybrid Learning Are Declining. But the 'Homework Gap' Will Still Be a Problem
Schools are returning to in-person instruction, but students' connections to the internet at home remain spotty.
2 min read
Sam Urban Wittrock, left, an advance placement World History Teacher at W.W. Samuell High School, displays a wifi hot spot that are being handed out to students in Dallas on April 9, 2020. Dallas I.S.D. is handing out the devices along with wifi hotspots to students in need so that they can connect online for their continued education amid the COVID-19 health crisis.
Sam Urban Wittrock, left, an Advanced Placement World History Teacher at W.W. Samuell High School in Dallas, displays one of the Wi-Fi hotspots that were given to district students during the pandemic.
Tony Gutierrez/AP
IT Infrastructure 'Big Burden' for Schools Trying to Give Kids Internet Access
A year into the pandemic, millions of students remain without internet because of financial hurdles and logistical difficulties.
5 min read
Veronica Esquivel, 10, finishes her homework after her virtual school hours while her brother Isias Esquivel sits in front of the computer, Wednesday, Feb. 10, 2021, at their residence in Chicago's predominantly Hispanic Pilsen neighborhood.
Veronica Esquivel, 10, finishes her homework after her virtual school hours while her brother Isias Esquivel sits in front of the computer, Wednesday, Feb. 10, 2021, at their residence in Chicago's predominantly Hispanic Pilsen neighborhood.
Shafkat Anowar/AP