Ile Omode’s In pursuit of the whole African RHYTHM An African-centered educational institution; serving preschool-6th since 1986 January/February 6247 (2007) VOL 7, NO 1 JAN/FEB EVENTS Jan • Jan • Feb • Feb • Feb • Feb • Feb • Feb • 15 (MON) School CLOSED Observance of Dr. King‛s birthday 27 (SAT) 10-12 pm Open House, RSVP is encouraged, but not required (contact the school for further information); the next Open House is Saturday, February 24 1 (TH) Tuition is due 8 (TH) 5:30 pm Family meeting 13 (TU) Picture day! See office for details 19 (MON) PRESIDENT‛S DAY School closed 24 (SAT) 10-12 pm Open House, RSVP is encouraged 25 (SUN) 2 pm Ancestor‛s Day Celebration ANNOUNCEMENTS • • • • • Free adult drum class at Wo‛se every Wed from 6 to 6:45 pm We need volunteers to prepare new computers in the lab as well as laptops during the winter vacation; contact us if you can assist Interested in enrollment? Call the school for an information packet (office is available during the vacation) Wo‛se is now offering a meditation DVD/CD; call (510) 632-0596 if you have interest; see the school‛s website for a preview Ile Omode is now accepting applications for the fall, 6247 (2007), including 7th grade BIRTHDAYS • Khalif Pree, a 2nd grader, turns 8 on January 1st Ile Omode 8924 Holly Street, Oakland (510) 632-8230 http://www.ileomode.org See the website for more updates http://www.ileomode.org Beginning in 6226 (1986) our school has continued to grow and educate African children, and this year will complete its 20th year in operation! Our school was founded by three mothers at Wo’se Community Church; Mamas Jasiri, Okanona, and Oyin. Their love for African children, and their steadfast belief in our responsibility to educate our own children remains a core principle of who we are. We’re just beginning to see the harvest from their first planting, and Ile Omode alums are beginning to forge their own pathways. This includes Chanaka Hodge who published her first book of poetry (see our website), Dr. Kalimah Holmes who completed medical school just over a year ago, and is now delivering babies at Kasier Hospital in Oakland, and Ayoka Stewart who graduated from Smith College with the highest honors. We hope to profile these graduates and others throughout the year, as both an inspiration to parents and our children. We’re excited about the work we’ve done, but equally excited about the work underway. This year our enrollment is at its highest ever, and we’re planning to move next year towards expanding our middle school offering. So look for lots of news in the coming months, and opportunities for you to join or continue with us on this most wonderful journey. “Hook” Mitchell to Teach Basketball at Ile Omode Beginning in January, “Hook” Mitchell will teach basketball and fitness class weekly every Tuesday morning. His contemporaries, which included Gary Payton and Jason Kidd declared him “one of the best basketball player to never play in the NBA”. Before an unfortunate arrest, “Hook” was an urban legend. At only 5’9” he could literally leap over a car to dunk a basketball. Since his release from prison he has devoted himself to helping and encouraging youth. A DVD, “HOOKED: The Legend of Demetrius ‘Hook” Mitchell”, is available, and a book is forthcoming. The program is receiving funding from the Jason Kidd foundation. Words of Wisdom “We are going to force ourselves in [modern civilization] by organized far-seeing effort - by outthinking and outflanking the owners of the world today who are too drunk with their own arrogance and power...” -Dr. W.E.B. DuBois which involves teaching computer programming to 5th and 6th grade students. In writing the thesis, which requires outlining and specifying the study group, I am amazed at how close I, and our staff stand to our students. Director ’s Corner Baba Jahi Awakoaiye Taking the leadership of this school has been a truly joyous task but not without its moments of frustration. To come into this community, in this time, and given these circumstances requires passion and vision. In this era of diversity and multiculturalism; where hip hop culture has “crossed over” and 50 Cent is more popular in Marin than Oakland; where prison dress (exposed underwear and pressed white shirts) influences young people as well as seemingly grown men – what does it mean to be African? I enjoyed watching Ice Cube’s “Barbershop 2” because he pitted his character’s neighborhood barbershop, not against a monolithic white “they”, but against a national barbershop chain, whose franchise was owned by a brother. His work finely expressed our challenge, which will lie in continuing to filter through the noise produced by this society towards crafting a uniquely African vision. When sharing my project with other graduate students I have to remind them that these are not mere study subjects, but these are my children. I’ve literally known most of our students for years, and some I’ve known since days after they learned to walk. I’ve been present at the birth of some, and even sat in a home while a mother was in labor. My children share a neighborhood with other children at our school, who on any given Saturday may knock at my door with bikes in tow. Baba Abubakar (the 5th/6th grade teacher) was asked by one of our vocation. You can not occupy a space in this place without loving these children. Look at your children, and the hugs and love they give to staff and (sometimes not often enough) to each other. Is this your vision? Maybe it’s not your completed vision: Your vision fully grown. But if it were fully realized, it wouldn’t be a vision. We are a community, but not because our visions are identical. They should be as different as the reflections of divinity, but it is in the work that we are engaged that our visions, not static and fixed, but living organism, begin to grow and be reshaped and take forms in ways that we didn’t envision. We have enormous work ahead as we celebrate the 20th anniversary of this institution begun by three sisters in a home. We are making recent graduates to accompany her on plans to move to a larger facility and the first day of middle school. These are offer 7th grade next year, as we move not casual relationships. towards a full middle school offering by 2008. While taking nothing away from you, I walk through the halls of our school I ask you to join us, celebrate with us, and feel that these are my children. I and grow with us. There are no closed am humbled by your desire to place doors in this space, only open windows your children in our care every day, slung as wide as possible to let our but our relationship extends in ways collective vision of what it means to that sometimes you might not fully be an African find a home, and find appreciate. companions who walk along a shared path. Through all of our challenges On any given day we can be found in this land we have continued to playing the djembe together, survive and find victory only when we pouring libation, playing football and crossed divides and sought unity over foursquare, or singing in the hall. separation and isolation. Teachers sit and eat with your children, sharing conversations about nothing In this 20th school year I ask each of and everything. One child wept at the you to join us on a walk to greatness. If lunch table because a conversation you shudder or are staggered by your about dreams somehow turned into a own frustrations, look into the eyes discussion about babas, and not having of our children, touch their heart and seen her baba in years, she couldn’t know our tomorrows lie in the work we understand why he didn’t love her. collectively embrace today. “we struggle seemingly against each other, while not realizing it is the passion of our voices that are at odds, not our heart ...” We’re not equally blessed to articulate our visions, but whether articulated or just felt in a place so deep that its voice is muffled, we are bound by a vision that drives against the limitations of this society. Sometimes our inability to articulate the vision, even to see our own vision clearly places us in circumstances where we struggle seemingly against each other; while not realizing it is the passion of our voices that are at odds, not our heart and most certainly not our commitment to each other, our institution, and our children. These are not scripted moments and I’m writing a thesis for a study they are not the garden for professional I’m implementing at our school, “teachers”, but rather for those who A Taste of Africa Fundraiser Friends of Ile Omode A Special Asante We‛ll kick off our 2007 Friends campaign, and we look forward to your contribution as we complete our 20th year! Contact the school or complete the enclosed brochure to become a “Friend” of our school. Asante to our 2006 contributors: A LIST OF OUR 2006 FRIENDS PLATINUM ($2000+) Konata Khalfani Nannette & Rahim Barrie GOLD ($500+) Jeanette Mebane Alice Walker Douglas & Arlene Coleman Ronald Wilson SILVER ($250+) Milicent Hodge Margaret Dixon Falope Fatunmise Shule Mandela Tyrone Thornton Aaron Jones Gary and Tangie Jones Hope Jones Pamela Williams ZINC ($100+) Ekundayo Azibo Jacob Holmes Mildred Rose Roni Crichton and Brian Estwi Ajamu and Paula Stewart Ron and Kelly Ellis Rebecca Ann Dawson Nzingha & Achebe Hoskins-Dugas Tanya Boyce Destination Zion Donald Lee Rhonda and Ako Odoi Angela Smith Lamont and Latronda Lumpkins Pan African City Alive! Manu Ampim Monifa Azibo James and Chalee Bilbo Merlin Bossett Claude and Joyce Cooper Immouna Ephrem Lynda Harris Mehib and Okanona Holmes Malik Kafele Marcus Book Stores Christine Nyanda Phyllis Purvis Ribbit International Eric P. Ross Roban Sanmiguel Iilonga Thandiwe Francine Trisby Zerita Sharp STEWARDS Chesi Brown Bernard and Norma Fox Taffany and Amudu Davis James Brooks Brande Brown Rufus Cole Dr. Lydia P. Gans Shawn and Nedra Ginwright Jeanne Marie Hundley Brenda Jones Phillip Nesbitt Paulette Sims Roger Warrick Jr. Theresa L Lewis Rashad Andrews Jacquelyn Ann Jackson Joyce Burchett Shellie Patterson-Smith Dyanne Hammerquist Aset Bonor David Jackson Previously named “Gumbo Night”, our winter fundraiser continued in a slightly modified form, but with the usual energy and great fun. Taking place on the first Friday in December, the school has hosted the event for 5 years. Mama Mildred Rose has been a one-woman army over the last four years, as she prepared EVERYTHING, including the gumbo! Since she has been preparing food in the cafeteria everyday, we decided to change the format, while providing an opportunity to showcase some of the wonderful restaurants in our area - and thus “A Taste of Africa” was born. We received tremendous support from restaurants. With parents, such as Mama Leslie, Mama Sharita, Mama Tanya, Mama Fatima, Mama Meghan and others driving the solicitation we received sponsorship from nearly a dozen restaurants and bakeries (see the full list of sponsors and their addressed on the back page). The food included such dishes as jerk chicken from the Jamaica Place Jerk Chicken Express, clam chowder from Crab Shack, gumbo from Jesso’s, hamli and brisen from Red Sea. We had the pleasure of dessert from Sweet Marita’s Sweet Potato Pie Company and Your Black Muslim Bakery. We also dined on red stew and East African peanut noodle salad from one of our own parents, Mama Joy, who owns, Modupe’s Restaurant and Cultural Center. Not to be outdone by the professionals a number of parents volunteered their own specialities. Mama Nannette, Grandma Willie Mae Adcock, and Mama Sellena came bearing pots. Several businesses also contributed to our auction. African by the Bay donated several weaved baskets; Maxwell’s Lounge donated a gift certificate; Scott’s Restaurant donated a gift basket; Essence Universal donated several children’s shirts; and we received a massage package from Natural Rhythm Healing Hut. Lead singers for “As” by Stevie Wonder Our children provided the entertainment, singing some of our standards, such as “I Love Ile Omode” , “Young Gifted and Black”, and “Nkosi si’ Keleli”. The 3rd-6th graders have been working on Stevie Wonder’s “As”, and brought down the house with lead performance from Bayli, Ammar, Ray’ah, Iman, and Reetah. Baba Achebe quickly organized the “Ile Omode Dancers” for a Ghanian rhythm that made some folks want to get up and dance. The event was an enormous success, attracting over 150 guests while raising over African Astrology Class , and has taught on the subject extensively. Mr. Goodwin brings a wealth knowledge to the course. The class met for 4 weeks before the holiday break, and will recommence on Wednesday, January 31. The course will meet every Wednesday thereafter through February 21. Each class begins at 7: 00 pm at Wo’se, and the courses are free. Topics include: “The Zodiac & Kemetic Symbols”, “Precession of the Equinoxes”, “The Planets - the music of the spheres”, and others. The class textbook is the Complete Guide to Astrology by Alan Oken (available at amazon.com). Contact Minister Greg Hodge at (510) 7508479 for additional class information. Math Booster Program An Enormous Success Educational theoreticians have invested countless research hours trying to isolate the reasons for the performance difference between African American and other children; notably in mathematics. After exhasutively examining performance data, Harvard fellow, Roland Fryer and Steven Levitt of the University of Chicago concluded, in “The Black-White Test Score Gap Trhough Third Grade”, that, “the explanation as to why Blacks are losing ground proves elusive.” Perhaps they should have visited Ile Omode. Mathematics is a gateway discipline for a number of studies, including all sciences, engineering, business, and medicine, thus in 2003 we decided to further accelebrate our mathematics program to ensure our students’ preparation for the most technically demanding disciplines. It’s not that we expect all students to become engineers, but we don’t see how dance and calculus are mutually exclusive. Two years prior we had worked to strenghten and intensify our program, and knew our students were prepared for the next phase. In 2003 we moved all students in kindergarten through 2nd grade a grade ahead in math. Literally, a 2nd grader was taught 3rd grade math; and not the test-specific lessons as is often done in public schools, but the entire California standard (at a minimum). Not surprisingly African-American children in Oakland often don’t even meet basic math requirements. The most recent data from 2006 show that while African American students comprise 40% of the students in Oakland’s district, they may be the most underserved. The percentage of students deemed proficient in math declines from 2nd grade, falling to 7% by 8th grade. Inversely stated, 93% of our students in Oakland public schools are “below proficient” by the time they complete middle school. By 11th grade, of the few who eventually find their way into an Algebra course, 97% are deemed “below” or “far below” California standards. Efforts to change these conditions however can not be haphazard, but must be the result of concerted and thoughtful strategies. One year the Oakalnd School Board decreed that all 9th grade students would take an Algebra course. However, lacking qualified teachers and thrust- ing unprepared students into Algebra courses was disasterous. Not surprisingly, a large percentage of the students failed. Our ambitions were a bit loftier as we wanted all students to complete Algebra by the 7th grade (and geometry by the 8th), and fully expected some to accomplish this task by the 6th grade. Beginning with the class of 2nd graders in 2003, we placed them on a path to complete 6th grade math by the 5th grade, and we see that work bearing fruit this year. Of the seven 2nd graders that year, six remain at our school today in the 5th grade. Four students from that group are performing at 6th grade level, and two are studying Pre-Alegbra - fully two grades ahead! More importantly we’ve been able to integrate new students. We established a 6 week “boot camp” program last year to aclimate students to the challenges and expectations of our curriculum (this program addressed specific areas in math and reading). Additionally, this summer we targeted several incoming students and prepared them during the summer program. Studies show that many African students begin the fall school term 3-4 months behind other students; largely because the summer is spent watching television. We also introduced a pilot program to introduce students to computer programming through an animation program developed at CarneignMellon, and targeted initially towards freshman college computer science students. This was designed to provide a conceptual introduction to math concepts. These efforts grew from a desire to turn what has been a traditionally weak area into a strength. But more importantly a visit to our math classes will find students who are excited about math, and expect excellent results. We expect all students to be prepared for Advanced Placement calculus by the 12th grade (there are two calculus exams, and passing an AP exam in high school provides college credit). Nationally, the AP calculus exams have been a source of poor performance for African American students. The voluntary exams are taken by very few African-American students, and Some of our Pre-Algebra (top) and 6th grade math students (bottom) only 61 African-American students in the entire state passed the exams! There are multiple reasons for this discrepancy, including the lack of AP classes offered in urban school districts. As noted earlier, some high schools can’t find enough Algebra teachers, let alone calculus teachers. Nevertheless of the African-American students who take the exam, our children score below all other ethnic groups; and on average don’t pass the exam. Thus our efforts at Ile Omode are a small salvo in a battle to win back our children’s minds. Bob Moses, one of SNCC’s founders, began “the Algebra Project” in the early 1990’s to address the absence of higher mathematics in rural and urban areas. He outlines this efforts in his book, Radical Equations: Civil Rights from Mississippi to the Algebra Project. Moses writes that “I believe that the absence of math literacy ...throughout this country is an issue as urgent as the lack of registered Black voters in Mississippi was in 1961...math literacy - and algebra in particularly - is the key to the future of disenfranchised communities.” Our efforts have just begun, and we expect even greater results as we move towards ensuring that all students are prepared for calculus by 12th grade. Our ambitions were a bit loftier as we wanted all students to complete Algebra by the 7th grade, and fully expected some to accomplish this task in the 6th grade. Classroom Highlights WEEKLY ART CLASS Did you know that Toyota is named after a city in Japan? Or that Target has “Target Clinics” for flu vacinations? Or that some CEOs don’t make any money - well that’s because they’re already rich! Or at least that’s the conclusion of some of the Harriet Tubman (5th/6th) students. Baba Essu, one of our parents, and an accomplished artist is now providing art instruction twice each week on Tuesday and Thursday mornings. A TREK THROUGH THE WOODS On a cool fall day, the Ngola Nzingha class (3rd/4th grade) headed to the hills. Their goal? Find acorns, and better understand how Native Americans subsisted by harnessing the land. Of course they discovered slugs, and other decidely slimy creatures that only a 3rd grader could fully appreciate. This is an extension of their California history lesson (not the slugs, the acorns), which will see the students exploring the history and economics of California. UJIMA & UJAMAA FOR THE PRESCHOOLERS For the last two months the Mama Jasiri preschoolers have been working (literally) on the principle of Ujamaa (cooperative economics) and Ujima (collective work and responsibility). In November the preschoolers hosted a dinner for their parents. The students prepared and served the food (even collecting tips!). In December the group organized their Ujamaa store, where the made and sold gifts to students and parents. oney So How’s Your Portfolio? The students are participating in an investment program, where they must research and write a company profile for six companies in their two-person teams. The students will purchase ficticious stock in several companies and track their portfolios’ performance over a 6 week period. At the project’s conclusion the team with the best performing portfolio will be honored, and every team will receive a cash reward based on their portfolio’s overall performance, as well as a stock certificate (but probably not from Google or Apple!). The project is designed to provide financial literacy to children, an introduction into the stock market, and to experience how writing, mathematics, and finance are merge seamlessly together. In the process students understand how stock values are determined, the role of executvies (CEO, COO, and CFO), a company’s offerings beyond its retail outlet, how to determine a company’s worth, evaluating its competitors, and simple techniques for determining whether a company is a good purchase. The program’s curriculum and material was developed by Baba Jahi, and some excerpts are available from the school’s website. Students use the internet to complete company research, write their research papers in Microsoft Word, and will track their portfolios in Microsoft Excel. The students are free to chose any company of their liking, but their portfolio must include at least one African-American controlled publicly traded company (QUIZ: Can you name one such company?). Thus far some of the favorites are Target, Walmart, Gap, and Microsoft (once some of the boys realized that Microsoft manufactures the XBox). We’re seeking guest speakers from the financial industry in January, so contact the school if you have suggestions. It will be used in the 5th/6th grade classroom beginning in January. The 3rd/4th grade students used excerpts from the book for a recent research essay on chicken nuggets and their chicken disection science experiment. aker We recently evaluated and added a new book to our curriculum. Students will read Chew On This, Eric Schlosser’s teen adaptation of his best-selling book, Fast Food Nation. Staff were impressed with the well researched book’s thoroughness and applicability to various subjects, including economics, history, geography, science, and math. Some interesting facts from the book include: • The Chicken McNugget was created by scientist at the urgings of McDonald’s CEO to meet the growing interest in chicken amongst American consumers • Until recently fries were cooked in beef fat. After replacing the beef fat with vegetable oils, beef extract was added to maintain McDonald’s unique frie flavor. • The weapon of choice on the slaughtering floor: A chainsaw ouch! “A Taste of Africa” Sponsors Africa by the Bay 3840 MacArthur Blvd, Oakland, (510) 763-8000 Martia’s Sweet Potato Pie Company 600 Dutton Avenue, San Berkeley Bowl Marketplace 2020 Leandro, (510) 562-3844 Oregon Street, Berkeley, (510) 8436929 Maxwell’s Restaurant & Lounge 341 13th Street, Oakland, (510) 8396169 Chef Edwards Bar-B-Que 1915 San Pablo Avenue, Oakland, (510) 834-9516 Modupe’s Restaurant and Cultural Center 484 Park Avenue, #385, Oakland, (510) 435-2521 Crab Shack 4031 Broadway, Piedmont, (510) 654-2864 Natural Rhythm Healing Hut FoodMax 10970 International Blvd, 438 Estudillo Avenue, San Leandro, (510) 352-9819 San Leandro Grocery Outlet 2900 Broadway, Oakland, (510) 465-5649 Red Sea 5200 Claremont Avenue, Oakland, (510) 655-3757 It’s All Good Bakery 5622 Martin Pak ‘N Save 3889 San Pablo Luther King, Jr. Way, Oakland, (510) Avenue, Emeryville, (510) 450-1200 597-9700 Scott’s Seafood Restaurant 2 Broadway, Oakland, (510) 444-3456 Jamaica Place Jerk Chicken Express 5959 Shellmound Street, Emeryville, (510) 654-0199 Whole Foods 3000 Telegraph, Berkeley, (510) 649-1333 Jesso’s Seafood 901 Washington St. Oakland, (510) 451-1561 Your Black Muslim Bakery 5832 San Pablo Avenue, Oakland, (510) Lake Merritt Pizza 300 E 18th 658-7080 Street, Oakland, (510) 839-9999 CP CalPrem iere Realty and M ortgage 230 G rand Avenue,Suite 301A O akland,CA 94610 http://www.calprem iere.com "building com m unities one hom e at a tim e" Residential Com m ercial Incom eProperty Rehabs First-Tim eBuyersProgram s (510 452-9890 Sia Aw akoaiye/Broker I npursui tofthewhol eAfri can stAcademicStandards -Beforeandafterschoolprograms 1 yearahead in core subjects; language atevery grade Accepting paym entfrom Bananas,4Cs, and otheragencies w w w .ileom ode.org -African-centeredcurriculum -Dailylibationandmeditation A respectforancestors,elders,and Divine Notsim ply Black history,buta curriculum w hich m irrors oursoul -Asupportivecommunityofparentsandstaff -Californialicensedpreschool Notjusta school,buta com m unity Separate preschooland prekindergarten -Integratedcomputerinstructionateverygrade Com puters in every classroom and a fulllab http://w w w .ileom ode.org 6th l o lling - Presch o r n e o N ow Fullmusicprogram Theory,song,and instrum ents (clarinets,piano,djem be,etc.) IleOmode 8924HollyStreet Oakland,CA (510)632-8230 Preschool-6th