October 2018 Edition

J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
DIVERSITY, EQUITY, AND POVERTY DEPARTMENT
OCTOBER 2018 | ISSUE 54
Recognizing Culturally
Responsive and Innovative
Classroom Teachers
Students Work to Make
Library More Inclusive
Taylor Utley &
Shashray McCormack
And More!
Celebrating the Heritage
and Contributions of 1the
Local Latino Community

Gilmore Lane
Students Work to
Make Library More
Inclusive
By Lindsay Dotterweich
3rd Grade Teacher, Gifted & Talented Lead,
Gilmore Lane Elementary
As a second grade teacher last
year, we taught reading units
that were focused around an
overall theme, such as leadership or
perseverance. Starting in February, we
began a unit surrounded around the
theme of diversity. We used fictional
texts with diverse characters based on
their languages, ethnicity, home
countries, interests, and beliefs to help
teach students about cultural diversity
while also working on specific reading
standards and skills related to
literary texts. As we moved into work
with informational texts and
standards, we highlighted two
exceptional child leaders through
articles and video interviews: Malala
Yousafzai and Marley Dias. Malala, from
Pakistan, is known for speaking out in
support of all girls having the right to
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Photo, Abdul Sharif

ENVISION EQUITY OCTOBER 2018
go to school in her home country. Marley, as only a 5th grader, started
a campaign to collect books with African-American girls as the main character
because of a problem she noticed in the books that she was reading at her
school having mainly white boys as characters. She then went on to write her
own book as a middle school student.
As a culminating
project for our unit,
we analyzed our
own classroom
library to look at the
diversity of the
books available to
us in our own
classroom. Our
classroom
community is very
diverse in terms of
language and ethnicity, so I wanted to make sure our classroom library
contained books that have characters that our students can identify and
connect with. Every student deserves to have books available to them where
they can see themselves represented and learn about people who are different
from them, as well.
First, we analyzed the books in our classroom library based on the ethnicity and
gender represented in characters, and discussed our observations. Then, once
we had identified our areas of need, students researched books that met those
needs and created a list of books they wanted to have for our library. I then
created a Donors Choose Project to get funding so we could actually get these
books into our library and students’ hands.
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ENVISION EQUITY OCTOBER 2018
Finally, we wrapped up the project by connecting our writing standards to this
project. My students chose to write either letters or a script that would be
turned into a video that would be sent to potential donors for our project
during our opinion-writing unit. They had the job of using their writing to
communicate their opinion about what type of books we need and try to
convince their readers or listeners to donate to our project so we can get these
types of books into our classrooms.
I have been so proud of the conversations and realizations we have had about
cultural diversity through this project, and know this has been a truly
meaningful learning experience for both myself and my students. The things
my kids noticed about our classroom library blew me away. It made me realize
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ENVISION EQUITY OCTOBER 2018
that social justice
should be at the
forefront of
education early on.
Kids can handle
these big topics,
and we are doing
them a disservice if
we do not include
them in our
instruction.
This experience
gave my kids
ownership and
voice over the
books they have
available to read
within our
classroom. It is so
important that
each of them sees themselves represented in the books they read so they
believe in their own existence and importance in our world and society. This
whole project began because I wanted to make sure all of my students had
access to books that show characters or real people that they identify with,
not just some of my students. And I wanted to provide them with an
opportunity to look at an issue of equity and social justice within their own
classroom so they were equipped with the knowledge and skills to stand up
for injustices they see outside of my classroom.
5

Diversity, Equity, and
Poverty Resource
Teacher Spotlight
Ms.Taylor Utley
I
would like to formally introduce myself as a new
member of the department of Diversity, Equity, and
Poverty Programs (DEP). My name is Taylor Utley, and
this is my eighth year in education and my fifth year working
for Jefferson County Public Schools (JCPS). I am a Kentucky
native, born and raised in Christian County. I have a bachelor’s
degree in elementary education, a master’s degree in special
education, and a Rank I in educational leadership.
Educational opportunities changed the trajectory of my
personal path, and working with children these past ten years
has given my life a greater purpose and meaning. I am very
passionate about equity in education and excited to be a part
of the revolutionary work being done in DEP.
As a DEP Resource Teacher in External Equity, I will be
coordinating initiatives that will help ensure increased
equitable education opportunities for JCPS students. DEP
Special Programs have initiatives that provide everything
from professional-development opportunities for teachers to
help better serve diverse populations, to innovative
enrichment opportunities for students outside of school
hours, to programs in high schools that assist students
interested in becoming future educators.
“Fairness does not mean everyone gets the same. Fairness
means everyone gets what they need.” ―Rick Riordan
I can be reached by telephone at (502) 485-2107 or by email
at taylor.utley@jefferson.kyschools.us.
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Photo, Abdul Sharif

The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Maria Munoz
School: ESL Newcomer
Academy
Maria Munoz earned a bachelors
degree and a teaching certificate
in Social Sciences at the Universidad
Centroamericana (El Salvador) and a
Master in Education and a K-12 ESL
endorsement at the University of
Louisville. Since 2016, Maria has dedicated
her cultural responsive teaching to English
Language Learners (ELLs) at the multicultural
ESL Newcomer Academy. Her
passion for ELLs is rooted on her own firsthand
experience as an ELL herself when
she arrived to Louisville in 1996; she had a
great desire to serve as an educator and as
a contributing citizen in the American
society. Her cultural responsiveness is
inspired by Paulo Freire’s education-forfreedom
and the educational principles of
the Sheltered Instruction Observation
Protocol (SIOP).
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Photos, Abdul Sharif

Maria’s teaching strategies are
multiple and contextdependent.
More important,
each teaching strategy is
inspired in her philosophy of
education. For example, she
believes in the strategy of
cooperative learning because
her philosophy of teaching to
the whole child accentuates
skills such as collaboration,
critical thinking, and
communication. Another example is her use of instructional and assessment
differentiation. This differentiation strategy is rooted in her belief that teachers need
to meet students where they are without compromising the high expectations of
learning that characterize her classroom. Maria’s classroom has students from all
over the world, but many are Students with Interrupted Formal Education (SIFE) who
need a differentiated instruction and assessment for effective learning.
Finally, Maria uses a progressive scaffolding as supported by the concept of the zone
of proximal development (Vigotsky). In Maria’s classroom, students will experience
an increased level of rigor as they grow in their English language learning (i.e., oral,
listening, reading, and writing), their US History content knowledge, and their
success skills (i.e., collaboration, critical thinking, global citizenship, innovation, and
resiliency). Throughout their learning process, students will move to higher levels of
cognitive and language ability that allow them to identify root causes behind our US
History.
Click here for video story.
8

Louisville Latino Education Outreach Project (LLEO)
By Dr. Monica Lakhwani, Specialist, Diversity, Equity, and Poverty Department
Photo, Abdul Sharif
The Louisville Latino Education Outreach Project (LLEO) is comprised of representatives
from University of Louisville (Cultural Centers Hispanic and Latino Initiatives office and
Admissions), Americana Community Center, Jefferson County Public Schools (Diversity,
Equity and Poverty Programs and Language Services), ProSpanica Adelante Hispanic
Achievers, 55,000 Degrees, Doors to Hope, Jefferson Community and Technical College,
Catholic Ministries, La Casita, and Backside Learning Center
Vision Statement Create a vibrant and educated Louisville where Latino leaders are more
represented, and institutional bias and structurally racist policies and cultures are
eliminated.
Mission Statement The LLEO core team is an avenue for collaboration, systems change and
relationship building among Louisville Latino education organizations. We advocate for and
empower Latino students and families in Louisville by providing access, knowledge base, and
support to promote success in college, career and life.
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LLEO Core Values
“We are the leaders that we’ve
been looking for” Grace Lee
Boggs.
We strive to create an
organization that amplifies power
with/among vs. power over.
·Nonhierarchical in nature and
where all partner
organizations own the work
and believe in the mission
· Parent and family
engagement is at the core to
the work and drives our
decisions
·We create space where everyone feels included and all voices are heard. We do this
through shared power dynamics
Grace Lee Boggs. Photo, google images.
We create a culture of listening- we are not the experts but we thrive in a community of
valuing all people’s perspectives, experiences, stories and ideas.
Shifting cultures within our institutions and community inspires us to do the following:
· Stay in a state of inquiry- not always seeking the how but also the why
· Being grounded in love and a deep desire for human connectivity
· Creating safe and brave spaces that allow for people to show up as their full
selves and where everyone feels included
o LGBTQ+ friendly
o Pro Indigenous and Pro Black
o Language Justice (Multilingual)
o Women, Gender Inclusivity
o Socio Economic background
o Geographic areas
We believe that parent and family awareness, education, and involvement throughout
their children’s educational trajectory are fundamental to the work of LLEO.
10

Hispanic Heritage
Month Community
Highlight
Marcos G. Morales Gutierrez
By Dr. Monica Lakhwani, Specialist,
Diversity, Equity, and Poverty Department
Photo, Abdul Sharif
Marcos Morales Gutierrez was born and
raised in Okolona, Louisville, Kentucky.
His parents are both from small towns in
Michoacan, Mexico and are of indigenous
Purépecha descent.
Marcos attended both Okolona and
Slaughter Elementary Schools when young.
“As a first generation student, I was an
English language leaner (ELL). Being an ELL,
living in between two cultures, the American
and Mexican culture was a tough battle for
me early on. Still today, I am working
through the educational trauma I
accumulated during these years. I do not
have a lot of recollection of these years.
Other than an overwhelming feeling of
failure and confusion. During second grade, I
remember my teacher praising me for doing
well in math. I remember that very well
perhaps because it was one of the only times
I felt I did something good in my early
education. My career with JCPS ended when I
failed 3 rd grade and my parents moved me to
St. Rita Catholic School.”
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“Life came full circle when I got the
opportunity to work the ESL Newcomer
Academy during the winter of 2016. There
I was a 3 rd grade JCPS flunker serving and
walking alongside my people, the ELL
community. As I began to work here, there
were days when I encountered that child
who was in the JCPS classroom just 15 or
so years ago, lost and confused. This was
both good and bad. Bad or difficult
because it brought up old trauma but
good because I was in a different state of
mind this time. A state of mind that
embraces challenge, pain, and adversity.
A state of mind that is critically engaged in
the transformation of ones reality. And so,
it was this state of mind that I brought to
the lives I served during my time as a
Bilingual Instructor at Newcomer. My
goal, or method was to walk in solidarity
with my brilliance. When I say brilliance I
am speaking about my ability to be a
cross-cultural communicator, critical
thinker, collaborator, innovator, and
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Marco speaks at the 2016 State of Latinos (SOL) in Louisville.
Photo, Abdul Sharif
and someone who adapts and
flows with the sporadic and
complex way life happens. The
sum of these skills compose
my brilliance and empower me
to exist as a valid and critical
participant of the 21 st century
society I am a part of. Each
day when I assisted this place I
made sure my being, my
presence screamed to these
students, “BRILLIANCE! This is
how it walks, talks, acts, and
thinks.” Passing along my embodied experience of brilliance is what I strived to
pass on during my time at the ESL Newcomer Academy.”
Mr. Morales is currently pursuing a Masters in Counseling with University of
Louisville and has a B.S. Health & Sports Sciences with a track in Public Health
Education with a minor in Wellness. Additionally, he serves as the Program
Coordinator at UofL’s Cultural Center.
Advice to Future Students
“Consider adopting a growth mindset. The growth mindset focuses on learning and
growing instead of winning and losing. This mindset is one that values
collaboration, curiosity and mindfulness. The collaboration aspect helps to remind
me that I am not alone in my educational journey and that asking for help is
essential to my progress as a student (of life). This component also reminds me
that I must be my own best advocate because no one else knows what is best for
me besides me. The curiosity component allows me to mindfully question and
wonder into life’s challenges and triumphs. This means allowing myself to
embrace my mistakes and turn them into learning points while also enjoying
moments of achievement more fully. To conclude, the growth mindset is
responsible for the development of my love for learning.”
12

LAHSO (Latin American and Hispanic Student
Organization) Hispanic Heritage Month Panel
By Dr. Monica Lakhwani, Specialist, Diversity, Equity, and Poverty Department
The Latin American and Hispanic Student Organization (LAHSO) hosted a Hispanic Heritage Month
Panel on September 28 at duPont Manual High School. The conversation that took place during the
panel was intended to make others more culturally aware of their surroundings, to enforce the value
of fighting for what one believes is right, and to teach others about an ethnicity that has been often ignored
and silenced in today’s society.
The list of speakers that participated in the panel included: Dr. Marco Munoz, JCPS employee, Roxana Castillo,
JCPS student, Marco Munoz Jr., JCPS student, Melissa Perello, JCPS student, Tori Vestal, JCPS student,
Francisco Mendes, JCPS student, and Arianna Moya (moderator), JCPS student.
The purpose of LAHSO is to provide an atmosphere of cooperation, innovation, creativeness, and friendliness
among its members; to participate in public service designed to assist other Latinos and the community at
large; to offer a networking group for all students passionate about Hispanic culture; to assist members in the
academic development to ensure successful completion of their high school studies; and to advocate for the
rights of the Hispanic community.
13

Diversity, Equity, and Poverty
Resource Teacher Spotlight
Ms. Shashray McCormack
Shashray McCormack is a resource teacher in the
Diversity, Equity, and Poverty Programs Department of
Jefferson County Public Schools (JCPS). She is
responsible for providing resources to more than
twenty elementary schools. She works directly with schools to
ensure the district’s newest directives of the Racial Equity
Policy are implemented through its racial equity plan.
Shashray created, taught and implemented an African
American history curriculum for the first and only elementary
school in the district of Jefferson County Public Schools to have
an African-American History class. She earned a Bachelor’s of
Science in Health & Human Performance, a Master’s of
Education in Early Childhood at the University of Louisville and
is currently continuing her education at Bellarmine University.
Her professional interests include the development of
culturally relevant, sensitive and expansive curricula. Her
pedagogical commitments include anti-racist teaching at the
earliest stages of learning in service of fostering a more tolerant
and inclusive society, beginning with its youngest citizens.
Shashray has presented at academic conferences, including
but not limited to, a closing keynote at the 2016 annual NCTE
conference in Atlanta, GA titled “It’s time to re-write the story”:
Active Anti-Racist Teaching through Critical Dance and Visual
Arts Literacies in the Early Childhood Classroom. She presently
serves as a board member of The Early Childhood Education
Assembly of the National Council of Teachers of English.
Because of her work in the classroom she has been referenced
in books including We've Been Doing It Your Way Long Enough:
Choosing the Culturally Relevant Classroom Language and
Literacy Series. Shashray is married with three beautiful
children and she believes in the brilliance of students of
color!
Photo, Shashray McCormack
14

ENVISION EQUITY OCTOBER 2018
How to Pay for Your Photo, Google Images
HBCU Education
By Dionne C. Griffiths, Education Advocate
Fall is the time that high school seniors begin to apply to colleges and universities. They may apply
for in-state or out of state colleges and may consider certain regions of the country, and schools
with certain academic, sports or arts programs. There are also students who passionately want to
attend a historically black college or university (HBCU). HBCUs were created in the United States
during a time when people of African descent were not allowed to attend all-white colleges and
universities, particularly in the racially segregated south.
HBCUs continue to provide a solid educational foundation, cultivating a positive and grounded
Afrocentric cultural identity in their students. HBCUs are also institutions where black excellence is
15
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considered the standard and not the exception. This is
the expectation of the caliber of the students, faculty,
and staff. As a result, HBCUs continue to produce the
largest percentage of leaders, innovators and change
agents of African descent compared to predominately
white institutions (PWIs).
How can prospective students position themselves so
they can afford an HBCU education? Based on my
research and experience, great options include
scholarships, grants, work-study and part-time jobs.
Searching and applying for scholarships takes time and
effort, but it is worth it. Many scholarship deadlines are
from January to August of any given year. Make sure you
Photo, google images
know the specific deadlines and what documents are
needed in order to have a complete packet. Legitimate scholarship programs do not charge an
administrative fee. Some organizations may encourage or mandate a membership fee for eligibility or to
increase your competitive edge. But that is permitted. Some scholarships are renewable. Once you’ve been
awarded that scholarship, you can apply again for up to three more years while you are enrolled in college.
Although, student loans are a means of paying for higher education, there are other ways to pay for your
education without going into deep debt. This is a very personal and substantial decision to make. Please
keep in mind that student loans must be paid back and there are interest rates involved.
Finally, think about which HBCUs are the best fit for you. Consider the academics, the physical environment,
the culture, the location and the cost. You can also research the ranking of the college through the annual
U.S. News and World Report (https://www.usnews.com/best-colleges/rankings/hbcu). It is a major
decision and choosing the college that is the best fit for you will make a significant impact on your life. Best
wishes!
Resources:
Scholarships: (Research the websites for eligibility and deadlines.)
• UNCF – United Negro College Fund website (for HBCUs connected to UNCF)
• Tom Joyner Foundation website (for attendance at most HBCUs)
• Thurgood Marshall Foundation (for public HBCUs)
• Gates Millennium Scholars website
• Local YMCA Black Achievers program (You must be enrolled in this program and be in good standing.
The college scholarship application deadline is usually in October.)
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• Local community foundation
• Local chapter of the NAACP
• Your local church
• Local black sororities and fraternities (graduate chapters) – Alpha Kappa Alpha, Delta Sigma
Theta, Zeta Phi Beta, Phi Beta Sigma, Alpha Phi Alpha, Omega Psi Phi, and Kappa Alpha Psi. (You
or your parents do not have to be members to be eligible.)
• Alpha Kappa Alpha Educational Advancement Foundation (national organization)
• Zeta Phi Beta Educational Foundation (national organization)
• Local chapter – 100 Black Men (of Louisville, etc.)
• Local lodge of the Prince Hall Masons
• Jack and Jill Foundation (and local chapter)
• National Black MBA Association
• Career One Stop Scholarship website
• Your high school’s academic honor societies
• Your intended HBCUs (Contact the Office of Admissions for details.)
• www.Fastweb.com
Other:
• Work-study (You must complete the FAFSA form to be considered.)
• Part-time jobs during college (on campus and off-campus). (Choose reputable businesses that
are flexible with college student class schedules, i.e., coffee shops, retail, etc.)
• Part-time summer job (leading up to college enrollment)
• Fundraisers: Bake sales, art/craft sales, music performance. Money raised goes to your tuition,
etc.
• Family/parental financial support: Talk with your parents to see what they can afford to
contribute.
• Monthly or semester payment plans through the college (Contact the Bursar’s Office.)
Dionne C. Griffiths is a 2018 Martin Luther King, Jr. State Commission Adult Leadership Award recipient,
a former Fulbright Fellow to Trinidad and a freelance writer. She is a graduate of duPont Manual High
School and YPAS, Spelman College (an HBCU) and the University of North Carolina – Greensboro.
Dionne is a current graduate student. She resides in Louisville, KY. She can be reached at
mahoganystyle2020@gmail.com.
17

Diversity, Equity, and Poverty Department
The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Janelle Henderson
School: Mill Creek Leadership
Academy
Janelle Henderson is a third grade
teacher at Mill Creek Leadership
Academy and has been teaching for
four years. Her research interests include
culturally sustaining pedagogy, critical
inquiry, and practices to make school
more inclusive for Black students,
specifically Black boys. She is a current
member of Heinemann Fellows, a
national group of 11 K-12 educators
working on action research in their
classrooms and writing about it on the
Heinemann blog. She is also a past
member of the Professional Dyads of
Culturally Responsive Teaching, a
national cohort with the National Council
of Teachers of English (NCTE), where she
and six other primary teachers across the
nation worked with professors to research
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Photo by Abdul Sharif

and implement
culturally relevant
teaching practices
in an elementary
classroom.
Janelle is a whole
language reading
instructor who
focuses on
students' being
aware of their
reading processes
and reading books
that the
predominantly black students in her class can identify with, reading authors,
illustrators,
Click here for
and
video
protagonists
story and
that
check
look
out
like them. She most recently co-presented
a
Mr.
closing
Peters’
keynote
article
presentation
on the next page.
at NCTE on how the inquiries she wrote and
implemented about greatness using Muhammad Ali's life as a mentor text to the
greatness of her students, how black hair is political, and and on the history of
the West End, an area she's from. The presentation demonstrated the tenets of
culturally sustaining pedagogy and provided context on how the inquiries helped
students be more engaged, show more agency, and critically think about the
world around them.
Click here for video story.
19

ENVISION EQUITY OCTOBER 2018
Photo, Kentucky Center for the Arts
Brown-Forman Midnite Ramble:
Dance Theatre of Harlem
By Christian Adelberg, The Kentucky Center for the Performing Arts
The Kentucky Center for the Performing Arts is thrilled to welcome the internationally
renowned Dance Theatre of Harlem (DTH) back to Louisville for a special performance Friday,
November 9, 2018. This is a historic event, as DTH is celebrating 50 years of transforming lives
through the power of its art and its vision of inclusion and access to all. Founded in 1969 by the
legendary Arthur Mitchell and his former teacher, the late Karel Shook, DTH is a globally-acclaimed
dance institution that has occupied a distinguished place in New York City’s cultural landscape and at
the forefront of American artistic achievement.
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As part of this celebration, there will be a student
matinee Friday, November 9 from 11a.m.-12 p.m. in The
Kentucky Center’s Whitney Hall. The Dance Theatre of
Harlem's renowned Lecture Demonstration/
Performance is an informal presentation on the art and
science of dance. Through engaging commentary and
dancing, students learn the rudiments of classical ballet
Photo, Kentucky Center for the Arts
as well as the building-block training process that allows
dancers to achieve excellence in this exacting art form.
The program also includes repertory excerpts, audience engagement activity, and a Q&A. This is
offered for Grades 3-12.
For more information and to secure tickets, visit www.surveymonkey.com/r/DTH2018 or contact
Cecilia Reyna, Kentucky Center Education & Community Arts Program Coordinator,
creyna@kentuckycenter.org or (502) 566-5151.
About Dance Theatre of Harlem
Located on a block officially named “Dance Theatre of Harlem Way” in testament to its enduring
legacy, DTH now comprises a professional touring Company, a school, and a broad range of
community programs. Under the leadership of Virginia Johnson, a former prima ballerina with the
Company who was appointed Artistic Director in 2010, the DTH mission has been revitalized to:
- Present a Company of African American and racially diverse artists who perform the most
demanding repertory at the highest level of quality;
- Maintain a world-class school that trains young people in classical ballet and allied arts; and
- Provide arts education, community outreach, and positive role models for all.
The Company is a racially diverse, 17-member professional dance ensemble that tours across
national and international stages. The DTH Company has performed in 41 countries on six
continents, in 44 states, and more than 250 cities across North America. Last year alone, the
Company performed for nearly 60,000 audience members across the U.S. and reached more than
6,000 during its Home Season at New York City Center.
Focused on a future that is characterized by expansion and engagement, the Company brings
together artists from various dance styles and disciplines (e.g. music, fashion) to create new works
that influence and enhance the ballet art form. Committed to cultivating a community for dancers,
choreographers, and other artists, the DTH Company also serves as a pipeline for talent and an
ambassador for connection on a local, national, and global level.
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The Model
Recognizing Culturally Responsive and Innovative Classroom Teachers
Name: Alyssa Riedy
School: Olmsted Academy North
A
lyssa Riedy is a 6th year
teacher at Olmsted Academy
North. She is originally from Ohio,
where she received her bachelors in
education from University of
Findlay. Alyssa has since received
her Masters in Instructional
Technology and plans to operate a
paperless classroom in the near
future. She works as a co-chair for
her school’s (Science, Technology,
Engineering, Art, Math) STEAM
committee and is active in JCPS’s
twitter Professional Learning
Network under the handle,
@MissRiedy.
Click here for video story.
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Photo by Abdul Sharif

ENVISION EQUITY OCTOBER 2018
The Day You Begin
by Jacqueline Woodson
Nancy Paulsen Books (August 28, 2018)
For Kindergarten – 3rd
Books for Young Readers
Bruja Born
by Zoraida Cordova
Sourcebooks Fire (June 5, 2018)
For grades 6-12
National Book Award winner Jacqueline Woodson and two-time
Pura Belpre Illustrator Award winner Rafael Lopez are a winning
combination in this beautiful picture book about the ways we feel
different from one another. When we find the courage to share
our stories, our similarities can bring us together.
When Angels Sing: The Story of Rock Legend Carlos Santana
by Michael James Mahin
Atheneum Books for Young Readers (September 4, 2018)
For Preschool – 3rd grade
This is the second book in the Brooklyn Brujas series, although it
is not necessary to read the first book because this book does
standalone. Lula Mortiz feels like an outsider in her own family
and to make matters worse her steady boyfriend dumps her. Then
a bus crash changes Lula’s life. Her classmates are all dead,
including her boyfriend Maks, but Lula has healing magical
powers and she’s convinced she can bring him back with help
from her sisters. Lula doesn’t realize she will be defying the laws
of magic and death herself. Her actions spark a zombie invasion!
No joke. An epic zombie invasion! Now it’s up to Lula and her
magical sisters to battle it out in a wild and crazy showdown.
A vibrant and magical picture book biography about Carlos
Santana as he developed the unique sound that would come to
define his career as a musician.
Images obtained from Google Images..
Information provided by Heather Lee, Louisville Free Public Library
23

ENVISION EQUITY OCTOBER 2018
Community Announcements
Doing Business With JCPS Workshop
This event is for minority and women business
partnerships with Jefferson County Public
Schools. It will be held on October 9, 1:00 to
3:00 p.m., at C.B. Young Jr. Service Center. To
RSVP, visit http://bit.ly/jcpsmwbe.
West Louisville Chess Club
Monday, October 08, 2018 - 04:00 PM - 05:00
PM
Come out and learn how to play chess with the
West Louisville Chess Club. Learn basics,
fundamentals, most effective tactics and
checkmate strategies to compete in our
tournament for Grades K-12. Adults are
welcome to participate in the chess sessions
and observe the tournament as well. A chess
tournament will be held on Saturday October
20 from 11am-1pm. For more information or if
you would like to sign up, please call (502)
574-1779.
W.E. Women Engaged
Saturday, October, 27 - 9:30 a.m. - Noon
Louisville Urban League, 1535 W. Broadway
Women Engaged aims to encourage, empower,
excel, equip and explore life for the good of
ourselves, our families and our communities
We want to see women everywhere, standing
strong in unity, investing in our communities,
and supporting, strengthening and celebrating
one another in spirit, wisdom and truth
Core Values:
– Improve self and increase overall awareness
of who we are
– Initiate conversation, interact with, include
and seek to build relationships with all people
– Involve and invest ourselves in our
neighborhoods, businesses and stakeholders in
the community
– Identify needs individually and collectively,
proactively taking action whenever possible
– Inspire, influence, inform and equip our youth
and young adults to become productive
citizens
– Increase care for our bodies and souls
For more information, please contact:
Dianne Lewis Brown
502.939.5622
dl_brown@bellsouth.net
The University of Louisville Student Parent
Association in collaboration with the
Women's Center is sponsoring Student parent
advocate, author and businesswoman Sherill
Mosee on campus Thursday, October 11, 2018
at 7 p.m. She will speak on “From Diapers &
Degrees to Handbags: My Entrepreneurial
Journey.”
This free and open to the public event will take
place in the College of Business (Horn
Auditorium) at 7:00 p.m. (A light reception will
follow).
24

ENVISION EQUITY OCTOBER 2018
Title Session Code Date & Time Location Contact
Speak and Film Series:
Viva La Causa
Equity and Inclusion
Unit
18-1996505 October 3
3:30 to 5:00 p.m.
18-1997888 October 8
8:00 a.m. to 3:30 p.m.
GOLD DAY
Muhammad Ali Center
Kentucky Exposition
Center
Dr. Monica Lakhwani
485-7269
Dr. Charles C. Davis, Jr.
485-7898
Culture, Attitude,
Students, and Equity
(CASE) Fall Cohort
18-1997925 October 11 and 24,
November 7 and 18,
and December 3
4:30 to 6:30
Marion C. Moore
School
Dr. Toetta Taul
485-8304
SBDM: Continuous
Improvement Planning
18-1996897 October 15
4:30 to 7:30 p.m.
Middletown Elementary
Dr. Shawna Stenton
485-3056
Neurodiversity
Approach for Learners
18-1996491 October 15
4:00 to 5:30 p.m.
Fern Creek High School
Dr. Monica Lakhwani
485-7269
Student Empowerment
and Inclusive Pedagogy
18-1997698 October 15
4:30 to 6:30 p.m.
Farmer Elementary
School
Telva Hogan
485-7318
Girl Trauma:
Misbehavior or
Misunderstood
18-1997204 October 16
4:00 to 6:00 p.m.
Atherton High School
Vanessa Posey
485-3631
Culturally Responsive
Reading
18-1996488 October 18
4:30 to 6:30 p.m.
Engelhard Elementary
School
Dr. Monica Lakhwani
485-7269
Hip Hop Summit:
Making Music Matter
for Diverse Learners
18-1997375 October 18
4:30 to 7:30 p.m.
Central High School
MCA
Vanessa Posey
485-3631
Book Study: Between
the World and Me
18-1996507 October 22 and 29, and
November 7
4:00 to 5:00 p.m.
VanHoose Education
Center
Dr. Monica Lakhwani
485-7269
Language Learners and
Language Services
18-1996495 October 24
4:00 to 5:00 p.m.
W.E.B. DuBois
Academy
Dr. Monica Lakhwani
485-7269
LGBTQ Support
Coaches: Resources
18-1996511 October 25
4:15 to 5:45 p.m.
Shively Branch Library
(3920 Dixie Highway)
Dr. Monica Lakhwani
485-7269
25

ENVISION EQUITY OCTOBER 2018
Announcing...
"The Model"
Starting in the September edition of
Envision Equity, we will highlight sample
lesson plans and videos of Jefferson
County Public Schools (JCPS) classroom
teachers who are culturally responsive and
innovative. This new section of Envision
Equity will be called “The Model.”
If you are a JCPS teacher or know of a
JCPS teacher who should be highlighted as
a model of culturally responsive and
innovative classroom practices, please
submit his or her contact information to
abdul.sharif2@jefferson.kyschools.us by
the 15th of each month.
Editor—Catherine Collesano
Editor, Photo Contributor—Abdul Sharif
Credits
Special thanks to all of our community partners and educators who helped make this special edition of
Envision Equity 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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