ENVISION EQUITY FEBRUARY 2016

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Envision Equity 

FEBRUARY 2016 

From left, a student speaks during a group discussion at the Ali 

Center; community organizations receive grants at the Black Male 

Achievement breakfast; a student writes a reflection during a group 

activity at the Ali Center. (Photos, Abdul Sharif) 

Rumble Young Man, Rumble: 

City of Louisville Stands Up for Black Male Achievement 

By Daryle W. Unseld Jr.—Senior Manager, Community Engagement, Metro United Way 

Black Male Achievement can be described as a national 

movement to improve outcomes for ALL communities 

by addressing persistent opportunity gaps facing African 

American males. 

Several months ago Metro United Way chartered new territory 

by developing a Black Male Achievement (BMA) Initiative and 

creating a Black Male Achievement Innovation Fund. The 

purpose was explicitly related to addressing the reality of the 

local, human-condition truths affecting black males in our 

community. 

Metro United Way issued a request for proposals and, 

ultimately, selected 10 grassroots organizations that may lack 

infrastructure but demonstrate strong results in serving black 

boys and young men in our community. Metro United Way is 

focused on investing at the grassroots level for this initiative. It is 

a key strategy in building a more robust leadership pipeline, 

while also cultivating a new cohort of leaders at the local level 

supporting Black Male Achievement. 

To commemorate the launch of the Black Male Achievement 

Initiative and grants, Metro United Way hosted a community 

conversation called Quantifying Hope and Celebrating 

Achievement last month. The event featured Shawn Dove, CEO 

of the Campaign for Black Male Achievement (CBMA). 

Shawn leads CBMA, a national membership network committed 

to improving the life outcomes of black men and boys. He 

shared his expert insight regarding opportunities to utilize 

collective action and inclusive strategies to ensure black boys 

and young men have their basic needs met, a quality education 

and sufficient employment opportunities. 

Recipients of the first ever Black Male Achievement Innovation 

Awards from Metro United Way are: 

1. 2 Not 1 

2. 10 th Street Cardinals 

3. Academy of Music Production Education and 

Development 

4. Elevate Recreation 

5. First Gethsemane Child Care Development Center 

6. Highland Park Community Development Corporation 

7. KY National Black MBA Association 

8. Salt & Light Community Development Corporation 

9. Spread Love Enterprise 

10. St George’s Scholar Institute 

Metro United Way will be working with these organizations over 

the next 12 months to assist with capacity building and, more 

importantly, gain new insights to support the BMA movement. 

This collaborative initiative is drawing national attention within 

the United Way Worldwide network - because United Way 

envisions a world where every individual has an opportunity to 

succeed and entire communities thrive as a result. 

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The YMCA Childcare Enrichment Program 

Students Practice Competing Through the Literacy and Chess Program 

Over the Winter Break! 

By Chrystal Hawkins—Resource Teacher, Diversity, Equity, and Poverty Programs 

From left, students put their chess skills to the test during a 

friendly game at Kennedy Montessori; students displays their 

chess certificates during a closing ceremony at Kennedy 

Montessori. (Photos, Abdul Sharif) 

We are so excited to have 

kicked off our first Literacy & 

Chess/Childcare Enrichment 

Program (CEP) Partnership 

program over the winter break at the 

Klondike, Zachary Taylor 

and Kennedy Montessori 

Elementary CEP sites! 

Knowing the 

YMCA is 

dedicated to 

keeping kids 

interested 

while having 

fun with 

imaginative 

academic 

activities and 

improving 

literacy, we 

Above, a student completes a literacy assignment during 

Literacy & Chess at Kennedy Montessori. 

knew this partnership would be a Win- 

Win! 

Student participants who resided in or had 

parents employed in the CEP site area 

were initially cautious about spending their 

winter break ‘in school.’ However, once 

students connected what they were 

learning to their chess lessons and 

matches through the Literacy & Chess 

program, the competition was on! 

Students focused on gaining skills 

necessary to beat their competitor on and 

off the chess board and understanding 

characters who like them, had to 

persevere and try again even when they 

didn’t always win. 

The Literacy and Chess Program is a 

standards-based program designed to 

expose students to 

character-building 

activities while 

receiving 

connected literacy 

instruction from 

certified JCPS 

teachers, 

instructional 

assistants and 

activity-related 

instructors like 

chess coaches. Each day, the program 

begins with written reflection and 

discussion of goals, competition, 

perseverance and other character 

development themes. Students then learn 

and practice a standards-based skill while 

reading the program’s anchor text. 

Afterwards, students receive instruction 

from a master coach connected with the 

program’s activity, chess. 

The magic happens when students relate 

character development themes to the 

anchor text of the program and to the 

activity they will participate in during the 

program. Like Chess and Literacy, each 

program uses an anchor text with 

characters that the students can relate to. 

Often, the main character of the anchor 

text will experience some of the same 

feelings of anxiety, fear and lack of 

confidence in mastering the same activity 

students are learning like chess, in this 

case. Like the main characters, as 

students practice new literacy skills and 

learn new strategies from activity coaches, 

they also gain confidence and skills 

necessary to master and overcome a final 

competition, a final literacy assessment or 

any challenge or barrier life may throw 

their way! 

As a result of the Literacy and Chess 

Program, students now own their very 

own chess set, a book with a character 

they can relate to and most of all, 

strategies that will help them master 

chess, literacy and life. 

For more information about the Literacy 

and Chess Programs, contact Chrystal 

Hawkins at 502-485-3650. 

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Take What You Can Tote: JCPS 

Gives Back When Needed Most 

By Heather Wampler, 

President 15th District PTA 

On Saturday, December 12, 2015, the 15th District Parent 

Teacher Association (PTA) and Jefferson County Public 

Schools (JCPS) hosted the second annual Take What You 

Can Tote clothing giveaway event. Each year, adults from across the 

community are invited to the Clothing Assistance Program (CAP) 

building to select gently used clothing for their children, other members 

of their family, and themselves. This annual holiday event is made 

possible through the generous donations of local PTA clothing drives, 

community individuals, churches, and civic and social organizations. 

This year, nearly 700 

families participated in 

the event, and more 

than 50 community 

volunteers—including 

Dr. and Mr. Hargens 

and members of the 

National Pan Hellenic 

Council’s Divine 9 

organizations—were 

on hand to ensure that 

families had the best 

shopping experience 

possible. An event of 

this magnitude would 

never be possible 

without the 

community’s clothing donations and the help of our community 

volunteers. 

From left,, families wait in line at the CAP office during Take What 

You Can Tote. (Photo, Abdul Sharif) 

CAP provides new uniforms and gently used clothing to district families, 

by appointment, throughout the year. Families needing assistance 

should contact their child’s Family Resource and Youth Services Center 

(FRYSC) coordinator to make an appointment. 

From left, volunteers from Omega Psi Phi and Alpha Kappa Alpha 

prepare clothing during Take What You Can Tote; families receive 

resources from community organizations during Take What You 

Can Tote. (Photo, Abdul Sharif) 

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UNDERSTANDING POVERTY 

By Dr. Monica Lakhwani—JPCS Equity and Inclusion Unit 

A row of vacant homes in the California neighborhood near 

Johnson Traditional Middle School. (Photo, Abdul Sharif) 

The United States government 

defines poverty based on specific 

income levels. Poverty guidelines vary 

depending on the number of persons in a 

household. Based on the Department of 

Health and Human Services (HHS), the 

graphic on the right, lists a sample of the 

2015 poverty guidelines for 48 states 

inclusive of Kentucky. 

The definition of poverty further rests on 

whether one looks at it from a cultural 

perspective or from a needs perspective. 

The former includes but is not limited to the 

lack of access to a quality education, rich 

experiences, nutritious food and preventive 

healthcare, basic knowledge of life skills, 

and effective social skills. The latter 

incorporates lack of food, clothing, shelter, 

and medical care. 

Understanding poverty is essential for 

educators for various reasons: 

• Economic instability and concentrated 

poverty impacts academic, social, and 

economic outcomes 

• Students’ cultural and social environment 

can lead to the adaptation of instructional 

practices and strategies in the classroom 

• Awareness creates 

opportunities in providing 

equitable access, 

increasing steps towards 

cultural proficiency, and in 

being inclusive and 

respectful 

Facts 

Kentucky has the fifth largest 

poverty rate in the nation with 

19.4 percent of individuals 

living in poverty (approximately 

823,000), far exceeding the 

national poverty rate. Similarly, 

the percentage of children in 

Kentucky under the age of 18 

living in poverty (26.2 percent) 

exceeds the national average 

(21.7 percent). Further, 16.7 

percent of families residing in 

Jefferson County live below the 

poverty line. Listed below are 

a few facts specific to 

Jefferson County Public 

Schools (JCPS). 

• JCPS defines poverty based 

on those who qualify for 

free/reduced meals 

Persons in 

Family/ 

Household 

Poverty 

Guideline 

$11,770 

$15,930 

$20.090 

$24,250 

$28,410 

$32,570 

$36,730 

Continued on next page. 

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• There is an unequal distribution of poverty concentration in 

JCPS schools 

• The majority of JCPS mainstream schools (82 out of 133) 

have higher levels of poverty than the district average 

• At least 2 out of every 5 students in your classroom may be 

living in a high-poverty area 

• Poverty, race, and schooling are very highly correlated with 

location 

Types of Poverty 

Situational – lack of resources due to environmental disasters, 

severe illness, or divorce 

Generational – lack of resources/tools for families in poverty 

for a minimum of two generations 

Absolute – lack of basic needs met such as shelter, water, 

food 

Relative – lack of income relating to the average standard of 

living 

Urban – lack of adequate services and complicated by layers 

of stress as a result of violence and crowding 

Rural – lack of adequate access to services (i.e. education, 

job opportunities, support) 

Engagement Strategies 

There is no single solution to poverty. Often what does not 

work includes delivering top-down lectures, increasing 

discipline, decreasing interaction among students, and 

eliminating or reduction of arts/physical activity. Nevertheless, 

as educators we can continue learning so we can positively 

impact our students lives. In working with students who come 

from poverty, incorporate movement, ask more questions, 

appreciate every response, use demonstrations and visuals, 

and continue to be passionate about the topic taught! 

References 

Banks, J. (2001). Cultural diversity and education. Boston, 

MA: Allyn and Beacon. 

JCPS Equity Scorecard - http://www.jefferson.kyschools.us/ 

Programs/mcconnections/EquityScorecard/ 

Jensen, E. (2009). Teaching with poverty in mind: What being 

poor does to kids' brains and what schools can do about it. 

Alexandria, Va: ASCD. 

Kozol, J. (1991). Savage inequalities. New York, NY: Harper 

Collins. 

U.S. Census Bureau. (2014). PERCENT OF CHILDREN 

UNDER 18 YEARS BELOW POVERTY LEVEL IN THE PAST 

12 MONTHS (FOR WHOM POVERTY STATUS IS 

DETERMINED) - United States. American Community 

Survey 1-Year Estimates. 

U.S. Census Bureau. (2013). Poverty: 2000-2012, American 

Community Survey Briefs. Retrieved from http:// 

www.census.gov/prod/2013pubs/acsbr12-01.pdf. 

U.S. Census Bureau. (2014). State & county quickfacts: 

Jefferson County, KY. Retrieved from http:// 

quickfacts.census.gov. 

U.S. Department of Health & Human Services. (2015). 2015 

Poverty Guidelines. Retrieved from http://aspe.hhs.gov/ 

2015-poverty-guidelines. 

JCPS AND BUSINESS DIVERSITY 

By Carl Ledford—JCPS Equity and Inclusion Unit 

Carey L. Anderson (Photo, www.boa.ky.gov) 

Adiverse supplier base adds value through a broadened reserve of 

experience, perspective and talent. New ideas are generated from a broader 

and more diverse supplier base of goods and services. JCPS has emphasized 

supplier diversity for many years and has fostered long term relationships with a broad 

base of Women and Minority Owned businesses. Women and Minority Businesses 

represent the fastest growing portion of small business and reflect the fact that the US 

Census Bureau estimates 90% of the US population growth thru 2050 will be Minorities 

arriving from abroad and though US births. Envision Equity, will highlight some of the 

outstanding Women and Minority suppliers of Goods and Services to JCPS. 

It is only appropriate to begin our series with one of the District’s most outstanding 

Architects Carey L. Anderson, Jr., of C. L. Anderson Architecture, LLC. Mr. Anderson is the company’s principal. In 

this position, he administers and manages a team of architects, engineers and computer drafters comprising the 

‘design team’ for the commissioned projects within the firm. Carey has designed various types of facilities from 

recreational, institutional, educational and religious. 


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A Louisville native, Carey attended the Jefferson County Public School system, graduating from DuPont Manual High 

School in 1968. He entered the University of Kentucky and earned his Bachelor of Architecture degree in 1973 as the 

first African-American to graduate from the University of Kentucky College Of Architecture. He has been in private 

practice since 1980. 

Of the many projects that Carey has designed, 

the following are just a few of the Jefferson County 

Public School projects his firm has completed 

over the years: 

• Atkinson Elementary School 

• Newburg Middle School 

• Farnsley Middle School 

• Unseld Pre-School Education Center 

• Byck Elementary School Media Center and 

Gymnasium Addition 

• Englehard Elementary School Classrooms 

and Media Center Addition 

• Dunn Elementary School Media Center 

Addition 

• Rutherford Elementary School Media Center 

Addition 

• Central High School Athletic Stadium 

The recently renovated Media Center at Rutherford. 

Elementary School (Photo, www.lichtefeldinc.com) 

Carey has remained actively involved in his profession and community during his many years in practice, serving on 

the boards of the Louisville Urban League, Private Industry Council, Louisville Landmarks Commission, Kentucky 

Board of Architects, Kentucky Historic Properties Advisory Commission and the Louisville Metro Board of Zoning 

Adjustment. He is a member of the Council of Educational Facility Planners International (CEFPI) and the American 

Institute of Architects (AIA) and holds licenses as a registered Architect in Kentucky and Indiana. 

Carey and his wife Karen, also a Louisville native and a middle school counselor in the Jefferson County Public School 

system, have been married for 40 years and have an adult daughter, Latrice Anderson, a registered nurse. 

EXPLORING NATIVE AMERICAN CULTURES 

AT SHACKLETTE ELEMENTARY 

By Amos Wilkins, ESL Teacher, Shacklette Elementary 

Darrell Anthony assists Ben Kelley with his 

Blackfoot Indian project. (Photo, Amos Wilkins) 

As Thanksgiving 

celebrations 

neared, festive presentation 

boards and homemade 

models of Native American 

housing began to clutter up 

Ms. Dee Smith’s 5 th grade 

Social Studies room. These 

Shacklette students had 

fought chilly rainfall and the hustle of morning arrival to 

protect their special projects from any damage. In Ms. 

Smith’s class, students presented key details about the 

history and culture of different Native American tribes. 

Many students were anxious for their moment to shine 

before their friends. First, Krista Carta demonstrated the 

style of Seneca tribe longhouses through her construction 

paper model. Ethan Brown showed pictures of Anasazi 

dream catchers of beads and rocks, a spiritual tool to 

entrap one’s bad dreams and burn them before they come 

true. Another student re-enacted an Iroquois parenting 

technique of scaring disobedient children by surprising the 

naughty child with a sibling wearing a mask--her mother 

even tried this out with her the previous weekend! 

Later, Shacklette students reflected on their study of 

culture and made some deep connections on how culture 

works in their real lives. Jennifer Chen explained, “Culture 

describes how other people are like, their family history, 

and how they are special in their own way.” A classmate 

added, “Knowing about someone’s culture is important 

because if you meet them, you will know something about 

them so you won’t judge them.” 


7

Gabby Rodriguez explains her Tillamook teepee 

models. (Photo, Amos Wilkins) 

These 5 th 

graders then 

began reflecting 

on their own 

family’s culture. 

Krista pointed to 

her family’s love 

of the holidays 

such as 

Christmas and 

Easter. Gabby 

Rodriguez 

shared some 

aspects of her 

Puerto Rican culture, “Boxing is big with my dad. And for 

Puerto Ricans the elephant is important. If the trunk is up, it 

means good luck. If the trunk is down, it’s bad.” Jennifer 

shared about how the Chinese New Year is a time to be 

happy, and it was important to show respect to all the family 

members that come over. “Even if they are sometimes 

mean,” she added. 

INTRODUCING 

Dr. Krista Drescher-Burke, Community Data Specialist 

Diversity, Equity, and Poverty Programs 

For them, culture 

also meant 

understanding 

the community 

that staff and 

students are 

building at 

Shacklette. 

Culture at 

Shacklette means 

students “Riding 

Justice Goode shares her Navajo Nation project 

with classmates Kimberly Minor, Paul Butler, and 

Brianna Geary. (Photo, Amos Wilkins) 

the Wave” for best behavior expectations and teachers 

finding the best way to reach students so they can learn. 

Jennifer Chen revealed, “Everyone is special and different 

at Shacklette. We show respect and take care of our 

responsibilities. There are programs here that help every 

student learn in a different way.” Ms. Smith’s classes’ 

presentation boards and models are now on display in the 

Shacklette Library, sparking many conversations about 

culture, past and present alike. 

As the Community Data Specialist in Diversity, Equity, and Poverty (DEP) Programs, 

my first priority will be to evaluate the effectiveness of out-of-school-time (OST) 

programs in improving the academic, behavioral, and attendance outcomes of participants. 

Further, I will explore the extent to which OST programs are accessible to our most 

disadvantaged students. Working closely with the Research and Data Management team, I 

will assign a grade to each OST program based on how well they are improving student 

outcomes, and I will provide support as needed to OST programs who are expanding 

student tracking or may be beginners in data collection. 

However, there are challenges, the most significant being OST provider involvement in 

student tracking. Before we can do any meaningful evaluation of programs, OST providers 

must see the benefit to tracking student outcomes via CASCADE, and then commit to doing 

it reliably. I will provide CASCADE training to providers, visit their agencies, discuss 

challenges to student tracking, and strategize with providers the best solutions for how to 

track student progress. In general, I will be the point person for OST providers, many of 

whom will be collecting student data for the first time. Only after we have OST provider buyin 

will we be able to reliably track their effectiveness for our students and assign a grade. 

A parent or guardian of each OST program participant signs a waiver allowing his or her 

student’s information to be shared with JCPS, and all formal OST providers agree to share 

data with JCPS. After we have greater participation among OST providers, we will be able 

to link OST participation at specific programs with student performance, hence evaluating 

how well OST programs are meeting the needs of students. 

OST program grades will be determined by a rubric, which will be developed with input 

from both OST program leaders and from the philanthropic community, who fund a large 

share of local OST programs. The grading process will benefit OST providers and funders 

alike. OST programs will be aware of how they will be evaluated and will be able to reliably 

track their impact in areas funders are most interested in supporting. Funders will be able to 

more optimally direct their giving to programs that are doing the best work in areas they 

prioritize. Successful programs will be supported as they expand capacity, and ultimately 

our JCPS students will benefit. 

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Photo, Abdul Sharif



Big Brothers Big Sisters’ 

School to Work Initiative 

I 

n a partnership with Jefferson 

County Public Schools, Big 

Brothers Big Sisters (BBBS) 

launched the School to Work 

workplace mentoring initiative during the 

2014-2015 school year with scholars 

from Seneca High School and “Bigs” 

from Humana and 

PricewaterhouseCoopers (PWC). This 

program is an innovative approach to 1- 

to-1 mentoring. Students today face 

numerous challenges and many youth in 

our community leave school lacking the 

basic employability skills for available 

positions in the workplace. School to 

Work offers a unique way to tackle these 

issues by providing students the benefits 

of career path goal-setting, soft skill 

development and motivation to graduate 

with the added support of a 1-to-1 

friendship. 

How Does It Work? 

• Corporate partners provide resources 

via funding and volunteer mentors 

• Scholars are matched with employee 

volunteers in professionally-supported 

1-to-1 mentoring relationships 

facilitated by Big Brothers Big Sisters 

staff 

• Employees mentor Scholars once a 

month for two hours on-site at the 

workplace with a specific curriculum 

provided by BBBS staff and partners 

• Scholars gain valuable exposure to 

workplace skills and career 

opportunities, and are inspired to 

envision and achieve a brighter future 

• Annual impact reports collect 

outcomes and track success of 

participants 

Outcomes collected from Year 1 of 

School to Work highlight the 

effectiveness and need for the 

program in our community. 

Photo, www.bigbrobigsis.com. 

Of Scholars enrolled: 

• 80% showed improvements in the 

area of educational expectations, 

meaning that they had positive 

perceptions about their likelihood of 

finishing high school, going to college 

and finishing college 

• 100% showed improvements in the 

area of special adults, meaning they 

have special adults, other than 

parents/guardians, that spend time 

with them, encourage them to do their 

best, who care about them and who 

influence their decisions 

• 92% avoided suspension or 

decreased suspension rates from the 

prior year 

Of employee mentors enrolled: 

• 100% agree that they are proud that 

their company supports volunteer 

programs 

By Stephanie White—Community Engagement Director, 

Big Brothers Big Sisters of Kentuckiana 

Employees mentor 

Scholars once a month for 

two hours on-site at the 

workplace with a specific 

curriculum provided by 

BBBS staff and partners 

Stephanie White—Community 

Engagement Director, 

Big Brothers Big Sisters of 

Kentuckiana 

• 92% strongly agree that being a 

mentor has given them a better 

understanding of the social challenges 

faced by their community 

• 100% agree that School to Work is a 

great way for their company to invest 

in the community 

During the current 2015-2016 school 

year, the School to Work initiative will 

grow by over 400% and by the end of 

the year, over 80 area scholars from 

Seneca High School, Southern High 

School and The Academy at Shawnee 

will benefit from the additional support a 

mentor from offers along with a wrap 

around monthly curriculum and 

workplaces visits School to Work 

provides. Our workplace partners are: 

Humana, PriceWaterhouseCoopers, 

LG&E KU, Louisville Metro Government, 

Republic Bank and Hilliard Lyons. 

For more information about Big Brothers 

Big Sisters of Kentuckiana’s innovative 

programs, visit www.bbbsky.org. 

9



JCPS Males of Color Pledge 

By Dr. Marco A. Munoz—JCPS Director of Priority Schools 

Jefferson County Public Schools (JCPS) takes great 

pride in its diverse student population. Joining forces 

with 60 school districts that are associated with the 

Council for Great City Schools (CGCS), JCPS has 

made a pledge for supporting the education of males of 

color. The Males of Color Pledge involves about 26,300 

students enrolled in JCPS. 

Despite making academic gains for all demographic groups 

as noted on the JCPS 2013-14 statewide assessment 

results, it is quite evident that we still have room for growth. 

The progress has been incremental, but what is needed is 

substantial growth. We want all JCPS students to reach 

proficiency. 

The current state of the district data shows that African- 

American males are overrepresented in suspension rates 

and retention rates while Latino males are overrepresented 

in dropout rates. 

In terms of academic data, only about one out of four 

African-American male students is proficient in core 

subjects. We need to figure out innovative solutions, and 

we had better implement them soon. 

We need the entire Louisville community to engage with 

JCPS to succeed. It is a moral imperative for all. We can 

make improvements only if we all commit to slaying 

inequities in our educational system. 

INEQUITY DATA 

(2013-14) 

Suspension rate: 16% for African- 

American males 

Retention rate: 6.7% for African- 


Dropout rate: 6% for Latinos/ 

Hispanic males 

Proficient/Distinguished in 

combined reading and math for 

grades 3 through 8: 25% for African- 


Proficient/Distinguished in high 

school Algebra II: 21% for African- 


Proficient/Distinguished in high 

school English II: 25.2% for African- 


Advanced Placement examinations: 

6.6% for African-American males 

Photo, Abdul Sharif. 

10



Value and Celebrate Cultural Diversity in Schools 

We often forget how rich our district is and how it can continue to be, especially when we integrate the cultures our students have to 

offer. Why is it important to value and celebrate cultural diversity in schools? Here are some responses to this question from JCPS 

staff: 

Cultural diversity should be celebrated in our 

schools because it is a cornerstone of our nation. 

We are a nation of immigrants and refugees who 

have sought and found freedom in America. As 

our schools value that heritage and welcome new 

expressions of cultures, we are remembering our 

own roots and celebrating that all people are 

significant and valuable. We are inviting the next 

generation to celebrate the freedom and diversity 

that have made our nation great. 

—Rosalyn Bertles, Teacher Educator 

ESL Newcomer Academy 

Topics of cultural diversity can be 

some of the most difficult for people 

to discuss and understand. 

Celebrating various human 

differences with students 

familiarizes them with those topics 

early in life so that they are better 

prepared to have these discussions 

and encounter issues of diversity in 

a healthy way. 

—Erin Parry, Instructor III 

Semple Elementary 

In order to prepare our students for the real world, we 

need to teach them to embrace diversity and cultural 

differences. The professional world is very diverse, and 

the more experience our students have, either firsthand 

or through teaching, the better prepared they will be. 

—Jessie Newhouse, Teacher Educator 

Southern High 

If we celebrate our differences, we can capitalize 

on our strengths without diminishing each other. 

—Norah Wakefield, Teacher Educator 

Brown School 

Nothing strengthens our identity as Americans 

more than embracing diversity. Cultural 

diversity gives our community flavor. Looking at 

the world through the lenses of other cultures 

allows us to find strength in our own convictions 

and beauty in the convictions of our neighbors. 

—Eric Bookstrom, Teacher Educator 

The Academy @ Shawnee 

It is important to celebrate diversity in schools. By 

celebrating diversity, it allows both students and 

staff to get connected to one another. It also will 

make students feel valued. The most important 

part about celebrating diversity is building 

relationships throughout our school district. 

—Tenesha Marshall, Counselor 

Liberty High 

Celebrating the cultural diversity in schools helps 

us build upon the strengths that each student, 

faculty member, and parent brings into our 

community. By encouraging, celebrating, and 

embracing the cultural diversity that each person 

adds to the world, we learn just how valuable 

each is. 

—Michelle Sircy, Specialist II 

Academic Support Programs 

All students come to us with a unique cultural self. By 

celebrating the rich array of diversity reflected within each 

individual, we enhance our students’ ability to celebrate 

themselves and the unique gifts they have to offer the school 

community and the wider world. 

—Judi Vanderhaar, Specialist II, Data Management 

For me, diversity is truth—the earnest 

acceptance of one who is different. 

—Carl Ledford, Manager 

JCPS Equity and Inclusion Unit 

School-age children have an innate 

ability to believe everyone is awesome, 

no matter their similarities or 

differences. Celebrating cultural 

diversity is about valuing others’ 

differences. 

—LaRae Whitely, Principal 

Camp Taylor Elementary 

11



2015 Adopt-A-Family, Makes Wishes Come True 

By Julie McCullough—JCPS Department of Student Equity and Community Engagement. 

From left, Julie McCullough places a banner on the wall during the 

2015 Adopt-a-Family event; wrapped gifts await families during the 

2015 Adopt-a-Family event. (Photos, Abdul Sharif) 

Adopt a Family—that was the name used to describe 

the primary holiday program headed up by the 

Department of Student Equity and Community 

Engagement (formerly known as the Department of 

Homeless Education). The initial idea for the program began in 

October of this past year. A family had fallen on hard times. 

The children’s mother was not sure she would be able to 

obtain Halloween costumes for her children, let alone 

Christmas presents. She had tried to sign her 

children up for an Angel Tree program 

but found out it was already too late. 

She contacted our office in tears. 

Christy Ward, one of our office 

staff, had the idea to find a 

family or church that would 

sponsor this young family for 

the holidays. This one spark 

of an idea created the 

Above, a student thanks Giselle Danger, Coordinator of the JCPS 

Department of Student Equity and Community Engagement.(Photo, 

Abdul Sharif) 

momentum for an entire 

holiday program. 

It became the goal of our department to ensure that our 

families most in need would not go without gifts for the 

holidays. The idea was to link families in need with donor 

families from JCPS staff and the Louisville community. In the 

end, 42 families and youth received gifts, meals, or fun 

activities to participate in. Twenty-five of the donors consisted 

of JCPS staff and local families. In addition, the corporate 

office from Texas Roadhouse provided gifts for three of our 

largest families, including bunk beds and air mattresses for a 

family with no furniture. The Jefferson County Association of 

School Administrators (JCASA) was one of our largest donors, 

providing gifts for seven families and youth, a total of 20 

students. JCASA also provided pizza and dessert for our 

holiday celebration on December 18. This culmination event 

took place at duPont Manual High School. During the evening 

of celebration, families received gifts, children got to meet 

Santa, and several families even had the opportunity to meet 

their donors. 

Above, volunteers await families at the 2015 Adopt-a- 

Family event. (Photo, Abdul Sharif) 

The Adopt a Family program 

alone may have been enough 

to make the holiday special, 

but many children 

experiencing homelessness 

or poverty would not have 

the opportunity to experience 

the joyous activities other 

children might take part in 

over winter break. As a result, we are incredibly grateful to the 

multitude of local businesses and corporations that provided 

meals or adventures for students experiencing homelessness 

over the holidays. Donors included the Grape Leaf Restaurant, 

King Fish Grill, Graeter’s Ice Cream, Hard Rock Café, 

Cheesecake Factory, Alpine Ice Arena, Iceland Sports 

Complex, House of Boom, Sky Zone, KFC Yum! Center, King 

Pin Lanes, Derby Dinner Playhouse, Actors Theatre, and 

Newport Aquarium. Lazer Blaze also demonstrated an 

incredible amount of generosity, allowing 20 children from local 

shelters and their parents to participate in a round of laser tag 

at no cost to the shelters, JCPS, or the families. We cannot 

thank these businesses enough for their willingness to make 

the holidays special for children and families this past holiday 

season. 

As a result of the generosity of donors from both JCPS and the 

Louisville community, numerous students and families 

struggling this past year experienced the joy and excitement of 

the holidays. Thank you for your crucial support. We hope to 

make next year even better for these families. 

12



Culturally Responsive Dyads Present at National Conference 

By Kathryn Whitmore and Emily Zuccaro—University of Louisville 

JCPS teachers Shashray McCormack (kindergarten, Mill Creek Elementary) and Janelle Henderson (second grade, 

Atkinson Academy) continue their work with University of Louisville faculty members Kathryn F. Whitmore and Tasha 

Laman Tropp in creating a culturally responsive curriculum through the Professional Dyads and Culturally Relevant 

Teaching program, sponsored by the Early Childhood Education Assembly of the National Council of Teachers of 

English. 

The team worked with other dyads from across the country at the National Council of Teachers of English conference in 

Minneapolis, Minnesota in November. At the conference the JCPS dyads presented their initial culturally responsive 

teaching projects that had been implemented in McCormack’s and Henderson’s classrooms. 

At Mill Creek Elementary, kindergartners explored babies and the significance of their names, reading books such as Hope 

by Isabell Monk, She Come Bringing Me That Little Baby Girl by Eloise Greenfield, and Please, Baby, Please by Spike Lee 

and Tonya Lewis Lee. Kindergartners discovered the joy of telling their name origin stories in drawing and writing. At 

Atkinson Academy, second graders celebrated the beauty of their hair, learning from children’s picture books such as 

Happy to Be Nappy by Bell Hooks and Hair Dance by Dinah Johnson. The children shared their written hair stories at 

Family Literacy Night, connecting students, families, and books. 

Atkinson Academy second graders read culturally diverse children’s books and celebrated the beauty of their hair, learning from children’s picture books such as 

Happy to Be Nappy by Bell Hooks and Hair Dance by Dinah Johnson. Mill Creek Elementary students explored the world of babies and the significance of their name 

origins. The activities were part of a culturally responsive teaching project with the University of Louisville and the Professional Dyads and Culturally Relevant Teaching 

program. (Photos, Emily Zuccaro, University of Louisville) 

13



Minority Teacher Recruitment: 

Creating a Path for Future Educators of Color 

By Sylena Fishback—Diversity, Equity, and Poverty Programs 

From left, future teachers attend Minority Educator Recruitment 

Day at the VanHoose Education Center. (Photos, Abdul Sharif) 

There has been much concern over the shortage of 

minority teachers in Kentucky. Superintendents, 

administrators, and fellow educators have taken 

notice of the growing mismatch between the degree of racial/ 

ethnic diversity in the student population and the degree of 

diversity in the teaching force. Jefferson County Public 

Schools (JCPS) of Louisville, Kentucky, has been intentional in 

its efforts to recruit and retain minority teachers. The district’s 

goal is for all schools to be staffed, resourced, and equipped 

to support student needs. One strategy for achieving this goal 

is to recruit and retain high-quality staff members who reflect 

the diversity of the student population. 

Above, Goldsmith Elementary Principal Jeremy Renner, conducts a 

mock interview at the 2015 Minority Educator Recruitment Day. 

(Photo, Abdul Sharif) 

On December 

10, 2015, the 

Diversity, 

Equity, and 

Poverty 

Department, 

Equity & 

Inclusion unit, 

hosted Minority 

Educator 

Recruitment Day! Interested MERR scholarship recipients of 

Kentucky and other minority teacher candidates spent the day 

in Louisville and JCPS. Potential candidates gained exposure 

to the fast paced experience of being in an urban school 

teacher and resident of Louisville. It was our hope to make 

JCPS and Louisville an attractive place to settle and grow. 

The objectives of this day were to increase the diversity of 

today’s teaching force in Kentucky public schools; to identify 

and recruit minority teacher candidates who will strive to 

incorporate the values, learning styles, and multiple cultural 

perspectives reflected in today’s public schools; and to recruit 

and support a diverse group of professionals seeking to begin 

their career in the field of education. 

JCPS values diversity in the classroom and would like to build 

an intentional relationship with minority teaching candidates in 

Kentucky and surrounding states. This event offered a 

professional experience that allowed potential teaching 

candidates to become familiar with the city of Louisville and 

the JCPS school district, strengthen their interview skills, and 

the candidates were able to become acquaintance with 

numerous JCPS Principals. 

Undoubtedly, JCPS is committed to recruiting and retaining 

minority educators. We recognize the importance of having a 

teaching force that reflects the student population. If you are 

interested in gaining more information pertaining to the 

Minority Educator Recruitment Program of JCPS please 

contact the office of Diversity, Equity, and Poverty at 

(502) 485-7967 or via email at 

sylena.fishback@jefferson.kyschool.us. 

14



Photo, Google Images. 

The Louisville Free Public Library United with 

JCPS to Support Students’ Success 

By Dr. Julie Scoskie—Director of Education and Outreach, Louisville Free Public Library 

The Louisville Free Public Library (LFPL) plays a big 

part in helping children in Jefferson County be 

successful in school. LFPL supports education by 

providing information for parents and additional tools children 

need to succeed. Supporting academic achievement for 

Louisville area residents is central to the mission. The Public 

Libraries United with Schools (PLUS) initiative formalizes this 

commitment to support individuals in their pursuit of learning. 

PLUS builds a strong foundation of academic support by 

collaborating with JCPS and other community organizations. 

Specifically, the 

LFPL provides: 

books for 

reading and 

research; 

resources on our 

website for every 

grade level; 

library staff at 

every location to 

provide 

homework 

support; and 

programs 

Photo, Louisville Free Public Library. 

throughout the 

year to help develop reading skills. Student Power Plus cards 

are now in the hands of nearly every student in Jefferson 

County, making it easier for kids to use all of the Library’s 

resources. Students are using them to check out nearly 1,000 

books per day! In addition, the Power Plus card also serves as 

a discount TARC pass. 

That’s not all. Research shows that reading and success in 

school go hand in hand. Your Library works with schools, day 

care centers and caregivers to help young children develop the 

habit of reading. The Library’s 1000 Books before Kindergarten 

Challenge encourages caregivers and their children, infant up 

to kindergarten, to encourage reading together. Young children 

like Zen who visited multiple library locations to find and read 

1,000 unique books to complete her challenge before 

Kindergarten, are entering school with a habit and love of 

reading. 

Speaking of school, going to kindergarten for the very first time 

is a really big deal! That’s why the Library partners with others 

to offer Kindergarten Countdown. In support of the JCPS 3 rd 

Grade Reading Pledge, the Library collaborated with Metro 

United Way and JCPS to provide every K-2 nd grade student 

their own book and encouraged them to enroll in the Share 

100 Stories before 4 th Grade. In addition, more than 51,000 

Cultural Passes were distributed this year largely through the 

Library, enabling families to enjoy cultural venues free this 

summer. 

The Library’s 

Summer Reading 

Program helped 

more than 30,500 

children and teens 

return to school 

better prepared to 

learn by 

encouraging them 

to read during the 

summer. Thanks 

to JCPS and 



15

other organizations that help the Library promote Summer 

Reading in our community, this was a record-breaking year! 

What about 

high school 

students 

preparing to 

go to college? 

The Library 

provides an 

array of 

resources to 

help all juniors 


and seniors 

make the best 

possible score on their college entrance exams. Library staff 

teach classes on test-taking strategies for free. ACT study 

guides are available along with online practice exams at all 

locations. And the library partners with Kaplan to provide an 

actual ACT practice test for free at the Library. 

For teachers, the Library can help, too. Take advantage of 

online research databases, free class visits, bookmobile 

outreach services, book discussion kits, professional 

development and more. Our popular Teacher Collections are 

assembled around a particular theme or themes, for use in 

your classroom. Give us three weeks and we will customize 

your collection (up to 30 books) by fiction, nonfiction, subject, 

author, or any combination, for preschoolers through 8th 

grade. A collection can even be sent to the branch of your 

choice for easy pickup. Request a collection online at 

LFPL.org/teachers-collections.htm or by phone, (502) 

574-1620. 

The Library’s 

collaboration with 

KentuckianaWorks to 

offer Code Louisville, 

using the on-line 

learning platform 

Treehouse, is 

attracting national 

attention for 


providing short-term 

training leading to 

high-wage positions in the technical sector. Lynda.com is also 

provided free with your library card, enabling individuals 

access to more than 3,900 training videos ranging from how 

to operate the newest iPhone to Microsoft training to How to 

Deal With a Difficult Boss. 

And if that isn’t already enough, College Short Courses, onetime 

Fast Classes, exhibits, and the Author Series provide 

additional reasons to visit your library. The Anne Frank family 

photo exhibit will be at the Main Library in January as well as 

courses and speakers related to the Holocaust and people 

who served in World War II. You won’t want to miss these 

opportunities and many others, so sign up today to receive 

the Library’s eNewsletter http://library.booksite.com/6416/ 

signup/?list=NLSGN. 

Your library education partnerships offer a lifetime of 

learning opportunities for all Louisville residents! 

Together we are making a difference. 

Project Assistance Program at Stopher Elementary 

By Natalie Buente—Goal Clarity Coach, Stopher Elementary School 

Stopher Elementary strives to address the 

needs of all learners through a variety of 

programs, instructional methods, and 

materials. We have a strong parental 

support system that goes above and beyond 

to support our students. One of our many 

volunteer projects is the Project Assistance Program, developed by our teachers and administration. 

Through this program, parents donate their time to assist our at-risk population in completing long-term 

projects for the Science and Social Studies Fairs. These volunteers are assigned to a particular individual 

and come to Stopher one to two times a week to work on these projects. Many of our parents then attend 

the evening performances or judging events to show additional support for our students. 


16



Winter Professional 

Development 

Department 

Title 

Session 

Code 

Date and Time Location Contact 

Equity and 

Inclusion 

Selma to 

Montgomery 

15-1674100 February 3 

4 to 6 p.m. 

Muhammad Ali 

Center 

(144 N 6th St, 

Louisville, KY) 

Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

Book Study: 

Students in Poverty 

15-1672824 February 10, 17, and 

24 and March 2 

4 to 5 p.m. 

Gheens Academy 

Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

LGBTQ 102: 

Speak-Out Session 

15-1672853 February 18 

4:30 to 6 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

Fostering 

Competency 

15-1672823 February 25 

4:30 to 5:30 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

Poverty 102: Impact 

of Poverty 

15-1672849 March 9 

4 to 5 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

LGBTQ 103: 

Transgender 

Cultural 

Competency 

15-1672826 March 17 

4 to 6 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

CLD 103: Cultural 

Contrasts (Latino) 

15-1672828 March 24 

4 to 6 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

Cultural Proficiency 15-1672851 April 13 

4:30 p.m. to 6:00 p.m. 


Equity and 

Inclusion 

485-7269 

Equity and 

Inclusion 

Poverty 103: 

S.H.A.R.E 

15-1672827 April 20 

4 to 5 p.m. 


Equity and 

Inclusion 

485-7269 

17



Books for Young Readers 

Salaam: A Muslim American Boy’s Story 

By Tricia Brown 

Henry Holt and Co., 2006 

For grades Pre-K-3 

Just a Drop of Water 

By Kerry O’Malley Cera 

Sky Pony Press, 2014 

For Grades 4-8 

A gentle and informative look at a Muslim-American boy and 

the way he practices his faith. The book does a good job of 

explaining each of the Five Pillars of Islam, even though they are 

not discussed in numerical order. Good-quality black-and-white 

photos enhance the presentation and effectively show the warmth 

of Imran's family life. A helpful glossary with a pronunciation 

guide and some additional information about the Five Pillars is 

appended. While not an essential purchase, this is an important 

book because of the simplicity of the text and because it tackles 

the current climate of fear toward Muslims. 

Ms. Marvel 

By G. Willow Wilson 

Marvel, 2014 

For Grades 7-12 

This historical novel takes place in Coral Springs, Florida in the 

days leading up to and after September 11, 2001. Jake Green 

struggles with the knowledge that one of the hijackers was living 

in his town prior to the attacks. A group of boys at his school has 

targeted his best friend and neighbor, Sam Medina, an Arab 

Muslim. Tensions run high at Jake's house as he tries to make 

sense of his mother's prejudices. Historical fact and realistic 

fiction elements are woven together with an expert hand, making 

readers care about this moment in history and giving educators 

an excellent book sure to spur thoughtful discussion. 

Images obtained from Google Images. 

Kamala Khan is an ordinary girl from Jersey City 

until she is suddenly empowered with extraordinary 

gifts. But who truly is this new Ms. Marvel? Teenager? 

Muslim? Inhuman? Not only must Kamala learn to 

use her new powers, but she also must answer to her 

conservative Muslim parents, try to be a “typical” 

teenager, and possibly save the world. Though her 

religion is not the center of the story, it still plays a 

large part in her personality and approach to her 

newfound “super hero” status. This fresh comic series 

brings much-needed diversity to the Marvel universe 

in multiple ways. As Hussein Rashid of CNN puts it, 

“the character of Kamala Khan has the opportunity 

to offer something new to pop-culture portrayals of 

Muslims. She is born in the United States, appears to 

be part of the post-9/11 generation and is a 

teenager.” 

18



LFPL Hosts Exhibit Anne Frank: A Private Photo Album 

The Louisville Free Public Library (LFPL) will host the travelling 

exhibit Anne Frank: A Private Photo Album, developed by the 

Anne Frank House and sponsored in North America by The Anne 

Frank Center USA. The exhibit consists of 71 photographs 

compiled from the Frank family albums—many of which are 

rarely shown to the public—and will be on display at the Main 

Library until February 27. 

The LFPL will host the following programs related to Anne Frank, 

the Holocaust, and World War II: 

Kids Book Club Discusses Anne Frank: The Diary of a Young 

Girl by Anne Frank 

Fairdale Library, Thursday, February 18, 6–7 p.m. 

Grades: Four and up 

Survivors and Victims—What Children Experienced During 

the Holocaust 

Fern Creek Library, Thursday, February 11, 1–2:30 p.m. 

Through multimedia sources, students will look at how the 

Holocaust happened and what children at that time experienced. 

They will create an art piece representing their feelings about 

the Holocaust. Ages 8–14. Reservations are requested; call 

231-4605. 

What’s Your Story? 

Jeffersontown Library, Thursday, February 11, 6–7 p.m. 

There will be a brief discussion of Anne Frank and her writing, 

followed by a chance to tell your own story in the form of a 

diary. Ages 11–14 

Teen Tuesday—Survivors, Victims, and Outsiders 

Fern Creek Library, Tuesday, February 16, 4–5 p.m. 

Through multimedia sources, teens will look at how the 

Holocaust happened and what teens at that time experienced. 

They will create an art piece representing their feelings about 

the Holocaust. Ages 12–16. Reservations are requested; call 

231-4605. 

For more on the Anne Frank exhibit and related programming, 

please visit www.lfpl.org, or call 574-1611. 

Think College Now 

The University of Louisville (UofL) will host Think College 

Now (TCN) on Thursday, March 26, 2016, from 9 a.m. to 2 

p.m., in the Student Activities Center at Belknap Campus. This 

college preparatory conference is geared toward African- 

American and Hispanic/Latino high school freshmen, 

sophomores, and juniors. For more information, visit http:// 

louisville.edu/admissions/visit/tcn. 

Free Frazier History Museum Field Trips for Title I Schools 

The Frazier History Museum is pleased to offer Title I schools 

free field trips to the museum through the Bridge to History 

project. Funding provides free admission and partial 

transportation reimbursement to Title I schools. Please note that 

the funding is limited and allocated on a first-come, first-served 

basis. For more information on program options or how to make 

reservations, visit http://fraziermuseum.org/guided-programs. 

Kuvebo! A West African Dance and Drum Celebration 

Join Guinean dancer Hamidou Koivogui on a journey back to 

the village, with djembe drumming, songs, masked dance, and 

participatory dances that everyone can learn. During this 45- 

minute to 1-hour performance, Hamidou Koivogui will share 

how the music and dance of Guinea helps to make a community 

feel good about itself. This culture-based performance offers 

students and teachers a chance to experience the music and 

dance of West Africa. Performances require two microphones, a 

20' x 25' open space for performers, and a private changing area 

for dancers. Study guides will be available. There is a fee for the 

performance. For more information or to book a performance, 

contact Gregory Acker at gacker@aol.com or call 419-8937. 

Selma to Montgomery to Louisville: Continuing the Civil 

Rights Movement 

The Muhammad Ali Center is currently offering the field trip 

experience “Selma to Montgomery to Louisville: Continuing the 

Civil Rights Movement.” Students in grades four through 

twelve will have the opportunity to learn from great civil rights 

leaders of the past and discover their roles in our country’s 

continuing movement for justice and equality for all. In 

addition, the film Selma: The Bridge to the Ballot can be added 

to the experience. For more information, contact Morgan Szabo 

at 992-5340 or email mszabo@alicenter.org. 


19



Volunteers Needed for Arabic Radio Station 

Arabic-speaking volunteers are being sought for an upcoming 

Arabic radio service via Forward Radio in April 2016. Arabic 

listeners can tune in to local news, interviews, songs, local 

events, and more. If you speak Arabic and have an interest in 

volunteering your time as a translator, radio announcer, and/or 

reporter, please contact Hisham Botam at 

hishambotam@gmail.com. Visit the Forward Radio website at 

http://forward-radio.net. 

IUS CCR Seeking Local African-American Voices 

The Center for Cultural Resources (CCR), located at Indiana 

University Southeast (IUS), is seeking new voices to celebrate 

for Black History Month. The Center would especially like 

information on local African-Americans of note, and local 

landownership and schools. Contact Mary Lee Foley at http:// 

mlfoley317@gmain.com with information or suggestions. 

Related culture kits are available for checkout after an 

orientation session. Contact Claudia Crump for orientations and 

kit reservation at claudiadcrump@gmail.com for a 21-day 

classroom loan. 

Selma to Montgomery to Louisville: Continuing the Civil 

Rights Movement 

The Muhammad Ali Center is currently offering the field trip 

experience “Selma to Montgomery to Louisville: Continuing the 

Civil Rights Movement.” Students in grades four through 

twelve will have the opportunity to learn from great civil rights 

leaders of the past and discover their roles in our country’s 

continuing movement for justice and equality for all. In 

addition, the film Selma: The Bridge to the Ballot can be added 

to the experience. For more information, contact Morgan Szabo 

at 992-5340 or email mszabo@alicenter.org. 

Ali Center Events 

Free Film Series: Black Panthers Vanguard of the Revolution 

February 10, 2016, 5:30 to 8:30 p.m., Muhammad Ali Center 

Louisville Jewish Film Fest: Rosenwald 

February 11, 2016, 6:30 p.m. 

Sponsored by the Jewish Federation of Louisville and the 

Muhammad Ali Center 

For more information, visit https://jewishlouisville.org/jcc/ 

adults-cultural-arts/film-festival/individual-film-info/. can learn. 

During this 45-minute to 1-hour performance, Hamidou 

Koivogui will share how the music and dance of Guinea helps 

to make a community feel good about itself. This culture-based 

performance offers students and teachers a chance to experience 

the music and dance of West Africa. Performances require two 

microphones, a 20' x 25' open space for performers, and a 

private changing area for dancers. Study guides will be 

available. There is a fee for the performance. For more 

information or to book a performance, contact Gregory Acker at 

gacker@aol.com or call 419-8937. 

Editor—Catherine Collesano 

Editor, Photo Contributor—Abdul Sharif 

Credits 

Special thanks go to Daryle W. Unseld Jr., Carl Ledford, Stephanie White, Dr. Julie Scoskie, Dr. Marco A. Munoz, Heather Wampler, 

Sylena Fishback, Natalie Buente, Kathryn Whitmore and Emily Zuccaro, the Louisville Free Public Library, and all of our other 

community partners and educators who helped make this publication possible. 

Envision Equity is a publication of the JCPS Department of Diversity, Equity, and Poverty Programs. All submissions should be sent to 

Catherine Collesano at catherine.collesano@jefferson.kyschools.us or Abdul Sharif at abdul.sharif2@jefferson.kyschools.us. If you are 

interested in becoming a subscriber or a contributor to Envision Equity, please contact one of the editors at the above email address. 

www.jefferson.kyschools.us 

Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities 

20

ENVISION EQUITY FEBRUARY 2016

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