August 2019 Envision Equity

ENVISION EQUITY 

Mr. Greg Vann, Generalist of Diversity 

JCPS Students Discover Their 

Identities During Summer Program 

10 Ways to Help Your Student Start 

the School Year on the Right Foot 

And More! 

1

GIRLS ON THE 

R.I.S.E. 

UNIVERSITY 

JCPS Students Discover 

Their Identities During 

Summer Program 

By Sylena Fishback— 

Coordinator, Volunteer 

Talent Center 

came together in 

a collaborative 

environment to 

present the Girls 

on the R.I.S.E. 

University 

experience held 

in the Shawnee 

Satellite Office! 

G 

irls on the R.I.S.E. 

(Revolutionizing 

Interpretations through Self- 

Expression) is an innovative 

literacy/art program that began in 

the summer of 2016 through the 

support of the office of Diversity, 

Equity, and Poverty Programs under 

the leadership of Dr. John Marshall. 

The program began at Frederick 

Law Olmsted Academy South with 

16 students and has since expanded 

to more than 160 students from 

various schools throughout the 

district. This summer, each school 

During the 

summer 

experience, the girls were exposed to five courses—Literacy, Art, 

Continue on next page 

2

Emotional 

Intelligence and 

Leadership, 

Math and 

Science, and 

History and 

Culture. This 

year’s focus was 

on identity 

awareness. In 

each course, the 

students 

explored a 

component of their identity. Students composed poems reflecting 

the experience of girls of color, created shields attributing various 

elements of their culture, created portraits embedding on zentangle 

designs, and planned out a lifestyle and budget according to their 

desired professions. 

While participating in the summer program, students engaged in a 

range of conversation, expressed well-supported ideas, probed 

ideas under discussion, and built upon others’ ideas. The students 

provided evidence of their learning at our Demonstration of 

Learning presentation on July 12. Students presented their projects 

and displayed their art work for parents, friends, and community 

members to view as a gallery walk through the hallways. 


3

Students traveled to Houston, TX, for their culminating learning 

experience. During the learning experience, students had the 

opportunity to attend the Main Stage Theater to view the play You’re 

a Good Man, Charlie Brown; dine at the exquisite Downtown Houston 

Aquarium; and explore the Houston Space Center, the Museum of 

Natural 

Science, and 

many more 

Houston 

attractions. 

Students also 

went on a 

tour of the 

University of 

Houston and 

were able to 

get a glimpse 

into student 

life on campus! 

The office of Diversity, Equity, and Poverty Programs is on a mission 

to build the confidence of girls of color, to create a school climate 

that fosters trust and respect, to encourage cooperation and inclusion 

in school communities, and to improve the academic achievement of 

4

ENVISION EQUITY AUGUST 2019 

Jefferson County Public Schools (JCPS) students. Our programs 

aim to enhance self-esteem in young girls by assisting them in 

recognizing their own strengths and providing an atmosphere in 

which teachers and role models cultivate students’ natural 

leadership skills. By doing this, we will equip young girls of color 

with the confidence, strength, and resilience to graduate prepared, 

empowered, and inspired to reach their full potential and 

contribute as thoughtful, responsible citizens of our diverse, shared 

world. If you are interested in starting a Girls on the R.I.S.E. 

program in your school during the 2019-20 school year, please 

contact Sylena Fishback at 485-7967 or 

sylena.fishback@jefferson.kyschools.us. 

5

INTRODUCING 

Say “hello” to the newest member of team DEP! 

Name: Greg Vann 

Position: Generalist of Diversity 

T 

“Where your focus goes, your energy flows.” 

—Dr. Eric Thomas, motivational speaker. 

hat’s the quote that 

comes to mind when I 

think of my new opportunity 

with Jefferson County Public 

Schools (JCPS), because I am 

focused on continuing the 

positive change that the 

Diversity, Equity, and Poverty 

department is doing all across 

the district. My wife and I 

moved to Louisville for her 

career in February of 2018. I 

am joining JCPS from the 

Whitney M. Young Job Corps Center in Simpsonville, Kentucky. 

I’ve been with Job Corps for five years. I started at the Job Corps in 

Gulfport, Mississippi. That’s where we lived prior to moving to 

Kentucky. My three-year-old daughter, Gianna, was born there. We 


6


lived there for four 

years, but my wife 

and I are both from 

Middle Tennessee 

and wanted to be 

closer to family. I was 

born and raised in 

Clarksville, TN. I 

graduated from the 

University of 

Memphis where I 

pledged Alpha Phi 

Alpha Fraternity, Inc. 

This also means I am 

a huge Memphis 

Tigers fan. I’m a big 

sports fan in general. 

You can catch me 

cheering on the Los 

Angeles Lakers and 

Tennessee Titans! 

 

I’m very passionate about working with youth and changing 

lives. I’ve worked with youth in various capacities, starting with 

the City of Memphis Youth Services. I’m looking forward to 

working with DEP and using what I’ve learned to add to the 

great work JCPS is already doing. 

7

EDUCATORS 

RISING 

STUDENTS 

ENVISION EQUITY FEBRUARY 2019 

SHINE AT 

DALLAS 

NATIONAL 

CONFERENCE 

By Taylor Utley—Resource Teacher, 

Diversity, Equity, and Poverty 

Department 

8 

Continue 

Photos, 

on 

Taylor 

next page 

Utley


M 

ore than 1,300 

students and their 

teacher leaders came 

together in Dallas, Texas 

from June 22-25, 2019 to 

network, learn, compete and 

celebrate together. Sixteen of 

those students were from 

JCPS high schools Ballard, 

Waggoner, Fairdale, Central, 

and Seneca. Gathering 

together under the theme 

“There’s power in student 

voice” students and teacher 

leaders spent four days 

together learning, competing, 

and leading their own sessions as well as attending sessions 

keynoted by educator and author Jose Vilson and National 

Teacher of the Year Rodney Robinson. 

Educators Rising national competitions are performance-based 

competitive events in which teenage, aspiring teachers 

demonstrate their knowledge, skills, and leadership in education. 

With a blend of individual and team events, competitions are 

authentic, engaging opportunities for rising educators to stretch 

their creativity, commitment, and professionalism. 


9


In 2019, Educators Rising offered 20 

national competitions. All competitions 

culminated with on-site presentations at 

the Educators Rising National 

Conference. Competition categories 

included Children’s Literature K-3 and 

Pre-K, Creative Lecture (TED Talk), 

Educators Rising, Leadership Award, 

Educators Rising Moment, Ethical 

Dilemma, Exploring Education 

Administration Careers, Exploring Non-Core Subject Teaching 

Careers, Exploring Support Services Careers, Impromptu 

Speaking, Inside Our Schools Presentation, Job Interview, Lesson 

Planning & Delivery – Arts, Career & Technical Education, 

Humanities, STEM, Public Speaking, and Researching Learning 

Challenges. 

Two JCPS students placed top ten overall in their perspective 

categories. Waggener High School’s November Offut, Junior 

placed top ten in the Lesson Planning- Arts and Humanities 

competition. She designed a lesson plan and submitted a video of 

her teaching the lesson to a freshman class at her school. The 

lesson was on Ethos, Pathos, and Logos, the modes of persuasion 

used to convince audiences. Grace Nobers, Ballard High School 

senior placed top ten in the job interview category. 

10

By Abdul Sharif—Generalist, Diversity, Equity, and Poverty Programs Department 

T 

he first day of school is 

just around the corner, 

and to help get students 

prepared and pumped up to 

head back to the classroom, the 

Jefferson County Public Schools 

(JCPS) Satellite Office @ 

Shawnee is hosting a back-toschool 

celebration on August 

1. 

JCPS Satellite 

Office @ Shawnee 

to Host Back-to- 

School Celebration 

In partnership with the Northwest Neighborhood Place, the JCPS 

Satellite Office @ Shawnee will provide students with school supplies 

and community resources, and students will be able to meet with the 

Parent Teacher Association (PTA) to learn more about the services it 

offers. 


11

Neighborhood Place is a partnership of Louisville Metro agencies 

and community residents who have come together to deliver services 

in a new way. The approach requires a unified action plan among 

diverse governments, agencies, and neighborhood residents. Because 

agencies are not competing with one another, they are in a position 

to maximize every resource available to them. The most significant 

benefit is to the families that Neighborhood Place serves. The 

Northwest Neighborhood Place is located right next to the JCPS 

Satellite Office @ Shawnee. Since the JCPS Satellite Office opened 

in Shawnee, the Neighborhood Place has been working hand-inhand 

with the Satellite Office to support JCPS students and families. 

The Back-to-School Bash is set to take place on August 1 at the 

JCPS Satellite Office @ Shawnee, 4018 W. Market Street, West 

Wing. The event will take place from 1 to 4 p.m. and is free and 

open to all families. For more information, please call 313-4881. 

12

ENVISION EQUITY FEBRUARY 2019 


Jefferson County 

Public Schools 

Black Student 

Unions Participate 

in Civil Rights Tour: 

Strength in Unity 

By Ellen Niehoff—Teacher, Central High 

Magnet Career Academy 

T 

Photos, Google Images. 

o end the 2018-2019 school 

year, Black Student Union 

(BSU) students from Brown, 

Central and Manual went on a field 

trip to Alabama to visit some of the 

historic sites, museums and 

memorials of the Civil Rights 

Movement. Selma, Montgomery 

and Birmingham were the cities we 

visited. Like any field trip I have 

been on, the departing bus ride 

starts with a level of chatter 

amongst the students that quickly 

fades to sleep. This trip was no 

different, especially since we left so 

early in the morning. Once we 

stopped for lunch, the chatter and 

conversations reemerged. I could 


13

not help but listen to the 

various conversations 

students were having. As 

a teacher, I often inject 

my thoughts into a 

discussion or guide the 

discussion so we stay on 

topic. However, on the 

bus, I just listened. Our 

students had many 

opinions on various issues and problems in our community but often 

did not see themselves as part of the solution. Over the three days 

of our trip, I continued to listen to the students and it was 

empowering to see them realize that they can truly be part of the 

solution. 

Our first stop on our Civil Rights trip was Selma, Alabama. About 

an hour outside of Selma we watched a documentary on the bus 

about the local movement in Selma to gain voting rights. Many of 

my students have seen the movie Selma and associated the voting 

rights movement in Selma with the arrival of Dr. King. However, we 

learned that locals had been organizing and were the true catalyst 

for change. This showed our students that there was strength in 

unity. Once in Selma, we walked the Edmund Pettus Bridge. We 

were literally walking across history and the power of this was not 

lost by our students; they knew exactly what happened on March 7, 

1965. Once we made it across the bridge, a local gentleman greeted 

us and shared the history of the Civil Rights Movement in Selma. 

Hearing this history was powerful. We also learned that the bridge 


14


was named after a Confederate general and leader of the Alabama 

KKK, who later served in the Senate. This bridge was named to 

continue white supremacy and we saw first hand that when the 

people of Selma united together, they were able to defeat the ideals 

of white supremacy and gain voting rights. 

After Selma we 

went to 

Montgomery for 

what was 

honestly the 

most impactful 

part of the trip 

for my 

students. We 

visited both the 

Equal Justice Initiative Memorial and Museum. The National 

Memorial for Peace and Justice is a memorial dedicated to the 

legacy of enslaved black people, people terrorized by lynching, 

African Americans humiliated by racial segregation and Jim Crow, 

and people of color burdened with contemporary presumptions of 

guilt and police violence. At the memorial, students saw first hand 

the brutality of lynchings and white supremacy. We saw the victims 

of lynchings in Kentucky, our home. This impacted our students 

deeply. When we toured the museum, which was housed in a 

former slave warehouse, the realism hit our students. “It was so 

realistic I had to confront not only the past but where we are 

today,” Shania Jones said of the museum. Seeing the holograms of 

the enslaved and picking up the phone and hearing the words of 


15


individuals who 

are victims of mass 

incarceration was 

impactful. 

Later that evening 

we debriefed as a 

group and students 

had the 

opportunity to share their thoughts on what we had seen in our trip 

so far. Ms. Diane Courington from the Brown School and Mr. 

Peake from DuBois Academy did an excellent job of facilitating the 

discussion. Mr. James Miller and Dr. Geneva Stark also chimed in 

on the discussion and empowered students to make a difference in 

the spaces and places they occupy daily. The emotions of our 

students were raw and exposed but they did start seeing themselves 

as part of the solution. They saw how those who came before them 

united together and they saw how there was strength in unity. 

Our final day was spent in Birmingham. We first visited the 

Birmingham Civil Rights National Monument. In this park, we 

saw the statues and monuments dedicated to those who fought for 

Civil Rights in Birmingham. These were powerful, especially the 

statue of the four little girls who were killed in the bombing at the 

16th Street Baptist Church in 1963. We then toured the 

Birmingham Civil Rights Institute and learned from students the 


16


struggles of the Civil Rights Movement. We saw how the children 

of Birmingham united together to overthrow segregation in their 

city. We saw the strength that comes with unity. We ended our 

tour with visiting the 16th Street Baptist Church. This offered a 

place of quiet reflection as we ended our tour. We saw that with 

every struggle there is sacrifice. 

As we boarded the bus to come back to Louisville, I again 

listened to the conversations the students were having. These 

conversations were much different than the ones on the trip 

down. These conversations were more solution oriented. Before 

this trip, the BSU students of Brown, Central and Manual 

honestly did not know each other. This trip allowed them to the 

chance to get to know each other and become united. Instead of 

individual BSUs throughout the district, our students saw the 

strength that is gained when they unite together. As we move into 

this school year, I anticipate the BSUs across JCPS working 

together and coming up with solutions to some of the problems 

that face our district and community. 

17


A 

Application for 

pplications for the 

Muhammad Ali Center 

Council of Students 

Muhammad Ali (MACCS) and UCREW 

Social Entrepreneurship 

Center Youth programs for the 

2019-2020 school year are 

Programs Now 

open on the Muhammad 

Ali Center website. The 

Available 

MACCS program is open 

to high school sophomores 

through seniors, while 

UCREW is open to high school freshmen through seniors. 

The MACCS program is a 

diverse group of young 

leaders, committed to 

improving themselves and 

their communities through 

the practice of Muhammad 

Ali’s six core principles: 

Respect, Confidence, 

Conviction, Dedication, 

Spirituality, and Giving. As a 

youth-led organization, these 

dynamic students make decisions that guide the course of their 

service work and leadership development. 

18


UCREW is a ground-breaking social enterprise program of 

the Muhammad Ali Center available to high school students. 

The program offers a unique opportunity for students to not 

only learn about social entrepreneurship, but to work in teams 

to develop an actual social enterprise. During the school year, 

students will meet twice monthly to explore the issue of 

poverty in their communities and to reflect on ways to combat 

local poverty through creative business endeavors. By the end 

of the program, students will have conceptualized, produced, 

marketed, and launched a small social enterprise business. 

Students must be willing 

to commit to two 

meetings per month as 

well as participate in 

regularly scheduled 

community service 

projects. 

For more information on 

the MACCS program, please contact Darryl Young Jr., 

Manager of Programming at 502-992-5311 or 

dyoung@alicenter.org, and for UCREW, Morgan Szabo, 

Programming Associate at 502-992-5312 or 

mszabo@alicenter.org. 

Application link: https://form.jotform.com/90975399332167 

19


Flash Dads 

Are Back for 

the 2019-20 

School Year! 


W 

e are excited to announce that the third year of the 

Jefferson County Public Schools (JCPS) Flash Dads 

initiative will start on August 28 at 8 a.m. The Flash Dads 

program allows 

JCPS fathers, 

teachers, staff, 

alumni, local 

businessmen, and 

church leaders to 

get involved by 

greeting students 

as they exit the 

school bus in the 

morning. Flash 

Dads participants not only give students motivation in the 

morning but they also reinforce and emphasize the power of 

20


positive role models and 

community involvement across 

JCPS. This year, Flash Dads 

will be facilitated by Dr. 

Geneva Stark and will take 

place each month at an 

elementary school in JCPS. We 

cannot reveal the location of 

schools because we want each 

Flash Dads experience to be a surprise for JCPS students and 

staff, but if you would like to volunteer and want to know the 

next Flash Dads location, please contact Dr. Geneva Stark at 

485-3799 or geneva.stark@jefferson.kyschools.us. 

We hope to see you aboard the Flash Dads express this school 

year! 

21


18 Perfect Picture Books for 

the First Weeks of School 

Start off the first weeks of school right with the perfect picture book! 

By Elizabeth Mulvahill 

W 

e all know the first weeks of school with our students can 

truly set the stage for the entire year. Read-aloud books 

are a great way to facilitate class discussions, encourage 

students to feel comfortable sharing, and help you and your 

students establish which values will define your class’s identity. 

Here are some of our favorite back-to-school books, along with 

some follow-up activities, for the first few weeks in your 

classroom. 

22

1. The Day You Begin by Jacqueline Woodson 

(K–3) 

Star%ng fresh in a new environment, especially when you look around and 

think that nobody quite looks or sounds like you, can be scary. This lovely 

story will inspire your students to understand the gi>s of individuality. 

Follow-up ac%vity: Have your students play get-to-know-you bingo to find out 

just how much they have in common with their classmates. 

2. All Are Welcome by Alexandra Penfold (Pre- 

K–3) 

A lovely story that celebrates diversity and inclusion in a school where 

everyone, no maFer their dress or skin color, is welcomed with open 

arms. 

Follow-up ac%vity: Create an anchor chart of character traits. Brainstorm 

with your students all the ways they are alike and some of the ways they 

may be different. 

3. We Don’t Eat Our Classmates by Ryan T. 

Higgins (Pre-K–K) 

LiFle Penelope Rex is nervous about going to school for the first %me. 

She has some very important ques%ons: What are my classmates going 

to be like? Will they be nice? How many teeth will they have? LiFle ones, 

even liFle humans, will relate to this charming story. 

Follow-up ac%vity: Ask your students to share some of the ques%ons 

they wondered about before star%ng school. 

23


4. You’re Finally Here! by Melanie WaQ 

(Pre-K–2) 

A perfect first read-aloud book to show your students how excited you 

are to finally meet them! Follow along with the main character, Bunny, as 

he bounces through a hilarious range of emo%ons. All of your students 

will recognize the back-to-school feelings beneath the surface of this 

silly, in-your-face story. 

Follow-up ac%vity: Have students draw a self-portrait that shows the 

strongest emo%on they felt coming into school this year. 

5. First Day JiQers by Julie Danneberg (K–3) 

Everyone knows that sinking feeling in the pit of their stomach at the 

prospect of being the newbie. Sarah Hartwell is scared and doesn’t want to 

start over at a new school. She just knows it will be awful! She reluctantly 

pulls herself together and heads to school, where she meets a friend who 

helps smooth her transi%on. Kids will love the delighUul surprise ending of 

this sweet story! 

Follow-up ac%vity: Have students write about a %me they were scared and 

how their situa%on turned out! Or, have students partner with a friend and tell 

their stories to each other. 

6. The Name Jar by Yangsook Choi (Pre-K–3) 

When Unhei, a young Korean girl, arrives at her new school in the United 

States, she begins to wonder if she should also choose a new name. Does 

she need an American name? How will she choose? And what should she 

do about her Korean name? This heartwarming story speaks to anyone 

who has ever been the new kid or welcomed one into their familiar 

surroundings. 

Follow-up ac%vity: Have groups of students brainstorm 10 different ways 

they could make a new student feel welcome in class and create a poster 

to display. 

24


7. The ExcepXonally, Extraordinarily Ordinary 

First Day of School by Albert Lorenz (2–4) 

John is the new kid in school. When asked if the school is any different 

from his last one, he weaves a wildly crea%ve tale that captures the 

aFen%on of his new classmates. A hilarious story about conquering the 

fear of being the new kid. 

Follow-up ac%vity: Have students write a tall tale about what school was 

like last year to share with their new classmates. 

8. The Book with No Pictures by B.J. Novak 

(K–3) 

You might think a book with no pictures would be serious and boring, 

but this book has a catch! Everything, and we mean everything, 

wriFen on the page must be read out loud by the person reading the 

book, regardless of how goofy and preposterous it may be. Irresis%bly 

silly! 

Follow-up ac%vity: Have students work with a new friend or partner to 

create their own short book with no pictures. (Be sure to set clear 

parameters about content before le_ng students create.) 

9. Splat the Cat: Back to School, Splat! by Rob 

ScoQon (Pre-K–3) 

How can there be homework when it’s only the first day of school? 

Splat must pick only one of all of his fun summer adventures to 

share with his classmates at show-and-tell. 

Follow-up ac%vity: First day of school homework of course! Have 

students write about one of their favorite summer adventures. 

25


10. If You Take a Mouse to School by Laura 

Numeroff (Pre-K–2) 

You know the rou%ne … If you take a mouse to school, he’ll ask you 

for your lunch box. When you give him your lunch box, he’ll want a 

sandwich to go in it. Then he’ll need a notebook and some pencils. 

He’ll probably want to share your backpack, too. Another silly story 

from one of our favorite authors that is not only fun but lays the 

groundwork for teaching sequencing. 

Follow-up ac%vity: Using a long, narrow sheet of paper folded 

accordion style, have students create their own “If You Take … ” book. 

Students can build on the mouse story or create a character of their own. 

11. Dear Teacher by Amy Husband (Pre-K–3) 

This hilarious collec%on of leFers from Michael to his new teacher 

comes packed with alligators, pirates, rocket ships, and much, much 

more. Can Michael’s imagina%on save him from the first day of school? 

Follow-up ac%vity: Have students write a postcard to a friend or family 

member, telling about their fun first week of school! 

12. How to Get Your Teacher Ready by Jean 

Reagan (K–3) 

In a charming role reversal, the students in this story gently guide their 

teacher through the ge_ng-ready process for back to school. Your 

students will laugh and surely learn a lesson or two themselves. 

Follow-up ac%vity: Have students a compile a list of rules that will help 

the teacher have the best year ever. 

26


13. If You Ever Want to Bring an Alligator to 

School, Don’t by Elise Parsley (K–2) 

An alligator for show-and-tell sounds like TONS of fun. What could 

possibly go wrong? Magnolia is determined to have the best show-andtell 

ever. What will she do when her rep%lian pal starts wreaking havoc in 

the classroom? This hilarious story is sure to inspire even the most %mid 

of show-and-tellers. 

Follow-up ac%vity: Have students write a story or draw a picture about 

something outrageous they would bring to school for show-and-tell. 

14. This School Year Will Be the Best by Kay 

Winters (1–3) 

On the first day of school, new classmates are asked to share 

what they hope for in the upcoming year. The children’s 

wishes, from the familiar to the off the wall, are shown in 

humorously exaggerated illustra%ons. As the first day draws 

to a close, there can be no doubt this school year will 

definitely be the best! 

Follow-up ac%vity: Have students draw a star, put their name 

in the middle, and write one wish for the school year on each 

point (total of five). Then, have them loop a colorful ribbon through a hole on top to hang 

from the classroom ceiling. 

15. Back to School Rules by 

Laurie B. Friedman (K–3) 

School’s in session! When it comes to surviving school, Percy has 

ten simple rules that show there is more to school than showing up 

on %me and staying awake in class, including no spitballs, no running 

in the halls, and no crazy scheming! See what other trouble—and 

%ps—Percy has in mind! 

27

Follow-up ac%vity: As a whole class, brainstorm “rules” that will make this year the best ever. 

Then, have students transfer their ideas to a class promise poster that can hang prominently 

for the rest of the year. Have each student sign their name to make it official. 

16. David Goes to School by David Shannon 

(Pre-K–3) 

David’s an%cs in the classroom will make your students giggle with 

recogni%on. He’s so enthusias%c about being back to school! But David 

needs to learn that every classroom needs rules so that every student 

can learn. 

Follow-up ac%vity: Gather the whole class on the rug. Select a few 

students to act out a “bad” behavior and ask the other students to 

explain why the behavior is not okay for the classroom. Then have the 

same students act out the “good” behavior. Repeat with different sets of 

students to address different rules you are reinforcing in your classroom. 

17. A Place Called Kindergarten by Jessica 

Harper (K) 

Tommy’s barnyard friends are worried! He’s gone to a place called 

kindergarten. They wonder what will happen to him and if he will ever 

come back. Eventually, he returns with exci%ng tales of all the fun and 

learning he’s had. 

Follow-up ac%vity: Have your students take a “field trip” around the school 

to learn more about their new “barnyard.” 

18. Is Your Buffalo Ready for Kindergarten? by 

Audrey Vernick (K) 

Is your buffalo ready for kindergarten? Does he play nicely with friends? 

Check. Share his toys? Check. Is he smart? Check! 

Follow-up ac%vity: Follow along with Buffalo’s checklist in this hilarious look 

at first-day-of-school jiFers. 

28

ENVISION EQUITY JANUARY 2019 

JCPS Students 

Can Get Free 

Clothes 

Before First 

Day of School 


T 

hanks to generous donations received by the Jefferson County 

Public Schools’ (JCPS) Clothing Assistance Program (CAP) 

Office, JCPS students can receive free back to school supplies and 

clothes before the first day of school on August 14. 

Each student enrolled at JCPS is eligible to receive the following: 

• New pair of khaki or navy uniform pants 

• New polo-style uniform shirt 

Photos, Google Images 

• New belt 


29

• Five new pairs of white socks 

• Five new pairs of underwear 

In addition to the new uniforms, families are able to shop the 

assorted gently used clothing at CAP. All of these items are provided 

to families for free thanks to generous donors. To receive free clothes 

and supplies, families must call their child's school and ask about 

signing up for the clothing blitz, or they can call the district's office at 

485-3703. 

Alternatively, if you would like to donate clothing to the CAP office, 

please call bring your donation to the CAP office, located at Central 

Stadium, 319 S. 15th Street. The CAP office is open Monday 

through Friday from 9 a.m. to 4 p.m. 

Since 1971, the 15th District Parent Teacher Association (PTA) has 

operated the Clothing Assistance Program (CAP). It began when 

several moms noticed the lack of proper clothing on young students. 

Generous donors established a fund that purchases a new uniform 

shirt, a pair of pants, five pairs of socks and underwear, and a belt for 

each student who is referred to CAP. CAP serves about 10,000 

students each year. 

30

DON’T JUST BET ON BLACK 

By Bryan L. Smith—Teacher, Frederick Law Olmsted Academy North 

I 

t is no mistake that African American males are suspended at a 

higher rate. Do young men of color have a greater propensity for 

classroom dissonance? Is the correlation between the 

achievement gap and misbehavior a viable indicator for the 

educational decline for some minority males? No. School counselors 

have the technical skills to consult with teachers who desire effective 

strategies to support minority students who choose to display 

cognitive dissonance in the classroom. Without proactive 

consultations, the Bet on Black practice of some administrators and 

staff widens the Teaching Gap which should be identified as a worstpractice 

or malignant at best. 


31

Bet on Black is the belief or practice of placing challenging students 

of color in the classroom of the most melanous instructor as a best 

practice in closing the Teaching Gap. This ideology and pedagogical 

method must not be viewed as an effective solution for three 

reasons. First, there is a scarcity of minority teachers for systemic 

reasons. Second, 

the overloading 

of challenging 

students in 

minority or new 

teachers’ 

classrooms 

impedes the 

recruitment or 

retention of any 

teacher-candidate 

or teacher. Third, 

the practice of Bet on Black supports a myth that the teaching gap 

can’t be closed with effective counselor consultations. It also entitles 

the privileged to ignore the social, emotional, and educational needs 

of some minority students. Frankly, the Bet on Black methodology 

dehumanizes teachers, students, and underserved communities. 

Through consultation, school counselors can assist teachers and 

administrators who struggle with challenging students. The practice 


32

of effective consulting empowers faculty members to identify the 

behavior patterns of students, to reflect on their perspectives and 

beliefs about the student’s dissonance, and to develop a plan or 

strategy to improve the student’s disposition while maintaining 

teacher-efficacy without engaging in a power struggle. WKU’s 

former student counseling professor Dr. Don Dinkmeyer 

condenses the consultation equation by stating that A and B work 

to change C through changes initiated by B’s beliefs and behaviors 

(p. 63, 2016). In summation, school counselors can close the 

Teaching Gap by consulting with teachers to recalibrating their 

perspectives and strategies for engaging students who may be 

dissonant in a classroom environment. 

Citations 

Dinkmeyer, Don Jr. (2016) Consultation: Creating School Based 

Interventions 4 th Ed. Routledge. Taylor & Francis Group, p. 63. 

33


August 2019 

Check out our monthly update video featuring JCPS Chief of 

Communications Renee Murphy, and Generalist, Abdul Sharif, to find 

out what DEP has coming up this month! 

Click Here to Play 

34

10 WAYS TO HELP YOUR STUDENT START THE 

SCHOOL YEAR ON THE RIGHT FOOT 

By Grace Chen 

Use these sage tips to ensure your children’s start to the school year is as smooth and 

trouble-free as possible. 

 

The upcoming school year brings a mix of emotions for kids and parents alike – from 

excitement over the promise of new beginnings to anxiety over the fear of the unknown. No 

matter how you child faces the new year, you can help him or her to make the most of the 

experience. These tips help you to help your child start the new school year on the right foot. 

Ease into a Schedule 

Most children spend their summers staying up late and sleeping in, which can make the 

adjustment to an earlier school schedule a bit of a shock to the system. Plan for a softer 

transition by easing children into the school schedule gradually during the last week or two of 

summer break. By pushing bedtimes up by one-half or one hour each week, your child will be 

better prepared to meet that first early bell with a smile. 

Plan to Eat Right 

PBS Parents recommends re-focusing summer eating habits that might have consisted of junk 

food on the run to healthy sit-down meals as a family whenever possible. When children spend 

many hours each day in a classroom, they need all the nutrition they can get to keep their 

brains in top performing condition. Begin with healthy breakfast selections, and try to have 

family dinner nights as often as possible throughout the week. 

Set Up a Homework Station 

Homework time will go that much more smoothly if all the necessary supplies are right at hand. 

Create a corner in the home, whether a desk in the bedroom or a space at the kitchen table, 


35

where kids have paper, pencils, erasers and other supplies within easy reach. Once the station is 

created, use it at the same time every day, establishing a study time after school without any 

electronic devices unless they are required for the assignment. 

Make the Proper Introductions 

If your child is apprehensive about the first day, plan to meet with teachers and school staff 

prior to that event. School Family recommends setting an appointment to meet the school 

principal, teacher and any support staff your child might come in contact regularly. Simply 

putting a face to a name can go far in easing a child’s first-day jitters – and a parent’s anxiety as 

well. 

Take a Tour 

If your child is starting a new school, a tour of the building will help him or her get the lay of 

land before that first bell rings. Some schools offer organized tours prior to the start of the year, 

but if they don’t, call the school and ask if you can schedule one. At the same time, do a 

practice run or two to and from the school so your child is comfortable with the route, 

particularly if he will be riding his bike or walking to school on his own. 

Get a Handle on the Curriculum 

Parents have many sources for learning about the curriculum that will be used in their child’s 

classroom during the upcoming year. An appointment with the teacher or principal is a good 

first step for collecting information. Some schools also feature orientation days where 

curriculum and goals for the classroom are reviewed. If the school doesn’t make the 

information available, the state department of education will also have curriculum information 

on their website. 

Get Involved 

If time allows, plan to get involved in your child’s school experience. Volunteer to help in the 

classroom, plan a class party or work in the lunchroom one day a week. There are many ways 

to get involved that allow you to observe your child in the school environment. If you are 

unable to volunteer, talk to your child every day about the school day and keep lines of 

communication with the teacher wide open. 

Continue on next page 36

Learn the Art of Organization 

Older students may need some help in the organization department if they want to be as 

successful academically as they can be. Create an organizational system for older students that 

makes it easy for them to track assignments and keep track of papers. Give the system a 

check-up once a week to ensure clutter doesn’t begin to build up. Clean out backpacks weekly 

as well to catch stray permission slips and homework assignments before they fall through the 

cracks. 

Teach Good Study Habits 

Another important component for success during the later years of school is the development 

of good study habits. Students need to explore study methods and practices that work for 

them and then employ those practices throughout the year. The most important fact to drive 

home is that daily study is much more effective than last-minute cramming – which some 

strong-willed students may have to learn the hard way. 

Keep it Positive 

The most important part of preparing for the upcoming school year is to keep a positive 

attitude about the experience. When parents show a positive attitude towards school and 

academics in general, students will tend to do so as well. Keep the end goal in sight – the 

wonderful opportunity to learn new things – and your children will be more likely to embrace 

the school experience. 

Getting ready to go back to school is a major event in most households across the country this 

time of year. With these tips in mind, parents will be ready to help their students face the 

challenges, excitement and changes the new school year will bring - and to really put parents' 

minds at ease, use these 10 signs to know if your child is indeed ready for the new school year. 


37

ENVISION EQUITY JANUARY 2019 

Literacy & Photography Students Create Works 

of Art at Burnett Avenue Baptist Church 


T 

Photos, Abdul Sharif 

his summer, ten Jefferson County Public Schools (JCPS) students 

had the opportunity to spend two weeks working with worldrenowned 

photographer Marvin Young during the Literacy & 

Photography summer camp held at Burnett Avenue Baptist Church. 

This was the first Literacy & Photography camp held at Burnett, and 

students used their time to soak up all the photography knowledge 

they could attain from Mr. Young. In addition to learning how to use 

cameras, students also spent most of their day reading and writing 

under the instruction of JCPS teacher Venita Burnett. 


38

During the closing program of 

the Literacy & Photography 

program at Burnett, students 

made a presentation to parents 

about famed photographer 

Dorthea Lange and her book 

Dorthea’s Eyes. Students spoke 

about how Lange started as a 

photographer who mainly focused on documenting the wealthy but 

transformed into a photographer who took photos of those on the 

lower end of the economic spectrum. Students learned how 

Dorothea's own sufferings with 

polio taught her the compassion 

and persistence she needed to 

communicate with her subjects. 

Dorothea's Eyes helped students see 

with their hearts and not just their 

eyes. In addition, students learned 

the history of the Great 

Depression with a selection of images at the back of the book that 

were both a historical record and a document of the rapport Lange 

achieved with migrant workers, an ex-slave, and men on a bread line. 

If you would like to see images that students created during the 

Literacy & Photography summer program, please click here to view 

their video presentation! 


39

T h e r e a r e o v e r 3 5 0 

s h o r t - t e r m t r a i n i n g 

p r o g r a m s o f f e r e d 

a c r o s s t h e s t a t e 

i n c l u d i n g : 

M e d i c a l a s s i s t a n t 

P a t i e n t c a r e t e c h 

A i r C o n d i t i o n i n g 

T e c h n o l o g y 

Did you know you can get trained for a high paying, 

in-demand job in four months or less, tuition free! 

Benefits of completing a short-term technical 

program: 

Increase your earning power! Starting 

salaries for those with certificates can be up 

to $40, 000! 

A u t o m o b i l e T e c h n i c i a n 

S u r g i c a l T e c h n i c i a n s 

P h y s i c a l T h e r a p y 

A s s i s t a n t s 

P i p e l i n e W e l d e r 

C o m p u t e r S u p p o r t 

T e c h n i c i a n 

Those with certificates can “stack” them and 

earn more $$$ 

The Department for Community Based Services will 

provide a $250 gift card to any foster youth who 

earns a short-term technical certificate! 

D e n t a l A s s i s t i n g 

E l e c t r o n i c s 

M e d i a l C o d i n g 

E m e r g e n c y M e d i c a l 

T e c h n i c i a n ( E M T ) 

For more information on available training 

programs at KCTCS visit: 

https://workreadykentucky.com/program_search 

R o u g h C a r p e n t e r 

P i p e l i n e W e l d e r 

I n d u s t r i a l M a i n t e n a n c e 

A n d m a n y m o r e ! 

F i n d a c o m p r e h e n s i v e 

l i s t o f p r o g r a m s a t : 

h t t p s : / / w w w . k h e a a . c 

o m / p d f / w r k s _ a p p r o v 

e d _ p r o g r a m s . p d f 

To be eligible for the gift card, youth must be 

currently committed; Eligible programs include any 

short-term training program in a high-demand field, 

where youth can earn a certificate or diploma. The 

youth is eligible for the incentive after they have 

completed the program and passed the required 

industry certification test. For more information, 

contact: chafee.ilp@ky.gov. 

40

Community Invited to 

Attend Monthly JCPS/ 

NAACP Community Forums 


s the opening of the 

2019-20 academic 

year approaches, the 

Education Committee of 

the Louisville Branch 

NAACP, in collaboration 

with the Diversity, Equity, 

and Poverty Programs Department, has organized a series of 

Community Forums. Starting in October, these monthly forums 

are designed to communicate openly and provide Information 

related to issues of access and opportunity for student success. 

They are viewed as a means to enlighten our membership and 

community about JCPS programs, policies, practices, and 

procedures. 

A 

Each forum will be hosted in Maupin Elementary School’s 

auditorium and will take place from 6 to 8 p.m. During each 

community forum, a JCPS representative will speak on issues 

related to access and opportunity for students. 


41


The schedule is as follows: 

• October 10—Dr. Marty Pollio, JCPS Superintendent 

• November 14—Dr. Carmen Coleman, JCPS Chief Academic Officer; 

Ms. Kim Chevalier, JCPS Exceptional Childhood Education; Dr 

Alicia Averette, Assistant Superintendent†of Academic Support 

Programs; and Dr. Felicia Cummings Smith, Assistant 

Superintendent for Teaching and Learning 

• December 9—Ms. Cordelia Hardin, JCPS Chief Financial Officer, 

and Mr. Jimmy Adams, JCPS Chief of Human Resources 

• January 9—Dr. Michael Raisor, JCPS Chief Operations Officer; Dr 

Devon Horton, JCPS Chief of Schools; and Cassiopeia Blausey, 

JCPS Director of School Choice 

• February 12—Dr. Katy DeFerrari, JCPS Assistant Superintendent 

of School Culture and Climate 

• March 13—Mr. Donald Dillard, JCPS Satellite Offices Supervisor; 

Mr. Delquan Dorsey, Community Engagement Coordinator; and 

Ms. Annie Haigler, Retired Administrator (JCPS Satellite Offices) 

For more information about the JCPS/NAACP Community 

Forums or to R.S.V.P., please contact Don Dillard at 

don.dillard@jefferson.kyschools.us or 

annie.haigler@jefferson.kyschools.us, or call 485-6787 if you 

need additional information. 

42

Series of JCPS Back-to- 

School Supply Events 

Planned for Students 

By Abdul Sharif—Generalist of Diversity, Diversity, Equity, and Poverty Dept. 

S 

tudents 

across the 

Jefferson 

County Public 

School (JCPS) 

District will 

have an 

opportunity to 

receive free 

school 

supplies at a 

dozen backto-school 

events scheduled throughout July and August. The events are 

sponsored by the JCPS Family Resource & Youth Services 

Centers and various community partners, including 

Neighborhood Place and the Louisville Metro Department of 

Community Services. 

All of the back-to-school events are free and open to the public. 

Students must be accompanied by an adult to receive supplies, 


43


and supplies are distributed on a first-come, first-served basis. 

School supplies, information and services vary by site. 

Back-to-School Festival at Cochran Elementary 

School 

WHAT: Open to families 

with children in 

kindergarten through high 

school. Free backpacks 

and essential gradeappropriate 

school 

supplies will be provided 

while supplies last. 

Vendors will be at this 

event providing essential 

health, education, 

employment and 

community resources. JCPS Family Youth Resource Center 

coordinators will complete CAP referrals for families needing 

clothing and uniform assistance. Free lunches will be served to 

kids by JCPS Nutrition Services. Children must be 

accompanied by a parent or guardian. This event is sponsored 

in collaboration with Bridges of Hope Neighborhood Place, 

Jefferson County Public Schools and Louisville Metro Office of 

Resilience and Community Services. 


44


WHERE: 500 W. Gaulbert Ave. 

WHEN: 11 a.m. to 2 p.m. August 2 

MORE INFORMATION: 502-634-6057 

Back-to-School Event at Meyzeek Middle School 

WHAT: Open to 

students 

kindergarten 

through high 

school. Free 

backpacks with 

essential school 

supplies for the 

coming year will be 

distributed while 

supplies last. Children must be present to receive school supplies. 

Smile Academy will provide free dental screenings. Local 

community vendors and agencies will be in the gym to provide 

information for families. Families may complete a CAP referral 

during the event as well for clothing and uniform assistance. 

Sponsored by Charmoli Center Neighborhood Place, Louisville 

Metro Office of Resilience and Community Services and area 

JCPS schools. 


45


WHERE: 828 S. Jackson St. 

WHEN: 10 a.m. to 1 p.m. August 3 


Back-to-School Festival at Olmsted Academy North 

WHAT: Open to students in grades kindergarten through high 

school. Free backpacks, school supplies and health and hygiene 

products will be provided while supplies last. Children must be 

present to receive school supplies. The festival will also include 

vision and hearing screenings, blood pressure and diabetes 

checks, clothing assistance referrals and more. Lunch will be 

provided for children and adults. Sponsored by South Central 

Neighborhood Place, Diamond Cluster MC, 10 area JCPS 

Family Resource and Youth Service Centers, Louisville Metro 

Office of Resilience and Community Services, and Sts. Mary 

& Elizabeth Hospital. 

WHERE: 4530 Bellevue Ave. 

WHEN: 11 a.m. to 1 p.m. Saturday 


46


How Can High-Poverty Schools Engage 

Families and the Community? 

High-poverty schools can involve students' families through home visits and by joining the 

community's safety net to provide social and medical services for those in need. 

By William Parrett and Kathleen Budge 

"I was headed to the home of one of my second graders to let the parents know that Luis was coming 

to after-school tutoring on time and doing well. When I knocked on the door, Grandma and Dad 

greeted me warmly in Spanish, inviting me in. Luis' mom was preparing dinner. Dad asked me to 

come directly to the kitchen to show me what Luis had begun doing at home since he started the 

tutoring program. On the cupboards were taped a mishmash of cereal boxes, pasta containers, dairy 

product holders, and simple drawings. All were in English. Dad smiled and explained, 'He's teaching 

all of us to read English! We learn five, maybe ten words every day!'" (Elementary teacher, highperforming, 

high-poverty school in the Northwest) 

T 

he story of Luis is a good example of the benefits of 

engaging parents and families. A simple home visit by the 

teacher revealed how, previously unbeknownst to the school, a 

young ESL student was connecting his tutoring and schoolwork 

with his family. In turn, Luis' family was most appreciative of 

their son's progress in school and welcomed his newly gained 

English skills that were helping them learn. 

Families living in poverty often work multiple jobs, may have 

limited English language skills, and in some cases may have had 

few positive experiences with their children's teachers or schools. 

These factors frequently work against a school's attempts to 

form relationships with families living in poverty and 

authentically engage them in their children's education. Even in 

47


high-performing schools, this problem is an ongoing concern. 

Leaders in high-performing, high-poverty (HP/HP) schools 

continually look for ways to provide opportunities for 

involvement and to gain back their trust. 

The Critical Importance of Trust 

In a recent study of public schools in Chicago, Anthony Bryk, 

president of the Carnegie Foundation for the Advancement of 

Teaching, and his colleagues concluded, "Relationships are the 

lifeblood of activity in a school community" (Bryk, Bender 

Sebring, Allensworth, Luppescu, & Easton, 2010, p.137). In one 

high-poverty elementary school, a teacher remarked, "Without a 

trusting environment in our classroom and with the families of 

my kids, it's all uphill. We never make the progress we could. . . 

we never can 'click.' Trust is what makes it all happen for us." 

The development of trusting relationships lies at the heart of 

successfully engaging parents, families, and the community. 

Here are seven strategies and practices to build trust between 

schools, students, and families. 

48


Create Full-Service Schools and Safety Nets 

Many HP/HP schools connect vital social and medical services 

with their students. These full-service schools typically provide 

services such as social workers, physicians, dentists, vision and 

hearing specialists, grief counselors, and family counselors on 

site. Some schools provide a childcare center, a family resource 

center, or hunger/homelessness support to assist families in 

meeting their basic needs. Research shows that when a fullservice 

school works well, student achievement increases, 

attendance rates go up, suspensions drop, and special education 

placements decrease (Dryfoos, 1994; Dryfoos & Maguire, 2002). 

Create Links Between School and Home 

Strengthening the family's ability to support their children's 

academic achievement and other forms of success in school is a 

priority in HP/HP schools. One school organizes a learning 

academy on Saturday mornings to assist families of refugee 

students. Other schools employ school-family liaisons who 

49


connect families with schools in a variety of ways. Sadowski 

(2004) identifies six activities that a school might consider to 

establish linkages between students' homes and school: 

1. Dual-language classes for students 

2. English as a second language, GED, and parenting classes 

3. Home-school liaisons (with fluency in the home language) 

4. Preschool and early literacy programs 

5. Early assessment 

6. Community and school activities and events 

Offer Mentoring to Students 

Most educators have long known that a meaningful 

relationship with an adult is what kids want and need most. 

Mentors provide such a relationship. The National Dropout 

Prevention Center identifies mentoring as one of the most 

effective strategies to keep kids engaged and in school. The 

Western Regional Center for Drug-Free Schools and 

Communities identifies five positive outcomes of mentoring 

programs (Jackson, 2002): 

1. Personalized attention and care 

50


2. Access to resources 

3. Positive/high expectations for staff and students 

4. Reciprocity and active youth participation 

5. Commitment 

Many HP/HP schools operate their own programs with local 

staff and volunteers; others access the help of Big Brother/Big 

Sister programs, local YMCA/YWCA services, and a host of 

other community-affiliated programs that offer adult 

mentoring. 

Provide Opportunity for Community-Based and Service 

Learning 

"Our kids actively work to support their community. Through 

clubs and classes, they raise money for families in need, work 

on a 'coats for kids' project, plant trees, build park benches, 

help with efforts of the Northwest Blood Center, Children's 

Miracle Network, American Cancer Society, March of Dimes, 

Red Cross, and many others. They rake leaves in our parks and 

do yard work for our elderly folks in need. Our students feel 

better because of these efforts, and our community values the 

extra help that the school gives back to them. When everyone 

is supporting one another, it makes Tekoa a great place to live 

and raise children." (Wayne Roellich, principal, Tekoa High 

School) 

51


Noted for connecting academic learning to real-world 

problems beyond school, community-based learning, 

particularly service learning, has become common in HP/ 

HP schools. Many benefits accrue from service learning 

(Billig, 2000a, 2000b): 

• Enhanced academic achievement 

• Increased school attendance 

• Improved student motivation to learn 

• Decreased risky behaviors 

• Increased interpersonal development and student ability 

to relate to culturally diverse groups 

• Improved school image and public perception 

Community-based learning also provides an excellent means 

to initiate career exploration, internships, shadowing, and 

jobs. 

Conduct Home Visits 

Many HP/HP schools encourage and conduct some form of 

home visits. Fourteen years ago, test scores in the Mason 

County School District ranked in the lowest quartile of all 

districts in Kentucky. Inspired by the idea of building closer 

connections to students' home lives, the district, with a cadre 

of volunteer teachers, embarked on a goal of visiting every 

52


home of the 2,800 

kids enrolled. 

Maintaining this 

commitment over the 

years, together with 

positive 

administrative and 

collegial support and 

the requisite 

professional 

development, has resulted in every family receiving at least 

one home visit annually from their child's teacher. The 

district has experienced consecutive years of student 

achievement growth and a 50-percent drop in discipline 

referrals, as well as reduced achievement gaps and increased 

attendance. 

Ensure Effective Two-Way Communication 

We know that a "whatever it takes" attitude prevails in HP/ 

HP schools. This is especially true in their efforts to 

communicate with the parents and families. Despite oftenlimited 

resources, educators in these schools make it a 

priority to develop authentic connections with students' 

parents and families. The goal of fostering two-way 

communication between school and home requires school 

leaders to be relentless in their insistence that 

communications be respectful, honest, and timely. 

53


Use the School as a Community Center 

Many HP/HP schools engage parents, families, and other 

community members by opening their doors and expanding 

their schedules to offer clubs, parent support and education, 

early childhood activities, GED programs, advisory groups, 

community education classes, and a host of other events and 

activities of interest to the community. These HP/HP 

schools partner with community or city organizations, local 

foundations, state and municipal agencies, service clubs, 

universities, and businesses to host these valued endeavors in 

their buildings, as well as offer services at times that better fit 

families' work schedules. 

The Principal's Role 

Principals, working with teacher-leaders and staff leaders 

from various vantage points within the school, are positioned 

to address the wide spectrum of environmental needs that 

confront high-poverty schools. HP/HP school principals can 

take a variety of actions (PDF) that will surround every 

student with the positive supports and scaffolds necessary to 

ensure his or her individual success. 

High-performing, high-poverty schools don't go it alone -- 

and they don't reinvent the wheel. They access support, 

resources, and guidance whenever and wherever they can to 

foster a healthy, safe, and supportive learning environment. 

54


The resources and organizations listed below can guide a 

school's efforts to build strong relationships with parents 

and families: 

• Boys and Girls Clubs of America 

• Coalition for Community Schools 

• Communities in Schools 

• National Network of Partnership Schools 

• YMCA and YWCA Programs 

Action Advice 

• Monitor data to ensure a safe learning 

environment. Are we making sure that every student is 

always safe? 

• Build a common understanding of how poverty 

impacts learning. Do we all understand how living in 

poverty may negatively influence the ability of our 

underachieving students to catch up? 

• Plan for mobility. Are we ready for mobile students' 

arrival -- providing welcome packets, diagnostic 

testing, and appropriate placements? Do we develop 

"catch-up" plans if needed? Do we provide built-in 

55


opportunities for new friendships with peers? Do we 

make it a practice to communicate with parents 

during the first six weeks after enrollment? Do we 

address transportation issues if a student is mobile 

within our district? 

• Make sure that all students are connected to a caring 

adult. Do we know which students come to school 

without the support of a caring adult? 

• Start student advisories. Is every secondary student 

connected to an adult at school who regularly 

monitors his or her progress? 

• Personalize relationships through small learning 

environments. Is the size of our school presenting 

problems for some students and preventing us from 

forming caring relationships? 

• Provide opportunities for all students to participate in 

extracurricular activities. Do our students have an 

equitable opportunity to participate? 

• Work to engage every family with school. Do we have 

a plan in place for guiding our efforts to build trust 

and connect with our families? 

• Personalize the connection between school and the 

student's home. Who among our staff visits the homes 

of our kids? 

56


• Initiate an effective mentoring program. How are we 

connecting students with caring adults and positive role 

models? 

• Offer community-based learning and service-learning 

opportunities to all students. Are we connecting students 

with the community? Are we teaching students about the 

value of giving back? Are we providing opportunities for 

students to explore career options in the local 

community? 

• Visit every student's home. Do we have a plan in place to 

guide us in conducting productive home visits? 

• Ensure two-way communication between homes and 

school. This includes: 

◦ Language-appropriate written and verbal contacts 

◦ Translation assistance when needed 

◦ Respectful and clear communications 

◦ Frequent contact through the most effective mode 

◦ Authentic requests for feedback or response 

◦ Willingness to help with requests and family needs 

◦ Personal invitations to participate in school 

conferences 

◦ Timely invitations to activities and events 

57


• Open the school to the community. Have we created a 

plan to provide welcome and needed services to our 

community? 

• Join a network to enhance school, family, and community 

relationships. Can we improve our connections with our 

families and communities? 

Notes 

• Billig, S. (2000a). Educator's guide to collecting and using data: 

Conducting surveys.Denver, CO: RMC Research Corp. 

• Billig, S. (2000b). Profiles of success: Engaging young people's 

hearts and minds through service-learning. Berkeley, CA: 

Grantmaker Forum on Community & National Service. 

• Bryk, A.S., Bender Sebring, P., Allensworth, E., 

Luppescu, S., & Easton, J.Q. (2010). Organizing schools for 

improvement: Lessons from Chicago. Chicago: University of 

Chicago Press. 

• Dryfoos, J.G. (1994). Full-service schools: A revolution in health 

and social service for children, youth, and families. San 

Francisco: Jossey-Bass. 

• Dryfoos, J.G., & Maguire, S. (2002). Inside full-service 

community schools. Thousand Oaks, CA: Corwin. 

• Jackson, Y. (2002). "Mentoring for delinquent children: 

An outcome study with young adolescent 

58

RED GRAMMER 

Supporting the Whole Child…. one world-class performance at a time 

Social Emotional Learning (SEL) · School Community · Anti-Bullying 

“This is the best cultural arts program I’ve seen in my 20 years of teaching!” 

Red Grammer infuses hope, joy and a sense of connectedness into every school he visits. 

His award-winning songs communicate themes of Perseverance, Compassion, Respect 

and Peacefulness in a language kids instantly understand and eagerly embrace. 

Featured on the Disney Channel, Nickelodeon, PBS, the Today Show and NPR. 

Click 

Here 

And see the power of 

a Red Grammer school visit 

59


“We highly recommend this gifted and 

energetic musician and educator to any 

elementary school looking to speak to 

children’s hearts regarding living a life of 

kindness.” Librarian, Clifton Park, NY 

“It was so wonderful to hear 900 

students and their teachers sing along to 

words that help us all live a life that is 

positive and focused on doing the right 

thing. This was just one of those days that I 

didn’t want to end.” 

Principal, Friendswood, TX 

“Red Grammer is a treasure and 

a gift! His visit to my school set a 

positive and uniAied tone for our 

entire school year.” 

Music Teacher, Waimea, HI 

“I marveled as I heard some 

comments made by the older children 

as they left the assembly. At that 

time, it was clear to me that the 

children had been empowered to 

turn some uncomfortable social 

situations into more productive ones 

through the implementation of some 

of the strategies taught through the 

presentation.” 

Principal, Wilmington, DE 

“Red Grammer is a delight… 

to listen to, but more importantly he 

is a man with a message for students, 

staff and parents.” 

Principal, at a Nat’l School of 

Character, Liverpool, NY 

Circle of Light 

Songs for 

Bucket Fillers 

Teaching Peace 

Songs of caring, 

conflict resolution 

& community 

Bebop Your Best! 

Music to Build 

Character By 

Programs 

(Click on program title for fuller description 

and song samples) 

Hello World! 

A Celebration of 

Geography 

& Oneness 

Want to bring Red Grammer 

to your school? 

Contact: 

Jan Stevens, Artist Representative 

818-639-2969 

janstevens@redgrammer.com 

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KYTESOL Conference Accepting Proposals 

Proposals are being accepted for the 2019 Kentucky TESOL 

Conference, which will be held on October 4-5 at the JCPS ESL 

Newcomer Academy. The last date for submissions is August 2. 

More information, including the link for proposal submissions, can 

be found at https://kytesol.wildapricot.org. For additional details, 

contact Gwen Snow at gwen.snow@jefferson.kyschools.us or (502) 

485-6324. 

Creating New Futures for Newcomers 

The JCPS ESL Newcomer Academy was featured as a bright spot in 

the Mid-Atlantic Equity Consortium (MAEC) publication, “Creating 

New Futures for Newcomers.” The complete report can be read at 

https://maec.org/resource/creating-new-futures-for-newcomers/. 

The Louisville Urban League Presents: 

Super Saturday Soft Skills Series 

Saturday August 10th from 8:30 am – 12:30 pm 

@ the Louisville Urban League (1535 West Broadway) 

Topics Include: Time Management- Demetria Miles McDonald, 

Diversity Expert and Owner – Decide Diversity 

Teamwork- Ashlee Essex, Area Recruiting Manager – Rumpke Waste 

and Recycling. Personal Branding Using Social Media- Katie Coe, 

Senior Strategy Consultant – Papa Johns International 

Our Success Speaks guest speaker is Jackie Emerson, Product 

Marketing Lead – Humana 

This series is FREE to the community. 

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BOOK STUDY 

WITH 

DR. CHERIE 

DAWSON- 

EDWARDS 

*Participants must attend 

all three sessions in order 

to receive PD credit. 

62

JEFFERSON COUNTY PUBLIC SCHOOLS 

SAVE 

09 2 6 19 

JCPS SATELLITE OFFICE @ SHAWNEE 

4018 WEST MARKET STREET (WEST WING) 

4:30 p.m. 

63

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 

D I V E R S I T Y , E Q U I T Y , A N D P O V E R T Y 

F L A S H D A D S 

Flash Dads will: 

•Pledge to support and encourage JCPS 

students at ten different schools located 

throughout Jefferson County. 

.•Be present once a month to greet students as 

they arrive at school in the morning. 

•Be a positive role model for our students. 

August 28, 2019 

September 26, 2019 

October 30, 2019 

November 20, 2019 

December: NO FLASH DADS 

DATES: 

January 29, 2020 

February 26, 2020 

March 25, 2020 

April 22, 2020 

May 13, 2020 

For more information, contact 485-3799. 

64

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 

September 16 – OctOBER 21 

Mondays & Wednesdays 

3:30-5:30 p.m. 

Have fun while learning the skill of computer coding! 

EXPLORE THE WORLD OF COMPUTER CODING by participating in an 

innovative and interactive after-school program made possible through a 

partnership between Jefferson County Public Schools (JCPS) and the Academy of 

Music Production Education and Development (AMPED). 

When: Feb. 4, 2019–March 28, 2019 

3:30–5:30 p.m. 

Where: JCPS Satellite Office @ Shawnee 

4018 W. Market St. 

Who: Middle School Students (space is limited) 

For more information, or to sign up, please contact Vanessa McPhail at 

485-8226 or email vanessa.mcphail@jefferson.kyschools.us. 

65

Coaching Students with DACA 

College Access 

DACA and undocumented students can go to 

KY colleges and universities. 

Per CPE policy KRS 13:0245 Section 8: 

• An undocumented student who graduates 

from a Kentucky high school can enroll at 

Kentucky colleges/universities as in-state 

residents for tuition purposes. 

Need help navigating the application process? 

Contact Assistant Director, Diversity 

Recruitment- Aimee Huffstetler 

502.852.1295, aimee.huffstetler@louisville.edu 

Scholarships 

These scholarships and resources are 

open to DACA, and in some other cases, 

undocumented students: 

» Migrant Network Collection 

» Hispanic Scholarship Fund 

» SHPE Foundation 

» Latino Student Resource Guide (LLEO) 

Resources 

» United We Dream (UWD) 

» Dream Educational Empowerment Program 

(DEEP) 

» Scholarships A-Z 

» My (Un)Documented Life 

Programs & Organizations 

The Latino Leadership and College Experience 

Camp is a local, community based program 

that provides college coaching and leadership 

development to Latinx and immigrant youth 

including undocumented and DACA students. 

For more information visit www.thellcec.org 

Kentucky Dream Coalition is an immigrant 

youth led organization focused on supporting 

the undocumented and DACA-mented youth 

and students in the state through organizing, 

workshops and mentoring. 

For more information visit www.facebook.com/ 

kentuckydream/ 

FAFSA 

Unfortunately, undocumented and DACA-mented students cannot 

receive state or federal financial aid. 

DACA students can complete the FAFSA for scholarship purposes. 

Step 1: Like all applicants, your first step should be to create an FSA 

ID for yourself and your family. If parents do not have a SSN do NOT 

create an FSA ID with an ITIN (individual tax identification number). 

Undocumented parents and students cannot create an FSA ID or use 

an ITIN on FAFSA forms at https://fsaid.ed.gov/npas/index.htm 

Step 2: There are 6 sections on the FAFSA: Student Demographics 

(which includes student eligibility), School Selection, Dependency 

Status, Parent Demographics, Financial Information and Sign & Submit. 

The two sections that are most confusing for DACA recipients are 

the Student Demographic section (particularly, the student eligibility 

questions) and Parent Information (if parents are undocumented). 

Step 3: Students can enter their income information manually or 

through the IRS retrieval tool if they filed taxes. 

Step 4: If the parents of a DACA recipient are undocumented, they 

must also not misrepresent themselves. When reporting parental 

information, do not use an ITIN in place of a Social Security Number. 

Parental information should be entered as follows: 

» A parent can complete FAFSA using “000-00-0000” for PARENT 

I SSN AND “999-99-9999” for PARENT II (Note: if parent holds 

ITIN to file taxes, do not use in place of SSN) 

» Parents’ income info must entered manually. Do not try to use the 

IRS Data Retrieval tool. 

» Because parents don’t have a SSN, they cannot create an FSA ID. 

Therefore, parents must print, sign, and mail in signature page. 

There is a bar code on the signature page that will match your 

parent’s signature to your specific application once the signature 

page is mailed into the FAFSA office listed on the signature page. 

There is no need to print the entire application. Just send in the 

signature page. 

Step 5: On the signature/submission pages, students can sign with 

their FSA ID. The parent must sign and mail in the signature page. For 

the 2019-2020 school year, send the parent signature page to: 

Federal Student Aid Programs 

P.O. Box 7652 

London, KY 40472-7652 

Step 6: You will be able to check the status of your FAFSA online 

via www.fafsa.ed.gov with the same FSA ID and PIN number you 

created when you filed the FAFSA. Once the parent signature page is 

processed, you will be able to access your Student Aid Report (SAR) 

to view your EFC (expected family contribution), which is the number 

that demonstrates your need This information is important for needbased 

scholarships. 

Adapted from BCTC Latinx Outreach “Coaching Students with DACA” 

66


Books for Young Readers 

One is for Piñata: A book of numbers 

By Roseanne Greenfield Thong and John Parra 

(illustrator) 

Chronicle Books, 2019 

Ages 4-8 

A Scarf for Keiko 

By Ann Malaspina and Merrilee Liddiard 

(illustrator) 

Kar-Ben Pubishing, Inc., 2019 

Ages 5-10 

From the author and illustrator of Green is a Chile Pepper and 

Round is a Tortilla, One is for Piñata introduces numbers 1-10 

in English and Spanish. The items being counted are presented 

in Spanish with pronunciations and definitions available at the 

back of the book. Pura Belpre Honor recipient and illustrator 

John Parra’s bright illustrations show children and families 

celebrating holidays and daily life with an emphasis on Latin 

American culture. 

Lunch Counter Sit-Ins: How photographs helped 

foster peaceful civil rights protests 

By Danielle Llera-Smith 

Compass Point Books, 2019 

Grades 4-8 

Sam’s class is knitting scarves for U.S. soldiers fighting World 

War II. Suspicion of Japanese Americans runs high, so although 

Sam cannot seem to get his needles to create the stitches for the 

scarf, he refuses the help of his Japanese American classmate, 

Keiko, who knits beautifully. Sam feels badly when she is 

targeted by people throwing eggs, but Sam’s brother is fighting in 

the war. Wouldn’t it be disloyal to be kind to her? When Sam’s 

father shares that President Roosevelt is sending the Japanese 

Americans to internment camps, Sam is upset. He knows Keiko 

isn’t a spy. Sam’s father agrees. When Keiko is sent away, Sam 

decides to find a way to show Keiko that he cares for her. 

A Scarf for Keiko is a compelling story that puts a human face on 

both sides of this terrible chapter in American history. It includes 

author notes about Japanese internment camps during World War 

II that is honest in its assessment of the camps, but approachable 

for young readers. 

Lunch Counter Sit-Ins describes the role sit-ins and the press played in the 

Civil Rights Movement in the 1960’s. The book opens with the story of the 

Greensboro Four, four young men who began a peaceful protest of the 

Greensboro Woolworth’s policy not to serve African American customers 

at the lunch counter. It continues to discuss the history of the Civil Rights 

Movement, including some overlooked activists such as the young 

women who were students at Bennett College and not only supported 

and took part in the Greensboro sit-ins, but also helped to orchestrate the 

plan. 

Images obtained from Google Images.. 

Book list provided by Heather Lee, Louisville Free Public Library. 

67


Title Session Code Date & Time Location Contact 

Regional Homeless 

Education 

Conference 

(Mandatory and 

Only for Homeless 

Liaisons) 

19-20103971 August 2 

8:00 a.m. to 2:00 p.m. 

Crown Plaza – 

Louisville Airport 

(830 Phillips Lane) 

Giselle Danger 

(502) 485-3650 

Equity and Inclusion 

Institute (for 

Accelerated 

Improvement 

Schools) 

19-20105005 

(morning session) 

19-20105194 

(afternoon session) 

August 5 

8:00 a.m. to 11:30 a.m. 

12:30 p.m. to 4:00 p.m. 

Kentucky 

International 

Convention Center 

(221 South 4 th Street) 

DEP 

(502) 485-3506 

SBDM: Introduction 

to School-Based 

Decision Making (for 

SBDM members 

only) 


9:00 a.m. to 4:00 p.m. 

JCPS Satellite Office 

@ Shawnee 

(4018 W. Market 

Street) 

Dr. Shawna Stenton 

(502) 485-3056 

SBDM: Roles and 

Responsibilities of 

School Councils (for 

SBDM members 

only) 


1:00 p.m. to 4:00 p.m. 

JCPS Satellite Office 

@ Shawnee 

(4018 W. Market 

Street) 

Dr. Shawna Stenton 

(502) 485-3056 

To view a complete list of DEP professional development sessions, visit https://www.jefferson.kyschools.us/node/1350 

68


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 

69

August 2019 Envision Equity

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