THE LANGUAGE OF THEIR FATHERS

My students speak the language of their fathers and their fathers don’t all speak English.  California is a tough place to live and go to school if you don’t speak English. dsc_0125

We have a long and inglorious history in this state of lining up groups of people in our collective sights, and then stripping them of their fundamental rights through public elections (Remember Prop 8?).  So in 1998 Californians passed a state proposition that effectively banned bilingual education.

calImagine that.  While the rest of the world continues to require two and three languages for children, our state made bilingual education all but illegal.  I wondered:  is that really what Californian’s want for their children?  And if that is what Californians really want for their kids, why is a foreign language still a requirement for the vaunted University of California system?

And just in case any schools had ideas about ignoring the law (like, of course, we did at El Milagro), along comes NCLB  to squeeze every existing bilingual program that might still be operating in the state.

Because in California, the state board of education determined that children must take the state assessments in English. No exceptions.

parkingjpeg1So like all of their native US-born, monolingual, English-Only counterparts, our English learners have to demonstrate mastery of such things as reading comprehension, word analysis, mathematical operations, number sense, algebra and writing conventions.  They have to demonstrate that they know and can do what any child at their grade level should be able to do according to grade level standards.  And they have to do it in a foreign language called English. 

And of course the results matter.  Their school could fail to achieve the AYP goals for English language learners if they don’t get enough right answers on their test.  Their school could become a “Program Improvement School.”  There could be sanctions.  There could be consequences for their teachers and their principals. 

But that’s not all.

Schools with a high percentage of students struggling to learn English typically end up with a lower Academic Performance Index…

Results are published in the local media and the API of each school is compared and contrasted… 

calif-dist-schoolReal estate companies utilize sites like greatschools.net to market properties and neighborhoods with the highest scores…

Prospective new families then move to areas where they perceive there are the best schools…

…While communities with disproportionately large numbers of  English language learners  continue to experience declining enrollment, de facto racial and ethnic segregation, and high mobility.   

It’s a tough cycle to reverse. So schools, out of necessity, abandon their bilingual programs and opt for full English immersion and the bigoted doctrine of  “English-Only” wins. 

But isn’t there a better way? If you really want to assess what a child has learned , do so in the language with which they have the greatest degree of literacy– like the 14 other states (including Texas and New York) already do. 

If you are still unconvinced, please take the simple quiz below.  There are only three questions and if you are an educator or a parent or a concerned citizen—you have the answers!  Just imagine that your school’s reputation, your future, the entire social/cultural/economic fabric of your community depends on your score.  No pressure.  Relax and do your best—even if the quiz is in a foreign language:

Question Number 1:

quiz

 

Если ваша профессиональная репутация, ваша школа рейтинга, и будущее ваших учеников были все зависит от детей, каким образом осуществляется на стандартизированных испытаний, которые приведены в иностранном языке, вы должны:

А. выступаем за то, чтобы дети предоставили оценки на их родном языке ,

B. энтузиазмом участвовать в вашей государства осуществлять в учебных злоупотреблений;

C. вид, что исход отметив делать с языком, или

D. привести ненасильственного протеста

Question Number 2:

كاليفورنيا يطالب بأن تتخذ جميع الأطفال أنصبتها المقررة باللغة الانكليزية للأسباب التالية :

أ. انها حقا جيدة للأطفال

ب. لأنها أكثر موثوقية وسيلة لتحديد ما تعلمه الأطفال

C. لأنها ستوفر معلومات قيمة والمعلمين حول ما يعرف الطلاب

د. وسوف نتأكد من الطلاب لا يملكون غير عادلة رئيس جامعة كاليفورنيا تبدأ اللغة الأجنبية

Question Number 3

Λαμβάνοντας αυτό το παιχνίδι δεν είναι ένα έγκυρο κριτήριο της τη νοημοσύνη μου, διότι:

Α. Δεν μιλούν καμία από αυτές τις γλώσσες

Β. Είναι απλά μια προσομοίωση

C. Είμαι πραγματικά πολύ έξυπνη και μόλις πήρε suckered σε αυτό το κουίζ

D. Αν όλοι μιλούσαν αγγλικά δεν θα είναι απαραίτητα αυτό το κουίζ

checkjpeg1So how did you do?  Are you in Program Improvement?  You can check your answer and the translation here  on Sunday, January 4.

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ONE RAINY CHRISTMAS DAY WE MAY DISCOVER OUR GIFT

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It is a rainy Christmas Day in San Diego and I am not thinking about gifts as much as I am thinking about how children are gifted…

And how we have tried so hard for so long to defy NCLB’s gravitational pull toward the homogenization of our curriculum by stubbornly celebrating the multiple intelligences…

And how we might be even more effective when we return to school in January if we can continue to recognize the many ways that children can be gifted. Or intelligent.

And how we so casually recite the 7 intelligences as if we were naming the days of the week or Disney’s dwarfs: verbal, mathematical, spatial, musical, interpersonal, Saturday, intrapersonal, kinesthetic, Grumpy, Sneezy, Dopey… 

guitarAnd how we have come to accept Gardner’s word as Gospel when it comes to intelligence and how we weave his word into our work– or we do not…

And how the newest “intelligence” that Howard Gardner identifies—the one that we haven’t quite figured out how to recognize (let alone celebrate)– is the one he simply calls the spiritual intelligence…

And how sometimes I think that the spiritual intelligence is the strongest of my intelligences, and sometimes I can hardly find it at all…

And then on this rainy Christmas Day when I should be playing with my daughter’s new PSP I am instead reflecting on my students and my colleagues and my family and what a collective gift they are to me….

And so, for the moment, I resolve to seek the gifts we find in others and continue the journey to wherever the spiritual intelligence might take me…

And I wonder where your gifts have taken you. 

journey

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7 HEISMANS AND THAT PICTURE FROM UCLA

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It’s not a great picture.  At least artistically speaking. There are eight of our students and only Brandon even looked at the camera.  The lighting, such as it is, is purely accidental. If you didn’t know the subject you would click past it and move on. 

But we can’t.  We know the subject.  And we know how they came to be sitting in the courtyard there in the shadows of those majestic buildings.  For us there is tremendous symbolism in that picture from UCLA.

So let me ask you, as an educator, when did you first know you were going to college? 

As the youngest of three wayward boys, I was the first in my family to even graduate from high school, let alone go to college—or get a degree.  When I was the age of the students in the picture, I could not have predicted a doctorate.  Or running a school.  Or reading the blogs of colleagues on Saturday morning. I went to college by accident and only to play football.  For many of you I know the story is the same.  Our students have their stories too.  And for most, the journey to a university campus is too often one of pure luck, or providence, or childhood fantasy, or accident. 

Unless we put them in the picture!

busjpgWe took all sixty of our 8th graders to Los Angeles last Spring and spent three days touring colleges and universities there.  We went to Cal State LA, UC Irvine, Long Beach State University, UCLA, and of course, the University of Southern California.  We stayed in a hotel in Santa Monica and I have ever been so proud of a group of students—or so inspired.

As close as we were to Hollywood and Universal Studios and Knotts Berry Farm and Disneyland–  we didn’t see any of those places.  Our only side trip was to the Museum of Tolerance.  The real attraction– the power– was in spending time on those campuses;  feeling the energy, shopping in the bookstores, walking through classrooms… and seeing so many college students who looked just like our kids.  57 of our 60 students are Latino.  2 are African American.  We are a low income, Title I school. Every one of those students knew how unlikely it was for them to be sitting on the wall at UCLA on a Spring afternoon when they would otherwise be back at school struggling through their algebra.

It is getting harder and harder for families to send their children to college.  It is getting harder to finish, too.  In fact, the US is 15th out of 29 nations in college completion rates– just ahead of Mexico and Turkey.  Moreover, Latinos like the students from our school that we call El Milagro, are least represented on our college campuses. Even though they are the fastest growing ethnic group in the US, they make up only 11% of college enrollment.   This of course explains why only 12 percent of Latinos age 25 and older have received a bachelor’s degree or higher compared to 30.5 percent of non-Latino White students. 

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Despite such odds, there is still is a well-lit path to college if we are willing to show our students where it is.  In fact, when we piled off the buses by the bookstore at USC, we were greeted by a Pre-med student who was hand picked to be our campus tour guide. He knew our students and the challenges they faced.  He was one of our alumni, a past graduate of El Milagro with a little brother now in our 7th grade. ( Just one more surprise—one more piece of diligent and intentional  planning by our counselors Ryan and Marisol!) He wasn’t a regular tour guide and to tell you the truth he didn’t know the campus all that well.  He pretty much knew where his classrooms were and the bookstore and the library.  But that too was telling.  He was not there to play.  He knew the sacrifices that others had to make so that he could attend this extraordinary institution; to live his dream and some day return to serve his community as a doctor. 

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He did know where the athletic department was though– where all 7 of the Heisman Trophies are displayed. There was the one from Mike Garrett and Charles White and Marcus Allen and Matt Leinart and Carson Palmer and Reggie Bush and yes, OJ’s is there too.  We passed by and looked at each one and kids like Fernando knew exactly what that trophy represented and what it means to have so many in one room.

The next day, just before lunch, Ryan and Marisol lead their daily groups in the main courtyard at UCLA.  The tours were structured so our students had some time to reflect.  In the groups they could ask questions and share pictures and write in their travel journals.  The group sessions challenged them to share their dreams and their personal epiphanies.

“So what have you learned in your visit today?”journals1

“As you sit here on these steps and look around this campus, what do you think you have to do right now—in preparation to go to school here?”

“What image has created the most powerful impression on you so far?’

They all shared and listened. 

“It’s not just the goals we set for ourselves,” Maria said.  “We have to stay close to each other and surround ourselves with people who have the same goals that we have.”

“High school seems different to me right,” Miguel said.  “I think if I want to go to UCLA, I need to start preparing today.  I need to approach school in a whole different way.  I need to get serious…because I can do this.” 

Fernando was still thinking about those Heisman Trophies he saw the day before on the other side of town. Everybody knows that Fernando is a great football player.  He has unlimited potential.  As an athlete.   He started to articulate what the past three days had meant to him and how no one in his family had even set foot on a college campus like this before.  Something clicked, sitting there in the hallowed air of UCLA.  “Those Heisman Trophies were sick,” Fernando said.  “But I know, I can’t count on football to get me to college.”  

Fernando and his classmates finally figured out why we wanted to load them on to buses and spend three days looking at universities when they were only in the 8th grade.

He looked at Ryan and Marisol and tried to say thank you but he just put his head in his hands and started to sob.  He wasn’t alone.  For Fernando and all of his classmates from El Milagro, the road to college will not be an easy one.  And for some it will be improbable.

But then… there they are sitting in the courtyard in that picture from UCLA.

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PS

On June 20, 2011,  I will be posting an announcement on my blog declaring where each of these 60 students are going to college.  I can’t wait.  In the meantime, this Spring, we are taking 60 more students to UCLA.

(Soon to be Posted on Leadertalk.)

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WHO LETS THE BULLIES WIN?

shadowsOn Thursday we made the disturbing discovery that some of our 6th graders are engaging in the most heinous kinds of bullying, hazing, intimidation and battery.  Some of it is of a sexual nature.  And they have taken it to extreme lengths.

Counselors, teachers, administrators, and local police met with our students and parents this past week and we assured everyone in earshot that we were going to protect out children from bullying.

We were most disturbed that:

• we hadn’t seen it happening…

• that it was mostly among the girls…

• and that no one spoke up in defense of the victims.

And that the nature of the behavior was so offensive.  One of the police officers recounted a similar incident that took place at another middle school just the day before.  He told us that a girl had been assaulted by other girls in a PE class.  Her attackers had grabbed her from behind, held her, and put a condom inside her mouth. 

Upon hearing the story and connecting it to our own events one of our teachers wanted to know what in the heck was happening to our children. 

“What in the heck is happening to our kids?” she asked.violent-games3

The answers were predictable:  “It’s the media, the internet, the quest for YouTube stardom, the lack of values, violent video games, the economy, screwed up role models, missing parents…” 

WAIT!  Maybe it is some of those things.  But WE create the climate in this school.  We designed a rotating, departmentalized schedule that leads to a more fragmented day.  We provide the structure and the supervision (and lack of it when we get complacent.)  We established the flawed systems that reward and recognize students that abide by our rules and consequences (most of the time) for students who break them.  We create the relationships.  We influence the culture of our school more than any of these outside forces!!!

Bullying begins to take root in places where bullying is permitted. To find the source of why it happens, we only have to look in the mirror.  Even some of our students reported that they took our advice when others were picking on them.  They told an adult.  And the adult just blew it off because they were busy doing something else.  Maybe they were overwhelmed with the alarming increase in students coming to report that they were being bullied too.

As school leaders we can say what we want about our obligation to tests scores and politicians and our quest to create the planet’s most amazing school– creating El Milagro.  But job one is keeping children safe, and if we can’t do that, we will step aside and allow our communities to hire the quality of principals that our children deserve.

(Posted simultaneously at Leadertalk.)

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ONE QUESTION I’VE NEITHER RESOLVED NOR RECONCILED

  Why twitter?

 

twit-bird “kriley19…is standing in Vons reading the ingredients of chorizo…”

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  I rest my case.

 

 

 

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A LEATHER BLANKET ROUGHLY CUT IN THE SHAPE OF AFRICA

huffingon-bookI am approaching the six-month anniversary of my very first blog. For those of you who were the early pioneers of this vigorous enterprise… let me first salute you, then ask your patience while I share three personal discoveries that are having a significant impact on how I think about leadership and my school. I guess they are my “Blogging Discoveries”– lessons that you all learned a long time ago when neophytes like me were just stumbling along.

First, as I read the extraordinarily prolific writing of so many educators I have arrived back to a familiar place, right where I started when I first completed my student teaching at Mar Vista Jr. High School thirty years ago: that strangely refreshing realization that the more I learn, the more I learn that I don’t know squat. Whenever I get to that place, somewhere between bewilderment and humility, I become open to really, really growing.

fish-cartoonSecondly, I have discovered how much I hate to fish. I don’t eat a lot of fish, and so I have no use for sitting out on the Ocean Beach Pier all afternoon incubating pre-cancerous skin lesions. Besides, I don’t like killing living creatures. I don’t hunt either. So I blog. And I have discovered that blogging is very much like I imagine fishing to be. To catch fish, you have to have the right stuff, you have to hang it from the right hook, and you have to be ever so patient when the fish come trolling for dinner. And if they don’t come trolling, they either aren’t hungry or you have the wrong bait. That’s teaching for you.  And it’s blogging for you too-at least when you first get started and your name isn’t Eduwonkette.ob-pier

Finally, I learned form reading so many posts and joining in those blogospheric debates, that we all have one very cool thing in common– one noble thing: we all seem to want the very best for our students. And that is where it gets really interesting.

People write and argue and fuss with a passion,  and frequently – they are blinded by the utter certitude of their world view. It reminds me of that old allegory of the blind men and the elephant:

Six blind men encounter an elephant. The first touches its trunk and says that an elephant is like a palm tree, another touches its side and says that an elephant is like a rough wall. Another feels its tail and says that an elephant is like a piece of rope. Each comes into contact with a different part of the elephant and is convinced that their own explanation is correct and that the others are wrong. None of them realize that they are each experiencing just one part of the same elephant and that none of their explanations are complete.

elephant-men-2Not even the one who touches its ear and says “an elephant is a leather blanket…roughly cut in the shape of Africa.”

They may each be wise, but their blindness has prevented them from developing a broader view of the world. They could only understand the elephant in the context of an isolated feature… rather than as a magnificent creature that was the sum of its parts.

Clearly the “elephant” represents the educational system, about which we all know just enough to be dangerous. I don’t know which part of the elephant I hold or you hold but I figured this out:

When it comes to blogging and sharing perspectives on this very complex enterprise called education, we need the courage to realize that just because our ideas are criticized it doesn’t mean we are wrong. And conversely, we need the humility to recognize that just because we write it in a blog, it doesn’t mean we are right!

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(This post has been simultaneously shared on Leadertalk)

 

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HOW PRESIDENT-ELECT OBAMA SOLICITED MY INPUT ON PRIORITIES FOR THE NEW SECRETARY OF EDUCATION

obama-on-the-phone2OK… so he didn’t really solicit my opinion.  I think maybe I just had a dream that I was sitting in my office talking to a couple of students when I got a phone call– totally unexpected– from President-Elect Obama.

“Dr. Riley”, he says. “It’s good to finally reach you. I know you have been busy running a pretty amazing charter school there in Chula Vista, but man, you are hard to reach.”

“Yes sir, I am usually out in classrooms so I don’t always get to take calls.”

“Well, listen, I just wanted to let you know I finished your book The Lights of El Milagro, and I really enjoyed it. You are doing some great stuff there.”

“Thank you Mr. President. I am honored. I read your books too. Mine hasn’t made the NY Times Bestseller List like yours have… but we are definitely telling our story.”

“And that’s why I wanted to talk to you. You know I have to name a Secretary of Education… right?”

“Yes sir. And no thank you I can’t leave El Milagro.”

I think he laughs.

“Well what I really want to know is what is on your wish list for the new Secretary of Education. You know, what has to happen for you to get your kids to grade level and not sacrifice the quality teaching and learning that our students and teachers deserve?”

So I think about it for a second and consider whether I am dreaming or maybe I’m getting punked by those French deejays who bamboozled Sarah Palin or maybe I have just been working too hard lately and I’m hearing voices-like President-Elect Obama’s. But sometimes you suspend judgment long enough to roll the dice. And so I did.

10-priorities“Well sir… I have Ten Items on My Wish List For The Newly Appointed Secretary of Education To Address While We Work To Overcome Circumstances Created Less By Pedagogy than by Public Policy. If you wouldn’t mind passing them along to the Secretary, I’d really appreciate it.”

“Of course. What are they?”

“Well, if we are going to provide the world class education that everyone has been talking about, here is what your Secretary of Education could do:

1. Provide health care for all of my students to address the scourge of childhood obesity, diabetes, and poor nutrition;health-care

2. Ensure that every child has access to comprehensive eye exams and appropriate interventions when they are struggling just to see– let alone to read;

3. Ensure that every child has regular dental checkups and access to highly qualified dentists so that my students’ baby teeth aren’t rotting in their heads;

4. Provide the funding support and infrastructure so that all of my students can attend preschool like the affluent kids do;

5. Create a way for every child in America to have a laptop and access to the Internet so that poor children aren’t pushed further behind by the technology divide that favors their more affluent counterparts;

6. Divert the 10 billion dollars we are currently spending every month in Iraq and re-invest in the modernization and construction of state-of-the-art school buildings in every community in America;

7. Guarantee a college education of the highest quality for all children so they are motivated to apply themselves academically;

8. Eliminate unemployment so that the parents of my students can properly provide the basic necessities for their children-food, clothing shelter;

9. Significantly raise the minimum wage so that our parents are not forever struggling against the tide…fighting the unwinnable battle to stay ahead of a runaway economy and its stunning indifference to the working poor…standardized_testing

And… let’s see… I guess this is a big one…

10. Eliminate politically motivated accountability systems that, for the most part, test our students’ ability to test while ignoring all of  their other assets: like their creativity and their critical thinking and problem solving and communication skills; and their proficiency with technology and their ability to speak in multiple languages or lead others or serve their community…”

“Sir… are you still there?”

I can hear only music in the background and I am in the foggy no-man’s-land that exists somewhere between blissful sleep and consciousness. Still, I wonder if he got my list. I wonder of his new Secretary of Education: Linda Darling-Hammond or Joel Klein or Kennedy or Powell or Weingarten or Cornell West or Rhee or you or whomever he picks– will get my list. I hope so. El Milagro is no dream and our children are depending on it.

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WHY “GENERATION WE” KIDS INSIST ON DESIGNING THEIR OWN TATTOOS

time2Generation We kids are artists, chess players, musicians, singers, designers, athletes, dancers, actors, playwrights, fashion innovators, tech-savvy inventors, engineers, space travelers, environmental activists, civil rights activists, and scholars. They are forward thinking, technologically gifted (i.e., connected), intensely socially integrated, and ethnically diverse. Many of them just helped elect the first African American president in our nation’s history. They are roughly between the ages of 8 and 30.

So is it me? Or have we somehow managed to reduce their brilliance to the rather narrow band of competencies once considered appropriate for 19th century prairie schools?

They are, after all, judged in our schools on their ability to select one pre-ordained “correct” answer from a list of 4 possible choices on sterile and standardized tests designed independently by each state. States which, by the way, get to test whatever they want to test as long as they test that which is valued by one very onerous and unfunded mandate called No Child Left Behind.

prairie-school-21The education of Generation We has in effect been reduced to basic skills in reading, grammar rules, math, and test taking. In response to the accountability and testing movement, we have regressed toward a narrow curriculum once quaintly defined in one-room prairie school houses as the “3R’s”: readin’, ritin’, and ‘rithmetic. (At least ritin’ requires thinkin’. ) Now the curriculum focus is defined by W.O.T.T! What? What’s On The Test. As in…”Today, class, we will study whatever’s on the freakin’ test”!!!!!

But if we are still capable of learning anything we should have learned by now that one of the defining characteristics of Generation We is that they are not going to be pigeon-holed in percentiles and proficiency levels. 

Keenan is a perfect example. He is not particularly strong in ‘readin’, ritin’, or rithmetic”. But his short term and long term memory is so acute he memorizes song lyrics the first time he hears them. He masters technology the moment he touches it: cell phones, laptops, I-pods, video games. (I wonder why they even bother to print owner’s manuals and directions any more… Gen-We kids don’t use them!)

aAnd he is a walking billboard for Avalon Tattoo in Pacific Beach. He is running out of space on his otherwise beautifully sculpted body to permanently ink icons or sayings or cryptic celtic designs. He designs is own tattoos because he can. It is his body and maybe after 12 years of captivity in someone else’s definition of art and literacy his designs are liberating. At one time he might have passed as an anti-social biker or a carnival ride operator or an island warrior. Today, his Facebook page has hundreds of “friends” from all over the world–most of whom have liberating tats of their own!

Throughout his school experience he was warned that he has to score Proficient on the California Standards Test and pass the High School Exit Exam or he’ll be doomed to a lifetime of failure. What does a tech-savvy, socially connected, Generation We kid with a superb memory and a willful defiance of traditional school norms do with his life when he grows up and struggles with the “readin’, ritin’, and rithmetic'” that we told him was so important?

He becomes fluent in American Sign Language. It comes as natural as new cell phone protocols. He remembers every gesture and symbol from the instant he learns it. He has mastered a skill set that he can actually use in the service of others; a vocation that is not tattoo-aversive.

Seems like we could learn from kids like Keenan that our schools should not be designed by educrats obsessed with the prairie grass that they see waving in their rear-view mirror.

Now let’s see. How do you “sign” the word Gifted? It’s not on the test.

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A POEM FOR BARACK OBAMA UPON THE INAUGURATION OF AMERICA

A flurry of blogs—including Scott McLeod’s Dangerously Irrelevant” have invited their readers to write an open letter to President-Elect Obama.  It is a cool idea so I decided to write one.  If you scroll down to the next post you will find it.  But then I saw Larry King interview Maya Angelou about her poem “On The Pulse of Morning” which was written for Bill Clinton on the occasion of his first inauguration.  Dr. Angelou said she has not yet been asked to write an Inaugural Poem for President Obama but said she would write one for him anyway– which is also a cool idea.  So I wrote one of those too. 

This is my Poem on the Inauguration of America. It was written moments after CNN announced Barack Obama as the 44th President of the United States. It gives voice— at least for me— to the deep emotions, the catharsis, and the extraordinary pride I feel in him. And in America.  And the very long road we have walked.

 

“Here on the pulse of this new day, you may have the grace to look up and out and into your sister’s eyes, into your brother’s face, your country and say simply, very simply, with hope, good morning.”

–Maya Angelou “On The Pulse of Morning” 

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“I AM HOPE”

A POEM UPON THE INAUGURATION OF AMERICA
January 20, 2009
Written for Barack Obama,  the 44th President of the United States
By Kevin W. Riley

 

Hope.

I  am.

Hope has, even for America’s moment,
Brought more than this moment of redemption.

Hope.
Though I am shackled and thrown upon the swollen deck,
Seaborne and riding the stench of slavery to some new world- lost to life.

Hope. Though I am asleep in Lincoln’s apocalypse.
I am Gettysburg and Manassas and Shiloh.
The dead stacked and shoveled into history’s silent pocket.
In the atrocities a war wrought, even the birds were lost for song;
their throats clutched
In witness of humans who could be so calloused and so cruel.
All in the name of Freedom.

Hope.
I am innocence: Emmit Till and Little Linda Brown
and Addie Mae Collins and her three young friends.

Hope.
I am the blessed martyrs. I am Medgar Evers.
I trust Malcom X with my fury.
I marched from Selma to a Birmingham Jail.
I ripped away the judge’s hood that silenced Bobby Seale
and enjoined the Freedom Riders to endure the flames at Anniston.
I heard the chilling voice of Bull Connor and the sting of riot dogs.
The fire hose.
I saw school buses ignite Roxbury and trigger decades of white flight.
And still I stand.

Hope…
I am the preacher-prophet who foretold that we would reside one day
in a promised land.
He must be with us now.
Though the years have kept his visage young…
His eternal voice is crisp as fire
As he sings from the mountain top.
This morning I heard the sky rejoice-
like the deafening wail of 10,000 hurricanes.

I am Lazarus.
I have redeemed the blood of a beloved brother, gone 40 years.
(Bobby’s picture is still among a shrine of holy cards
in a little house in San Antonio
Where Abuelita says her morning rosary
To Cesar Chavez and a wall of popes whose names she cannot pronounce).

I am JFK for whom Ireland still weeps.

I am redemption for centuries of sorrow;
For a word so foul it sticks in civil throats like drying cactus–
Thistle and rust, decapacitating…
A poison elixir that not all our years combined can exorcise.

I am first Hope. Jackie Robinson and Thurgood Mashall.
I am the first black pilot, the first black principal,
the first black business owner, the first pioneer.
I am first to serve, first to play, first in science,
and first to sail deep into space. 
And yet I am last.

I am Hope.
I ride a mighty wave.
I stand on shouldered giants, most for whom history has not reserved a name.
I am beneficiary of the wishes and the words and the blood of legions.

I rise by the toil of Chisholm and Jordon;
on the scaffold stairs built by Jackson and Charles Houston
and Andrew Young.

I am
Hope– tempered, with no guarantee.
But if ever He loved a people
Surely now He has heard our prayers…
Whispered through days and years and generations–
Through all America’s time
To let us be who we must be;
To even once know what it means to be ONE nation.

Alas…
I am only Hope.
My arms are thin.
I speak as if all of God’s angels have somehow filled my lungs
with righteous air.
I am your mouth. His voice.
Our hands–
That the promise of humankind might at last be realized.

But I cannot be who YOU will not be…

So now my name is nailed above Katrina’s door,
Above the Wall Street debacle and the house of cards.
My name is nailed to Iraq and Jerusalem, to all ancient Persia–
And to the suffering of Darfur.

And as I go, so go a hundred nations.

Freedom shines,
A loud bell tolls the moment.
We are astride a wondrous day.
History will remember us as giants…
Or it will not.

Redemption has a name.
I am Obama. And mine is a holy song.

wave2

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Filed under charter schools, El Milagro

A BRIEF, OPEN LETTER TO PRESIDENT-ELECT BARACK OBAMA NOW THAT THE TEARS OF JOY AND EXHILARATION HAVE DRIED AND WE HAVE A MORE GROUNDED ASSESSMENT OF THIS EXTRAORDINARY MOMENT IN OUR NATIONAL JOURNEY

 

Dear President Obama:

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LEAD US!

Respectfully Yours,
Kevin W. Riley, Ed.D., Principal from Mueller Charter School
and the Students of “El Milagro”
Chula Vista, California

1 Comment

Filed under Uncategorized