Food, Hunger, Water, and Agriculture Policy Workgroup Special Session and FY21 Emergency Relief & Recovery Funding Priorities ..Read More
Traci Curry is the Director of New Mexico Agriculture in the Classroom (NMAITC). NMAITC’s purpose is to educate the general public, with an emphasis on K-12 students and educators, about the importance of agriculture. Contact Traci at firstname.lastname@example.org.
The pandemic really brings to light that children’s first teachers are their family. It takes a village - we’re all educators. Family members should recognize their power and responsibility to continue this journey. I think we put a little too much responsibility on classroom teachers. Families need to read, explore and discuss ideas together at home, all year round.
During the pandemic, we are all looking for ways to adapt and thrive as fast as we can. Teachers are always in that position - they’re forever having to adapt, change and figure new things out. They are well suited and well trained to meet the challenges of the time. If it’s for their kids, teachers will do whatever they need to do. A lot of teachers worked through their spring break in anticipation of e-learning. Many of them also have their own children to get schooled and have had to navigate everything under immense stress. They’re real troopers.
After visiting with teachers from across the state, I would say each school district is different in what they are doing to accommodate distance learning but every district is doing something. It depends on their means. In Alamogordo, for example, the homeroom teachers called each of their student’s parents to complete a survey to assess what was available at home so they could get the right resources to the kids who needed them. Some schools organized a drive-through system for parents to pick up supplies. Others tapped into their busing system to deliver food and educational packets via school bus. Some school districts made wifi available by installing it on a school bus and parking it in an accessible location. Some were able to make Chrome books available to kids while others didn’t have enough resources. It has been an opportunity for communities to really come together and address needs and fill the gaps.
During the pandemic, we talk about what is essential. Our food systems are essential. We are currently seeing this with issues in the supply chain and price changes. We really need to understand our food systems. There’s power in being able to get kids excited about growing our food. Less than 2% of the US population is composed of farmers or ranchers. Getting students interested, looking at careers and possibilities of being real world problem solvers is more important now than ever before. Agriculture education has the capability to address all that. To know agriculture is to understand what our root systems are. What are our essentials and where do they come from? In our Know Ag blog, we are working to provide resources for all learners that will help them value and know our essentials. We’re working with experts in the field to share their knowledge and passion. Our biggest goal is to get kids interested in agriculture and natural resources. For example, we partner with Natural Resources Conservation Service (NRCS) to provide the NM Grow Project which offers schools access to a complete raised bed garden system with hoop house attachments, drip irrigation system and classroom hydroponic system with grow light as well as training from the experts to troubleshoot materials and make connections across the curriculum. There are so many great opportunities to get students and teachers to "dig" ag!
At New Mexico Agriculture in the Classroom, we’re facilitating teachers taking stock of what materials students might have at home. We don’t want to ask families to leave the house to pick up supplies, so we’re working to adapt lessons to something they have in their house. One teacher had planned for her students to grow something from seed. She was worried about her kids not having seeds. We worked with her to make that part of the lesson. Teachers and families could organize a seed hunt to find seeds already in the house, such as beans or seeds from apples. Or they could go outside with the kids and ask, “Where do we find seeds? Where do seeds come from?” We’re trying to be the helpmates to these teachers. Now that teachers are established and comfortable with their technology, we’re connecting with them and can conduct virtual classroom visits. We are willing to try new tech platforms and have already used Google Meet Classroom (similar to Zoom) to work with classes. For instance, our NMAITC Coordinator, Britney Lardner, will be reading a book with different pre-K, first and second grade classrooms and doing a hands-on activity. The teachers have already prepared ahead of time with the parents. We’re also developing an e-learning section on our website called Know Ag. We’re connected to the National Agriculture in the Classroom program, and our Know Ag blog will offer local resources and activities for informal teachers. Since many of our lessons on our website are created for classroom teachers, we’re brainstorming how to adapt these great free resources for babysitters, parents and grandparents working with their kids who are not formally trained teachers.
The pandemic has really brought to light the disparities in this state. We’ve needed to address them for a very long time. In this state we’ve had such great disparities between those with access and those without. School districts are now in tune more than ever before. They understand how many students have resources, how many do not and are helping parents get these resources. We are gaining an understanding about how many kids have access to Internet service, computers, tablets or phones so that they can use them to extend their educational opportunities. Also, people don’t realize how much school takes care of key issues until something like this happens. School is also important for feeding kids, providing medical services, and tending to both physical and emotional needs while providing structure and consistency that many students need.
We’ve heard the pandemic could come around again hard in the fall or winter. Now with e-learning and resources available that teachers know how to use, it’s going to prepare us for such issues in the future. It’s an exciting time when teachers have more resources at their fingertips. They had the technology but until now, didn’t have the resources to learn them effectively. Also, in response to the pandemic, amazing resources are available now – publishing companies and museums have begun sharing their resources for free. There are some great opportunities out there when it comes to learning.
Learning can take place anywhere, even in your yard! NMAITC hopes you will use and share our free resources and get excited about agriculture and natural resources!
New Mexico Agriculture in the Classroom https://newmexico.agclassroom.org/index.php
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On behalf of a broad coalition of individuals, businesses, and NGOs, New Mexico First is pleased to present a Letter to the NM House and Senate Leadership on the 2020 Special Session of the NM Legislature. The intention of the letter is to promote sound democratic processes and outcomes during the special legislative session. With gratitude to our legislative leadership, this broad coalition is offering suggestions to ensure community voices in policy decision-making are heard. ..Read More
You Can Never Go Wrong When You Revert to Genuine Empathy ..Read More
New Mexico First, a nonpartisan organization committed to engaging New Mexicans in public policy and civic life, has released a policy brief on Cliff Effects and Churning in Public Benefits. The staff and board of New Mexico First believe that sound public policy and a healthy democracy are strengthened by civic engagement, public deliberation, and principled non-partisan research. This report expands on concerns raised at the May 2016 New Mexico First Town Hall on Economic Security and Vitality for New Mexico. A bipartisan consensus recommendation was advanced and adopted related to cliff effects. Recommendation #9 from the final report is to “Advance Family-Friendly Policies.” A specific strategy identified related to this recommendation is to “eliminate disincentives to earning more income for people in poverty, such as cliff effects in work support programs.” In 2018, SJM18 was passed by both houses of the New Mexico State Legislature with unanimous support. New Mexico First developed SJM18: Family Support Services Info. The memorial addresses how families transition from poverty. The memorial was the first step in researching how New Mexico can smooth out the benefits “cliffs” that families face as their earned incomes increase.
The policy brief addresses key issues, including definitions of the cliff effect and churning in public benefits; an overview of some core public benefits available in New Mexico; policy options and department level quality improvement efforts that are working in other states to prevent the needless interruption of services; and policy tools and opportunities that hold promise in NM.
Secretary of the New Mexico Human Services Department, Dr. David Scrase, explains, “Both Federal and the NM State government provide significant help to people in difficult life circumstances by providing food, clothing, utility bill assistance, and health insurance. Unfortunately, as New Mexicans are able to find a job and begin to make their way back to independence, these benefits often are removed too soon, leaving our neighbors worse off than before they sought employment. Solving this “cliff effect” is of critical importance in our state, where we have the third-highest poverty rate and the highest food insecurity rate.”
Lilly Irvin-Vitela, report co-author and New Mexico First President, describes the issue. “Many working families in New Mexico and their children live in poverty. This impacts access to food, housing, quality early care and education, afterschool care, healthcare, and other basic needs. Slight fluctuations in earned income can impact eligibility for benefits, leaving a family in a worse financial situation than the one they were in before a raise or promotion was earned. Furthermore, challenges navigating benefits eligibility and re-verification can create a cascading downward spiral that intensifies the crisis a family is experiencing. Fortunately, there are a host of family-friendly policies and administrative changes that other states are using with some success and that NM has begun to implement.”
Allan Oliver, Executive Director of the Thornburg Foundation, which funded the study, spoke about the importance of strengthening understanding about the poverty trap presented by cliff effects. “Eliminating the “cliff effect” in our safety-net programs gives working families a clear path out of poverty. When working families can’t afford to take the better paying job or pay raise, because they will lose medical coverage or childcare reimbursement—our whole state loses. We lose from an underemployed workforce, lost revenue for the state and a failure to help our own neighbors. This report lays out how the cliff effects and churning of public benefits creates real barriers for families seeking to better their own condition and provides some clear options for policymakers to reduce or eliminate those barriers.”
The development of this report was made possible with a grant from the Thornburg Foundation, a funder of New Mexico First.