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Students take part in Backpack Buddies

CA Curious

Backpack Buddies: A true community effort

September 12, 2019

Impactful service learning is a cornerstone of the Cary Academy experience. Addressing childhood hunger has long been an aim of sixth grade service learning.  

For years, the sixthgrade team has partnered with Interfaith Food Shuttle and Reedy Creek Elementary School for the Backpack Buddies program, which provides weekend food bags for students whose families are food insecure. Despite a strong effort and the best of intentions, however, as a community, we’ve never come close to collecting enough food to meet Reedy Creek’s needs.  

This year the sixth grade is determined to increase their impact. They’ve set their eyes on an ambitious new goal. 

16,800. 

That is the number of items our community needs to collect to fulfill our commitment to helping  address food insecurity at our partner school Reedy Creek Elementary.  

That’s 16,800 items that our 6th graders will need to solicit, collect, manage, and pack into 1,080 weekend food bags. That’s 30 bags a week for the remainder of the school year! 

So, how do we get there? 

It all starts with making the experience personal and relevant to our sixth-graders.   

To that end, to kick-off the project, Amber Simmons from the Interfaith Food Shuttle shared a dynamic presentation about food insecurity and the impact of the Backpack Buddies program. Through various activities, sixthgrade teachers continued to educate students on the breadth of local hunger. Students learned that one in five children in North Carolina face food insecurity. During the second week of school, students took an experiential learning field trip to visualize the proximity of Reedy Creek Elementary (only 1.1 miles away from Cary Academy) and to shop for the contents of one Backpack Buddies bag in local grocery stores. As we shopped, students discussed the nutritional value of different food choices, compared prices, and debated what the “best” snacks would be to send home with our neighbors. Already, the Backpack Buddies project has exemplified the benefits of learning through service by encouraging students to use a multi-disciplinary lens to study a real-world issue impacting many of our neighbors. Through this process, students are organically prompted to reflect on their place in the community and learn how to be socially responsible citizens. 

After a deep (and personal) dive into understanding the issue at hand, as is the CA way, the sixth-grade team and Service Learning Director put the students squarely in the driver’s seat. Given ownership over the project, they were tasked with revitalization of the food drive, including the development, marketing, and implementation of food collection and spearheading a larger community-education campaign to inspire giving 

Over the first few weeks of school, sixth-graders have been hard at work, collaborating in teams to design and pitch competing plans for educating our community, advertising the Backpack Buddies program needs, and motivating the community to action, while also thinking about the physical logistics of collecting and organizing the actual donations.  

A true community-effort, Cary Academy faculty and staff were invited to serve as guest experts and mentors, helping to guide students as they created their pitches for implementing a creative and effective food drive. And, on only their third week as sixth graders, twenty-five groups of four students each showcased their learning and innovation in their final pitch presentations. A panel of judges found it too difficult to decide on one pitch to implement; instead, components from every group’s plan will be utilized in the food drives throughout the year. 

This makes everyone winners—Cary Academy students learned what personal, relevant, and flexible learning looks like by practicing the personal success skills of curiosity, collaboration, communication, responsibility, and reflection. At the same time, our whole community benefits: CA students learn about a pertinent local issue, two local schools strengthen a partnership, and families face a little less insecurity about their next meal.  

The first Backpack Buddies Food Drive will be Monday, September 16 through Friday, September 20th. Specific food items needed are listed below.  

 You can help our sixth graders achieve their goal!  

 Contributions can be dropped off at the Middle School between 7:30 am and 4:00 pm. Pop-top cans are ideal. Please be sure food is not past the expiration date. 

  •  Individual shelf stable milk 
  • Canned meat or beans 
  • Canned vegetables 
  • Canned fruit 
  • Breakfast items (such as individual oatmeal and cereal) 
  • Snacks (healthy but tasty) 
  • Noodles (such as Easy Mac and Ramen) 
  • 100% Juice boxes 

Items needed

 

 

 

 

Written by Maggie Grant, Service Learning Director

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Walking the Bifurcated Walk: Urban Design for Social Justice 

August 29, 2019

By Kathryn Chao, Hannah Gordon, Clay Thornton, and Michael McElreath 

urban-design-for-social-justiceThis summer, CA’s Center for Community Engagement offered a new intensive experiential course: Urban Design for Social Justice. Designed, organized, and sponsored by CA, the course was a pilot initiative to explore authentic opportunities for CA students to collaborate in impactful ways with their peers at other public and private schools on challenging community issues.  

Over the course of two weeks, three CA juniors—Kathryn Chao, Hannah Gordon, and Clay Thornton collaborated with nine of their peers from Wake Young Men’s Leadership Academy, Wake Young Women’s Leadership Academy, Enloe High School, and St. Mary’s. In partnership with local nonprofit Passage Home, they researched poverty, gentrification, and the affordable housing crisis in Raleigh and collaborated on real-world solutions. 

Like the students, I was grateful for the opportunities presented by this course. While my colleagues—Coach Kimberly Shaw from CA and Alison Chernin from St. Mary’s—and I mentored the students on things like effective group method, the solutions they researched and proposed were their own, and we all learned a lot from them.  

This course reflects CA’s deepening commitment to experiential learning that deeply engages learners as co-creators of knowledge. It also illustrates how we are finding ways to reach out into our community to learn with our neighbors; the social justice focus underscores the value we place on equity, diversity, and inclusion.  

Read on for an account from our student participants on their experience and its impact. And, stay tuned: there will be more such efforts and opportunities in the coming years!   

____________________________________________________________

urban-design-for-social-justiceThe first morning of our Urban Design for Social Justice course, we walked in baking heat through a variety of neighborhoods in East Raleigh. We saw new apartments and condos in some areas, businesses on main streets, and a few city parks.  

About an hour in, we noticed an abrupt change in the sidewalk. From a pristine, wide, white, stretch next to brand new apartments/condos, we stepped onto a cracked, narrow, dingy section adjacent to older and run-down homes. Appearing to not have been replaced in years, the walkway grew increasingly more dilapidated after we crossed the street. It seemed like another neighborhood entirely. 

In a snapshot, this bifurcated experience set the tone of our course for the next two weeks.  

The 12 students in this program were from five different public and private schools in Wake County. Coming from diverse neighborhoods, from Brier Creek in the West to Zebulon in the East, we met each day in downtown Raleigh.  

Each of us shared a passion to make a positive difference in or community. Together, we worked with Passage Home, a non-profit striving to break the poverty cycle and mitigate the negative impacts of gentrification on its neighbors in Southeast Raleigh, where two of us live.  

Learning about that area alongside peers who knew it well, we worked in three teams to dissect problems posed by Passage Home. Specifically, how to attract a diverse set of residents to affordable housing it will build next year; how to enhance or repurpose two community gardens; and how to better unify the rapidly-changing community.  

While it seems that little could be accomplished in a span as short as two weeks, the program concluded with each group pitching their proposed research-based solutions to the CEO of Passage Home. It was tremendously fulfilling to explain the potential tangible effects of our ideas. This hands-on approach was a great way to learn about both the social issues explored as well as the skills required to work in a field like urban design.  

While we each had different expectations going in as to what we were getting ourselves into, in hindsight, we all agree that it was ultimately one of the most interesting and beneficial experiences we’ve ever had.  

We’ve included some of our personal reflections below.  

Hannah:  

This course taught me so many things, not just about the issues in the Raleigh area. I came out of it feeling much more passionate about helping my community, and I also learned valuable lessons that can be applied to real life. 

“One of the main things being teamwork. We were put into teams with people that we didn’t know and diving into complex issues with a bunch of strangers was difficult. However, through team bonding (planned and unplanned) we were able to get to know each other better and come up with feasible solutions.  

Another important lesson I learned was about professionalism. We were meeting with professionals and it was important that we presented ourselves in a way that allowed us to be taken seriously. 

 Kathryn:  

This course gave me the opportunity to understand how to approach conducting research through interaction. Often at school, research is synonymous with reading about a topic online. In this case, however, the forefront impacts of gentrification include significant disruption within the community. Consequently, going out to see the area and survey residents was the only way in which we could comprehend the problem and its repercussions.  

Throughout the two weeks, we interviewed locals in the neighborhood, sat down with professionals in the realms of both social justice and urban design, and we gained a richer, broader perspective. I have come away from this experience with a deeper appreciation for the complexity of urban design and nonprofit work, as well as the assurance that a desire to incite change can be achieved with the application of deepened perspective. 

Clay:  

While I have participated in social justice work both inside and outside the Cary Academy community, I have never had an experience quite as unique as the Urban Design for Social Justice course. In it, I was able to build an understanding on the impacts of gentrification in my own backyard.  

This course was unique, in that we turned our research and understanding of this issue into tangible plans for resolution. By partnering with Passage Home, our passion and creativity were given a pathway to create change in our own community. To me, that is extremely powerful.  

The process we underwent to reach our final pitches has given me tools that I can use for the rest of my life. The opportunity to solve real-world problems is lacking for most high school students. I am extremely grateful to have been given the opportunity to take this course. I will always remember my time spent with amazing students and teachers who share my passion for equity and social justice. 

Written by Michael McElreath, Experiential Learning Director

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April 18, 2019

Members of the Community Engagement Class tend the community garden at Alliance Medical Ministry in Wake County.

How do students at a private school understand and respond to the critical needs in their community? One way a group of us tried to break out of our CA “bubble” was in an innovative class that began this year. 

In January 2018, Dr. McElreath offered the junior class the opportunity to create a new Community Engagement class at our school, and he said we could choose the topic we wanted to explore. Five of us met weekly until we eventually chose the broad but important theme of poverty and inequality in Wake County.  

During Discovery Term, we met with experts from academia, nonprofits, and governmental agencies to learn more about this issue. At the beginning of this school year, using the knowledge we amassed during DT and with 4 new classmates, we split up into 4 subtopics: inequalities in housing, criminal justice, healthcare, and education.  

Throughout the year, we continued researchingidentifying major problems and potential solutions to these pressing matters. By January, we presented some of our ideas for improving inequalities to students, parents, and some of the experts we had interviewed earlier. We still hope to speak with some decision-makers in government and corporate settings before we’re through! 

This last trimester, however, we have mostly shifted into advocacy and volunteer work. We’ve identified several organizations working hard to alleviate inequalities, and we’ve spent time learning from and supporting folks at Habitat of Wake County, the Alliance Medical Ministry, and a phenomenal preschool called Learning Together.  

Learning Together’s mission is to “meet the developmental, educational, and health needs of young children of all abilities.” Primarily serving lower socioeconomic individuals with a variety of learning differences, Learning Together bridges the gap between where students are and where they need to be, making their matriculation into Wake County Schools with their age-peers possible and successful. This past year, 27 of their 32 students who finished the pre-school were able to begin regular kindergartens in Wake County with their friends. This is an incredible place!  

LT’s work addresses successfully some of the essential inequities we have been studying in education and healthcare, and they do so with many children in families that are housing insecure. In ways that may seem less immediate, their work may even prevent their students from ever becoming involved in the criminal justice system.  

We’re so impressed by Learning Together that we have joined an effort to support the school’s Bridge Gala fundraiser on May 9. If we are successful, we will help Learning Together families maintain access to healthy food this summer. Without our help, LT may have to shut down from June to August, depriving children of their most consistent source of healthy meals 

By the way, you can help!  If this school’s mission and results impress you like they did us, we hope you will learn more and contribute to this effort 

And if you can, we hope you will join us for the Gala on May 9!  

——————————-

Alisha, Grace, Izzy, Jaishree, Leksi, Madi, Mesha, Michael, Ryan, & Dr. McElreath  

The Community Engagement Class 

Written by Alisha, Grace, Izzy, Jaishree, Leksi, Madi, Mesha, Michael, Ryan, & Dr. McElreath

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CA welcomes new Director of Equity and Community Engagement

April 1, 2019

Danielle Johnson-WebbWe are pleased to announce that Danielle Johnson-Webb will be joining Cary Academy as our new Director of Equity and Community Engagement in July. Her hire concludes an exhaustive and highly competitive search that stretched across the country.

Most recently, Danielle joins the Cary Academy community from the Montessori School of Raleigh, where she served as the Director of Enrollment Management. There, she worked to create equitable recruiting policy and procedures to increase diversity within the MSR community. In service of that goal, she leveraged her equity and inclusivity training—including her participation in programs like Deconstructing White Privilege(Un)Privileged: The Cost of Being Poor at an Elite Institution, and From Diversity to Plurality—to develop and implement training, curriculum, and programs in the areas of equity, inclusion, and justice for all employees.

In addition to her experience with MSR, Danielle has a long history of working within independent schools—including Duke School and Davidson Day School—in various roles, ranging from faculty member to senior administrator. In addition to equity and inclusivity work, her experience includes teaching, enrollment management, development, and communications. Altogether, her experience affords her a unique and holistic understanding of independent schools that will undoubtedly inform and benefit her equity and engagement work at CA.

Outside of her independent school experience, Danielle returned to her alma mater, North Carolina Central University, as a commentator for the NCCU Sports Network and Time Warner Cable. In college, she was a member of the North Carolina Central University championship women’s volleyball program and the women’s basketball program. You’re likely to find her on the court and cheering from the sidelines next year as she gets to know our community.

The Director of Equity and Community Engagement is a newly created role for Cary Academy. Housed within the Center for Community Engagement, the role encompasses and expands the responsibilities of the former Director of Diversity position held by Jason Franklin, and includes a stronger mandate for internal and external community-building.

The shift in title from “diversity” to “equity and community engagement” is purposeful. It reflects the shifting landscape of equity and inclusivity work and a more nuanced recognition that a diverse community is not necessarily an equitable one. Diversity alone is not enough; it must be thoughtfully coupled with robust equity and inclusivity efforts. The title change signals CA’s ongoing commitment to creating a truly equitable, inclusive, and diverse community where everyone has an opportunity to have a voice, be heard, and thrive.

Look for more about Danielle, her background, and her vision for her new role in an interview with Chief Student Diversity Officer Lily Levin in the upcoming issue of ?, The Magazine of Cary Academy landing in mailboxes in April.

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Diversity alone is not enough

March 28, 2019

CA students address the 2019 Triangle Diversity Alliance conference, which brought together more than 200 students from Triangle area schools to discuss the roles of diversity, inclusivity, and equity in our respective communities and on our campuses.

Creating a diverse and inclusive community has always been one of CA’s core commitmentsWe feel strongly that our campus should reflect the wealth of diversity represented by our broader Triangle community.

And for good reason. We know that as students are exposed to a variety of perspectives, they are challenged to think more deeply, to broaden their worldviews. In effect, they become more compassionate, well-adjusted, and better equipped to succeed in the world beyond our campus.  

Recent research has even established that non-homogeneous teams are, in fact, smarter.   

Heidi Grant, a Columbia University professor writing in the November 2016 Harvard Business Review, outlined findings from various studies that showed diverse teams focus more on facts, process those facts more carefully, and are more innovative.

More recent studies, including 2018 research from Harvard’s Paul Gompers, have shown that diversity also translates into improved business returns.  

All of this matters at Cary Academy, where our mission is to be a learning community committed to discovery, innovation, collaboration, and excellence.  

While we are rightfully proud to be the most diverse independent school among our self-defined peers in North Carolina, and more diverse than many public charter schools, we must also remember that diversity is not the outcome … it is the starting point.

Diversity alone is not enough; it must be coupled with an unwavering commitment to equity and inclusivity. It is imperative that each member of our community have equal opportunity to participate fully in the CA experience; that all feel valued to share their unique voices, experiences, and perspectives; and to be heard with respect, kindness, and integrity.   

To that endwe have put in place many things to foster inclusivity in our community. Importantly, this is one area where we have also given students a tremendous voice. There are myriad groups and clubs across campus that offer opportunities not only to bring groups together around various identifiers, causes, and perspectives, but also offer opportunities to work collaboratively across them, and to provide important educational opportunities across the community.

For example, various Upper School affinity groups have hosted a range of activities throughout the year, including:

  • a lunch symposium on Asian-American issues, 
  • a sexual assault awareness workshop, 
  • a symposium series on education equity, 
  • a speaker for Indigenous People’s Day,  
  • a series of activities for Mental Health Awareness Week,
  • several cross-group conversations (called intersectionality), including a Roman Catholic and Christian faith discussion,  
  • a Diwali lunch, and 
  • several “Courageous Conversations” on topics varied as the prison system, hip-hop and culture, and mental health. 

Affinity groups help support three large scale activities as well: the Triangle Diversity Alliance Conference (hosted by Cary Academy this winter), Ubuntu, and MLK Day.

Coming up in April, we have the Day of Silence in recognition of the bullying and silencing often experienced in the LGBTQ community (4/12), a celebration of the Hindu Holi festival (4/26), and the National Day of Prayer (5/2).

While the Middle School has its own affinity groups (and sometimes partner with their Upper School peers), many discussions of diversity, inclusion, and equity are embedded into the programming run by faculty in their classrooms or through Charger Trails. These include:  

  • sixth grade conversations about cultural universals, building respectful relationships, world religions, and establishing community norms; 
  • seventh grade conversations about connections, the legacy of slavery, and the independence and protest movements; and 
  • eighth grade conversations on learning differences, the Holocaust, healthy sexuality, and Civil and Women’s Rights.  

This curricular work helps teachers put into context various activities that happen around campus, such as Ubuntu, MLK Day or the Day of Silence.  

 Of course, a culture of inclusivity does not mean a culture of universal agreement. Quite the opposite, inclusivity requires that we hold a safe space where a diversity of perspectives and identities can respectfully co-exist.  

It is for this reason that one of our all-community themes over the past few years has been what we call Dialogue Across Difference, an effort to build skills necessary to listen to one another. 

This work, done in partnership with Essential Partners, has included workshops for employees, students, and parents.  

Earlier this year we held an all-school dialogue with various topics on the theme of political values. It is important to us that these formal dialogues are not singular events, but that the art of dialogof leaning into difference with genuine curiosity and respect and a desire to learn, to discover more—is a skill that we develop in all our community members.  

To that end, teachers have continued this dialog work with grade-level dialogue work on a variety of topics such as identity, culture, and storytelling. This month, the 11th and 12th grade students will be self-selecting to participate in dialogues on a variety of topics of their interest. This work has intersected with that of other groups, such as our National Honor Society, which has sponsored a series of conversations around the theme of Civil Discourse.

As you can see, there is A LOT going on — too much to fit into a single overview. Students hear about these activities or opportunities through regular communication from their peer leaders. Faculty or administrators may share out to students when activities bridge into the curriculum. Where applicable, our CA Weekly also tries to capture the breadth of activities happening, even if we can’t get a special communication about each and every activity.  

Look for more in our upcoming print Magazine, including a Q&A with our new Director of Equity and Community Engagement.

Written by Mike Ehrhardt, Head of School

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March 13, 2019

The Triangle Debate League—a non-profit organization comprised of CA student peer-mentors and collegiate debate coaches—hosted their inaugural tournament on March 12th with students from Jordan, Hillside and Southern High Schools. CA Speech and Debate students came out in big numbers to support, judge, and make the event run smoothly. Founded at CA, TDL works to bring speech and debate to Durham and Wake county schools that don’t have the resources to otherwise support the activity. 

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September 20, 2018

CERT students help ready the campus 

As Hurricane Florence bore down on the Carolinas last week, our students sprang into action to help their community, both here at Cary Academy and beyond.

As news of the storm overtook media on Wednesday of last week, our Community Emergency Response Team (CERT) students—led by our Director of Safety and Security Jeff Wacenske—put their training to work, helping to ready the campus for the predicted high winds and torrential rain. Typical of our students, others quickly jumped in with helping hands to move all outdoor furniture safely inside. 

Offering a fantastic example of community spirit and teamwork, the varsity baseball and tennis teams used their practice times to survey all of CA’s athletic facilities, securing equipment and installing protective wind guards.

Members of the varsity baseball team hang
protective wind guards in preparation

And while our local community collectively breathed a sigh of relief when the storm turned, leaving CA with minimal damage, focus quickly shifted to how we could help those to the east who were left in Florence’s debilitating wake.  

In the wee hours of Sunday morning, Junior Parker Perkins, a cadet in the Civil Air Patrol—an auxiliary of the United States Air Force that carries out emergency service missions—deployed to Deep Run, NC to distribute supplies to affected areas.

Junior Parker Perkins deploys with
the Civil Air Patrol 

Closer to home, there have been numerous conversations amongst students, faculty, and staff in how to best serve those impacted. In the Upper School, Seniors Lyndon Wood and Milen Patel are spearheading a supply drive to collect pop-top canned meals, hygiene products, and cleaning supplies. The drive will run Thursday, September 20 to Wednesday, October 3, with collection bins in the Upper School lobby.

In addition, an Upper School bake sale featuring baked goods from Key and Beta Clubs is scheduled for US morning break and community time on Thursday, September 20 and Friday, September 21. Proceeds will be donated to the Food Bank of Central and Eastern North Carolina.

In the Middle School, the Middle School Student Leadership Club is planning a supply drive to run Monday, October 1 through Friday, October 5.  In addition, Leadership Club students are working with their faculty advisors to grapple with some of the long-term effects of Hurricane Florence and ways that they can sustain relief efforts over what will be a prolonged rebuilding process. Stay tuned for details.  

We thank all those that have stepped forward to provide help, both here on campus and in the wider community. And while we’re proud of the selfless outpouring of assistance from our community, we’re also happy to note that it isn’t altogether surprising. For a community that encourages students to make a positive impact on the world—both during their time here at Cary Academy and when they venture out into the wider world—meaningful community service and helping others is the norm. Hurricane Florence was no exception.

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