October 2019 Envision Equity

E N V I S I O N 

EQUITY 

EDUCATORS OF 

COLOR NIGHT 

T H E M O D E L 

Mrs. Valencia Blair 

GHOST BOYS 

AND 

MORE! 

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GHOST BOYS 

Thomas Jefferson Middle 

School Students & Staff Read 

Book That Talks About Race 

By Dr. Geneva Stark, Rachel Klein, Teela Scrubb 

and Ricky Owens. 

What does changing a whole school’s 

culture look like? Well, for 

beginners, it looks like a teacher and a 

student next to each other, turning the 

pages of a book. It looks like an attendance 

clerk asking a student what chapter was 

their favorite. It sounds like a recording of a 

student reading the book, modeling 

fluency. It looks like an 8th grader and a 6th 

grader debating what the main character 

meant on page 50. It feels like the 

revelations that teachers have when they 

realize that the very students sitting in their 

classrooms can speak to the lived 

experiences the characters of the book 

Continue on next page 

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Photos: Continue 

Photos, Abdul on 

Abdul 

next Sharif page 

Sharif

ENVISION EQUITY OCTOBER 2019 

describe. In 

essence, it looks 

like Thomas 

Jefferson Middle 

School’s (TJMS) 

school-wide read 

of Ghost Boys by 

Jewell Parker 

Rhodes, and it 

looks promising. 

This past summer, 

7th grade counselor Teela Scrubb and TJMS’s Racial Equity Team were cleared 

to begin planning ahead for a new initiative- a school-wide book read. And 

when I say “school-wide”, I mean not just teachers and students, but 

classified (custodians, cafeteria workers, clerical and support staff) staff as 

well. They dug deep into the themes, messages, words, and events of Ghost 

Boys, preparing lessons, materials, and resources that would allow everyone 

to read the book more comprehensively. Principal Kimberly Gregory 

supported this work to the extent that she allowed for 15 days to be set aside 

in all grades, at the same time during the day, which is such an important 

thing to stop and take note of: When leadership shows support, when 

leadership values cultural shifts, when leadership leverages budget and 

scheduling to allow for an initiative to work, it makes the work so much easier 

to see through on a large scale, such as a school-wide book read. It also 

communicates to a staff member, “Hey. This is important and I support it.” 

Anyway, back to it. 


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Ms. Scrubb reached out 

to Dr. Geneva Stark, 

inviting her in to see the 

first few days of 

implementation. Dr. Stark 

brought me in, knowing 

that as a DEP resource 

teacher, I serve middle 

schools. I am so thankful 

that I had the opportunity 

to tag along, because my eyes were opened within minutes of stepping into 

the first classroom we observed. The school year had begun not more than 8 

days prior to us coming, and here sat students actively engaged in a text, 

asking tough questions, and sharing their collective brilliance. Classes had 

established some background knowledge about some of the historical 

people and events referenced in the text so that everyone could approach 

the text with a similar working knowledge. All students were empowered 

and capable of raising concerns about race, bias, injustice, and societal 

unfairness, and… they were. They were asking deep questions. They were 

hanging on every word. They were processing historical events and 

contextualizing them within the current reality of the world’s inequities. 

Dr. Stark and I returned each week to observe implementation in each of the 

grade levels at TJMS, and took the time to interview students and adults on 

their feelings around the school-wide book read. 7th grade ELA teacher 

Benjamin Welp had some deep insights around the program, suggesting 

that it advanced the teacher-student relationship development timeline 

significantly: Mr. Welp 7th grade teacher stated, “It is powerful that we are 


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able to connect things in history 

(Civil Rights Movement) with 

what is happening today. An 

opportunity I wouldn’t have had 

anywhere else to discuss race 

and have these types of 

conversations. This has allowed 

me to share experiences, 

vulnerabilities, bias, insecurities, 

and just being unaware of my 

students lives. Reading Ghost 

Boys has allowed relationships to happen sooner with students. This is 

allowing us at TJ, to build a stronger community. It has been an amazing 

communal effort. It is powerful for us to be able to connect things in history 

(Emmett Till) with current things that are happening Black Lives Matter 

movement (Mike Brown) . If we don’t talk about the things that make us feel 

uncomfortable, they will continue to happen.” can review his interview and 

add some poignant 

Ms. Ransdall, Resource Teacher: 

“Ghost Boys is Current Big Read at TJ. All students and staff members are 

reading a little bit more about racial equity. Every staff member and student 

is engaged in Ghost Boys. It is powerful that all staff members are able to 

have conversations with students about race. 

It is helping students realize that these are real issues happening in our 

community. We are providing students with platforms to have 

conversations with each other and adults in speak their truth. We are 


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hoping students will be able to speak about Ghost Boys in their families 

and community.” 

Ms. Freeman, Nutritional 

Service Worker: 

“In the book Ghost Boys the 

police never gave the kid a 

chance. They never checked 

to see if the gun was real or 

not. It is heartbreaking. This 

is playing out in today's 

society. It was good for 

students to read the book so 

that they can see what is happening in our society. 

It was a good read for staff members, because if I see students who are 

having a bad day, I try to talk to them. This was a good book for the 

entire school to read.” 

Students had plenty to say, too. (again Dr. Stark, please provide some 

good quotes) 

Student 1 ( Yoel): 

“Ghost Boys tells me a lot about our civil rights movement and history, 

things haven’t really changed much. We need to make a change in the 

world on how we treat people. Everyone should be equal! It is important 

for the school to have this conversation regarding this really great book, 

because people are still really biased and racist toward other people. We 

want students to mature and not act like other people.” 


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Student 2 (Fatou): 

“Ghost Boys is about the civil rights movement and how we need to 

change our world, there's so much racism, discrimination and racism 

from the past to the future. There's a lot of inequality. We need to 

change to have a better future. We are still dealing with different 

cultures and racism. The book helps kids learn more about what is 

happening in the world. 

All of the stories students had with teachers led to conversations 

regarding black lives matter. We should always do the right thing, no 

matter what. 

Ghost Boys allows white teachers to be more aware of situations and 

help black students feel more comfortable in their classes.” 

Student 3 (Ramon): 

“Reading the book has helped students to have a conversation with 

teachers. The book makes you think about society. It makes you think 

about being aware of what’s happening in our society. I have reached 

out to not only teachers but also the security guard.” 

Student 4 (Josie) 

“Ghost Boys is about a kid who was shot for no reason, for his skin color. 

It is about justice. The book was amazing overall. My classmates and I 

have a project on how we can change racism. The teachers bring in 

multiple comments and it is really good how they bring in their 

perspectives on how we can change it. I am Latina, and we get a lot of 


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comments about changing America. We are a part of America. We 

know how it feels to be judged. We are open minded and we love 

everyone.” 

My name is Ricky Owens, and I am the Youth Services Center 

Coordinator at Thomas Jefferson Middle School. I have been here for 

25 years and have never been prouder of our school. We embraced the 

true spirit of Racial Equity over the past year. Teachers and staff first 

accepted the challenge of having genuine conversations of the impact 

of race not only in school but in our everyday lives. Ghost Boys was 

used as a conduit to extend that conversation to our students. The 

book’s impact went beyond just the discussion and data. The realworld 

stories both historical 

and current of the struggles 

Black people go through 

created a level of empathy 

and understanding that our 

students and staff will carry 

with them forever. The 

residual effects are evident 

beyond race such as: 

strengthening relationships 

amongst teachers and students and the simple desire to make the 

world and our school a better place. The Racial Equity Team, 

leadership, teachers and our students deserve kudos for their 

extraordinary commitment to this work. Given the diversity of our 

school we recognize the importance of this endeavor and will continue 

to celebrate and embrace it. 


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Teela Scrubb, (7th Grade Counselor, Racial Equity Team Lead): 

I feel so incredibly thankful and excited to be serving in a school 

district that not only recognized the need for a Racial Equity Policy, 

but acted upon this need. Our school’s Racial Equity Team has been 

empowered to engage our staff and students in this equity work. Our 

Ghost Boys Big Read provided us with the opportunity to delve deeper 

into topics around race, race relations, implicit bias, and empathy. Our 

teachers and students showed such courage, vulnerability, and a 

willingness to be 

open, listen, and 

contribute to 

the rich 

conversations 

that took place 

during our 

reading. Our 

hope is that this 

work and 

conversation 

will continue. 

Steven Stigall (Racial Equity Team Member)- Reading Ghost Boys has 

given our students some insight into the difficult conversation about 

race that our country has been having for centuries. They have 

connected this fictional story to real-life biases, prejudice, and 

violence towards black people that exist. I feel we have empowered 


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our students to think critically and to critically question why some 

things are the way they are. 

I keep coming back to the thought of how deeply impactful this 

approach to culture is- any student can talk to any other student or 

adult about the book, which creates so many layers of support, trust, 

and safety for each student. It forces the truth and ugliness of racism, 

implicit bias, and prejudice to the forefront of an entire school’s 

community, and allows them to face it head-on. It creates environments 

in which diverse discourse, tough history, and current events are 

embraced, celebrated, and encouraged. It brings the real world back 

into the classroom. 

The Ghost Boys school wide read at TJ Middle School was truly an 

example of the Racial Equity Policy at work in JCPS. I applaud Principal 

Kim Gregory for her courageous leadership, Teela Scrub, Ricky Owens, 

the Racial Equity team, TJ students, faculty and staff for their 

engagement and commitment to diversity, inclusion, compassion and 

empathy. 

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W.E.B. DUBOIS ACADEMY STUDENTS 

LEARN CULINARY ARTS SKILLS 

DURING MENTORING PROGRAM 

By Greg Vann—Generalist of Black Male Achievement 

W 

.E.B. DuBois Academy 

students participate in 

“passion classes” for one 

period each Friday. This is an 

opportunity for DuBois staff to teach 

students about a topic that isn’t in 

their everyday curriculum, and it 

allows the staff to form a unique 

Photos, Abdul Sharif 

relationship with the students 

because they can bond over a hobby 

of they enjoy. DuBois Academy 

Counselor, Mrs. Paula Cathey, decided 

to do a cooking class with a group of 

15 young men. Through relationships 

and networking, a partnership was 

made between the DuBois Academy 


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and Jefferson 

Community and 

Technical College 

(JCTC) and now the 

class is called 

“College 

Connections 

through Cooking.” At 

least two Fridays per 

month, JCTC 

Culinary Arts 

students have 

agreed to assist in 

teaching students at DuBois Academy cooking lessons that they can use for 

themselves or to consider as a possible career pathway in the future. But 

that isn’t the 

only reason 

these young men 

want to learn 

how to cook. 

Multiple 

students, 

including Derrick 

Booker, stated 

that they want to 

learn to cook to 

“give back to 

others.” “I like to 

cook because my 

mom puts in a lot of hard work, so I want to learn how to cook so when she 

is old I can cook and take care of her every day”, Booker said. 


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Culinary Instructor and Program Coordinator, Chef Juanita Edmondson, 

enjoyed the opportunity and raved about her experience. “I love that so 

many young men said they want to be able to give back to their mothers. I 

learned as much from the students as they learned from me. The 

excitement and appreciation the young men showed was so rich!”, said 

Edmondson. “Volunteerism is so important to our community, and each 

one must teach one to reach one” she said. 

During their first session, students learned to cook omelets. As one student 

put it, “omelets and lasagna are diverse meals that you can make a bunch 

of different ways.” This semester, Paula Cathey plans for the students to 

learn how to cook breakfast, lunch, and dinner so that the students can 

provide a meal for their families one Saturday in December. 

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The Model 

Recognizing Culturally Responsive and Innovative Classroom Teachers 

Name: Valencia Blair 

School: Fern Creek 

Elementary School 

Mrs. Valencia Blair is a fourth grade 

teacher at Fern Creek Elementary 

School. She has taught in Jefferson County 

Public Schools for ten years. Mrs. Blair 

previously taught at Rangeland Elementary 

School. 

Mrs. Blair has a Bachelor of Science Degree 

in Elementary Education and has 

aspirations to earn a principal certification. 

When you enter Mrs. Blair’s classroom it is 

easy to see that she wants all of her 

students to feel welcomed. One of the ways 

Mrs. Blair connects with her students is to 

keep-up on current trends and she tries to 

use language that all of her students can 

relate to. 

Find out more about Mrs. Blair by watching 

her video story. 

Click here to view. 

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Continue Photo: 

Photo, 

Abdul on next Abdul 

Sharif page Sharif

2019 Showcase of HBCU Planning Committee 

Sitting: Monica Flowers, Billie Castle, Carol James, Nailah Williams, Naiyana Williams 

Row 1: Danielle Hampton, Tonya Trumbo, Shakita Davis, Krishonda Johnson 

Row 2: Amber Ladd, Lisa Stringer, Yonbretta Stewart, Ben Johnson, Shanee Whitlock, 

Andrea Houston, Ria Chandler 

HISTORICALLY BLACK 

COLLEGES AND 

UNIVERSITIES (HBCUS) 

TRANSFORM LIVES 

By Layla June West—Howard University 

This year marks the 10th 

Annual Showcase of 

HBCU College and Career Fair. 

The Showcase of HBCU exposes 

middle and high school 

students from around 

Kentuckiana to the traditions 

and legacy of our nations’ 

Historically Black Colleges and Universities (HBCUs). HBCUs transform 

students into scholars, moguls, teachers, lawyers, doctors, engineers, and 

pioneering professionals. These transformations have and continue to shape 

our society and communities. 


Photo, Andrea Houston 

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HBCU graduation rates are higher than that of Black students attending 

predominantly white institutions (PWIs). According to The Education 

Source, “The average institutional graduation rate for Black students at 

HBCUs was 37.8 percent, compared with 32.0 percent for non-HBCUs.” 

HBCUs generally see higher enrollment rates for women, many of whom are 

leading the way in 

earning professional 

degrees. Xavier 

University and 

Howard University 

are the top two 

producers of Black 

graduates of medical 

school, more than 

the top four PWIs 

graduating Black 

medical students 

combined! In 

addition, many prestigious graduate schools, law firms, and Fortune 500 

companies recruit at HBCUs. 

A significant piece of the HBCU legacy are the phenomenal achievements of 

alumni. Among their world-renowned alumni are many transformative 

giants of American history and culture, including Katherine Johnson (West 

Virginia State University), Whitney M. Young, Jr. (Kentucky State University), 

Michael Strahan (Texas Southern University), Oprah Winfrey (Tennessee 

State University), John H. Thompson (Florida A&M University), and Taraji P. 

Henson (Howard University). Locally, HBCU alumni such as Judge Denise 

Brown (Howard University), Delquan Dorsey (Central State University), 

JoAnn James (Kentucky State University), Dr. F. Bruce Williams (Florida A&M 


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University), Nikki Jackson (Hampton University), and Al Cornish 

(University of Maryland Eastern Shore) continue to make a difference in 

our community. The HBCU alumni network is strong and while many 

alumni boast about their school, the comradery amongst all is tied by a 

loyal bond to tradition and legacy. 

Introducing Black youth to HBCUs is incredibly important, and the 

diverse, dedicated Showcase of HBCU planning volunteers is working 

hard to provide this opportunity. At the juncture between high school 

and higher education, many young people are searching for their sense 

of purpose. HBCUs locate that purpose by emphasizing the vitality of 

Black thought, culture, and political work in a way that inspires students 

to pursue excellence in their chosen path. The Showcase of HBCU 

planning volunteers embodies this vitality through their diversity. 

Together, they represent various educational backgrounds, career fields, 

HBCUs, PWIs, sororities, fraternities, and other national organizations; 

but they all believe in the viability of HBCUs, their graduates, and their 

impact. 

The indelible legacies of HBCUs reverberate throughout history and their 

alumni continue to inspire and affect change for the better. Please join us 

on Friday, November 1, 2019 at the Kentucky International Convention 

Center, 2nd Floor - Halls C, D, & E. If you are interested in supporting the 

2019 Showcase of HBCU College and Career Fair, sign up to volunteer at 

http://showcasehbcu.com/2019volunteers/. 

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Educators of 

Color Night 

New Initiative Helps JCPS Teachers Network and Gain Resources. 

By Greg Vann—Black Male Achievement Generalist 

Did you know that research 

shows that the first three years 

of teaching are the most difficult for 

teachers? One of the keys to closing the 

achievement gaps that persist in JCPS is 

to recruit and retain teachers of color so 

the staff mirrors the demographics of 

the students they serve. With less than 

25 percent of JCPS teachers being of 

color, but more than 50 percent of the 

students being of color, the Office of 

Diversity, Equity, and Poverty (DEP) 

decided that it was important to 

recognize first-year teachers of color 

with a Teachers of Color Night on the 

evening of September 19t at the Bates 

Community Development Corporation. 

Teachers were welcomed with music 

and pizza (sponsored by Papa John’s) 

and were given coupons from local 

businesses supporting this mission. 



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They were reminded of their importance in the district. They expressed concerns about 

things they need support with and were connected to resources that will assist them. They 

were given advice from veteran teachers, discussed what racial equity looks like in a 

school, were encouraged by Dr. Marco Muñoz of Human Resources, and more. 

Special thanks to the sponsors of this event: Papa John’s and Victoria Russell; Mane Avenue 

Barbershop and owner Greg Hampton; The Barbershop Downtown, LLC, and owner Robert 

Whiteside; SuperChef’s Breakfast & More; Dasha Barbours’ Southern Bistro; Bates CDC; and 

Nachand Trabue. 

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RESTORATIVE 

INQUIRY: 

The pedagogical practice of 

acknowledging and analyzing the 

systemic impact of historical 

events on stakeholders past and 

present equitably. 

By Bryan Smith—Teacher, Frederick Law 

Olmsted Academy North 

Photos, Google Images. 

The regal history of America has 

afforded countless citizens the 

inspiration to contribute to a democracy 

that is marveled the world over. Our 

forefathers forged America’s destiny 

through the intricate workings of 

compromises and amendments that made 

the promise of equality possible for every 

citizen. But what happens when the story 

of our illustrious history is taught from a 

single lens? Henry Ford stated, “If you 

always do what you’ve always done, you’ll 

always get what you’ve always got.” 

School curriculum has influenced 

America’s culture rendering our civic 

duties and responsibilities necessary for 

the vitality of our country. Daily, future 


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stakeholders are indoctrinated with a singular view of America’s history leaving 

little scaffolding for students to wrestle with the justice or injustice of the past. 

Without the second optical lens, the teaching of topics such as the Indian 

Removal Act may result in students feeling guilty, entitled, or simply indifferent. 

The need for the second lens of Restorative Inquiry is not simply achieved with 

the diversification of historical content colored with the hues of red, black, 

yellow, and the limited mentions of courageous women. The Restorative Inquiry 

lens enables stakeholders to engage historical content ethically and inclusively. 

Could the lack of Restorative Inquiry cause congressional constituents, political 

affiliates, and neighbors to fall prey to what George Washington called the “spirit 

of party?” America’s wounds, both old and new, can’t be healed by an incomplete 

dialogue of history. To support the education of informed and conscious citizens, 

practitioners must be willing to place Restorative Inquiry at the heart of the 

curriculum. Without restorative conversations, our classrooms numb the minds 

of students who struggle to empathize, compromise, or acknowledge one 

another. Let’s create our own P.D. for Restorative Inquiry. Contact me at 

LouisvilleUnclesVoluteer@gmail.com, Bryan.Smith@Jefferson.kyschools.us, or 

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October 2019 

Check out our monthly update video featuring JCPS Chief of 

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

find out what DEP has coming up this month! 

Click Here to Play 

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DATA MANAGEMENT 

RESEARCH TECHNICIAN 

Each month we will highlight one of the Diversity, Equity, and Poverty Department’s Data 

Management Research Technicians. This month we would like to introduce you to Michelle Ford! 

My name is Michelle Ford. I 

have been with Jefferson 

County Public Schools for 21 

years, and have worked as a DMRT 

for the past 6 years. Prior to this 

position, I was a secretary to several 

Directors, and Principals. I originally 

started with JCPS in 1991 at the ripe 

old age of 20. My very first job was a 

lunch lady at Wilt Elementary. (The 

hardest job in this entire District) 

On a personal note, I am a proud 

mom to a 21 year old son, who is a 

JCPS graduate, and is now a senior at EKU. 

Photo, Michelle Ford 

It has taken a while to get adjusted to my new department; however, I am 

thrilled to be here, and look forward to the next chapter. 

To contact me, please call 485-3650 or email 

michelle.ford@jefferson.kyschools.us. 

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Ever Thought 

About Teaching 

Abroad? 

By Ruchi Malhotra—Director of 

Education, Asia Institute-Crane House 

Here is your 

chance! Crane House is 

now seeking 

candidates for our Teach in Asia 

program. We will be accepting 

applications until November 25, 

2019. For more info check out 

our website 

www.cranehouse.org and fill 

out an online application. If you have any questions on the program, please 

contact Ruchi Malhotra at rmalhotra@cranehouse.org or call (502) 632-1215. 

Asia Institute – Crane House in now accepting applications for its 31 th annual 

summer Teaching-in-Asia Program. Teachers who are selected will conduct a 

short-term, intensive, English-training program for teachers and/or students 

in China for roughly a month during July 2020. Host teaching sites provide 

free rooming, meals, and short day-trips. 

The main purposes of the program are to: 

• Provide opportunities for Asian teachers and students to improve 

their listening and speaking skills in English 

• Demonstrate techniques in language teaching 

• Share the cultures of America and Asia 

• Promote better understanding between Asians and Americans 

The focus is on conversational English. Classes usually meet five days a 

week, mornings and afternoons, with a schedule set by the local Asian 

institution. This intensity allows the Asian teachers and students to 

experience an immersion in English and to gain confidence in using the 

language in their classes. 


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A cost is associated 

with the program 

(around $2200). 

Classroom teaching 

experience is 

required. Both 

practicing and 

retired teachers in 

any discipline, from 

K through collegiate 

levels, are 

encouraged to 

apply. Crane House 

Photos, Google Images 

conducts orientation 

sessions between January and May, 2020. Crane House provides all 

required training sessions and coordinates all travel arrangements 

(flights, visa, passport, etc.). 

Prior to teaching, program participants enjoy an immersion tour (roughly 3 

to 4 days) in a major city and take part in touring the major sites. Recent 

immersion tours have taken place in Beijing, Xi’an, Hong Kong and 

Shanghai. The immersion tour is included in the participants cost (of 

$2200) minus the cost of a few meals. 

Asian locations vary from year to year; some host sites have been Funan, 

Fuzhou, Jiujiang, Chengdu and Urumqi in China. 

27


Black Student 

Unions in JCPS 

By Ellen Niehoff—BSU Sponsor Central High School BSU Students 

Black Student 

Unions play an 

important role in 

many high schools 

across Jefferson County 

Public Schools, 

empowering students 

and offering a safe place 

for students to discuss 

race. At Central, the 

mission of our BSU is to 

promote activities of 

common interest, as 

well as cultural and educational benefits for Black students. As the sponsor of 

Central’s BSU, I provide students with the resources they need and advocate on 


their behalf. BSUs are student led organizations Since BSUs are student led, I find 

it inappropriate for me to articulate their importance. So I asked my students 

about the importance of BSUs. 

Chris Johnson, our BSU president said, “Black Student Unions hold importance in 

high schools because they express the diversity of high schools and give those 

Black students in a high school a place to be able to use their voice freely.” 


!28

Emmanuel White said, “I feel like BSUs in most high schools are important 

because there is no space for Black students to express their feelings in an 

environment with likeminded individuals.” 

Devyn Williams 

said, “BSUs are a 

way to bring 

togetherness in a 

school’s Black 

community. 

Many Black 

students come 

from very 

different 

backgrounds and 

have different 

mindsets but 

through being in 

BSU, we can find not only the commonalities in our struggles and in our 

successes because of the one thing we all share.” 

Nabou Diallo said, “It’s 2019, and now is as important as ever to be conscious, 

to be included, to be surrounded by people from all walks of life, especially in 

schools, since our generation will most definitely be taking over soon. As well 

as math, science, etc. should be taught, the whole concept of equity and 

diversity should be acknowledged and taught as we are on our way to the real 

world, where tolerance of people of different races, cultures, ethnicities, and 

religions is expected. It’s important that we have groups like BSU where not 

only black students, but every student is welcome to share their ideas freely in 

hopes that they can be put to great use for a better future. Acknowledging the 

importance of equity, inclusivity, and diversity takes us one step closer to 

Unity.” 


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Alexis Greenwell said, “Our Black Student Union is an amazing experience that 

not only African American students can join but anybody who wants to put 

their opinions and thoughts on the past and present situation relating to 

African Americans. BSU gives people a space to feel comfortable to talk openly 

about topics such as institutional racism, police shootings and a wide variety 

of other issues. Not only do we talk about these topics but we are trying to 

make a change as much as we can. I hope that everyone has the chance to 

experience BSU.” 

A common misnomer of Black Student Unions is that they are exclusively 

spaces for Black students. BSUs are open to all students. At Central, all 

students are welcome to attend. Those who attend BSU meetings are exposed 

to information and lived experiences that are different from their own. At 

Central, Black students are the majority but this is not the norm across the 

district. The experiences of Black students vary from school to school. 

Because of this, inclusivity is the core of BSUs, as it allows students who are 

marginalized to have a voice. Just as important, it allows others to hear the 

experiences of their peers. As we move towards a global society, it is 

important for all students to be exposed to various viewpoints and to learn 

about history that is often not taught in schools. Black Student Unions are 

truly preparing students to be leaders of positive social change. 

Black Student Unions have been validated by the Racial Equity Plan that 

Jefferson County Public Schools introduced last school year. The Racial Equity 

Plan calls for “differentiated supports for schools to better serve students of 

color and other marginalized groups.” Black Student Unions serve students of 

color while being open to all JCPS students. Under the leadership of Dr. John 

Marshall and Dr. Geneva Stark, BSUs are being fully supported by the district, 

ensuring that the voices of our students are being heard. The district is 

working with all BSUs to ensure we have the resources and supports for our 

students. In addition, the district is focused on getting all BSUs to work 

together so we are a united group. This summer BSUs from Brown, Central 


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and Manual went on a Civil Rights tour to Alabama, visiting Selma, 

Montgomery and Birmingham. This trip allowed our students a chance to 

learn about the struggles and sacrifices of the Civil Rights Movement and see 

what happened when citizens, who were often their age, united together. 

Our students saw firsthand the strength that comes with unity and this trip 

allowed our students a chance to get to know each other and become 

united. 

Alexis Greenwell said, “I was one of the few students that got to go on this 

amazing BSU trip and it was a great experience being with other BSUs from 

different schools who had the same mind set as my BSU at Central. The trip 

really gave me a real connection about what Black people went through. I 

hope that everyone has the chance to experience BSU.” 

Black Student Unions serve a crucial role in Jefferson County Public Schools 

and I anticipate the BSUs across JCPS working together and coming up with 

solutions to some of the problems that face our district and community. 

!31


Black Male Educator Q&A 

Don Bacon—Teacher, Iroquois High School | Interviewed by Selena Fishback—Director of Teacher Residency Program 

When did you have your first black teacher? 

or me, it was my 6th grade reading teacher. Part of her independent 

reading library was her son’s old X-Men comics, a perfect hook for a budding nerd 

like myself. After thinking of her, I thought of all of the black teachers I had 

throughout my time in public school. Each of them provided a sense of familiarity I 

could never quite comprehend as a kid. I counted through 9 black public school 

teachers before I saw a different question. 

When did you have your first black male teacher? 

Photo Google Images. 


!32

My only black male teacher in public school was my 10th grade social studies 

teacher. I’m not sure if he realized it, but he made me critically think in ways I had 

never considered. He asked our class why a course called World Civilizations had a 

textbook focused so heavily on Western European history. I’ll never forget the 

feeling of stunned silence in his classroom on September 11th, 2001. He told us 

that America would never be the same after that day. 

Have I ever said anything to my students that will stick with them for 15 years? 

Moreover, did that stick with me for 15 years because the only teacher I ever had 

who looked like me said it? Did those deep questions influence me to become a 

social studies teacher? 

I’m not sure when you had your first black teacher or if it meant anything to you 

when or if you did. However, through my own personal experience and through 

recent research, it’s evident there is a dearth of African-American teachers and 

their presence in schools makes a difference. 

During my first year teaching, I was outside of a colleague’s classroom talking with 

some other teachers. A student passed by us and asked if we had decided to have 

a meeting. We realized that the six of us standing there was the whole group of 

black male educators in our school at that point. We were roughly 6% of the staff 

at the time. In the United States, black males only make up 2% of the teaching 

workforce. 

In Jefferson County Public Schools, 16% of the teachers are minorities and 36% of 

the students are black. Black students accounted for more than 65% of 

suspensions in JCPS during the 2017-2018 school year. JCPS’s Racial Equity Policy 

was created, in part, to address these issues. 


33

Research in recent years has shown: 

Black students who have one black teacher are more likely to go to college 

Teachers of color help lower suspension and drop-out rates of students of color 

and help raise their graduation rates 

As research continues to develop our understanding of the positive effect 

teachers of color bring to our schools, we have to work harder to recruit and 

retain teachers of color. The local HBCU, Simmons College and JCPS have created 

a partnership to introduce Simmons current students and recent graduates into 

teaching careers. I hope these initiatives can create a pipeline for long term black 

teachers within JCPS. 

As we move towards more equitable staffing of our schools, we have to ensure we 

retain teachers of color. My black male teacher left our school the year after he 

was my teacher. I don’t know his reasons for leaving, but I do understand the 

continuous pressure that comes from being a black male teacher through the 

"invisible tax." As JCPS embraces racial equity, we also have to change our 

mindsets on what to expect from black teachers. We cannot expect black 

teachers to have some inherent abilities to communicate with black students with 

behavior issues. 


34

ENVISION EQUITY SEPTEMBER 2019 

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 Free Public Library Presents: 

Exploring the Black Family: Intergenerational Transmission of 

Trauma 

This new four-part series led by Dr. Steven Kniffley—Associate 

Director of the Center for Behavioral Health and Assistant Professor 

in Spalding University’s School of Professional Psychology—will 

examine how cultural and negative messages are passed down in our 

families and how to change our narratives to implement new positive 

ones. 

Understanding How Cultural Messages are Passed Down 

Participants will be engaged in a discussion about the mechanisms 

through which both positive and negative messages are shared across 

members. For more information, please call (502) 574-1779. 

!35

Professional Development 

Title Session Code Date & Time Location Contact 

Working With 

English Learners 

19-20105148 October 2 

4:30 to 5:30 p.m. 

Jeffersontown 

Elementary 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Gender Diversity 

and LGBTQ 

Inclusion 


4:30 to 6:00 p.m. 

ESL Newcomer 

Academy 

Dr. Monica 

Lakhwani 

(502) 485-7269 

High Expectations 

for Students of 

Color 

19-20106296 (Oct. 

14) 

19-20106301 (Oct. 

16) 

October 14 and 16 

(Choose one date.) 

4:30 to 6:30 p.m. 

Marion C. Moore 

School 

Southern High 

Vanessa McPhail 

(502) 485-3631 

CIRCLE: 

Culturally 

Inclusive and 

Responsive 

Curricular 

Learning 

Environments 


4:00 to 5:30 p.m. 

Simmons College 

Parrish Hall 

(Multipurpose 

Room), 1018 S. 7 th 

Street 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Introduction to 

School-Based 

Decision Making 

(SBDM members 

only) 

19-20104885 October 15-16 

4:30 to 7:30 p.m. 

Highland Middle 

School 

Dr. Shawna Stenton 

(502) 485-3056 

Poverty Simulation 19-20105146 October 16 

4:30 to 6:30 p.m. 

Civil Rights in the 

Gateway 


4:30 to 6:00 p.m. 

Marion C. Moore 

Traditional 

Muhammad Ali 

Center 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Diversity Mobile 

Summit 

Search “Mobile 

Summit” on 

pdCentral to see 

the session codes. 

October 17 

4:30 to 6:30 p.m. 

Rutherford 

Elementary 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Culturally 

Responsive 

Reading 


4:30 to 6:30 p.m. 

Carrithers Middle 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Integrating African 

American 

Literature 


4:30 to 6:30 p.m. 

King Elementary 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Educate, Motivate, 

Activate 


4:00 to 5:30 p.m. 

Muhammad Ali 

Center 

Dr. Monica 

Lakhwani 

(502) 485-7269 

Inclusive Spaces in 

Our Classrooms 


4:30 to 6:30 p.m. 

Muhammad Ali 

Center 

Dr. Monica 

Lakhwani 

(502) 485-7269 

36

Diversity, Equity, and 

Poverty Department 

GIRLS OF 

COLOR 

COMMUNITY CONVERSATIONS 

Please join us for our 2019-20 Girls of Color Community 

Conversations, featuring local and national experts who 

will share their research, best practices, and strategies to 

teach and reach girls of color in our public schools. 

Dates & Speakers 

Dr. Crystal deGregory, Independent Scholar 

Dr. Cherie Dawson-Edwards, University of Louisville 

October 17 | 6–8 p.m. | W.E.B. DuBois Academy 

Dr. Crystal deGregory will present on the 

importance of the HBCUs and a sense of belonging for 

girls of color. 

January 22 | 6pm–8pm | W.E.B. DuBois Academy 

Dr. Cherie Dawson-Edwards will present on the history 

and examples of injustice inside the school system. 

March 25 | 6pm–8pm | W.E.B. DuBois Academy 

Sam O’Bryant from SchoolSeed in Memphis, TN, will 

share his research on what an urban city needs to do in 

order to loosen the grip of whiteness and proliferate 

equity. 

April 23, 2020 | 6pm–8pm | Louisville Urban League 

Dr. Shantel Crosby will discuss the book Sister Citizen and 

the disparate impact befallen Black girls. 

For more information, or to R.S.V.P., please contact Vanessa McPhail at 

485-3631 or email vanessa.mcphail@jefferson.kyschools.us. 

Sam O’Bryant, SchoolSeed, Memphis 

Dr. Shantel Crosby, University of Louisville 

!37

38

!39

!40

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. 

!41

BOOK STUDY 

WITH 

DR. CHERIE 

DAWSON- 

EDWARDS 

*Participants must attend 

all three sessions in order 

to receive PD credit. 

!42

ï 

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 fi nancial aid. 

DACA students can complete the FAFSA for scholarship purposes. 

Step 1: Like all applicants, your firs t 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 identifica tion 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 fil ed 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 ì 000 00 0000î for PARENT 

I SSN AND ì 999 99 9999î for PARENT II (Note: if parent holds 

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

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

IRS Data Retrieval tool. 

» Because parents donít 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 

parentí 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 fil ed 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 need 

based scholarships. 

Adapted from BCTC Latinx Outreach ìC oaching Students with DACAî 

!43


I Got Next 

By Daria Peoples-Riley 

Greenwillow Books (July 30, 2019) 

For Preschool – 3 

Books for Young Readers 

Pet 

By Akwaeke Emezi 

Make Me a World (September 10, 2019) 

For grades 7 – 9 

A young boy’s shadow helps him navigate the local 

basketball court and encourages him to put his heart 

into every move and spin. Vivid illustrations 

combine with sharp-witted text to create a picture 

book that feels alive. 

There are no more monsters left in Jam’s world. At 

least that’s what all the adults tell Jam. Pet is a raw 

and heartrending read, yet filled with hope and 

includes an outstanding black, trans protagonist. Pet 

gives us hope for healing in the monsters we all fight 

daily. 

Sonny’s Bridge: 

Jazz Legend Sonny Rollins Finds His Groove 

By Barry Wittenstein 

Charlesbridge (May 21, 2019) 

For grades 1 – 4 

Sonny’s Bridge is the story of jazz legend Sonny Rollins, from young boy to 

aspiring jazz artist, his disappearance from the jazz world and his 

triumphant return. Dazzling, warm and intimate illustrations deeply convey 

Sonny’s life and New York City throughout the Swing and Jazz ages. 

Images obtained from Google Images.. 

!44


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 

!45

October 2019 Envision Equity

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