Alpha Gal: School Nutrition Addresses an Endemic Health Concern

What is Alph-Gal Syndrome? 

Academy students enjoy a variety of fresh meals each week at school with menu items ranging from pork tostadas to chicken curry.

Alpha Gal syndrome is a tick bite induced allergy in which a person becomes allergic to red meat and even red meat by products such as dairy, gelatin or lard. Tennessee is considered a high prevalence area for Alpha-Gal among several other states in the souther region of the United States. Symptoms can vary from anaphylactic shock to rashes and stomach aches.

How has our program addressed this allergy? 

Though for Alpha-Gal syndrome has received more press in the recent years this is not a new allergy for our school nutrition program. Over the last 7 or so years our school nutrition program has addressed a high number of students in our population with the allergy and have tried a variety of ways to accommodate them. From serving seafood, to making our homemade locally sourced turkey burgers. 

For 2 years we eliminated red/mammalian animal meat from our menu completely in order to better ensure everyone had a safe meal time. During this time we were the only school in Tennessee to have created a menu specifically catering to those with Alpha-Gal. Some reports show that after some time (up to 3 years) a person with Alpha Gal can have a decreased sensitivity to the allergen. After the two year period was over, we noticed a decrease in those with the allergy and were happy to reintroduce red meat products. 

Because so many students and even staff had the allergy we had to learn the in’s and out’s of the allergy. We learned to carefully curate products, check for lard or meat fats and dairy in products, and even clarify with parents about what specific items and by products their students were allergic to. This process reflects our larger aim as a school—to remain aware, informed, and relevant in all that we do. Whether it’s in the classroom, through extra-curricular opportunities, or even around the table at meals, we strive to serve our families with diligence and discernment.

How do we continue to address Alpha-Gal? 

Still during the 2025-2026 school year we have some students and staff with the allergy and have chicken, and turkey options available to them. As we move into the future we continue to keep tabs on how many students have Alpha-Gal syndrome and are vigilant in terms of what products we purchase to ensure everyone experiences a safe and delicious lunch time.

Sources:

https://alphagalinformation.org/wp-content/uploads/2024/04/AGSFactSheetv6.pdf

https://www.cdc.gov/mmwr/volumes/72/wr/mm7230a2.htm#:~:text=The highest prevalences of suspected,distinct from this contiguous region

https://www.mayoclinic.org/diseases-conditions/alpha-gal-syndrome/symptoms-causes/

https://www.ccjm.org/content/92/5/311

Academy Faculty Professional Development in New York: Trip Review

Written by Craig Duffy, Director of Education

This spring, a team of 17 teachers and administrators from the Academy for GOD had the incredible opportunity to attend the ResearchEd conference in New York. This professional development experience was more than just an educational event; it was a moment of collective growth, reflection, and energizing focus for our instructional team.

Research Ed is internationally renowned, with a focus on bridging the gap between research and practice in the field of education. As their name implies, each session topic was based on carefully executed research, providing a strong body of evidence to support strategies for age-old teaching challenges like memory recall, distraction, cognitive overload, and more. ResearchEd was a great fit for our mission at the Academy, allowing us to dive into research-based practices that align with both academic rigor and the deeper calling we have as Christian educators.

Academy Headmaster Corey Foster, who spearheaded the whole trip, carefully organized the team to be partnered up and spread out amongst the most relevant sessions, to maximize the benefits of this rich opportunity. Teachers at Kindergarten and lower elementary levels dove into topics like learning through play, whole body learning, and how to empower students to refocus themselves when they become distracted. Jr. High and High teachers examined research related to blocking (teaching a new concept and focusing on one thing at a time) and incorporating that with memory retrieval practices to build a strong knowledge base. 

Surrounding the sessions, teachers and administrators met up for discussion on how to apply content to our Academy classrooms. Teachers shared ideas related to skill acquisition activities, while administrators discussed how our school evaluates and uses educational research. It was a wonderful and energizing moment to pause, reflect, learn and share ideas!

 One teacher shared, “I want to take a moment to sincerely thank you all for the opportunity to attend ResearchEd. It was an incredibly valuable experience, and I truly appreciate the investment in my professional growth.” Another added, “This PD weekend strengthened our staff as a team and energized us to give all we have to serve our students with intentionality.”

Outside of the conference sessions, Academy Founder Gregg Garner put great care into coordinating moments of conversation and unifying experiences. From table fellowship to Creative and Performing Arts outings, to weaving through New York traffic together on bicycles, the intentional time together was unifying and energizing! The team returned refreshed and excited about finishing the year with excellence, and continuing to refine our educational endeavors.

As we reflect on this trip, I am reminded of Colossians 3:23, which says, “Whatever you do, work at it with all your heart, as working for the Lord.” This experience reaffirmed that our work in education is not just about information—it’s about transformation. We left New York equipped, encouraged, and excited to bring that transformation back to our classrooms.

We’re grateful for what this trip has meant to us as a team and to the future of our Academy students. May this be just one of many steps in our continued journey toward excellence in Christ.

Open Seats for 2025-2026 School Year

GOOD NEWS! We've accepted our first round of enrollment applications, and there are still seats available for '25-26! With new programs such as TN ESA & EFS, now is the perfect time to take advantage of a Christ-centered, private school education for your student. We've extended our application deadline to April 1st with no additional fees.

TN Education Savings Accounts & TN Educational Freedom Scholarships

The state of TN now has two education programs that could provide tuition assistance for your family, and The Academy will be a participating school in both. 

The TN ESA (Education Savings Account) is currently in its second year, and we've had wonderful success with it this year as a school. If you currently hold a TN ESA, please note that it's time to renew your student's account for the '25-26 school year. ALL students must submit a renewal application in order to maintain their account into the next school year. You will need your 2024 tax information. 

• If you are applying for a new student for the '25-26 school year, please submit their application for enrollment at the Academy no later than April 1, 2025. Late fees will apply. Furthermore, you can apply for a TN ESA for your incoming student if they meet the eligibility requirements. Applications are now open. 

The TN EFS (Education Freedom Scholarships) will be made available for the '25-26 school year per the TN DOE, as of now. The Academy fully intends to participate in this program, and we're currently waiting for next steps to get our school on board. Once that information is released, we will be passing along how you can apply. We do anticipate that families will need their tax info for their application. More info on the TN EFS HERE. 

Per school policy, TN ESA holders and TN EFS recipients will not be eligible for financial assistance from the school through FACTS Tuition Assistance. 

How to Achieve Excellent Made from Scratch Meals

Since 2015, when the Academy School Nutrition Program was launched, we have made it a priority to incorporate made-from-scratch meals. At that time, there was no additional funding, legislation, or push by the USDA or other non-profits to encourage scratch-made meals. However, we recognized that preparing meals from scratch would be the best way to provide nutritionally dense and healthy options for our students. A decade later, there is growing momentum within school nutrition to achieve healthier meals, along with additional resources to train staff and transition kitchens from processed foods to more complex systems of cooking and baking meals.

We have maintained our menu quality and ensured our meals remain minimally processed through three key strategies:

1. Trained Chefs

We have had the privilege of working with a variety of professional-level chefs, which has greatly contributed to our ability to produce high-quality, healthy meals. Staff training is one of the biggest challenges in executing meals from scratch. Having a team with a background in culinary arts helps overcome these hurdles. Our program has been fortunate to bring on executive-level chefs. Our current Executive Chef, John Edmondson, has spent over 20 years in high-end dining, catering for movie sets, and serving as the executive chef for Dodger Stadium. Not only is he a fantastic chef, but he has also trained numerous staff members to prepare meals for our cafeteria with consistency and excellence.

2. Menu Development

Each year, our school nutrition supervisor establishes guidelines and goals for menu development, ensuring our team stays aligned with our vision. For example, our recent menu planning emphasized "made-from-scratch, minimally processed, globally conscious meals and whole foods." We also set clear objectives regarding items to avoid, such as deep-fried proteins, high-sugar foods, cured meats, and highly processed entrées. These menu development goals keep our program on track and aligned with our mission of providing nutritious, high-quality meals.

3. Continual Feedback

Ongoing feedback from students allows us to make adjustments and refine our menu throughout the year to maintain student satisfaction. We conduct formal feedback sessions at the end of each school year, providing valuable data for menu planning. Additionally, we implement informal listening surveys throughout the year to check in with students and determine if any menu items need to be modified. This year, based on feedback from various age groups, we made several changes to our recipes and menu during winter break. Without continual feedback, even made-from-scratch meals may not meet students' preferences.

Ensuring that meals are made from scratch while maintaining excellent taste and quality is a high standard in the world of school nutrition. However, we believe that with skilled personnel, thoughtful menu development, and continual feedback, any program can achieve these results.

The Impact of Chronic Absenteeism and Tardiness on K-12 Students

Consistent attendance is crucial for student success in K-12 education. However, chronic absenteeism—defined as missing 10% or more of the school year—and frequent tardiness can significantly impact a child's academic performance, social development, and future opportunities.

Academic Consequences

Students who frequently miss school or arrive late often struggle to keep up with lessons. Learning builds on itself, and missing key foundational concepts can create gaps that make it difficult to understand new material. Research shows that students who are chronically absent in early grades are less likely to be proficient in reading by third grade (age 8-9), a critical milestone for academic success. In middle and high school, chronic absenteeism increases the risk of failing courses and dropping out.

Social and Emotional Impact

Beyond academics, chronic absenteeism and tardiness can hinder a student’s ability to form relationships with peers and teachers. School is not only a place for learning but also for developing social skills, teamwork, and confidence, and the Academy values these components to our holistic education paradigm. Students who are frequently absent or late may struggle with feelings of isolation, lower self-esteem, and difficulty adjusting to structured environments. These challenges can have long-term effects on emotional well-being and social development.

Future Consequences

The negative effects of chronic absenteeism extend beyond school. Poor attendance habits in childhood can lead to difficulties in the workforce, as punctuality and responsibility are essential life skills. Additionally, students who fall behind academically due to missed school time may face limited career and college opportunities, perpetuating cycles of disadvantage. We truly believe we are setting our students up for success into adulthood and the workforce by implementing a strict absentee policy.

Tips for Parents to Encourage School Attendance

1. Establish a Consistent Routine – Set a regular bedtime and morning schedule to ensure your child gets enough rest and is ready for school each day. A predictable routine minimizes morning chaos and helps students feel prepared to start their day on time.

2. Communicate the Importance of Attendance – Talk to your child about why going to school every day matters. Help them understand how attendance impacts their learning, friendships, and future opportunities. Reinforce the idea that school is a priority.

3. Address Barriers to Attendance – If your child is struggling with issues such as anxiety, learning challenges or transportation, please reach out to the Academy to find solutions. Schools often have resources and support systems in place to help students overcome attendance obstacles.

By prioritizing attendance, parents can help set their children up for success, ensuring they receive the full benefits of their educational experience. Small, consistent efforts to encourage punctuality and daily attendance can make a lasting difference in a student’s academic and personal growth. A student’s presence at school each day is a partnership between parents and school staff, and at the Academy, we’re willing to ensure students are excited and prepared to come on campus each day!