[0:00] the way she had set up her class was so [0:03] interesting. Like we did um I feel like [0:05] obviously there's the standards that you [0:07] have to teach, but there's still some [0:08] nuance in how you go about it. If at the [0:10] end of the day the standard is like [0:12] seventh graders need to learn how to [0:15] con, you know, create a critical [0:16] argument or something or defend an X Y [0:18] and Z or whatever. [0:20] >> She gave us so much latitude into how we [0:22] did those things. Like as demonstrators, [0:24] we were debating, you know, abortion [0:27] rights. We were debating immigration. [0:29] Yeah. like she would allowed us so much [0:31] and I think it really just helped me as [0:35] a person figure out that equity is [0:37] something that's incredibly important to [0:39] me. [0:41] [Music] [0:47] Hello everyone, welcome to the Park [0:49] Pride podcast. I'm Dr. Cooper, your [0:52] assistant superintendent of St. Louis [0:54] Park Schools. And today with us joining [0:56] us on the podcast, we have an alumni St. [1:00] Louis Park Schools. We have an alumni of [1:02] the University of Minnesota. Also [1:05] recognized by Governor Walls for [1:07] starting the people of PSO and the [1:10] senior director of transformation of [1:12] Kent public schools, Aaliyah Hajj. Is [1:16] that right? [1:17] >> That is so right. That is a great [1:18] introduction. Thank you uh Dr. Cooper [1:20] for that. Yes, you you you've done a lot [1:23] of great things and so we're going to [1:25] get into all of those things today as we [1:28] have our discussion and talk about [1:31] advice that you can give to our students [1:33] here in SLP. But before we go there, [1:37] tell me about where did you grow up and [1:39] tell me about your family. [1:41] >> Oh yeah. Um so I actually was um born in [1:45] Brooklyn, New York. Um uh and my mom [1:48] after 9/11 moved my younger brother and [1:50] I to Minnesota. So it was completely [1:52] different um different community uh [1:55] different you know school system [1:57] completely different um and since moving [2:01] um from New York uh in 2001 I maybe [2:05] 2002. It was 2001. Um I stayed in the [2:08] St. Louis Park uh district since then. [2:10] So started um in third grade with Miss [2:13] uh Bramwell and all the way up to uh the [2:16] senior high where I graduated in um [2:18] 2012. Um and so I like to say like you [2:23] know Park really gave me such a strong [2:26] foundation um in which I was really able [2:28] to you know build my skills and and [2:30] continue on this path. I've stayed in [2:32] education because of the um the amazing [2:35] educators that I've met um in St. Louis [2:38] Park. Um, and also Park gave me the [2:41] skills to do all these amazing things [2:43] that I've been able or been privileged [2:46] um to be able to do. Um, so after I [2:49] graduated from Park when I was 19, I got [2:51] my bachelor's degree from the U of M. [2:53] Um, and then when I was 21, I had my [2:56] master's degree from the Humphrey [2:57] School. [2:58] >> So you moved from New York and you was [2:59] in third grade. [3:00] >> Yep. [3:01] >> So how how did you get adjusted? You [3:03] said it was pretty tough. What what was [3:05] tough about moving from New York to [3:07] Minnesota? because I can relate. I moved [3:09] from Detroit to Minnesota. [3:11] >> So, what what was the tough things about [3:13] getting adjusted? [3:15] >> I think it was just it was just a [3:17] completely different community that I [3:18] had to get to know. Um but I was super [3:20] lucky. Um I had my third grade teacher, [3:23] Miss Bramwell. Um you know, she really [3:27] really helped u make that transition [3:29] super smooth. Um you know, she leaned in [3:32] and she she was very good at like, you [3:34] know, encouraging me. I'm I'm a super [3:36] introvert. So, like she was very good at [3:38] encouraging me to like grow a group of [3:41] friends, you know, and things like that. [3:42] And also, she really pushed me as a [3:44] teacher, you know, she saw right away [3:46] that I wasn't being challenged enough. [3:48] And she pushed me to be in gifted and [3:51] talented as well as math challenge. [3:53] Like, she didn't wait until the next [3:54] school year. She was like, "No, this is [3:56] something that I want you to do within [3:58] this school year." Um, and I feel like [4:00] her fast acting decisions really shifted [4:03] my academic arc. Um, [4:06] >> and what school what school was that? [4:09] >> This was Cedar Manor. I I think it's now [4:11] a French immersion school. Um, but this [4:14] was Cedar Manor. So, this is like 2003. [4:16] Um, so this is just a while ago. [4:19] >> So, Cedar Manor um I've actually had a [4:21] chance so as I'm new here to the [4:22] district is uh is Park Spanish [4:25] immersion. They've token that building [4:27] cuz when you go inside you still see the [4:29] plaque that says Cedar Manor. [4:31] >> Oh, that's crazy. [4:32] >> Yeah. So, okay. So you came here and [4:34] started at Cedar Manor third grade. A [4:36] little bit more about your family. Who [4:38] How many siblings do you have? All of [4:40] that. [4:41] >> Yeah. No. Um I have one younger brother [4:44] who also uh went to Park. He started in [4:47] Aquilla. So he started from kindergarten [4:50] all the way through um high school. Um [4:52] so I've got one younger brother. He is [4:54] four and a half years younger than me. [4:56] He had a similar education background. [4:58] We both did PSO. He now works at Ed [5:01] Trust in like the comm space. We're both [5:03] in education. Um, you know, I think [5:05] that's a testament to just just our [5:08] great, uh, schooling. Um, we grew up [5:10] with our mom. Um, I think so, uh, just a [5:16] couple things. I guess my mom, she was [5:18] really the person who drilled into my [5:20] brother and I, that education really was [5:22] the key to opportunity. Uh, my mom [5:24] herself, um, she was undocumented for [5:27] much of my childhood. Um, and I think, [5:30] uh, based on those experiences, she [5:32] really pushed Josh and I, um, to really [5:35] focus on school, um, and see that as a [5:37] way to, you know, break down those, you [5:40] know, systemic barriers and things like [5:41] that. M you know I I always believe that [5:44] that when it comes to having that that [5:46] village or that community around you and [5:49] you know your parents you talked about [5:50] you had a great third grade teacher but [5:52] then even like your mom and how [5:54] influential that is and making sure that [5:56] education is like number one. I remember [5:59] for me [6:00] >> my mom and dad they they were focused on [6:03] our education and that was so important [6:04] that they would say every day learn all [6:07] you can. And that's something that just [6:08] kind of sticks, you know, with with me [6:11] to this day. So, knowing how hard your [6:13] mom worked and making sure education was [6:16] first, what is something that you take [6:17] from those times with your mom and [6:19] family, what is something that you take [6:20] from those times that has carried you [6:22] till today? [6:23] >> Oh, there's so many things I feel like [6:25] as I'm say as an adult now. Um, but I [6:28] feel like I go back to some of like just [6:30] the things that my mom used to always [6:31] instill in us. Um, so like even now when [6:34] like I feel incredibly overwhelmed or [6:37] stressed, like there's certain things [6:38] that like just echo in my head. Um, one [6:41] of them is always um she used to always [6:45] say when she saw me like struggling with [6:47] a project or something at school, she'd [6:49] always be like, Aaliyah, how do you eat [6:50] an elephant? One bite at a time. So even [6:52] now you know working on complicated pro [6:55] prog uh projects and things like that [6:57] like you know I think it just gives me [7:00] an opportunity to step back and say okay [7:02] how can I break this up into smaller [7:03] pieces um and that just is so helpful. [7:06] Um I think she has taught me and my [7:10] brother grit and persistence. um you [7:13] know understanding that things aren't [7:14] always going to be perfect and you know [7:17] it's not you know everyone deals with [7:19] setbacks and it's really how you adjust [7:21] to that that defines you. Um she used to [7:25] always say you know I don't care about [7:28] the storm I care about if you brought [7:30] the boat in. You know that that was her [7:32] thing. Um and like she also had some [7:34] like mom tendencies too. You know, her [7:37] big thing was like every time we took a [7:38] test and like we weren't getting 100%, [7:40] she'd be like, "Where's the other 2%. [7:43] Where's the other 5%." She was she held [7:46] that bar um incredibly high. And I think [7:50] honestly, you know, without her, I would [7:52] not be here. Um and so I owe so much to, [7:55] you know, um her determination and her [7:58] seeing better for my brother and I. [8:01] >> You know, I I did this while you were [8:03] talking or a lot of times I do this. is [8:05] elementary thing that connection the [8:08] same there [8:09] >> what a lot of surgery was saying but [8:12] that's so important is about you had [8:13] those high expectations [8:15] >> so when you think about those high [8:16] expectations tell me like more because [8:19] obviously your third grade teacher [8:21] leaned into you [8:22] >> and and and pushed you out of your [8:24] comfort zone what are some other [8:26] memorable you know mentors or teachers [8:28] you had here in St. Louis Park public [8:30] schools. [8:31] >> Oh man, there's so many. There's so [8:33] many. There's actually so many. And I [8:35] think I think that is such um that [8:38] that's just that's just such a testament [8:40] to to Park. Um I think Mr. Adams um he [8:44] was my fifth grade teacher. I don't [8:45] think he's at the district anymore. Um [8:48] he was actually one of my only black [8:50] male educators that I ever had. So one, [8:53] you know, seeing myself represented in [8:54] that way mattered deeply. um he also was [8:58] instrumental in like helping my mom [9:01] navigate the system. Um and so one of [9:04] the things that he was really he pushed [9:06] me um into doing is um in my sixth grade [9:11] year um instead of doing math at my [9:14] sixth grade classroom, I actually went [9:16] to the junior high um and I took math [9:18] classes there. Um and so he was really [9:20] instrumental in telling my mom like, [9:22] "Hey, this is how you figure this out. [9:23] this is, you know, she's got to score [9:25] XYZ on the NWA and like all of that good [9:28] stuff. Um, and so he was he helped, you [9:31] know, also accelerate me. Um, I think [9:35] >> now before you go to your next tour, but [9:38] let's dig into this. So, you took a [9:39] class. So, sixth grade was still [9:41] elementary at the time. [9:43] >> Yep. [9:43] >> Okay. Not to tell your age, but back [9:45] then, sixth grade was still elementary. [9:46] So, you would you would go and then go [9:49] somewhere else. How did that make you [9:51] feel? But what did that do for your [9:52] confidence to be like I'm going over to [9:54] the middle school to take class? [9:57] >> I to be honest I always [10:00] I felt like it it took me a while. I was [10:03] very like imposter syndrome. I was like [10:05] oh my gosh I'm with all the older kids [10:07] like they know that I'm a sixth grader [10:09] and they're all sevies and like ah you [10:12] know and my mom used to always tell me [10:14] you know it is there is so much that you [10:17] can teach anyone in every space that [10:19] you're in. So, don't ever sit there and [10:21] shrink yourself or feel like you don't [10:23] belong. Um, and so I think that really [10:27] helped me um when I think about all of [10:29] the honors classes, the AP classes, and [10:32] even moving on to PSO sort of classes [10:34] where sometimes I was, you know, not [10:36] only one of the only students of color, [10:39] but like, you know, sometimes I was like [10:42] the youngest person in that space, too. [10:44] And so, I think, you know, that just [10:46] really helped me build my confidence. [10:48] Um, but we had a really great cohort. It [10:50] was like me and a group of other [10:52] students that I had always known from [10:54] like GT and Math Challenge. And, you [10:56] know, it was great. We honestly took [10:58] those accelerated math classes all the [10:59] way together. Like we were in 10th grade [11:01] and we were taking AP Calc, you know, [11:04] that that's that's that's another Mr. [11:06] Alquist. I don't know if he's still at [11:08] Park, but that was that class tested me. [11:11] Um, it taught me it that was the class [11:14] that taught me grit and persistence and [11:16] it taught me like, hey, you know, you [11:18] are capable. Um, you just have to think [11:21] differently. It pushed me in ways that I [11:22] had not been pushed at school before. [11:24] Um, and so I I shout out Mr. Alquist all [11:27] the time. My mom and him had the best [11:30] relationship. I also think that's like [11:32] an important thing. Um, just parent [11:34] involvement. My mom was always [11:36] incredibly active um, in my education. [11:38] You know, she'd always come to the [11:40] conferences. She dragged me to the [11:41] conferences. Her big thing was like, [11:43] "Anything they say in front of me, you [11:44] need to hear it, too." Um, so she was [11:47] she was always there. She always would [11:49] call my teachers just to like, you know, [11:51] check in. How's Aaliyah doing? And [11:52] things like that. Um, yeah. [11:54] >> A lot of things that you were saying is [11:56] it ties directly, we had a keynote [11:58] speaker, uh, name was Jeff Maine. He [12:00] shared a story about his second grade [12:03] teacher and how he invited his teacher [12:04] to church. Um and and the teacher showed [12:07] up and you know his mom and the teacher [12:10] had this special relationship and you [12:12] could see the power of relationships [12:13] when you see that partnership between [12:16] the teacher and the parent. So yeah, [12:19] they were pushing you but you also [12:20] couldn't get away with nothing as well. [12:24] >> She wouldn't let me. She wouldn't let [12:25] me. Um and I think the only So obviously [12:28] I had Miss Zerg who really she was my [12:30] seventh grade teacher or seventh and [12:32] eighth grade teacher English language [12:34] arts. Um, I highlight her because one, I [12:36] still talk to her even today. Um, and I [12:38] think her the way she had set up her [12:40] class was so interesting. Like we did, [12:43] um, I feel like obviously there's the [12:45] standards that you have to teach, but [12:47] there's still some nuance in how you go [12:48] about it. If at the end of the day the [12:50] standard is like seventh graders need to [12:52] learn how to con, you know, create a [12:55] critical argument or something or defend [12:56] an X, Y, and Z or whatever. She gave us [12:59] so much latitude into how we did those [13:01] things. like as seventh graders we were [13:03] debating, you know, abortion rights. We [13:06] were debating immigration. Yeah. Like [13:08] she allowed us so much and I think it [13:12] really just helped me as a person figure [13:15] out that equity is something that's [13:16] incredibly important to me. Um and then [13:19] I have to shout out Mr. Brewbreaker um [13:22] who was my ninth grade I think he did [13:25] like honor civics. I I don't know if [13:26] he's at the district anymore, but um [13:30] >> he is the reason I got into policy work. [13:32] Um like literally I the mock senate. Um [13:35] and I feel like he just consistently [13:38] pushed my way of thinking. Um and I used [13:41] to get so passionate in in class. I'd [13:43] like argue in the debate and he would [13:45] never be like, "Okay, calm down, [13:47] Aaliyah." He he'd feed into it. He'd be [13:49] like, "Absolutely." Like he'd encourage [13:51] that. And so I I feel like I have been [13:53] so blessed by having so many teachers [13:56] and adults who've really poured into me. [13:58] Um which is really why I I am so happy [14:00] to be in this space now. [14:02] >> Well well tell me a little bit more. You [14:03] said you was passionate. Tell can you [14:04] tell me of a time where you was really [14:06] passionate about a topic or debate that [14:09] that that that you remember to this day [14:11] that a moment in class? [14:13] >> I think we were having a debate. It was [14:17] when I was in ninth grade. It was [14:19] Obama's first presidency. Okay. [14:21] >> Um, and so I was we were having a debate [14:24] on [14:25] I think it was like voting fraud. Um, [14:28] which is I guess still a thing or still [14:30] things that people like to pontificate [14:32] about. Um, and it was on like making [14:36] sure that everyone has IDs or something. [14:38] And I remember, you know, being there [14:42] and complaining and being like, well, [14:44] these the lines are too long in some of [14:46] these places. Some people have to go for [14:48] hours and pull like blah blah blah. And [14:51] I remember a student like said something [14:52] that was like completely, you know, it [14:55] was fine. We all know our specific lives [14:57] and we all know, you know, that's our [14:58] vantage that we work from. And I was [15:00] just like I seized on it. And Brew Baker [15:02] was like, I need you to calm down. Like [15:05] you there's a different way to address [15:06] your point. And like I just I the the [15:10] amount of kindness and like how he [15:12] redirected my energy was just great. Um, [15:15] so I Yeah, I think his daughter is like [15:17] a Spanish teacher, Lydia, um, at the [15:20] high school. But yeah, [15:21] >> now you was getting ready to say [15:23] something about a sixth grade teacher. [15:24] Did you mention [15:26] >> I want you to make sure you put that [15:27] name out there, too. You said someone [15:29] you had sixth grade. Yeah. [15:31] >> Yeah. So, um, it was seventh grade Zerg. [15:34] And then I also had another seventh [15:35] grade teacher, Miss Gibson, who was [15:37] social studies. So, I've always been [15:38] kind of in like the whole humanities um [15:42] like I guess you know part of schooling [15:45] even though like math was always my [15:47] strong suit. Um but Miss Gibson um she [15:50] was just an amazing teacher. She and my [15:52] mom had the best relationship. Um I [15:54] think even after I graduated um from the [15:57] middle school, I used to come back and [15:58] volunteer in her classroom um because [16:01] like I just thought she was a great [16:03] teacher. I thought um the way she taught [16:06] geography um was just so was just so [16:09] cool. Like I just I felt like [16:12] >> so what was so cool about it? [16:14] >> We had um I remember when we were [16:16] learning the countries across the world [16:18] and we she had like specific songs like [16:21] I literally can still remember some of [16:23] those songs right now, you know, and [16:25] they just stick so much and like they [16:28] really taught us like okay like this is [16:30] where Mongolia is, this is where China [16:31] is. this were Indonesia like and like [16:33] she had songs for everything that just [16:35] really helped things stick. Um she also [16:37] had [16:38] >> Do you remember Do you remember one of [16:39] the songs? [16:40] >> Um I know like a little bit. It was like [16:43] >> give it I want to hear it. I want to [16:45] hear it. [16:45] >> It was like I it was like to the I don't [16:47] even know what the the song like [16:49] background was but it was like Mongolia [16:52] all the people are in China. North Korea [16:54] with this many people now. South Korea, [16:57] like Democratic, you know, North Korea, [16:59] you know, like we had like an actual [17:01] song. Um, and she was hilarious. Um, she [17:04] had like a reputation for like eating [17:06] kids homework if they were doing it in [17:08] class and I thought that was just [17:09] hilarious. Um, yeah, I've just I've had [17:12] lots Oh, and the last one, Miss Stevens. [17:14] I forgot about Miss Stevens, Dr. [17:16] Stevens. Um, she was not my like like a [17:19] core class teacher. She was like I guess [17:21] part of like the admin um or like [17:23] guidance counseling support team. Um, [17:26] but when I was I did PSO at the U of M [17:28] and I didn't have a computer at my [17:30] house. Um, and so sometimes I would come [17:32] into the high school so that I could use [17:34] the computers and she'd always allow me [17:36] to use the computers in her office. Um, [17:39] and so like in a way she was, you know, [17:41] quietly breaking down barriers for me. [17:43] Um, because I would not have, you know, [17:45] been able to do my work. Um, [17:48] >> well, let's let's go into the PSO. It [17:50] seemed like that was so impactful in [17:54] your life and what you do today. How did [17:57] you get involved in it and your [17:58] experience? [18:00] >> Yeah. So, um I think it was my mom. She [18:03] she everything it starts with her. Um it [18:06] was actually not a program that I [18:07] initially wanted to do. Um she had [18:10] looked at it. she was saying when when I [18:12] was, you know, as a 10th grader, rising [18:14] 11th grader or whatever, um [18:18] she I had always known that I wanted to [18:20] go to college. Um but we didn't know how [18:23] we would pay for it. Um and so so PSO [18:26] obviously is a program that lets 10th, [18:27] 11th, and 12th grade students um attend [18:30] college level courses on a college [18:32] campus without any cost to them. Um, and [18:35] so when I was actually exploring the [18:38] program, I was weighing a lot of [18:40] different things. You know, I was [18:41] already in um, AP, I was already taking [18:44] IB classes. Um, and, you know, I was [18:47] also weighing the college, the high [18:49] school experience. You know, I was like, [18:50] I don't want to leave my friends, you [18:52] know. Um, half of it I didn't really [18:54] have a choice. My mom was like, ah, [18:56] that's that's too bad. Um, but I think [19:00] it was one of the best decisions that I [19:03] made. Um I think um being able to um [19:09] advocate for myself in that space [19:11] because I did decide ultimately that [19:12] this is something that I wanted to do. [19:14] Um and so I had to do the research. I [19:17] had to figure out which school I wanted [19:18] to go to. And so I had looked at both [19:20] the U of M and I had also looked at [19:22] MCTC. Um mainly because like they were [19:26] close to my house. They were transit [19:27] accessible um and things like that. Um, [19:30] and it really it opened a world to me [19:33] that I didn't think was was initially [19:36] for me. Um, and so my first year I did [19:41] part-time PSO when I was in 11th grade. [19:43] And so I did um English and [19:47] there was some sort of social studies. I [19:49] think it was a push maybe. I'm trying to [19:51] remember. Um, in the morning and then I [19:54] went to the U of M in the afternoon. Um, [19:57] and so I took I think 15 credits and [19:59] they were like um you know your typical [20:01] math. I had to hit my um high school [20:04] requirements first, but I think um after [20:06] when I was in my senior year, I I did [20:09] PSO full-time and then I was able to [20:11] take classes like the ones that I really [20:12] liked like Japanese. I ended up minoring [20:14] in Japanese. Wow. [20:16] >> Um yeah, it's and I've been to Japan and [20:18] that's been great. I also took um ASL [20:21] and like I use sign language all the [20:23] time which is kind of weird. um only [20:25] because in DC um we have Galud Day [20:28] University which is like the big um deaf [20:30] university um and so you know like it's [20:33] not actually too far from my house and [20:34] so um I definitely use it um in in [20:37] everyday life. Um and then I was able to [20:40] like really dive deep in on policy. Um, [20:43] so my love is has always been looking at [20:47] um the welfare state um you know systems [20:50] and and policies designed to mitigate [20:53] risk for you know the most needy folks. [20:56] Um and so through that is really why I [20:59] focused on education. So um it wasn't [21:02] until grad school that I really focused [21:03] deeply on education policy and [21:05] specifically charter schools. Um, but [21:08] because of PSO, I think it really gave [21:10] me the opportunity to not only see a [21:13] broad range of subjects, but also to go [21:15] really deep into the policy work that I [21:17] love. Um, [21:19] >> so you talk about PSO, [21:22] >> you talk tell me a little bit more about [21:24] how the how much you saved for college. [21:27] >> Oh, yeah. It's actually crazy. So, I had [21:30] graduated from high school with 58 [21:33] college credits from the U of M. So [21:34] that's two years completely paid for at [21:36] the U of M. Um and so I mean the math is [21:40] probably like 50,000 or something. I [21:42] don't know how much a year goes for. Um [21:45] and [21:47] it it saves you so much time. Um and I [21:50] needed that time because I didn't have [21:52] the time. My family didn't have a ton of [21:54] money and so I needed to be in the [21:56] workforce and making some money to [21:58] support my family as soon as possible. [22:00] Um, and so I think from my PSO [22:04] experience and then after graduating [22:05] grad school, um, I had always been in [22:08] the ad space with like some ed advocacy [22:10] folks and you know, one of them, Joe [22:12] Nathan, who actually helped write the [22:13] charter law in Minnesota, he said, "Hey, [22:16] I'm interested in starting a a PSO [22:19] organization." And I was like, "Hey, I'm [22:21] only interested in joining if I can run [22:23] it." And the rest was like literally as [22:25] a 23-year-old, I was very bold. Um, I [22:27] did not know how much work I was signing [22:29] up for. Um but but it's all been great. [22:32] Um so I was the president of people for [22:35] PSO for four years before I moved to DC. [22:39] Um the organization still exists right [22:41] now. Um they've still continued to do um [22:44] advocacy work. And so in my first year [22:47] um as president, we got a couple of um [22:50] bills passed um specifically around [22:54] making sure that students had um [22:56] accurate up-to-date PSO information. So, [22:58] that's something that we had found out [23:00] from a lot of students that um that they [23:03] just didn't know what PSCO was and and [23:05] there wasn't anywhere for them to go to [23:07] for that information. Um and so there's [23:10] definitely still things that are in the [23:11] program that we haven't yet nailed down. [23:13] Like for example, the um transportation [23:17] reimbursement is still tied to the 1985 [23:19] rate and so it hasn't been um updated [23:22] for inflation. Um which is obviously has [23:24] a chilling effect for you know students [23:26] who are low income. Um the other thing [23:28] that I know People for PSO is really [23:30] pushing hard for is also um when [23:33] students who receive free and reduced [23:35] price lunch, they can eat at their high [23:37] school, but those funds don't translate [23:38] to their college campuses. And so that [23:41] obviously also has a chilling effect on [23:43] who attends uh PSO or the students um um [23:46] who would enroll because it's hard to [23:49] choose between school and food. You [23:50] know, that's that that's that's a very [23:52] difficult decision. Um, and you know, we [23:55] we've been very uh blessed to be able to [23:58] work with the Walls administration and [24:00] you know, they've been incredibly [24:01] supportive of our work. Um, [24:04] >> so tell me more about how you got [24:06] recognized. You was recognized by [24:07] Governor Walls and talk about that [24:09] experience. [24:10] >> I mean, it was it was a pretty powerful [24:12] experience. Um, so we had worked with [24:15] then Commissioner Ricker um, a while ago [24:19] now. um and we had done a lot of work in [24:21] bringing students forward to talk about [24:23] their experience um with PSO and how you [24:26] know it's changed their lives and opened [24:28] doors for them and then also to hear [24:30] about all of the things that we can do [24:32] to improve the program. Um and I guess I [24:35] mean I feel like Governor Walls is [24:37] really big on education and students and [24:39] I think he just it just really resonated [24:41] with him the work that we were doing. [24:43] Um, and we had like a big day on the [24:45] hill event where we had um, Senator [24:48] Carla Nelson and a bunch of other [24:49] senators um, just speak and like share [24:52] why this program should be protected and [24:54] things like that. Um, so yeah, it was [24:57] it's it was incredibly humbling to, you [24:59] know, do the work and then someone [25:00] recognizes that like, hey, this is [25:02] making an impact in other people's [25:03] lives. [25:05] I bet that moment had to feel [25:07] encouraging, empowered that if you're [25:10] able to do that, [25:12] >> well, you say you was just getting out [25:14] of college 23. [25:16] >> Yeah. Yeah. [25:17] >> I mean, what does I mean, what does that [25:19] make you feel at at that point? And and [25:22] how does it carry on? [25:24] >> I mean, literally, I was just I I feel [25:28] like at the time, I didn't have the [25:30] ability to stop and be like, "Okay, this [25:31] is amazing." um because I felt like I [25:34] was doing so much in Minnesota. I also I [25:37] think right after that maybe no three [25:39] years after that I actually chaired the [25:41] ethnic studies committee for the social [25:44] studies state standards too. So like you [25:47] know it was like a constant like one [25:49] thing next thing next thing and so I [25:50] didn't really have the opportunity to [25:52] sit there and be like oh wow this is [25:53] actually powerful work. Um but I knew we [25:56] were doing or making a difference [25:57] because you'd hear it from our students. [25:59] um students who even nowadays come back [26:02] to me and say like, "Hey, I so [26:03] appreciate being part of people for [26:05] PSO." And I think one thing that made us [26:07] super different or innovative is that we [26:10] were um youth run. And so that didn't [26:13] mean that we just had youth on [26:15] committees. That meant that as a [26:16] 23-year-old, I was the president of the [26:19] organization that we literally hired a [26:21] 17-year-old executive director. Yeah. [26:24] So, we were incredibly youthrun. Um, and [26:28] that was the point that was by design [26:30] because I felt that no better per people [26:33] to talk to senators and uh [26:35] representatives about the lived [26:37] experience of PE of PSO students and the [26:39] students themselves. Um, and so I mean a [26:42] lot of the work also had to do with like [26:44] coaching students and like making sure [26:46] that they knew like hey these are our [26:47] talking points. This is how you present [26:49] yourself when you you know are out in [26:50] the field and things like that. But um I [26:53] think that model was just incredibly [26:55] different and and not something I had [26:57] seen in other organizations. You know, [26:59] >> I you know, you mentioned something back [27:01] when you were third grade about [27:03] representation matters. Or was it fifth [27:05] grade? Might have been fifth grade. [27:06] >> It was fifth grade. Yep. Fifth grade. [27:07] >> About representation matters. And I just [27:09] hope you understand and realize the [27:11] impact that your representation has as [27:14] you was 23 start you know being the [27:16] president of PSO people for PSO. think [27:19] about how that impact is and how it was [27:22] full circle and the people that you [27:24] affected. Are you still in touch with [27:26] people at the PSO and [27:28] >> Oh yeah. Oh yeah. Oh yeah. Oh yeah. Oh [27:30] yeah. So they are actually in the [27:32] process of um getting a new executive [27:34] director. Um and so I've been like I've [27:36] been leaning in on that. I still um [27:38] talked to Zeke who was our first [27:40] executive director. Um I'm still very [27:42] much in that space. I think there was [27:44] recently an article that um Kik Rogers [27:47] from the catalyst for systems change, he [27:50] myself and Zeke kind of all worked [27:51] together on like how important PSO is [27:54] still um almost 40 years after the law [27:58] was passed, 35 years after the law was [28:00] passed. Um and so yes, absolutely. I [28:03] still talk to everyone. Um yeah. [28:07] >> So So now you know you're you're passing [28:10] that over. tell us about now the Kip uh [28:14] charter school and and how did you get [28:15] out to DC? So tell us about that. [28:19] >> Yeah. Um so [28:23] after grad school um I actually started [28:25] my like career I guess as a sixth grade [28:28] teacher. Um I taught special ed at a [28:30] charter school in Minnesota uh Harvest [28:32] Network of Schools. I guess it was Best [28:33] Academy at the time and I I don't know [28:35] what they're called now. Um, and so [28:38] after that, I also was a charter school [28:40] authorizer for a couple of years. Um, [28:42] and then I moved to DC mainly because my [28:45] brother was going to grad school at [28:47] Howard. Um, and you know, we're [28:49] incredibly close and you know, we were [28:50] like, there's no way we can live in a [28:52] different city from each other. Um, [28:55] >> that's special. [28:57] >> No, no, super close. We have matching [28:59] tattoos. Um so um and my first role at [29:05] KIP DC um was related to COVID recovery. [29:09] So my role was to manage about $60 [29:12] million in federal um funding um related [29:15] to um uh you know CARES SR2 uh and [29:19] obviously um you know SR3 [29:21] um and I that role was incredibly [29:25] difficult. it stretched me so much as a [29:27] person. Um and so not only was my role [29:31] to make sure that our um investments uh [29:35] post pandemic were the right levers um [29:38] and so my strategy really focused on a [29:40] couple of things. The first one was [29:42] making sure that the schools were safe. [29:44] Um so that means all of that enhanced [29:46] cleaning, all of that tests and [29:48] screenings for kids. Um and part of that [29:50] was also vaccinations. Um and so I had [29:54] worked with Children's National and [29:55] Mayor Bowser's office to kind of upstand [29:58] a vaccination campaign um across our [30:02] eight different campuses in the city and [30:04] um we ended up administering over 1100 [30:07] vaccinations um to students, families, [30:10] you know, teachers, community members [30:12] and so that was really great and we had [30:14] to do a lot of work related to [30:15] vaccination hesitancy too. Um so one it [30:19] was making sure that schools were safe. [30:21] Um the other key tenant of my work was [30:23] um accelerating learning. And so a lot [30:26] of that looked like high impact tutoring [30:28] um and making sure that we were making [30:30] investments in in both um in school time [30:33] as well as out of school time because [30:35] there's been so much research that says [30:37] like what kids do out of school also [30:39] incredibly is important. Um and so we [30:41] launched Camp Kip DC with some of those [30:43] ESSER funds. Um and then a big chunk of [30:46] the money was used for technology and [30:48] staffing. you know, we um increased um [30:52] uh each classroom had two lead teachers. [30:54] Um and then on top of that, all kids had [30:56] a device for learning both at school and [30:59] at home. Um and so it was it was a lot [31:02] of work. Um but it was just such an [31:05] amazing opportunity. And then I also was [31:07] able to like focus on some really [31:09] important work that was important to me [31:11] too during that time. Um and so for [31:13] example, some of um our recovery funds [31:16] were earmarked for specific populations. [31:18] Um one of them being um students who [31:20] were homeless and highly mobile. Um and [31:22] as someone who um dealt with some [31:25] housing insecurity, that was something [31:26] that was really important to me. And so [31:28] we invested in our students who um were [31:32] housing insecure by one making sure that [31:35] at the beginning of the school year they [31:37] all had like backpacks with supplies um [31:40] as well as like literacy and math [31:42] materials based on their specific grade [31:44] level. And so that was a work and a [31:46] coordinated effort. Um and so we did [31:48] that. Um we also made sure that all of [31:50] our kids had um coats for the [31:53] wintertime. Um, I know it doesn't get as [31:56] cold in DC as in Minnesota, but like we [31:59] still need our votes here. Um, [32:02] >> 50 degrees outside. You need a cold. I [32:04] got it. [32:04] >> Exactly. And then there was two other [32:07] campaigns and so one was Thanksgiving um [32:10] to make sure that um all students had [32:13] like a Thanksgiving meal. Um, you know, [32:15] I had gone to as myself growing up gone [32:18] to food pantries where they give you [32:20] like the box mac and cheese and I was [32:23] like, "No, we're not doing that. I want [32:24] us to have noodles. I want shredded [32:26] cheese for all the kids. I want the [32:28] gravy. We gave out turkeys. We gave out [32:30] pies." Um, and so like every student got [32:33] that. And then we also because spring [32:35] break is a gap in which kids don't get [32:38] um kids who might need um school lunch, [32:40] they don't get lunch, we also created a [32:41] whole um like a like a food delivery box [32:45] for students then too. Um and so that [32:48] was some of the most it was incredibly [32:50] difficult to coordinate across a bunch [32:52] of different agencies, but like that was [32:54] the work that I loved because you could [32:56] see it when you had parents come and [32:58] grab their Thanksgiving box. just the [33:00] way they looked and you knew that you [33:01] were doing something that was so [33:02] important. Um, [33:05] and then I moved to my role at Kip DC [33:07] changed every single year kind of. Um, [33:10] every time they were like, "Oh, we can [33:11] we can plug Lee in here." And so I ended [33:14] at Kip DC doing a lot of strategy work. [33:16] Um, like we had big priorities that were [33:19] pretty crossunctional and it was my role [33:20] to to um make sure those got [33:23] implemented. And so at the KIP [33:25] Foundation, it's super similar. Um, one [33:28] KIP is a is a set of um, nationwide [33:32] priorities that we've rolled out to [33:34] regions. And so my job is to really [33:36] project manage and change manage um, and [33:38] support with change management to to [33:40] make sure that these are actually [33:41] implemented in fidelity so that we do [33:43] get those great outcomes for our kids. [33:46] >> Okay. So you have once again have a [33:49] passion for helping others, setting [33:52] things up. [33:54] What do you do for yourself? What's your [33:56] hobby? What's your self-care? [33:58] >> Oh my goodness, that's a great question [33:59] because I'm not just a work robot. [34:03] So, I love Pilates. Like, I I love solid [34:07] core. I try and go at least three or [34:08] four times a week. It's like my quiet [34:10] time. It is like we don't have a lot of [34:13] times where we're completely unplugged [34:15] and completely just focusing on [34:17] ourselves and that is my my quiet time. [34:20] Um, I also love baking. Um, I I make the [34:24] best chocolate chip cookies. Like I'm [34:25] not going to lie, I do. [34:27] >> Let me tell you something. That's my [34:29] favorite. Chocolate chip cookie. So, [34:30] >> well, I'll have to I'll have to send you [34:32] the recipe. It's so extra. It's like [34:34] there is nothing I love more than like [34:35] on a Sunday afternoon taking two or [34:37] three hours and like breaking down a [34:40] recipe and figuring out all the tweaks [34:42] to it. Um, I love traveling. Um, I [34:45] actually just came back from Minnesota [34:48] like two weeks ago for the state fair. [34:50] Um, and so that was always a great time. [34:52] And prior to that, before I started this [34:54] new role at the foundation, um I went to [34:56] Zenis in Rome just to like [34:58] >> wow. [34:59] >> Reenter before, you know, this new um [35:02] this new opportunity. Um so yeah, I I [35:05] try and like try and balance um both [35:08] work and and and fun. Um but education [35:12] and equity work is really my heart. And [35:14] so it doesn't really always feel like [35:16] work, you know. [35:17] I'm I'm glad you said that because a lot [35:19] of times we we you know people can talk [35:20] about balance and all of that but you [35:24] know balance is tough right because when [35:26] your passion is going to drive you what [35:28] you love to do is always going to be the [35:31] thing that just leads you but I'm glad [35:32] you did mention you do take those times [35:34] to say [35:36] >> you know let me go to the state fair and [35:38] all that. What was your go-to at the [35:40] state fair? [35:41] >> Um I always get a pronto pup. I love a [35:44] pronto pup. Yeah, I love a pronto pup [35:46] and Andy's girl has great drinks. So, [35:48] I'll be sure to go there. [35:50] >> You don't do sweet Marthur's cookies? [35:52] >> I don't because I make better chocolate [35:54] chip cookies. I know. I'm going to [35:55] Minnesota jail. I know. I know. Like, [35:58] every time I go, I'm always like, [36:01] >> "These are like toll house cookies." [36:03] Yes, I say that. I know. I'm I'm a bad [36:05] motan. [36:07] >> Well, just a couple more questions. One [36:09] one question I have is is that what an [36:12] experience you've had going through St. [36:14] Park schools and from elementary to high [36:17] school, what is something you would go [36:19] back and tell yourself? Um, now that you [36:21] look back, what what would you tell [36:23] yourself? [36:25] >> Um, a piece of advice. Yeah. [36:27] >> No, no. I think what I would tell [36:29] myself, I feel like as I've gotten [36:30] older, I've definitely um censored [36:33] myself less. You know, I believe it's so [36:35] important to show up as your full [36:37] authentic self. And so that's what I [36:38] would tell young Aaliyah. I would tell [36:40] her, "Do not be afraid to take up space. [36:42] you know, you do not benefit anyone by [36:45] shrinking who you are. Um, and so that's [36:47] something that I will always tell any [36:49] student that I interact with, show up as [36:51] your authentic self. You know, you [36:53] >> at the end of the day, you need to live [36:55] with yourself and your decisions, and so [36:57] you need to be proud of who you are. Um, [36:59] not, you know, we're not, you know, for [37:01] anyone else, it's for you, you know. [37:03] >> I I I love that. I love that. I I always [37:06] tell kids that. Um, previously when I [37:08] was a principal, I would always make [37:10] sure that I wanted students to show up [37:12] who they are. [37:14] >> Whether, you know, we would always [37:15] celebrate cultures, show up in your [37:17] dress, your language, food, [37:20] >> don't feel like you have to come into a [37:21] space and be something that you're not [37:24] to fit in because everyone everyone [37:28] makes that space and makes it important. [37:30] And that's that's what makes, you know, [37:32] our district and St. Louis Park is the [37:34] diversity and the richness that's there. [37:36] So show up and be who you are. [37:39] >> Okay. I know you received this. It's a [37:42] send. It's our portrait of a learner [37:43] here. [37:44] >> Yes. [37:44] >> So our portrait of a learner here is [37:47] what you know how we empower our [37:49] students and what we want our learners [37:50] to be. We want them to be authentic, you [37:53] know, strategic connectors, empowered, [37:56] nimbled. [37:58] And that's and that's our portrait of a [37:59] learner here. So as you look at this and [38:01] you had a chance to look at that, [38:04] >> what is one way you'll like to see our [38:06] current students supported to ascend [38:09] into the future like you have? [38:13] >> Yeah. No, I think I think one of the [38:15] ways um one thing that I think about in [38:18] terms of a portrait of I think strategic [38:20] is one of them. I think you know I will [38:22] always say that Park trained me to think [38:24] critically and creatively. You know, [38:26] like I had mentioned before in Miss [38:28] Dumbber's class, we weren't just writing [38:29] essays. We were dissecting immigration. [38:32] We were looking at gay rights. We were [38:34] talking about abortion as seventh [38:35] graders. um you know and I think that [38:38] early push to analyze those big complex [38:41] problems you know and kind of generate [38:44] creative solutions or you know discourse [38:47] um you know is really what set me up for [38:49] success you know set me up for success [38:52] not only in you know college um but also [38:55] now leading you know national [38:57] transformation projects where both [38:59] strategy and innovation um are pretty [39:01] critical um so definitely double down on [39:04] the strategic thinking um and the [39:06] systems level thinking. [39:08] >> Wow. Well, I I I thank you for those [39:10] words. We're going to make sure that our [39:12] kids and our team here hears that. [39:15] That's so powerful. I I mean, St. Louis [39:18] Park is so proud of what you've done and [39:20] what you've accomplished. And you still [39:22] got so much. I mean, you have what's [39:24] what's next? What's next for Leah? [39:27] >> I mean, we'll see. We'll see. I am I am [39:29] enjoying this new role at the Kip [39:31] Foundation. Um, I am hoping to continue [39:33] to grow my skills as a as an education [39:35] leader. Um, and and we will see. I when [39:38] I was younger, I really had wanted to be [39:41] a superintendent. So, we'll still see. [39:43] Well, actually, my goal was the [39:45] commissioner of education. Like, I know [39:46] that's crazy. Not the commissioner of [39:48] educa. Yeah. Yeah, it was. Yeah, it was [39:50] the commissioner of education. [39:51] >> Yeah. So, that was my goal. And so, [39:53] we'll see. [39:54] >> You gonna come back to Minnesota and do [39:55] it? [39:56] >> I would. I would absolutely. um because [39:58] that is my community and I feel like [40:00] regardless of where I go, park in [40:02] Minnesota are always going to be home, [40:04] you know. [40:05] >> Wow. Well, once again, thank you so much [40:07] for your time. Thank you for sharing [40:09] your story. Um just remarkable of all [40:12] the work you've done. So, St. Louis [40:13] Parker's proud proud proud and also I [40:17] know your mom your mom has to be so [40:19] proud and the things that you've done [40:21] and your family and your brothers. So, [40:23] >> keep doing what you're doing. Keep up [40:25] the good work. Continue to ascend. And I [40:27] thank you for sharing your story and [40:29] your time, Aaliyah. [40:30] >> No, thank you, Dr. Cooper. Thank you.