Sex talk comes with the job for Douglas County (Neb.) Health Department HIV-STD specialist Sherri Nared-Brooks
Talking sex is what Sherri Nared-Brooks does for a living. As the Douglas County (Neb.) Health Department HIV-STD Prevention Specialist she makes it her business to find out what risky behaviors people are engaging in and to get them tested and informed to help prevent them from becoming new casualties in the epidemic of sexually transmitted diseases impacting urban Omaha, particularly the Africa-American community. My profile of her and her work is in the February 2015 issue of The Reader (www.thereader.com).
Sherri Nared-Brooks and her mobile sex ed-STD testing clinic, ©Debra S. Kaplan
Sex talk comes with the job for county HIV-STD specialist Sherri Nared-Brooks: Telling it like it is no problem for this veteran on the sexual health frontlines
©by Leo Adam Biga
Now appearing in The Reader (www.thereader.com)
America’s schizophrenic about sex. Images and hookups abound, yet in this information age many folks don’t know, follow or discuss safe practices. That incongruity explains why sexually transmitted diseases are at epidemic levels and why things never slow down for Sherri Nared-Brooks in her role as Douglas County Health Department HIV-STD Prevention Specialist.
Her main focus is North Omaha, where the epidemic’s acute among African-Americans. Her deep ties there, along with her straight talk and personal mission, give her street cred making the rounds at barber shops and clubs.
“I believe in keeping it real, so I talk in the vernacular they understand,” she says of young men and women she encounters at her office or out and about.
She knows urban sex slang and doesn’t make moral judgments.
“It’s about accepting people where they’re at and reminding them the things they’re doing are putting them at risk, so whether it’s at the jail or at a barbershop or I’m walking down 24th Street, I pass out condoms. They may not know my name, but they know me as the Condom Lady or the STD Lady.”
She addresses the topic, too, at prisons, hospitals, schools, churches, community centers, health fairs. Always looking for nontraditional sites, she has eight public libraries holding screenings.
In her experience young people are cool talkng sex but what kids get at school, home, worship center or doctor’s office is often woefully inadequate. That leaves teens gleaning often wrong or insufficient info where they can. Denial and magical thinking – “it happens to other people, not me” – run rampant. She fills gaps, dispels myths and emphasizes anyone not using protection or practicing abstinence is at risk, period. It’s about education and testing, but it starts with self-worth.
“It’s just about loving them and wanting them to love themselves. It’s getting people to understand they’re important and they need to take responsibility for their own health. I teach women they’re the prize. When you know you’re the prize you’re not going to just give yourself to anybody, because once he gets it from you he wants it from your friend, your cousin. If you keep yourself, he doesn’t have a choice but to respect you because you’re respecting you.
“The things I teach I had to learn over my own lifetime,” she says.
Raising five kids helped prepare her.
Then there’s the fellas.
“I tell guys, if she’s having sex with you that easy, you need to be afraid because she’s giving it to everybody else, too, and if she’s saying she doesn’t want to use a condom you really need to be afraid.”
When you have sex with someone, she stresses, you essentially have sex with everyone they’ve been with. It’s all about exposure. She imparts the same message to folks engaging in same-sex relations.
She enlists business owners as foot soldiers in the fight to reduce STDs. Alesia Lester at Gossip Salon, 5625 Ames Ave., is glad to help the cause. “Sherri comes in and educates us and that allows us to educate the client. She makes people aware. She’s very passionate about it and it’s so needed. I had a child at 15. I didn’t understand myself, so I definitely didn’t understand my body. I wish I’d had someone that could have sat me down and talked to me without me being afraid my mom would know. Sherri makes it plain and people respect her.”
“To me, they’re champions in helping get the word out to educate people,” Nared-Brooks says of community partners like Lester.
Nared-Brooks targets barbers, stylists, bartenders on the theory people open up about their sex lives to them. “You may not tell your doctor, but you’re going to tell your barber. They know who’s doing what.” She schools owners on the basics, leaving condoms, fact packs and kits for on-site testing. Lester welcomes it all. Both women say confidentiality is maintained throughout.
With so many places to hit and so many people at risk, Nared-Brooks ends up doing much work on her own time.
“It needs to be done.”
She calls her personal SUV “the STD truck” for all the supplies it carries. She trains others to do prevention-education work and she’d like to train more.”There’s only one of me,” she says.
She’s encouraged her strategy’s working when proprietors take the lead. Lester and her salon colleagues all tested and customers often ask for kits. Confirmation comes, too, when people seek the STD Lady’s advice about behaviors or symptoms and come in for testing.
“That makes me know I’ve done my job. Until we look at getting tested for STDs as a regular checkup and take away the stigma of it, the numbers are going to stay high. We need to give the message it’s OK to get tested and it’s kind of crazy to not get tested. You need to do it for yourself before you start sharing with someone else. And show each other your test results. Before my husband and I got married we showed each other our paperwork.
“It’s about loving me.”
Her husband, Walter Brooks, joins her on the front-lines of sexual health. They earned the Nebraska AIDS Project’s Shining Star Award for their awareness-prevention efforts. It wasn’t their first recognition. He covered prevention as a University of Nebraska Medical Center public relations specialist and still does for the Omaha Star. They met when he interviewed her.
She accepted his invitation to speak at his church. They’ve been a team ever since.
“My husband is awesome. He’s like my biggest fan, my biggest advocate. We do this community service together. He knows it’s not just something I do as a job. Right now, it seems like for me it’s life.
“When I stand before God and give an account of my life I want to know I used all my talents.”
Change Agent: Mark Evans leads OPS on bold new course full of changes in his first year as Omaha Public Schools’ superintendent
The Omaha Public Schools District deals with the diversity, needs, and challenges that any large urban school distrect does but it has had more than its share of infighting, controversy, and push back in recent years, much of it revolving around an administration deemed distant and unresponsive. As the following profile of new OPS Superintendnet Mark Evans indicates, there’s a new approach at the top, starting with him, as he has ushered in sweeping changes, much of them having to do with the district being more transparent and inclusive. This change agent has led the development of a new strategic plan among many other transformative actions. My piece is now appearing in The Reader (www.thereader.com).
Mark Evans, ©ketv.com
Change Agent: Mark Evans leads OPS on bold new course full of changes in his first year as Omaha Public Schools’ superintendent
©by Leo Adam Biga
Now appearing in The Reader (www.thereader.com)
When Mark Evans accepted the job of Omaha Public Schools superintendent in December 2012, he knew the mission would be immense in this sprawling urban district facing myriad challenges.
With 51,000 students spread out over 86 schools located in divergent environments ranging from inner city poverty to suburban affluence, the district responds to a wide spectrum of needs and issues. In his due diligence before starting the job he found the district’s good work often overshadowed by controversy and conflict due to an embattled school board and an aloof administration and no clear, unified vision.
Besides struggling to close the achievement gap of its majority minority student population, many of whom attend overcrowded, poorly resourced schools, the district reeled from internal rancor and scandal. Longtime district head John Mackiel exited with a $1 million retirement payout many viewed as excessive. His replacement, Nancy Sebring, quit when it came to light she’d exchanged sexually explicit emails with her lover during office hours at her previous employer. The often divisive OPS Board of Education and its handling of the matter drew sharp criticism that resulted in its president’s resignation. The perception was of deep rifts among OPS leaders who spent more time putting out fires than making systemic changes,
District elections turned over an almost entirely new board when Evans, who came to OPS from Kan,, officially started in 2013. The board has navigated a flood of changes that Evans has introduced in fulfilling a promise to shake things up and to address identified weaknesses in Neb.’s largest school district.
One of his first orders of business was conducting a needs assessment that sought broad community input. Feedback from parents, teachers, administrators and stakeholders shaped a new strategic plan for the district. The plan outlines strategies for better communication, more transparency and accountability, closer alignment of goals and greater classroom rigor. He reorganized district staff and created new positions in response to an expressed need for better support of schools. He’s overseen a new student assignment plan, a new hiring policy and a facilities wish-list for $630 million in upgrades.
Evans wants to stem the tide of students OPS loses to other districts, saying that’s difficult “if you don’t have room for them and many of our schools are just packed to the gills.” He adds, “You can’t compete with other districts unless you have facilities of similar caliber and we’re a real inequitable district today. About half our schools are beautiful facilities. The other half there’s a whole list of things that need to be worked on.” The facilities plan may go before voters as a bond issue.
He compares the task of changing the district’s direction to turning around an aircraft carrier at sea. As captain, he plots the course but he relies on a vast team to implement the necessary maneuvers. Evans began the turnaround even before he started.
“I didn’t start officially until July 1 but once I accepted the job I started visiting, collecting information, studying, so that when I did walk in the door I didn’t walk in cold. I walked in running because I’d already met staff and community. I’d purposely reached out. I had a very clearly laid out entry plan that described the things we were going to do.
“You have to have a real clear plan of how you’re going to implement this kind of stuff or you’re going to get lost and lose the prioritization. You’ve still got to do what you’ve been doing but do it better while doing these major lifts. So a lot of it has to do with prioritization and focus. A lot of it has to do with 60-plus hour work weeks.”
Evans likes what he sees on the horizon now that OPS has aligned goals at every level.
“We’ve not had a clearly defined destination until today. What you had was some schools saying, ‘This is my destination, this is what I think is most urgent,’ and they just kind of did it on their own. The difference today is we’ve got clear alignment and we’re creating a system that creates support and accountability throughout. Everyone’s success is contingent upon someone else’s success.
“Accountability is now built in because it’s on paper, it’s in writing:
Here’s your goal for graduation rate, here’s your goal for NESA scores, here’s your goal for the achievement gap…”
He says strategies are being honed “to create that same level of accountability” at all 86 schools and in every classroom.
“That’s the whole restructure piece we created. Principals told us, ‘We want more help in our schools,’ so we shut down a department in the district office and put 30 people out in schools. Then we created four executive directors of school support positions. Each is directly responsible for 21 schools. We spent all summer training them. They’re former star principals who serve at the cabinet level with me and top level staff. They look at the alignment of the big picture goals to the school improvement plan and help principals improve that. Everyone is working towards the same goals.”
He says until the strategic plan there wasn’t a coherent, clearly expressed vision “of where we’re at, where we’re going and how we’re trying to get there,” adding, “I think what I feel best about is we’ve created more transparency and communication from the get go because we asked people what are the strengths and needs of our district. We did forums, we did surveys, we used different tools on our website. That was the start of our saying, ‘We’re going to ask you first and then we’re going to use what you tell us to help us see our critical needs.’ To be honest, I already knew we had critical needs but it can’t be my plan, it’s gotta be our plan, it can’t be my thoughts, it has to be our thoughts, and the truth is most of where we ended up at I would have ended up at, too.”
Engaging people in the process, he says, “is much more powerful” and staff take more ownership for “achieving specific targets.” The changes have been welcomed by some and met with push-back by others. He jokingly says response is “somewhere between embrace and fisticuffs.”
He’s well aware steering this unwieldy district in a new direction will take time given its sheer size.
“You just have to know it’s a big journey.”
He left a good thing at the Andover (Kan.) school district to make this journey.
“I had a great job, we were making progress and nationally recognized. I’d been there eight years and I could have finished my career there fairly easily.”
He declined OPS overtures before throwing his hat in the ring.
“I knew what it was going to take to do something like this, so I said no twice. The third time they asked me to call some people I knew up here and I did and I heard positive things from them. They said to look beyond the headlines because the headlines had been pretty devastating. In my initial research I saw a mess beyond repair but the further I looked, and I still feel this way a year later, the mess has been at the 10,000 foot level – with the superintendent and the board. It’s about getting rid of the noise and distraction and chaos there.
“It wasn’t easy moving but at the end of the day I thought I could make a difference here. I know how to systemically build schools. Everywhere I’ve gone we’ve been able to have progress with kids because I understand how to bring a system together and to build teams and create collaborative decision makers.”
Making it easier for him to take the plunge was the community support he found here he didn’t find in Wichita, Kan., where he spent 20 years working in that city’s largest public school district.
“I’d spent most of my career in Wichita in a very similar setting – from the size of the schools to the number of employees to the demographics of the kids. But there is one significant difference and this is part of the reason I said yes – the community here is more supportive than Wichita is. This community still cares. People want OPS to be successful. There’s philanthropic support. There’s several foundations and individuals that care about OPS.”
Along with the deep pockets of the Sherwood and Lozier Foundations, OPS has relationships with mentoring initiatives like Building Bright Futures, Partnership 4 Kids and Teammates. Recognizing that many of its students live in poverty and test below grade level, the district partners with organizations on pre-K programs in an effort to get more at-risk children ready for school. New early childhood centers modeled after Educare are in the works with the Buffett Early Childhood Fund and the Buffett Early Childhood Institute.
Evans champions community-driven endeavors aimed at improving student achievement and supporting schools because no district can do it alone, especially one as large and diverse as OPS.
“Not only is it a big district, which creates some challenges, we have more and more free and reduced (lunch) students who qualify for the federal poverty line and we know that brings with it some extra challenges which is why we need community support. We have an increasing number of English as Second Language learners because we have a growing number of refugee families. These young people not only have language barriers but huge cultural barriers.
“We also have more young people coming to us with life challenges and neighborhood issues. Partnering with community groups makes a big difference with those extra challenges. What we’re trying to do in many situations is fill in gaps. Organizations are critical because we’re filling in more gaps than we have before.”
Those gaps extend to resources, such as high speed Internet access. Some kids have it at home and school, others don’t because their parents and schools can’t afford it.
He says the efficiencies possible in a corporate, cookie-cutter world don’t fit public schools because no two suppliers, i.e. parents, and no two products, i.e. students, present the same specs.
“We take whoever walks in the door and wherever they’re at is where we take them, whether they have special needs, language arts deficiencies or advanced skill sets. So school A and school B might look different, in fact they’ll inherently look different even though the summative assessments are still going to look the same with standardized testing and those kinds of things. We do have these summative tools that tell us something about whether a school is progressing or not.
“On the other hand, school A may be quite a bit different than school B because school A has 20 percent refugees with some very specific skill gaps and so how we support them and the grade level assessments tied to that curriculum are going to be a little different than school B which has no refugees, no ELA-ELL (English Language Acquisition-English Language Learner) students. Students in school B are prepared and ready for something much different than what students at school A are prepared and ready for. And so we demand that each school and each staff differentiates based on the needs of the young people. You do formative tests to get those early indicators of where are the skill gaps and how are we going to bridge those skill gaps.”
Differences aside, the same overarching goal apply to all schools.
“No matter where they’re at, what you’re looking for is progress in both groups. It’s gotta be about growth and progress, wherever they came from, whether from a refugee camp or a single-parent family or a household where both parents are college graduates. The day they walk out they’ve gotta be better than the day they walked in.”
Closing the achievement gap, he says, “is not just resources,” adding, “There’s a lot of things we can do with existing resources – that’s what we’re trying to do with alignment. For example, if we know of a specific strategy to improve math or language arts skills for kids below level why wouldn’t we train all our staff in that methodology for all our schools? We’d never done that. Instead, school A and school B would pick out whatever strategy they wanted. Some would buy a compute-based piece and some would do a tutorial piece at the Teacher Administration Center.
“There was no collaborative where educators said, ‘Which one has the highest return on impacting those skills?’ That just doesn’t make any sense. So now we’re attempting to scale those things. Part of it is getting out of our silos and scaling the quality and part of it is helping people develop the skill sets to know how to implement that, because not everybody knows.”
Pam Cohn (Secondary)
Melissa Comine (Elementary)
Dwayne Chism (Elementary) Lisa Utterback, Elementary
His executive directors of school support, including Lisa Uttterback, were principals at high performing schools. Evans has charged them with helping principals adopt best practices at their own schools.
“Lisa had great success in a high needs school (Miller Park). The test scores look good, there’s community partnerships and parent involvement. Kids are walking out the door with pride, ready for middle school. I took grief for taking her out of there but my thinking is she can have more impact by scaling her capacities to 21 schools. I need her to develop her skill sets to these principals she supports and I need the other EDs to do that with the leaders they support.
“The whole concept is to find where it’s working and make decisions collaboratively on best practices and then support the implementation. It doesn’t happen overnight. It didn’t happen overnight at Miller Park, but it did happen. So what happened? Well, you had good leadership. She (Utterback) figured out strategies that work.”
Other principals have done the same thing.
“We’ve got islands of excellence, we’ve got schools doing wonderful things, but then you’ve got other schools that for whatever reasons need more supports and until now there really wasn’t a methodology to try to recognize it and to provide that support.”
To achieve the greater classroom rigor district-wide the strategic plan calls for he says OPS is enhancing efforts started before he came to “retrain teachers on baseline skill sets for instructional practice.” He acknowledges “these are things they should have probably had in college but for whatever reason didn’t.”
In addition to raising performance, there’s a push to keep kids in school.
“In our district right now were at 77.8 percent graduation rate, which by the way is pretty high for an urban setting. But the truth is we’ve got to be higher than that, we’ve got to be over 80 and be moving toward 90, because if they don’t have a high school diploma today the research abundantly shows the opportunities in life are slim.
“Were trying to move 13 percentage points over the next five years,
which doesn’t sound like a big deal but it kind of is a big deal.”
Moving forward, he feels good about the school board he answers to.
“I would say our relationship’s good. They’ve had an enormous learning curve. I think their hearts are really good. I think they’re still struggling with the learning curve – heck, I am. They’re trying to wrap their arms around big stuff, I mean, we’re talking big numbers here – a $600 million facilities plan. We’re talking big information – a strategic plan, a student assignment plan, a new hiring policy. I think they’ve done amazing for the amount of time they’ve had to try to capture this.”
He says minus drama and acrimony at the top, OPS can thrive.
“We have great schools doing really good things. I thought and I still think if we could get rid of that noise and distraction and have an aligned, coherent system we may have one of the only opportunities in America where a community still values urban education, and they do here. There are very few communities like this.”
He feels good, too, about he and the board having come in together to provide a restart for the district.
“I think this community wanted and desired a feeling of a fresh start. I think people feel like they are seeing something different today than what they saw the last five years. I know we are doing things different because OPS hadn’t done a strategic plan in 10 years, they hadn’t done a bond issue in 15 years, they haven’t done a student assignment plan in many years, they hadn’t done a reorganization with a focus of supporting schools.”
Evans likes where his ship of a district is headed.
“We’ve got the pieces in place to get it lined up. We’re already doing partnerships, we’re developing better classroom practices, we’re developing leadership for the schools and aligning them to very specific, collaboratively agreed upon goals. If we can pass this facilities plan we can give kids high speed internet access and safer, more secure environments.
“Without those kinds of pieces the ship’s going to go on the wrong course.”
My beloved, Pamela Jo Berry, has a big heart for her community. It’s what led her to found North Omaha Summer Arts, an annual festival that infuses different art forms into the underserved North Omaha community she grew up in and still resides in. This is the festival’s fourth year. Saturday, June 21 NOSA presents a gospel concert at Miller Park. Like all NOSA events, it’s free and open to the public. Details below. Before Pam and I became a couple, I profiled her and her passion behind the festival for The Reader. You can find that story, Matter of the Heart: Pamela Jo Berry’s Love for Her Community Brings Art Fest to North Omaha, on this blog. The link to it is: http://leoadambiga.wordpress.com/2013/08/08/pamela-jo-berry-brings-art-fest-to-north-omaha-artist-and-friends-engage-community-in-diverse-work/
In addition to the concert, there is a women’s writing workshop in progress. On Friday, August 8 from 6 to 9 p.m. there will be an Arts Crawl up and down a swath of the North 30th Street Corridor featuring works by some of Omaha’s leading artists. Venues to be announced.
Gospel Concert 4
Saturday, June 21
24th and Kansas Ave. (next to the old ballfield)
Free and open to the public
Bring a picnic dinner and blanket or enjoy free grilled hot dogs and cool refeshing lemonade courtesy of Trinity Lutheran Church for this family-friendly concert featuring some of Omaha’s most gifted performers.
Eric and Doriette Jordan
Trinity Lutheran Choir
Sudanese Worship Band
New Bethel Church of God Choir
“…for the Lord is great and greatly to be praised.” Psalm 96:4
For more info, call NOSA founder Pamela Jo Berry at 402-502-4669.
I am so not a techie. That doesn’t preclude me from writing an occasional piece about a tech-based venture. And in that spirit is an Omaha Magazine story I did on a new bootcamp for aspiring web designers called Omaha Code School and its co-founder, Sumeet Jain, who has taken as its model a similar school in his native Calif. he taught at. He’s very much a part of a growing young entrepreneurial and creative class in Omaha that’s adding a new dynamism to the scene here.
To code or not to code
New Omaha school offers bootcamp for aspiring web designers
©by Leo Adam Biga
Originally published in Omaha Magazine
Entrepreneurial techie Sumeet Jain is poised to fill a gap in the metro’s dot com scene through a for-profit startup he founded last fall with his cousin Rahul Gupta. The pair’s Omaha Code School aims to provide aspiring web developers an immersive bootcamp experience and employers entry-level-capable programmers.
The Calif. natives are partners in their own web development company, Big Wheel Brigade. Gupta rode the dot com wave before coming to Omaha and at his urging Jain followed suit. Since forming the school Gupta’s moved to San Francisco but Jain’s remained in Omaha to run their new educational endeavor in Midtown Crossing.
Thirteen students began the school’s inaugural “intensive” 12-week course Feb. 24. Jain, the lead instructor, promises the May graduates will leave with a hireable skill set for jobs paying an 80K median salary.
The OCS curriculum structure is based on a bootcamp model popular across the country and one Jain’s familiar with after teaching a web development course for General Assembly on the west coast. He says he was skeptical students could go from novices to job-ready in three months until he helped facilitate that happen. The experience convinced him to try it in Omaha, where he says “a frequent complaint of companies is that there’s not enough talent – not enough developers and not enough qualified developers,” adding, “I thought we should have something like this in Omaha, so I came back, put the pieces together and we launched in November.”
It’s an opportunity for Jain to combine his two loves – web development and teaching. He ensures students are trained in relevant, real world programming languages and techniques most colleges and universities ignore.
Interested students must complete an online application that includes a timed coding challenge. While no prior programming experience is required, students must demonstrate an aptitude for the field, namely logic and problem solving.
“The course is for beginners but this isn’t for hobbyists,” says Jain, a self-taught web developer. “This is a class for people who are looking for a career trajectory change and that comes not just at a cost (tuition is $6,000) but with great personal investment and effort. We want to ensure the highest possible caliber of student.”
Jain says it’s no accident the school’s website and application process emphasizes the intensive curriculum, which features individual and collaborative work on real live projects every day.
“It’s really hard to sit and program for 12 hours a day,” he says. “It’s just mentally draining. Keeping that pace up for 12 weeks is a sprint students need to get through. We do our part to hedge against that weariness by holding events that let them let loose and bond and have a break.”
There are field trips to tech-based local companies and guest speakers presenting on special topics. OCS holds a job fair staffed by representatives from companies in its Supporting Employers program.
“We want our students when they graduate to have connections,” Jain says. “Such a big part of any industry is to know people.”
A mentorship program makes area experts available.
“Another commonly cited problem in Omaha is a diffracted membership model,” he says. “If somebody wants to get help there’s no single great place for them to go or no list of people to consult. We’re really excited our mentorship program will create a conduit for people to get help.”
Mentors range from non-tech to tech-savvy wonks. A yoga instructor conducts twice-weekly sessions to help students de-stress and find balance. A corporate recruiter offers job search insights. Web designers school students in collaboration. Software developers troubleshoot problems students confront writing programs.
Jain’s encouraged by the supporting companies on board and he’s proud that membership fees go toward scholarships for underrepresented minorities in what is a white male-dominated field. Each of the three women in the course received a $2,500 scholarship.
He’s also satisfied by the buzz the school’s produced.
“Support has come in a variety of different ways, most fundamentally in the form of curiosity. People want to know about us, they want to know what we’re teaching, they want to know when our next class will be offered (late summer). The interest is there, we won’t have any trouble filling our second class. I’m very confident about that.”
Jain says he’s also confident that “within six months to a year every one of our students who wants a job should be able to get one. That’s going to speak volumes because these students all took a risk on me.
If our students aren’t succeeding there’s really no reason for somebody to trust us again.”
Follow the bootcamp at omahacodeschool.com.