Envision Equity Summer 2016

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Envision Equity
Summer 2016
Photo, Google Images.
Matching Students from Zones of Hope with
Supportive Out of School Programs
By By Krista Drescher-Burke, PhD, MSW– Diversity, Equity, and Poverty Programs
INTRODUCTION
With the focus in JCPS and in the community overall on
suspension rates, Zones of Hope, Black Male
Achievement, and increasing the number of working-age adults
with a post-secondary certificate or degree—with limited
resources—Diversity, Equity, and Poverty Programs is
spearheading a pilot effort to direct attention intentionally. We
have brought together the work and priorities of JCPS, the
Mayor’s Office, out-of-school time (OST) providers, community
advocacy organizations, and the funding community.
We have identified students living in Zones of Hope attending
priority schools who are at risk of future suspensions as
determined by previous behavior events, and will refer them to
OST programs focusing on social emotional learning. Thus, we
are intentionally looking at programs that are not directly
academic focused; rather, they are programs that encourage
regular attendance, nurture positive interactions with peers and
with adults, and foster confidence. Only after these soft skills
are bred will students be able to excel in the classroom.
By directing students to existing programs, JCPS is acting as
an intermediary, and no immediate additional funds will be
needed. We are assisting OST programs in identifying students
with the greatest potential to most benefit from their programs.
By focusing on kids who were suspended or otherwise referred
in SY16 for non-violent events living in ZOH and attending
Priority Schools, we have a good chance of reducing future
behavior problems that result in more suspensions, which result
in less academic instruction and higher disengagement, and
ultimately higher dropout rates and lower rates of college and
career readiness. Attending a priority school, coupled with living
in a violent and low-income neighborhood, creates a high-risk
combination of circumstances that challenge successful
academic performance. Therefore, identified students
potentially stand to gain the most from OST programs that
focus on social and emotional support and provide a nurturing
environment.
In addition to students’ benefits, providers will have more
empirical evidence that their programs are successful and
impactful, and funders will have criteria on which to base giving
for programs
that have
historically
been difficult
to evaluate for
impact.
INTERVENTION
AND
MEASUREMENT
A number of
funders and
OST programs in the community without an explicit academic
focus have approached JCPS about evaluation, but because
they do not have a specific academic focus, there is a
challenge. The programs provide benefits to students, but if we
identify students for whom the program might have the biggest
impact (i.e., those discussed here) on non-academic
outcomes, and direct those students to the program, we
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Envision Equity
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should get the biggest “return on investment.” These programs
include mentoring, arts, wilderness programs, and any number
of programs that focus primarily on soft skills rather than on
academic skills.
The outcome measures will not include academic achievement
but will instead be decreased behavior referrals and increased
attendance. In subsequent years, we may also use data from
the Comprehensive School Survey to explore the extent to
which students feel engaged in their schools.
IDENTIFYING STUDENTS
Photo, Google Images.
We have identified approximately 75 elementary and middle
school students who have not been in trouble in the past year
for drugs or any violent events (e.g., fighting, assault, bullying,
weapons, etc.), but who have had some behavioral referrals.
They all attend priority schools, and most live in Zones of Hope
zip codes or nearby neighborhoods, characterized by poverty
and violence.
THE ASK
We are asking programs that focus primarily on social and
emotional outcomes (as described above)
to reserve spots for a few participants
who JCPS will specifically and
intentionally match to the program.
We have no intention of displacing
other students, but only ask for a
limited number of reserved places. The
main criteria for matching during the
pilot is ease of accessibility, rather than matching on
content of program or interests of students. We are optimistic
students will be eager to participate, and we will see positive
outcomes.
To see the biggest impact for the least cost, we are focusing our
efforts on students who have been suspended for non-violent
events including Disruptive Behavior, Profanity/Vulgarity, and
Failure to Obey Staff. Most OST programs are not equipped to
handle students with more critical behavioral or emotional health
challenges; this pilot program is not meant to address needs of
such students. It is intended for students who have less severe,
but nonetheless serious, behavior referrals, so that their school
challenges do not become more threatening to their academic
achievement. If we see success with this program, we will
expand to more students.
We specifically focused on ZOH because these are areas with
high rates of crime, violence, drug use, and poverty. Many JCPS
students coming from Zones of Hope neighborhoods have
additional challenges that simply cannot be adequately
addressed during the limited hours of the school day. Therefore,
we will intentionally direct out-of-school intervention toward the
students in this group who have been referred for the highfrequency,
highly disproportionate events with high rates of
suspensions. Many students who live in the Zones of Hope
attending Priority Schools face a dangerous combination of
obstacles that impede academic success.
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Envision Equity
Summer 2016
Restorative Practices Professional Development
Session Teaches Educators New Techniques
By Vanessa Posey – Director, Restorative Practices
TJCPS believes that Restorative Practices among children and youth will positively impact the district’s school
climate, discipline policies and procedures. Thus, JCPS will be a restorative district as outlined in Vison
2020, the strategic plan. It aligns with the following focus areas: Strategy 2.1.2 Cultivate growth mindset,
Strategy 2.1.3 Improve culture and climate and Strategy 1.1.3 Provide equitable access. Restorative Practice helps
support and strengthen positive school culture and improve relationships within the school community. Restorative
Practice is an innovative model that helps JCPS students learn how their actions affect others. Furthermore,
Restorative Practices gives students a voice—communication and problem-solving skills that will help them pursue
appropriate solutions to future problems.
Photos, Abdul Sharif
On June 16th and 17th there was a Restorative Practice training held at
the Mary Grace Jaeger Education Center, presented by Vanessa Posey
and Dr. Cherie Dawson-Edwards, an associate professor of Criminal
Justice at the University of Louisville. The training was 8:00 a.m. – 3:30
p.m. We had a great participation 11 schools were represented,
elementary, middle and high school. Participants were from various role
groups such as principal, assistant principal, counselor, and certified and
classified staff. Each school received the book Circle Forward by Carolyn
Boyes-Watson and Kay Pranis. The book gives teachers practical
methods for using Circles in their classrooms and for creating a climate of
care in schools. Highlighted topics discussed were introduction to RP, RP circles, and RP facts and myths. There
were great discussions, opportunities to practice facilitating proactive circles and insightful videos. There was also
time for schools to discuss and plan RP implementation at their schools. We had a great two-day training as schools
embarked on their RP journey. I am excited and looking forward to this school year working with schools as they
implement RP at their school.
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Envision Equity
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Girls on the R.I.S.E. to Proficiency
By Monica Hunter, Goal Clarity Coach, Olmsted Academy South
Girls on
the
R.I.S.E
(Revolutionizing
Interpretations
through Self-
Expression) is a
standardsbased
literacy
program
purposed to
expose girls of
color to
classical and
contemporary
texts while
proving
comprehension,
interpretation,
and relevance
through artistic
self-expression.
Monica Hunter
girls of color? The polar opposite between the
demographics of the characters and readers is the
prime purpose for selecting such a book. Our goal is to
prove that girls of color can find themselves in the deep
parts of any text, as long as the instruction is relevant
and rigorous.
The girls’ primary focus will be the ongoing theme of
“Freedom,” which is prevalent throughout the text. They
will also identify and analyze their own personal or social
freedoms necessary to obtain ultimate peace. This
exploration will take place through discussions,
journaling, art design, and writing, which will be
presented via an alter ego monologue.
The alter ego monologue, their culminating project, will
prove that the participants correctly interpreted the text,
through self-expression. The girls will think critically by
igniting a fire for their own freedom or social justice. Half
of the monologue will depict their identified freedom,
and the other half will share the adversities they may
face along their journey to said freedom.
The classical text chosen for this summer is Animal
Farm by George Orwell, which is a novel written to
expose the hypocrisy and manipulation by leaders
surrounding the Russian Revolution, Communism, and
the Cold War.
Most of the book’s main characters and those in
leadership are masculine, which may cause one to pose
the following question. How can a book encompassing
masculinity and leadership through force be relevant to
The ultimate end result of this innovative and thoughtprovoking
literacy program is for the girls to unveil a
passion for reading and writing, comprehension,
formulating opinions, and effectively communicating
their authentic ideas, no matter the audience. Once this
is achieved, the girls’ confidence levels will grow and will
reflect a rise of scores on the 2016-17 proficiencies, ondemand
writing tasks, and 2017 reading and writing
Kentucky Performance Rating for Educational Progress
(K-PREP) data.
Teachers and students pose for a photo during the Girls Rising program.
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Holocaust Remembrance Day
By Dr. Monica Lakhwani—Diversity, Equity, and Poverty Programs
OPhoto, Google Images.
n May 2, I was invited to attend Yom HaShoah (Holocaust Remembrance Day) at Adath Jeshurun. I wasn’t sure what to
expect however was touched by the program. The program began with a brief introduction and continued to a candle
commemoration. Eleven candles were lit in honor of the many who gave and/or lost their lives in the Holocaust.
As a special guest, Jennifer Kreder, professor at Northern Kentucky University, presented on how art was not only a part of culture but
also was so unified into the lives of many individuals of Jewish faith who fled from the Nazis. This same art came to life as an essential
part of identity and history. Art pieces I had previously admired came to light with new meaning, reaffirming how a thought or image can
change if seen from another’s perspective.
Hearing of stories, learning about experiences, and coming together were significant. Educating our youth beyond textbook facts is
equally as significant. We so often give a day, week, or month to integrate aspects of history or culture into our school year. Events,
such as Yom HaShoah, are a constant reminder of how we as educators need to integrate culture into our everyday learning so that
our youth can continue to make connections and glean deeper meaning.
With that said, I thank Matt Goldberg for coordinating Yom HaShoah in our community, Jeff Jamner for sharing a piece of family history,
Jennifer Kreder for enlightening and educating, and the speakers who made the evening possible.
At times, we forget how important it is to be reflective of our past. Regardless of our diverse cultures and backgrounds, sharing our
lives can bring us close. Take time to be reflective; the people who existed then are why we exist now.
Words from the eleventh candle: “We light the eleventh candle in memory of the infants, children, and teenagers who were cut down
like young trees before their time. Niz-Kor … We will not forget.”
Photos, Google Images
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Envision Equity
Summer 2016
Right, a student at Audubon experiments with a shoe box pinhole camera
Photos, Abdul Sharif
Literacy & Photography at Audubon Traditional and
Price Elementary Schools
By Abdul Sharif—Diversity, Equity, and Poverty Programs
This summer, students at Audubon Traditional and Price Elementary Schools participated in two-week photography
camps that exposed them to photography-based text and hands-on photography instruction. The Literacy &
Photography curriculum was designed by Chrystal Hawkins, a resource teacher in the Diversity, Equity and Poverty
Programs Department. At the end of each photography camp, students received a certificate and a book, and two lucky
students received a camera, a camera bag, photo frames, and other neat materials donated by community members.
The theme of this summer’s Literacy & Photography camps was “Documenting Your Community.” Students at Price
Elementary School took daily photo walks through the Newburg/Petersburg neighborhood and took photos of such
subjects as people, animals, homes, and plants. Students at Audubon Traditional Elementary School participated in photo
scavenger hunts, in which they were tasked with finding items on a list and capturing these items in a photo. These items
included things of a certain color, shoes, storefronts, and food, to name a few. At the conclusion of each camp, students
at both sites produced short videos that were played for family and friends during the closing ceremonies.
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Envision Equity
Summer 2016
Photo, Google Images.
Alpha Phi Alpha-Alpha Lambda Chapter Encourages Louisville Youth to “Go
to High School, Go to College” as it completes its 4th year at Kammerer
Middle School.
By Cecil M. Brookins, President, Alpha Phi Alpha Fraternity – Alpha Lambda Chapter
The Alpha Lambda Alumni Chapter of Alpha Phi Alpha
Fraternity, Inc. completed its 4th year engaging youth at
Kammerer Middle School. The "Go-to-High-School,
Go-to-College" program, established in 1922, concentrates on
the importance of completing secondary and collegiate
education as a road to advancement. Statistics prove the value
of this extra impetus in making the difference in the success of
young African-American youth, given that school completion is
the single best predictor of future economic success. Through
the Go-to-High-School, Go-to-College educational initiative,
young men will receive information and learn strategies that
facilitate success. Alpha men provide youth participants with
excellent role models to emulate.
The goals of the program include (1) improving youth selfesteem,
(2) improving youth academic performance, (3)
encouraging students to complete high school and pursue
education beyond the high school level, and (4) increasing
youth social awareness and problem solving skills in order to
enable them to make more responsible decisions. The Program
Schedule consist of one (1) monthly meeting throughout the
academic school. The program is offered to 6th – 8th grade
young men who are recommended by Kammerer teachers,
facility, and staff. This year 30+ Kammerer youth were
mentored on Time Management, Conflict Resolution,
Cyberbullying, Oral Communication & Self Esteem, and
Leadership & Entrepreneurship. The March lesson on Dressing
for Success included a training on how to tie a neck tie. Each
youth received a new black neck tie to keep. On March 25,
2016 the members of Alpha Phi Alpha escorted the youth to
the University of Louisville for a college tour. While there the 20
young men took a tour of campus, participated in an
admissions presentation, “college life” panel discussion, and a
mock class. The school year ended as youth were recognized
for perfect attendance and graduating 8th graders received a
certificate of completion and a gold tie (colors of the school and
fraternity).
Alpha Phi Alpha Fraternity, Incorporated has a long history of
emphasizing the importance of education to the betterment of
lives and attainment of greater opportunities. It has the
distinction of being the first collegiate Greek-lettered fraternity
established for men of African American decent. The Fraternity
was founded at Cornell University in 1906 under the motto of
Manly Deeds, Scholarship, and Love for All Mankind.
Prominent members of our Fraternity include Dr. Martin Luther
King Jr., Thurgood Marshall, and Lyman T. Johnson. The Alpha
Lambda Chapter, the first Alumni Chapter of Alpha, founded in
Louisville, KY in 1911 has continued serving this community
through educational programs, scholarship and community
service projects.
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Envision Equity
SUMMER 2016
The primary focus of my role as the community engagement
coordinator for the Diversity, Equity, and Poverty Programs
Department is to seek participation and engagement from the
families and communities of Jefferson County Public Schools
(JCPS) students.
I am proud to say that I am a product of JCPS. And now I
have the good fortune of serving in the school district that laid
the foundation of my educational development. I was born
and raised in the Smoketown neighborhood, and I am a
graduate of Atherton High School (Class of ‘92). I have
learned through my community that education is critical to
individual and community progress. But with all of the
challenges and social barriers of living in the poorest ZIP
codes in Jefferson County, many find it difficult to make the
most of our current education process. In many ways, I was
very fortunate to take advantage of some opportunities
through my education career. That good fortune came in the
many forms of family, friends, and community support in
making my success possible.
Imagine if every single student from a low-income
neighborhood had the support of the whole community
throughout his or her education career. This is the goal of my
role as the community engagement coordinator. We are
always measuring the academic efforts of our students. It is
important that we measure, critique, and improve our efforts in
providing them the support they need to be successful. There
is a strong demand from the community to see our students
achieve. We at Diversity, Equity, and Poverty Programs are
working to create opportunities for the community to actively
get involved in ways that directly affect student academic
success and achievemen.
You can reach me at 485-3655 or at
delquan.dorsey@jefferson.kyschools.us.
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Envision Equity
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Miss America Crowns Shacklette Students
at Career Day
By L’Tanya White—School Counselor
From left, Malala Yousafzai, Misty Copeland, and Justice Sonia Sotomayor. Photos, Google Images.
“
Oh my goodness, Ms. White! That
lady looks just like Heather French-
Henry.” This is what Evelyn, one of the
fourth-grade Leadership Club members,
said as she entered my office to help
escort speakers for our annual Career Day
on May 19, 2016. Evelyn was not the only
student who was in awe of the presence
of the former Miss America Heather
French-Henry. Several students and staff
members were excited to see her in the
building.
This years’ Career Day was planned by
the 100 kindergarten-through-fifth-grade
student members of Shacklette’s
Leadership Club. When we were
identifying speaker to invite, Taylor, one of
the fourth-grade members, suggested
inviting French-Henry. Taylor had
portrayed French-Henry in school’s Live
History Museum that was held on March
11, 2016. A picture of Taylor in her Miss
America gown and crown was posted to
the school’s Instagram page. French-
Henry responded to the post by saying
that the post made her day.
French-Henry was a huge hit with both
boys and girls as she discussed her
current career at The Veterans
Administration. She also discussed how
she was a member of the Girls Scouts
when she was younger and allowed
students to touch her Girl Scout sash,
which had many patches on it. She
continued to show students war medals,
including a Purple Heart from former
veterans whom she knew.
Finally, French-Henry shared her journey
into becoming interested in pageants at
an early age. The highlight of each of her
classroom presentations was that she let
the students try on her Miss America
crown. Even several boys embraced
wearing the crown because they said that
they looked like a prince.
Shacklette students and staff send a
special Shark thank-you to French-Henry
for crowning our Career Day with her
presence. We would also like to send
kudos to parent and community
volunteers Marcus Barber, Kevin Pollock,
Nicole Griffin, Amy Wheatley, and Dr.
Matisa Wilbon, for making Shacklette’s
Career Day a success.
Photos, L’Tanya White
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Envision Equity
Summer 2016
The Power of Critical Inquiry in Primary Learning
By Kathryn Whitmore and Emily Zuccaro, University of Louisville
Above, second graders studying the TARC map at JB Atkinson Academy. Photos, Kathryn Whitmore.
For the last few months of the 2015-16 school year,
Shashray McCormack’s kindergarteners at Mill Creek
Elementary and Janelle Henderson’s 2nd graders at JB
Atkinson Academy were enthralled in learning about music
and their neighborhoods, respectively. The teachers designed
inquiry studies in response to their students’ questions: “Can
we listen to ‘I Heart Memphis’?” “Is our neighborhood good?
Is it bad? Are there murders?”
honors their interests and questions. They will continue to
work with University of Louisville faculty Kathy Whitmore and
Tasha Tropp Laman as Professional Dyads and Culturally
Relevant Teaching teams.
Shashray recognized the music and dance in her students’
lives -- they loved “Hit the Quan” and “Watch Me” (Whip and
Nae Nae), and she wanted to add knowledge of jazz and
spirituals to their contemporary experiences. She created a
rich library of picture books that emphasized content about
African American historical and contemporary music and
developed hands-on engagements like sketching different
musical instruments, discovering sounds with materials in
plastic eggs, and writing to music.
When Janelle and her second graders read a local newspaper
article about their West Louisville neighborhood, they
commented about crime and wondered if their neighborhood
was “good.” In response, Janelle launched an inquiry that
evolved over the rest of the school year. The children wrote
responses to photos Janelle took around the neighborhood,
which led to writing informational, fictional, and opinion pieces
about where they live. They tried to find their homes on TARC
maps, created their own maps, and loved learning with and
from a local cartographer who introduced them to all kinds of
mapmaking.
Above, kindergarteners painting to music at Mill Creek.
Janelle and Shashray plan to expand their inquiry-based
curriculum development next year, having learned that inquiry
creates equitable, multimodal spaces for young learners and
Photo, Louisville Free Public Library.
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Envision Equity
Summer 2016
Advancing Out of Poverty through Sport and STEM
by Dr. Sheron L. Mark – University of Louisville, & Hassan Fofana–Time2Ball, Inc
Watching the National Basketball Association
(NBA) draft on television, witnessing young
college athletes becoming instant millionaires
by being offered professional sport contracts, may be
quite inspirational for other young, Black and Latino
male basketball players throughout Kentucky. This is
because, in Kentucky, Blacks and Latinos are overrepresented
amongst those living in poverty, even at a
national scale (The Henry J. Kaiser Family Foundation,
2016). Additionally, Black and Latino males are highly
engaged in amateur sport, particularly basketball and
football (Harper, Williams Jr, & Blackman, 2013).
Amateur sport in college is an important step en route to
professional sport careers and, beyond the love of
basketball, the significant earning potential as a
professional athlete
is a highly
attractive career
pathway to
advance oneself
and one’s family
out of poverty.
At the same time,
however, it is
critical that these
young athletes
know that the chance of entering the professional realm
is about 1% (New, January 27, 2015). They must be
advised that college graduation is an important step
and, furthermore, they must be advised that it is in their
best interest to proactively prepare for multiple
professional career options after college by being their
own academic advocates. That is, they must avoid
falling victim to exploitation by providing universities
with their athletic talents while being counseled away
from academically rigorous college majors which will
prepare them to be competitive in the 21st century labor
market.
These elite student-athletes are sometimes guided
towards courses and majors that are less demanding or,
even worse, lack academic integrity altogether, e.g.
“paper classes” (Ganim, January 23, 2015).This is
because the time required for training, competition, and
travel as college student-athletes is intensive and
student-athletes must meet minimum academic
performance standards to be allowed to compete.
Young athletes must,
therefore, be well-informed
when planning for their
futures. It is even wiser for
these young athletes to
pursue careers in a field
that is growing rapidly,
offering new career
opportunities faster than
any other field. This career
field is known as STEM
(science, technology,
engineering, and
mathematics) and offers
Dr. Sheron L. Mark
high quality, high-earning,
dependable career
opportunities which are intellectually engaging and
rewarding (Vilorio, 2014). Most importantly, STEM is in
critical need for greater participation by diverse
populations, particularly low-income Blacks and Latinos
(National Science Board, 2016). Traditional STEM
majors, such as biology, information technology,
engineering, economics, and more, can prepare
student- athletes for highly rewarding professional
futures.
Photo, Google Images.
To examine the extent to which talented young studentathletes
were planning for professional STEM careers, I
analyzed team rosters online to determine how many
Black or Latino male basketball players were enrolled in
traditional STEM majors. Universities list their team
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Envision Equity
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rosters, along with athletic, personal, and academic
information for each player. Two of the most dominant
National College Athletic Association (NCAA)
conferences, locally and nationally, are the Atlantic
Coast Conference (ACC) and Southeastern Conference
(SEC), so I focused on universities in these two
conferences (Table 1). I examined rosters for the
2015-2016 season, but for few teams, only 2016-2017
rosters were available. Some rosters did not include
college majors for analysis.
FINDINGS
Based on available data, amongst these elite ACC and
SEC student-athletes, STEM majors were largely
absent. Table 2 summarizes the percentage of each
conference enrolled in STEM majors. The SEC – Eastern
was starkly underrepresented in STEM majors (2%),
while the ACC – Atlantic was best representative of
STEM majors (22%), particularly Boston College,
Syracuse University, and Clemson University.
Representative STEM majors included kinesiology,
human and environmental science, chemical
engineering, psychology, wildlife and fisheries, and
criminology.
Popular non-STEM majors amongst players across
universities included communications, business
management, general/interdisciplinary studies, and
liberal arts. One men’s team was almost exclusively
majoring in general studies. Only one team clearly
stated academic major information for its players within
the main display of the team roster. One team did not
state academic major information for any of its players
except for one White senior.
Several players have declared sociology majors.
Sociology tends to be located on the margins of
traditional STEM majors (Hillsman, Feb 2013); however,
it is encouraging that players are demonstrating interest
in the social sciences, as well. Sports management was
another popular major amongst players and is not
traditionally considered STEM, however, non-STEM
career fields are increasingly integrating STEM
knowledge and skills as they grow and transform. For
instance, Moneyball, tells the story of how the Oakland
A’s utilized sabermetrics to gain a competitive edge in
professional baseball (Lewis, 2004).
require student- athletes to extend graduation beyond
four years.
CONCLUSION
Elite student-athletes are extremely talented and love
their games intensely. Becoming professional athletes
are ultimate achievements; however, they should be
better advised in developing alternative back-up plans
for their professional futures, as well, including
capitalizing on the resources available in STEM.
REFERENCES
Ganim, S. (January 23, 2015). Lawsuit claims UNC and
NCAA broke promises in 'spectacular fashion'. CNN.
Retrieved from http://www.cnn.com/2015/01/22/us/uncpaper-classes-
lawsuit/
Harper, S. R., Williams Jr, C. D., & Blackman, H. W.
(2013). Black male student-athletes and racial
inequities in NCAA Division I college sports. Center for
the Study of Race & Equity in Education.
Hillsman, S. (Feb 2013). Sociology is a STEM discipline.
American sociological Association (ASA)
Footnotes. Retrieved from http://www.asanet.org/sites/
default/files/savvy/footnotes/feb13/vp_0213.html
Lewis, M. (2004). Moneyball: The art of winning an
unfair game. New York, New York: WW Norton &
Company.
National Science Board. (2016). Science and
Engineering Indicators 2016. National Science
Foundation (NSB-2016-1). Retrieved from Arlington, VA:
New, J. (January 27, 2015). College athletes greatly
overestimate their chances of playing
professionally. Inside Higher Ed.
Retrieved from https://www.insidehighered.com/news/
2015/01/27/college-athletes-greatly-overestimate- theirchances-playing-professionally
The Henry J. Kaiser Family Foundation. (2016). Poverty
rate by race/ethnicity (2014). Retrieved from http://
kff.org/other/state-indicator/poverty-rate-byraceethnicity/
Vilorio, D. (2014). STEM 101: Intro to tomorrow’s jobs
Occupational Outlook Quarterly: U.S. Department of
Labor, U.S. Bureau of Labor Statistics.
Finally, many players were undeclared majors which
can make pursuing STEM majors difficult in the future.
This is because STEM majors have many course
prerequisites and rigid sequences that are timeintensive.
Starting these programs later would likely
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Envision Equity
APRIL 2016
On July 1, I began my new role as the Jefferson
County Public Schools (JCPS) parent relations
specialist, stepping into the large (and recently
retired) shoes of Sharon Whitworth. Whitworth
is a respected advocate for families and
children and she has built a great legacy of
providing knowledgeable support to promote
equity and opportunity. While this position with
the Department of Equity and Poverty (DEP) is
a new opportunity for me, I bring the
experience of 11 years in the JCPS
Communications Department as well as great
respect and admiration for the mission of the
15th District Parent Teacher Association (PTA)
and the Clothing Assistance Program. I look
forward to working with parents and district
employees to offer solutions that ultimately
support students and remove barriers to their
learning and success.
I’ll be based at the Clothing Assistance
Program and reporting to the Student Equity
and Community Engagement Coordinator
Giselle Danger-Mercaderes. During this
transition into my new role, I’ll be learning the
existing operations—including the upcoming
July clothing blitz—and exploring new ways to
grow opportunities and resources for the
Clothing Assistance Program. I’ll certainly lean
heavily on the years of stellar experience of PTA
President Heather Wampler and Volunteer
Talent Center Director Allene Gold. I look
forward to meeting new colleagues and
building on existing relationships. You can
reach me at 485-7450 or at
justin.willis@jefferson.kyschools.us.
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Summer 2016
Street Academy Students Graduate with Honor!
By Charles Davis – Coordinator of Equity & Inclusion
Above, second graders studying the TARC map at JB Atkinson Academy.
Photos, Abdul Sharif.
The Street Academy incorporates African-American
History into its literacy program as a means to efficiently
affect learning, human growth, and development. We
believe that authentic education must incorporate knowledge
of self as a tool for learning across the curriculum. Ultimately,
we our goal is to move students to proficiency as our primary
goal. Martial arts are also used to incorporate wellness,
which is a JCPS Common Core Content Standard. The
young men are taught movement in unison. Learning
controlled movement teaches the young men how to be
connected with their “physical and mental selves” and their
surrounding environment. They are also taught active listening,
self- awareness, personal pride, courtesy and respect for their
fellow man and woman. Finally, experiential learning provides
opportunities for Street Academy participants to connect
lessons from Street Academy Sessions and school to “realworld”
situations. Opportunities such as visiting the
Muhammad Ali Center give students insights into other
cultures, perspectives and world views.
This past June the Street Academy program graduated over
20 students during a ceremony held at the Chestnut YMCA.
Please enjoy some of the photos we captured during our
event!
Photo, Louisville Free Public Library.
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Summer 2016
Multicultural Summit Highlights Diversity in
Jefferson County Public Schools
By Dr. Monica Lakhwani—Diversity, Equity, and Poverty Programs
Photos, Monica Lakhwani
On June 30th, Catherine Collesano and I hosted a
Multicultural Summit at Gheens. With 90 participants
registered including certified and classified staff and a
few community participants, organizations provided resources
and valuable information for our educators. We were honored to
have representatives from the Center for Cultural Resources,
Americana, Food Literacy, Kentucky Center for the Arts, Ali
Center, Interfaith Paths to Peace, Council on Developmental
Disabilities, Fairness Campaign, Catholic Charities, and
Kentucky Refugee Ministries. A special thank you to each of
them along with Mindy Tucker and the Custodial staff at Gheens
for making it possible!
We are hoping that many educators learned of topics new to
them or were able to walk away with information to engage
students, partnering with our community, and/or gain
knowledge in areas when working with families.
Testimonial
I recently had the distinct pleasure of attending the Multicultural
Summit presented by the JCPS Diversity, Equity and Poverty
Programs Department. I am so thankful that I attended and
became aware of the programs in Louisville that promote
multicultural awareness and inclusion of special populations.
Many different agencies were showcased to give the
participants a summary of their services. They shared resources
that I can use in my classroom to bring a global perspective to
my students. Some we all know and love very much, like the Ali
Center, but some are much less known but very valuable for the
classroom. One that comes to mind is the Interfaith Paths to
Peace. I will definitely use this resource in my 6th grade social
studies class to teach my students how people around the
world work together to achieve peace.
I’m glad Louisville is such a welcoming place for the refugees
who have settled here. We have many of their children in our
schools and I want to be culturally sensitive to them. Louisville
has a wealth of resources and with this professional
development, I am now aware of them and plan to use them in
my world cultures and geography classes. I want my students
to be compassionate, informed citizens of our world.
-Susan McClain, 6th grade social studies teacher
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Envision Equity
Summer 2016
Photo, Google Images.
Students at Gilmore Lane Elementary participate in Project RAP Summer Camp activities.
Photo by Samual Oldenburg, Western Kentucky University
Project RAP Summer Camp Provided Free Instruction
for Primary Talent Pool Students
By LaTonya Frazier, Advance Program Coordinator, Jefferson County Public Schools
TIt has long been understood by educators that students from
privileged backgrounds tend to have enriching summer
experiences. From these experiences, students can gain
additional strengths over the summer. On the flip side, we
also realize that students who do not engage in meaningful activities
in the summer can lose skills over the summer. As a former
classroom teacher, I vividly recall the first day of school when we
would have our first morning meeting and discuss the famous topic,
“tell us about your summer.” Many of my students shared
experiences in camps, luxurious vacations, etc. There was also a
group of my students who did not share these lavish experiences.
Their summers were categorized as spending nights with relatives, a
few picnics, and lots of video games.
In an effort to equalize the playing field for all high potential
students, during the fall of 2015, the Kentucky Department of
Education was awarded a Jacob K. Javits Federal grant. The purpose
of this grant was to carry out a research-based program that has
demonstrated previous success for gifted students from historically
underrepresented populations. KDE decided to implement the Young
Scholar’s Model from Fairfax, VA in Jefferson County Public
Schools at five Title I elementary schools in JCPS. Identification
services would be carried out in another five Title I elementary
schools in JCPS. KDE partnered with University of Louisville,
Western Kentucky University, and Jefferson County Public Schools
to provide professional learning to teachers and school leaders. A
further goal of the grant was to increase state capacity to identify and
serve more students from under-represented groups.
After the identification period in the spring, students were invited to
a summer enrichment experience, (Project RAP summer camp).
Teachers trained for two days with Western Kentucky University and
Dr. Linda Sheffield, Professor Emerita of Mathematics Education at
Northern Kentucky University, to ensure that they were prepared to
implement enrichment lessons to these identified students.
During the two-week program, students from the five intervention
schools were provided lessons that enriched their mathematic and
literary skills. These lessons would help prepare them for cluster
grouping that will take place in fall 2016. Cluster groups will be
implemented by identified teachers who will participate in a series of
professional development on ways to nurture and develop the talent
among students from underrepresented populations.
For ten half days, primary age (K-2 nd ) students were engaged in
inquiry based math instruction through Project M2. This math
program focuses on developing students’ understanding of geometry,
real world experiences, and vocabulary development. Teachers from
the camp were amazed with how students were expected to use
mathematical terms and discuss their reasoning with specific detail.
Students also participated in Jacob’s Ladder Reading
Comprehension Program. This literary program targets reading
comprehension skills in high-ability learners by moving students
through an inquiry process from basic understanding to critical
analyses of texts.
It is the goal of the partners of this grant to use this proven method
of identifying high potential learners to change the trajectory of
students in JCPS’ gifted programming (i.e. Advance Program,
Primary Talent Pool, and Magnet Offerings) especially those
students from historically underrepresented populations.
In the future, comparison schools will receive service support in year
three of the grant as well. Another goal is that this research based
proven model will be able to expand and provide this type of
identification and service support to other JCPS schools in the
future. Early intervention is key to ensure access for all students to
the right programming.
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Summer 2016
The William R. Kenan, Jr. Charitable Trust
Invests Nearly $3M for Black Male Achievement in Kentucky
Submitted by Daryle Unseld – Metro United Way
The William R. Kenan, Jr. Charitable Trust has
awarded close to $3 million in grants to school
districts, family-focused organizations and universities
that have demonstrated leadership and commitment to
creating opportunities and expanding quality of life for
Kentucky’s boys and men of color. Grantees include the
Campaign for Black Male Achievement, Kentucky State
University, in partnership with Frankfort Independent
Schools; the National Center for Families Learning;
Lexington Leadership Foundation; Metro United Way;
United Way of the Bluegrass; Jefferson County Public
Schools; and Transylvania University.
Dr. Dorian Burton, Assistant Executive Director of the Trust,
states, “We chose to partner with organizations and leaders
throughout the state of Kentucky that were committed to
systems-level change for males of color with an emphasis on
African-American men and boys. The group of leaders we
have funded will work to connect the dots within their
communities and neighborhoods, and partner with other
innovative organizations committed to uplifting and building
strong families within their communities.”
Leading the investment is a $400,000 grant to the Campaign
for Black Male Achievement (CBMA), a national
membership-based organization that provides leadership
and capacity-building support to groups and organizations
dedicated to improving life outcomes and opportunities for
black men and boys. CBMA leads events like Rumble Young
Man, Rumble, convening thought leaders each year at the
Muhammed Ali Center in Louisville. “CBMA is grateful to the
Kenan Charitable Trust for committing this important funding
to advance our work on behalf of black men and boys in
Kentucky,” said Shawn Dove, CEO of the Campaign for
Black Male Achievement.
Though the Trust’s grants vary in size and scope, each
focuses on different entry points across the life courses of
males of color. For example, in education, Fayette County
Public Schools will create a dedicated office within their
district to “remove and eliminate barriers so that our boys
can reach their fullest potential,” notes Superintendent
Manny Caulk. Similarly, Superintendent Houston Barber of
Frankfort Independent Schools will develop a 6th-grade to
post-secondary pipeline for black male students with
emphasis on supporting its science, technology, engineering
and math programs in partnership with Kentucky State
University.
“The impact that the Kenan Charitable Trust grant will
provide for our students is a game changer. The
collaboration between KSU and Frankfort IDS will be a
model for students, families, and cities across the country.
African-American males will be leading the way in making
Frankfort the new ‘Silicon Valley’,” said Barber. Furthermore,
the Trust has engaged long-standing partners like
Transylvania University to highlight and scale its efforts
ensure college-readiness for black males.
Additional grants will focus on families and multigenerational
strategies. David Cozart, Director of the
Fayette County Fatherhood Initiative at the Lexington
Leadership Foundation, states “While not insinuating that
societal/community challenges are associated exclusively to
African-American male fathers and boys; we would be
Continued on next page.
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Envision Equity
Summer 2016
remiss if we didn’t seek to address the many pervasive
issues/opportunities among this population. In fact, anyone
seeking to address the human condition will do well by
seeking to positively impact the trajectory of men of color.”
“We felt that Kentucky, and, more specifically, cities like
Louisville have strong leaders like Shawn Dove, Daryle
Unseld, Manny Caulk, and John Marshall that are on the
frontlines of innovation and systems-level change for males
of color. We are privileged to support them in their efforts. We
hope that our support will shine a light on the impact of the
work that has been going on in Kentucky, and that these
amazing leaders will create the type of bright spots that the
nation’s school districts, institutes of higher education,
nonprofits and cities can learn from,” said Dr. Burton.
Said Louisville Mayor Greg Fischer, "These dollars will have
a real and lasting impact on our city. Our mission to help
improve the lives of black males in Louisville will be helped
tremendously by this generous grant, and our citizens are
grateful for this investment in our people."
ABOUT THE CAMPAIGN FOR BLACK MALE
ACHIEVEMENT (CBMA)
The Campaign for Black Male Achievement is a national
membership network that seeks to ensure the growth,
sustainability, and impact of leaders and organizations
committed to improving the life outcomes of Black men and
boys. CBMA is a growing network that currently includes
more than 5,200 leaders and 2,700 organizations and
programs across the country.
www.blackmaleachievement.org
ABOUT THE WILLIAM R. KENAN, JR. CHARITABLE
TRUST
The William R. Kenan, Jr. Charitable Trust was established in
1966 by a bequest from the estate of chemist and
industrialist William R. Kenan, Jr. Mr. Kenan felt so keenly
about the importance of education that his will directed that
part of his estate become the corpus of the Kenan Charitable
Trust. Grants are awarded in the areas of higher education
and K-12 education; arts and arts education, basic human
needs, as well as others initiatives and family
interests. www.kenancharitabletrust.org
Grantees Include:
• Fayette County Public Schools, Lexington, KY
• The National Center for Families Learning,
Louisville, KY
• Jefferson County Public Schools, Louisville, KY
• Transylvania University, Lexington, KY
• Campaign For Black Male Achievement, New York,
NY
• Lexington Leadership Foundation, Lexington, KY
• Kentucky State University & Frankfort ISD,
Frankfort, KY
• Metro United Way, Louisville, KY
• United Way of the Bluegrass, Lexington, KY
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Envision Equity
Summer 2016
JCPS Students Attend ‘I Am Ali’
By Abdul Sharif – Diversity, Equity, and Poverty Programs
Photos, Abdul Sharif.
Above, a JCPS student gets her arm painted at ‘I Am Ali.”
June 3, 2016, marked the end of an era. On that day,
former three-time boxing heavyweight champion of the
world Muhammad Ali passed away. The city of Louisville
wasted little time in planning events for the community
to show their love and respect for the “Greatest of All Time.”
On June 8, 2016, the I Am Ali festival was held in downtown
Louisville.
The event took place at the Kentucky Center for the Arts on
West Main Street. Hundreds of students from Jefferson
County Public Schools (JCPS) and other community
organizations, along with their families, spent the day learning
about the Champ and pondering their own dreams.Students
participated in arts activities, reading, and writing and even
got to meet a few local celebrities.
Please enjoy some of the photos from our trip to I Am Ali!
Click here to view more photos!
Photo, Louisville Free Public Library.
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Envision Equity
Summer 2016
“If they can make penicillin out of moldy
bread, they can sure make something out of
you.”
—Muhammad Ali
Students at Gilmore Lane Elementary participate in Project RAP Summer Camp activities.
Photo by Samual Oldenburg, Western Kentucky University
Minor Daniels Academy Hosts an Epic Summer Camp!
By Dr. Rhonda K. Branch – MDA Middle School Counselor/EPIC Camp Director
TAs educators, we know all students have the ability to be
and do whatever they put their minds to. We are so busy,
ourselves, with making sure the groundwork is laid for
them that we rarely stop and watch the magic of the work
we do in action. This summer, I was able to see that magic. Minor
Daniels Academy (MDA) had the privilege to host the EPIC
summer camp for a group of our students at the beginning of
summer break.
The EPIC summer camp at MDA operated daily from May 31
through June 9, 8:30 a.m. to 12:30 p.m. Funded by Dr. John
Marshall of the Diversity, Equity, and Poverty (DEP) Programs
Department and MDA Principal Don Dillard, the camp taught
science, technology, engineering, math (STEM) and team-building
skills designed for middle school students. MDA student
participants were required to be in good academic and behavior
standings and only need a short time to complete the alternative
program before returning to their comprehensive schools. Camp
counselors Yvonne Blair and Brandon Morris and assistants Terri
Rice and Chancelor Rattler completed a one-day training two
weeks prior to the start of the camp. This included learning how to
deliver the curriculum and organizing activities for each day of the
program. Public Consulting Group (PCG), endorsed by President
Obama’s “My Brother’s Keeper” initiative, provided the program.
The initiative was launched to address persistent opportunity gaps
faced by boys of color and ensure that all young people can reach
their potential. PCG introduced camp counselors and assistants to
the well-planned curriculum and allowed them to tailor it to meet
the needs of the attending students.
Thanks to DEP, student participants were able to attend the camp
at no cost and it continued to break barriers for some families by
providing breakfast, lunch, and transportation to and from the
MDA camp site. Additionally, PCG provided a daily midday snack
and MDA funded the closing program.
Initially, students were apprehensive about sharing and
participating. The first activity required them to share a number of
pieces of information about themselves based on the number of
M&M’s in a fun-size pack. However, as the days passed, other
activities—such as Paper Tower (teams of students had to build a
tower as high as possible using only 8.5” x 11” paper), I'm So Mad
I Could Scream (students discussed what made them mad and
determined alternate ways to deal with that anger), and Wind-
Powered Vehicles (teams of students competed by designing and
creating vehicles that moved the farthest distance, powered by
three mouth-blown puffs of air)—drew them together as a
community of learners. Jefferson County Public Schools (JCPS)
leaders visited the site during the camp, and students were able to
explain current activities and their personal contributions.
Before the end of the camp, parents and JCPS and community
leaders were invited to witness the students’ hard work. The last
day of the camp included a student-driven culminating program
that allowed students to share their experiences with parents and
community leaders. Each student stood before the audience and
explained at least one project in which they participated and
expressed how it impacted their thoughts and feelings about
STEM and team building.
The most impactful result, for me, was the development and
improvement of soft skills that students will be able to use when
they return to their comprehensive schools. They learned to work
with their peers without judgement while accepting differences
between them. Some students, who would barely look at those to
whom they were speaking, stood in front of friends, families, and
adults they did not know and presented a section of the final
project in their own words. They showed me that much like
penicillin, they will change the world. I will be waiting with baited
breath, because I know it is going to be EPIC!
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Summer 2016
Books for Young Readers
Princeless: Save Yourself
By Jeremy Whitley and M Goodwin
Action Lab Entertainment, 2014
For grades 3-7
The Port Chicago 50: Disaster, Mutiny,
and the Fight for Civil Rights
By Steve Sheinkin
Roaring Brook Press, 2014
For grades 6-12
Adrienne never wanted to be a princess and she definitely didn¹t
ask to be locked away in a tower on her 16th birthday. Her
parents decide to test potential suitors for Adrienne by having
them kill the dragon that guards her tower. So she waits for a
handsome prince to rescue her or does she? Adrienne decides to
take matters into her own hands and rescue herself! After
discovering a sword in her tower and recruiting the dragon
(Sparky!) over to her side they set off to free the rest of
Adrienne¹s sisters, all trapped in their own towers. Action and
adventure ensue along the way and they befriend an odd and
inventive blacksmith, Bedelia.
Princeless features a female character performing daring exploits,
diverse characters, and courage in the face of sexism. The story
is great fun for girls and boys of all ages. Following Adrienne as
she fights the stereotypes of a trapped literary princess is a wild
and awesome ride!
In July of 1944 a massive explosion ripped apart Port Chicago, a
United States Navy base in San Francisco. Three hundred and
twenty servicemen were killed and hundreds more were injured.
But that’s not the whole story. The surviving African American
sailors were taken to another base and then ordered to return to
the exact same and incredibly dangerous work. More than 200
men courageously stood up and refused to work unless the
hazardous and unfair conditions at the docks were addressed.
The Navy considered this treason and mutiny and the men were
threatened with the possibility of prison time and even a firing
squad. Many men backed down. Some did not. This is the
story of their battle. Sheinkin paints a dramatic and
heartbreaking story of the segregation and injustice in America’s
armed forces during World War II.
Whoosh! Lonnie Johnson’s Super-
Soaking Stream of Inventions
By Chris Barton and Don Tarte
Charlesbridge, 2016
For grades 2-5
As a child, Lonnie Johnson dreamed of being an
engineer and inventor. Salvaging what he could from
the local dump, he created bamboo shooters, rubber
band guns, and even a robot named Linux. When a
career test told him he wouldn’t make a good
engineer, he wasn’t discouraged. He studied hard and
kept working on his inventions. When he grew up,
Johnson became a rocket scientist for NASA and the
inventor of the ultimate super soaking water gun.
Whoosh! is a story of believing in yourself in the face
of adversity and never giving up on your dreams.
Information provided by Heather Lee and Tori Sachtleben,
Louisville Free Public Library
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Summer 2016
Artwork by Refugee Elders
Monday, August 01, 2016 - All Day Event
Iroquois Librarry
The Refugee Elder Program is a collaborative effort by
Kentucky Refugee Ministries and Migration and Refugee
Services of Catholic Charities.
Click here for more info!
African American Archive Reading Hours
Thursday, August 11, 2016 - 1:00 PM - 3:00
PM. Western Branch Library
The African American Archives at the Western Branch will
be open for reading/research hours every Thursday, Friday
and Saturday during the month of August. Come check
out the extensive collection of material focusing on the
African American experience, as well as historical
documents and photographs related to African American
life in Louisville. The Western Branch opened in 1908 as
the first free public library in the nation for African-
Americans staffed entirely by African-Americans. Tours
will also be available during this time.
Click here for more info!
RACE: Are We So Different Exhibit Opens to the Public at the Muhammad Ali Center on September 24
Thursday, August 11, 2016 - 1:00 PM - 3:00 PM. Western Branch Library
RACE: Are We So Different? opens to the public at the Muhammad Ali Center on September 24th. The highly-praised exhibit, which runs
through January 2, 2017, helps visitors understand what race is and what it is not. This eye-opening interactive exhibit is the first nationallytraveling
exhibition that provides a look at race from biological, cultural, and historical points of view and provides tools to recognize racial
ideas and practices in contemporary American life.
Click here for more info!
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Envision Equity
Summer 2016
2016 Professional
Development
Department Title Date and Time Location Contact
SBDM
Introduction to SBDM
Part I and II
August 2
8 a.m. to 3 p.m.
Atherton High School
Shawna Stenton
485-3056
SBDM
Family and Community
Engagement
September 7
4:30 p.m. to 7:30 p.m.
Shelby Elementary
School
Shawna Stenton
485-3056
SBDM
Introduction to SBDM
Part I and II
October 17
4:30 p.m. to 7:30 p.m.
Bowen Elementary
School
Shawna Stenton
485-3056
SBDM
Continuous
Improvement Planning
October 17
4:30 p.m. to 6:00 p.m.
Bowen Elementary
School
Shawna Stenton
485-3056
SBDM
Introduction to SBDM
Part I and II (Parent-
Only Session)
Nov 18
9:00 a.m. to 4:00 p.m.
VanHoose Education
Center
Shawna Stenton
485-3056
SBDM Wellness and Nutrition December 8
4:30 p.m. to 7:30 p.m.
Jeffersontown High
School
Arlisa Brown
485-3387
Editor—Catherine Collesano
Editor, Photo Contributor—Abdul Sharif
Credits
Special thanks to all the contributors to this month’s special edition of Envision Equity, the Louisville Free Public Library, and all of our
other community partners and educators who helped make this publication possible.
Envision Equity is a publication of the JCPS Department of Diversity, Equity, and Poverty Programs. All submissions should be sent to
Catherine Collesano at catherine.collesano@jefferson.kyschools.us or Abdul Sharif at abdul.sharif2@jefferson.kyschools.us. If you are
interested in becoming a subscriber or a contributor to Envision Equity, please contact one of the editors at the above email address.
www.jefferson.kyschools.us
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities
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