October 2018 Edition





Recognizing Culturally

Responsive and Innovative

Classroom Teachers

Students Work to Make

Library More Inclusive

Taylor Utley &

Shashray McCormack

And More!

Celebrating the Heritage

and Contributions of 1the

Local Latino Community

Gilmore Lane

Students Work to

Make Library More


By Lindsay Dotterweich

3rd Grade Teacher, Gifted & Talented Lead,

Gilmore Lane Elementary

As a second grade teacher last

year, we taught reading units

that were focused around an

overall theme, such as leadership or

perseverance. Starting in February, we

began a unit surrounded around the

theme of diversity. We used fictional

texts with diverse characters based on

their languages, ethnicity, home

countries, interests, and beliefs to help

teach students about cultural diversity

while also working on specific reading

standards and skills related to

literary texts. As we moved into work

with informational texts and

standards, we highlighted two

exceptional child leaders through

articles and video interviews: Malala

Yousafzai and Marley Dias. Malala, from

Pakistan, is known for speaking out in

support of all girls having the right to

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Photo, Abdul Sharif


go to school in her home country. Marley, as only a 5th grader, started

a campaign to collect books with African-American girls as the main character

because of a problem she noticed in the books that she was reading at her

school having mainly white boys as characters. She then went on to write her

own book as a middle school student.

As a culminating

project for our unit,

we analyzed our

own classroom

library to look at the

diversity of the

books available to

us in our own

classroom. Our


community is very

diverse in terms of

language and ethnicity, so I wanted to make sure our classroom library

contained books that have characters that our students can identify and

connect with. Every student deserves to have books available to them where

they can see themselves represented and learn about people who are different

from them, as well.

First, we analyzed the books in our classroom library based on the ethnicity and

gender represented in characters, and discussed our observations. Then, once

we had identified our areas of need, students researched books that met those

needs and created a list of books they wanted to have for our library. I then

created a Donors Choose Project to get funding so we could actually get these

books into our library and students’ hands.

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Finally, we wrapped up the project by connecting our writing standards to this

project. My students chose to write either letters or a script that would be

turned into a video that would be sent to potential donors for our project

during our opinion-writing unit. They had the job of using their writing to

communicate their opinion about what type of books we need and try to

convince their readers or listeners to donate to our project so we can get these

types of books into our classrooms.

I have been so proud of the conversations and realizations we have had about

cultural diversity through this project, and know this has been a truly

meaningful learning experience for both myself and my students. The things

my kids noticed about our classroom library blew me away. It made me realize

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that social justice

should be at the

forefront of

education early on.

Kids can handle

these big topics,

and we are doing

them a disservice if

we do not include

them in our


This experience

gave my kids

ownership and

voice over the

books they have

available to read

within our

classroom. It is so

important that

each of them sees themselves represented in the books they read so they

believe in their own existence and importance in our world and society. This

whole project began because I wanted to make sure all of my students had

access to books that show characters or real people that they identify with,

not just some of my students. And I wanted to provide them with an

opportunity to look at an issue of equity and social justice within their own

classroom so they were equipped with the knowledge and skills to stand up

for injustices they see outside of my classroom.


Diversity, Equity, and

Poverty Resource

Teacher Spotlight

Ms.Taylor Utley


would like to formally introduce myself as a new

member of the department of Diversity, Equity, and

Poverty Programs (DEP). My name is Taylor Utley, and

this is my eighth year in education and my fifth year working

for Jefferson County Public Schools (JCPS). I am a Kentucky

native, born and raised in Christian County. I have a bachelor’s

degree in elementary education, a master’s degree in special

education, and a Rank I in educational leadership.

Educational opportunities changed the trajectory of my

personal path, and working with children these past ten years

has given my life a greater purpose and meaning. I am very

passionate about equity in education and excited to be a part

of the revolutionary work being done in DEP.

As a DEP Resource Teacher in External Equity, I will be

coordinating initiatives that will help ensure increased

equitable education opportunities for JCPS students. DEP

Special Programs have initiatives that provide everything

from professional-development opportunities for teachers to

help better serve diverse populations, to innovative

enrichment opportunities for students outside of school

hours, to programs in high schools that assist students

interested in becoming future educators.

“Fairness does not mean everyone gets the same. Fairness

means everyone gets what they need.” ―Rick Riordan

I can be reached by telephone at (502) 485-2107 or by email

at taylor.utley@jefferson.kyschools.us.


Photo, Abdul Sharif

The Model

Recognizing Culturally Responsive and Innovative Classroom Teachers

Name: Maria Munoz

School: ESL Newcomer


Maria Munoz earned a bachelors

degree and a teaching certificate

in Social Sciences at the Universidad

Centroamericana (El Salvador) and a

Master in Education and a K-12 ESL

endorsement at the University of

Louisville. Since 2016, Maria has dedicated

her cultural responsive teaching to English

Language Learners (ELLs) at the multicultural

ESL Newcomer Academy. Her

passion for ELLs is rooted on her own firsthand

experience as an ELL herself when

she arrived to Louisville in 1996; she had a

great desire to serve as an educator and as

a contributing citizen in the American

society. Her cultural responsiveness is

inspired by Paulo Freire’s education-forfreedom

and the educational principles of

the Sheltered Instruction Observation

Protocol (SIOP).

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Photos, Abdul Sharif

Maria’s teaching strategies are

multiple and contextdependent.

More important,

each teaching strategy is

inspired in her philosophy of

education. For example, she

believes in the strategy of

cooperative learning because

her philosophy of teaching to

the whole child accentuates

skills such as collaboration,

critical thinking, and

communication. Another example is her use of instructional and assessment

differentiation. This differentiation strategy is rooted in her belief that teachers need

to meet students where they are without compromising the high expectations of

learning that characterize her classroom. Maria’s classroom has students from all

over the world, but many are Students with Interrupted Formal Education (SIFE) who

need a differentiated instruction and assessment for effective learning.

Finally, Maria uses a progressive scaffolding as supported by the concept of the zone

of proximal development (Vigotsky). In Maria’s classroom, students will experience

an increased level of rigor as they grow in their English language learning (i.e., oral,

listening, reading, and writing), their US History content knowledge, and their

success skills (i.e., collaboration, critical thinking, global citizenship, innovation, and

resiliency). Throughout their learning process, students will move to higher levels of

cognitive and language ability that allow them to identify root causes behind our US


Click here for video story.


Louisville Latino Education Outreach Project (LLEO)

By Dr. Monica Lakhwani, Specialist, Diversity, Equity, and Poverty Department

Photo, Abdul Sharif

The Louisville Latino Education Outreach Project (LLEO) is comprised of representatives

from University of Louisville (Cultural Centers Hispanic and Latino Initiatives office and

Admissions), Americana Community Center, Jefferson County Public Schools (Diversity,

Equity and Poverty Programs and Language Services), ProSpanica Adelante Hispanic

Achievers, 55,000 Degrees, Doors to Hope, Jefferson Community and Technical College,

Catholic Ministries, La Casita, and Backside Learning Center

Vision Statement Create a vibrant and educated Louisville where Latino leaders are more

represented, and institutional bias and structurally racist policies and cultures are


Mission Statement The LLEO core team is an avenue for collaboration, systems change and

relationship building among Louisville Latino education organizations. We advocate for and

empower Latino students and families in Louisville by providing access, knowledge base, and

support to promote success in college, career and life.

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LLEO Core Values

“We are the leaders that we’ve

been looking for” Grace Lee


We strive to create an

organization that amplifies power

with/among vs. power over.

·Nonhierarchical in nature and

where all partner

organizations own the work

and believe in the mission

· Parent and family

engagement is at the core to

the work and drives our


·We create space where everyone feels included and all voices are heard. We do this

through shared power dynamics

Grace Lee Boggs. Photo, google images.

We create a culture of listening- we are not the experts but we thrive in a community of

valuing all people’s perspectives, experiences, stories and ideas.

Shifting cultures within our institutions and community inspires us to do the following:

· Stay in a state of inquiry- not always seeking the how but also the why

· Being grounded in love and a deep desire for human connectivity

· Creating safe and brave spaces that allow for people to show up as their full

selves and where everyone feels included

o LGBTQ+ friendly

o Pro Indigenous and Pro Black

o Language Justice (Multilingual)

o Women, Gender Inclusivity

o Socio Economic background

o Geographic areas

We believe that parent and family awareness, education, and involvement throughout

their children’s educational trajectory are fundamental to the work of LLEO.


Hispanic Heritage

Month Community


Marcos G. Morales Gutierrez

By Dr. Monica Lakhwani, Specialist,

Diversity, Equity, and Poverty Department

Photo, Abdul Sharif

Marcos Morales Gutierrez was born and

raised in Okolona, Louisville, Kentucky.

His parents are both from small towns in

Michoacan, Mexico and are of indigenous

Purépecha descent.

Marcos attended both Okolona and

Slaughter Elementary Schools when young.

“As a first generation student, I was an

English language leaner (ELL). Being an ELL,

living in between two cultures, the American

and Mexican culture was a tough battle for

me early on. Still today, I am working

through the educational trauma I

accumulated during these years. I do not

have a lot of recollection of these years.

Other than an overwhelming feeling of

failure and confusion. During second grade, I

remember my teacher praising me for doing

well in math. I remember that very well

perhaps because it was one of the only times

I felt I did something good in my early

education. My career with JCPS ended when I

failed 3 rd grade and my parents moved me to

St. Rita Catholic School.”

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“Life came full circle when I got the

opportunity to work the ESL Newcomer

Academy during the winter of 2016. There

I was a 3 rd grade JCPS flunker serving and

walking alongside my people, the ELL

community. As I began to work here, there

were days when I encountered that child

who was in the JCPS classroom just 15 or

so years ago, lost and confused. This was

both good and bad. Bad or difficult

because it brought up old trauma but

good because I was in a different state of

mind this time. A state of mind that

embraces challenge, pain, and adversity.

A state of mind that is critically engaged in

the transformation of ones reality. And so,

it was this state of mind that I brought to

the lives I served during my time as a

Bilingual Instructor at Newcomer. My

goal, or method was to walk in solidarity

with my brilliance. When I say brilliance I

am speaking about my ability to be a

cross-cultural communicator, critical

thinker, collaborator, innovator, and


Marco speaks at the 2016 State of Latinos (SOL) in Louisville.

Photo, Abdul Sharif

and someone who adapts and

flows with the sporadic and

complex way life happens. The

sum of these skills compose

my brilliance and empower me

to exist as a valid and critical

participant of the 21 st century

society I am a part of. Each

day when I assisted this place I

made sure my being, my

presence screamed to these

students, “BRILLIANCE! This is

how it walks, talks, acts, and

thinks.” Passing along my embodied experience of brilliance is what I strived to

pass on during my time at the ESL Newcomer Academy.”

Mr. Morales is currently pursuing a Masters in Counseling with University of

Louisville and has a B.S. Health & Sports Sciences with a track in Public Health

Education with a minor in Wellness. Additionally, he serves as the Program

Coordinator at UofL’s Cultural Center.

Advice to Future Students

“Consider adopting a growth mindset. The growth mindset focuses on learning and

growing instead of winning and losing. This mindset is one that values

collaboration, curiosity and mindfulness. The collaboration aspect helps to remind

me that I am not alone in my educational journey and that asking for help is

essential to my progress as a student (of life). This component also reminds me

that I must be my own best advocate because no one else knows what is best for

me besides me. The curiosity component allows me to mindfully question and

wonder into life’s challenges and triumphs. This means allowing myself to

embrace my mistakes and turn them into learning points while also enjoying

moments of achievement more fully. To conclude, the growth mindset is

responsible for the development of my love for learning.”


LAHSO (Latin American and Hispanic Student

Organization) Hispanic Heritage Month Panel

By Dr. Monica Lakhwani, Specialist, Diversity, Equity, and Poverty Department

The Latin American and Hispanic Student Organization (LAHSO) hosted a Hispanic Heritage Month

Panel on September 28 at duPont Manual High School. The conversation that took place during the

panel was intended to make others more culturally aware of their surroundings, to enforce the value

of fighting for what one believes is right, and to teach others about an ethnicity that has been often ignored

and silenced in today’s society.

The list of speakers that participated in the panel included: Dr. Marco Munoz, JCPS employee, Roxana Castillo,

JCPS student, Marco Munoz Jr., JCPS student, Melissa Perello, JCPS student, Tori Vestal, JCPS student,

Francisco Mendes, JCPS student, and Arianna Moya (moderator), JCPS student.

The purpose of LAHSO is to provide an atmosphere of cooperation, innovation, creativeness, and friendliness

among its members; to participate in public service designed to assist other Latinos and the community at

large; to offer a networking group for all students passionate about Hispanic culture; to assist members in the

academic development to ensure successful completion of their high school studies; and to advocate for the

rights of the Hispanic community.


Diversity, Equity, and Poverty

Resource Teacher Spotlight

Ms. Shashray McCormack

Shashray McCormack is a resource teacher in the

Diversity, Equity, and Poverty Programs Department of

Jefferson County Public Schools (JCPS). She is

responsible for providing resources to more than

twenty elementary schools. She works directly with schools to

ensure the district’s newest directives of the Racial Equity

Policy are implemented through its racial equity plan.

Shashray created, taught and implemented an African

American history curriculum for the first and only elementary

school in the district of Jefferson County Public Schools to have

an African-American History class. She earned a Bachelor’s of

Science in Health & Human Performance, a Master’s of

Education in Early Childhood at the University of Louisville and

is currently continuing her education at Bellarmine University.

Her professional interests include the development of

culturally relevant, sensitive and expansive curricula. Her

pedagogical commitments include anti-racist teaching at the

earliest stages of learning in service of fostering a more tolerant

and inclusive society, beginning with its youngest citizens.

Shashray has presented at academic conferences, including

but not limited to, a closing keynote at the 2016 annual NCTE

conference in Atlanta, GA titled “It’s time to re-write the story”:

Active Anti-Racist Teaching through Critical Dance and Visual

Arts Literacies in the Early Childhood Classroom. She presently

serves as a board member of The Early Childhood Education

Assembly of the National Council of Teachers of English.

Because of her work in the classroom she has been referenced

in books including We've Been Doing It Your Way Long Enough:

Choosing the Culturally Relevant Classroom Language and

Literacy Series. Shashray is married with three beautiful

children and she believes in the brilliance of students of


Photo, Shashray McCormack



How to Pay for Your Photo, Google Images

HBCU Education

By Dionne C. Griffiths, Education Advocate

Fall is the time that high school seniors begin to apply to colleges and universities. They may apply

for in-state or out of state colleges and may consider certain regions of the country, and schools

with certain academic, sports or arts programs. There are also students who passionately want to

attend a historically black college or university (HBCU). HBCUs were created in the United States

during a time when people of African descent were not allowed to attend all-white colleges and

universities, particularly in the racially segregated south.

HBCUs continue to provide a solid educational foundation, cultivating a positive and grounded

Afrocentric cultural identity in their students. HBCUs are also institutions where black excellence is


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considered the standard and not the exception. This is

the expectation of the caliber of the students, faculty,

and staff. As a result, HBCUs continue to produce the

largest percentage of leaders, innovators and change

agents of African descent compared to predominately

white institutions (PWIs).

How can prospective students position themselves so

they can afford an HBCU education? Based on my

research and experience, great options include

scholarships, grants, work-study and part-time jobs.

Searching and applying for scholarships takes time and

effort, but it is worth it. Many scholarship deadlines are

from January to August of any given year. Make sure you

Photo, google images

know the specific deadlines and what documents are

needed in order to have a complete packet. Legitimate scholarship programs do not charge an

administrative fee. Some organizations may encourage or mandate a membership fee for eligibility or to

increase your competitive edge. But that is permitted. Some scholarships are renewable. Once you’ve been

awarded that scholarship, you can apply again for up to three more years while you are enrolled in college.

Although, student loans are a means of paying for higher education, there are other ways to pay for your

education without going into deep debt. This is a very personal and substantial decision to make. Please

keep in mind that student loans must be paid back and there are interest rates involved.

Finally, think about which HBCUs are the best fit for you. Consider the academics, the physical environment,

the culture, the location and the cost. You can also research the ranking of the college through the annual

U.S. News and World Report (https://www.usnews.com/best-colleges/rankings/hbcu). It is a major

decision and choosing the college that is the best fit for you will make a significant impact on your life. Best



Scholarships: (Research the websites for eligibility and deadlines.)

• UNCF – United Negro College Fund website (for HBCUs connected to UNCF)

• Tom Joyner Foundation website (for attendance at most HBCUs)

• Thurgood Marshall Foundation (for public HBCUs)

• Gates Millennium Scholars website

• Local YMCA Black Achievers program (You must be enrolled in this program and be in good standing.

The college scholarship application deadline is usually in October.)

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• Local community foundation

• Local chapter of the NAACP

• Your local church

• Local black sororities and fraternities (graduate chapters) – Alpha Kappa Alpha, Delta Sigma

Theta, Zeta Phi Beta, Phi Beta Sigma, Alpha Phi Alpha, Omega Psi Phi, and Kappa Alpha Psi. (You

or your parents do not have to be members to be eligible.)

• Alpha Kappa Alpha Educational Advancement Foundation (national organization)

• Zeta Phi Beta Educational Foundation (national organization)

• Local chapter – 100 Black Men (of Louisville, etc.)

• Local lodge of the Prince Hall Masons

• Jack and Jill Foundation (and local chapter)

• National Black MBA Association

• Career One Stop Scholarship website

• Your high school’s academic honor societies

• Your intended HBCUs (Contact the Office of Admissions for details.)

• www.Fastweb.com


• Work-study (You must complete the FAFSA form to be considered.)

• Part-time jobs during college (on campus and off-campus). (Choose reputable businesses that

are flexible with college student class schedules, i.e., coffee shops, retail, etc.)

• Part-time summer job (leading up to college enrollment)

• Fundraisers: Bake sales, art/craft sales, music performance. Money raised goes to your tuition,


• Family/parental financial support: Talk with your parents to see what they can afford to


• Monthly or semester payment plans through the college (Contact the Bursar’s Office.)

Dionne C. Griffiths is a 2018 Martin Luther King, Jr. State Commission Adult Leadership Award recipient,

a former Fulbright Fellow to Trinidad and a freelance writer. She is a graduate of duPont Manual High

School and YPAS, Spelman College (an HBCU) and the University of North Carolina – Greensboro.

Dionne is a current graduate student. She resides in Louisville, KY. She can be reached at



Diversity, Equity, and Poverty Department

The Model

Recognizing Culturally Responsive and Innovative Classroom Teachers

Name: Janelle Henderson

School: Mill Creek Leadership


Janelle Henderson is a third grade

teacher at Mill Creek Leadership

Academy and has been teaching for

four years. Her research interests include

culturally sustaining pedagogy, critical

inquiry, and practices to make school

more inclusive for Black students,

specifically Black boys. She is a current

member of Heinemann Fellows, a

national group of 11 K-12 educators

working on action research in their

classrooms and writing about it on the

Heinemann blog. She is also a past

member of the Professional Dyads of

Culturally Responsive Teaching, a

national cohort with the National Council

of Teachers of English (NCTE), where she

and six other primary teachers across the

nation worked with professors to research

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Photo by Abdul Sharif

and implement

culturally relevant

teaching practices

in an elementary


Janelle is a whole

language reading

instructor who

focuses on

students' being

aware of their

reading processes

and reading books

that the

predominantly black students in her class can identify with, reading authors,


Click here for




story and





like them. She most recently co-presented








on the next page.

at NCTE on how the inquiries she wrote and

implemented about greatness using Muhammad Ali's life as a mentor text to the

greatness of her students, how black hair is political, and and on the history of

the West End, an area she's from. The presentation demonstrated the tenets of

culturally sustaining pedagogy and provided context on how the inquiries helped

students be more engaged, show more agency, and critically think about the

world around them.

Click here for video story.



Photo, Kentucky Center for the Arts

Brown-Forman Midnite Ramble:

Dance Theatre of Harlem

By Christian Adelberg, The Kentucky Center for the Performing Arts

The Kentucky Center for the Performing Arts is thrilled to welcome the internationally

renowned Dance Theatre of Harlem (DTH) back to Louisville for a special performance Friday,

November 9, 2018. This is a historic event, as DTH is celebrating 50 years of transforming lives

through the power of its art and its vision of inclusion and access to all. Founded in 1969 by the

legendary Arthur Mitchell and his former teacher, the late Karel Shook, DTH is a globally-acclaimed

dance institution that has occupied a distinguished place in New York City’s cultural landscape and at

the forefront of American artistic achievement.


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As part of this celebration, there will be a student

matinee Friday, November 9 from 11a.m.-12 p.m. in The

Kentucky Center’s Whitney Hall. The Dance Theatre of

Harlem's renowned Lecture Demonstration/

Performance is an informal presentation on the art and

science of dance. Through engaging commentary and

dancing, students learn the rudiments of classical ballet

Photo, Kentucky Center for the Arts

as well as the building-block training process that allows

dancers to achieve excellence in this exacting art form.

The program also includes repertory excerpts, audience engagement activity, and a Q&A. This is

offered for Grades 3-12.

For more information and to secure tickets, visit www.surveymonkey.com/r/DTH2018 or contact

Cecilia Reyna, Kentucky Center Education & Community Arts Program Coordinator,

creyna@kentuckycenter.org or (502) 566-5151.

About Dance Theatre of Harlem

Located on a block officially named “Dance Theatre of Harlem Way” in testament to its enduring

legacy, DTH now comprises a professional touring Company, a school, and a broad range of

community programs. Under the leadership of Virginia Johnson, a former prima ballerina with the

Company who was appointed Artistic Director in 2010, the DTH mission has been revitalized to:

- Present a Company of African American and racially diverse artists who perform the most

demanding repertory at the highest level of quality;

- Maintain a world-class school that trains young people in classical ballet and allied arts; and

- Provide arts education, community outreach, and positive role models for all.

The Company is a racially diverse, 17-member professional dance ensemble that tours across

national and international stages. The DTH Company has performed in 41 countries on six

continents, in 44 states, and more than 250 cities across North America. Last year alone, the

Company performed for nearly 60,000 audience members across the U.S. and reached more than

6,000 during its Home Season at New York City Center.

Focused on a future that is characterized by expansion and engagement, the Company brings

together artists from various dance styles and disciplines (e.g. music, fashion) to create new works

that influence and enhance the ballet art form. Committed to cultivating a community for dancers,

choreographers, and other artists, the DTH Company also serves as a pipeline for talent and an

ambassador for connection on a local, national, and global level.


The Model

Recognizing Culturally Responsive and Innovative Classroom Teachers

Name: Alyssa Riedy

School: Olmsted Academy North


lyssa Riedy is a 6th year

teacher at Olmsted Academy

North. She is originally from Ohio,

where she received her bachelors in

education from University of

Findlay. Alyssa has since received

her Masters in Instructional

Technology and plans to operate a

paperless classroom in the near

future. She works as a co-chair for

her school’s (Science, Technology,

Engineering, Art, Math) STEAM

committee and is active in JCPS’s

twitter Professional Learning

Network under the handle,


Click here for video story.


Continue on next page

Photo by Abdul Sharif


The Day You Begin

by Jacqueline Woodson

Nancy Paulsen Books (August 28, 2018)

For Kindergarten – 3rd

Books for Young Readers

Bruja Born

by Zoraida Cordova

Sourcebooks Fire (June 5, 2018)

For grades 6-12

National Book Award winner Jacqueline Woodson and two-time

Pura Belpre Illustrator Award winner Rafael Lopez are a winning

combination in this beautiful picture book about the ways we feel

different from one another. When we find the courage to share

our stories, our similarities can bring us together.

When Angels Sing: The Story of Rock Legend Carlos Santana

by Michael James Mahin

Atheneum Books for Young Readers (September 4, 2018)

For Preschool – 3rd grade

This is the second book in the Brooklyn Brujas series, although it

is not necessary to read the first book because this book does

standalone. Lula Mortiz feels like an outsider in her own family

and to make matters worse her steady boyfriend dumps her. Then

a bus crash changes Lula’s life. Her classmates are all dead,

including her boyfriend Maks, but Lula has healing magical

powers and she’s convinced she can bring him back with help

from her sisters. Lula doesn’t realize she will be defying the laws

of magic and death herself. Her actions spark a zombie invasion!

No joke. An epic zombie invasion! Now it’s up to Lula and her

magical sisters to battle it out in a wild and crazy showdown.

A vibrant and magical picture book biography about Carlos

Santana as he developed the unique sound that would come to

define his career as a musician.

Images obtained from Google Images..

Information provided by Heather Lee, Louisville Free Public Library



Community Announcements

Doing Business With JCPS Workshop

This event is for minority and women business

partnerships with Jefferson County Public

Schools. It will be held on October 9, 1:00 to

3:00 p.m., at C.B. Young Jr. Service Center. To

RSVP, visit http://bit.ly/jcpsmwbe.

West Louisville Chess Club

Monday, October 08, 2018 - 04:00 PM - 05:00


Come out and learn how to play chess with the

West Louisville Chess Club. Learn basics,

fundamentals, most effective tactics and

checkmate strategies to compete in our

tournament for Grades K-12. Adults are

welcome to participate in the chess sessions

and observe the tournament as well. A chess

tournament will be held on Saturday October

20 from 11am-1pm. For more information or if

you would like to sign up, please call (502)


W.E. Women Engaged

Saturday, October, 27 - 9:30 a.m. - Noon

Louisville Urban League, 1535 W. Broadway

Women Engaged aims to encourage, empower,

excel, equip and explore life for the good of

ourselves, our families and our communities

We want to see women everywhere, standing

strong in unity, investing in our communities,

and supporting, strengthening and celebrating

one another in spirit, wisdom and truth

Core Values:

– Improve self and increase overall awareness

of who we are

– Initiate conversation, interact with, include

and seek to build relationships with all people

– Involve and invest ourselves in our

neighborhoods, businesses and stakeholders in

the community

– Identify needs individually and collectively,

proactively taking action whenever possible

– Inspire, influence, inform and equip our youth

and young adults to become productive


– Increase care for our bodies and souls

For more information, please contact:

Dianne Lewis Brown



The University of Louisville Student Parent

Association in collaboration with the

Women's Center is sponsoring Student parent

advocate, author and businesswoman Sherill

Mosee on campus Thursday, October 11, 2018

at 7 p.m. She will speak on “From Diapers &

Degrees to Handbags: My Entrepreneurial


This free and open to the public event will take

place in the College of Business (Horn

Auditorium) at 7:00 p.m. (A light reception will




Title Session Code Date & Time Location Contact

Speak and Film Series:

Viva La Causa

Equity and Inclusion


18-1996505 October 3

3:30 to 5:00 p.m.

18-1997888 October 8

8:00 a.m. to 3:30 p.m.


Muhammad Ali Center

Kentucky Exposition


Dr. Monica Lakhwani


Dr. Charles C. Davis, Jr.


Culture, Attitude,

Students, and Equity

(CASE) Fall Cohort

18-1997925 October 11 and 24,

November 7 and 18,

and December 3

4:30 to 6:30

Marion C. Moore


Dr. Toetta Taul


SBDM: Continuous

Improvement Planning

18-1996897 October 15

4:30 to 7:30 p.m.

Middletown Elementary

Dr. Shawna Stenton



Approach for Learners

18-1996491 October 15

4:00 to 5:30 p.m.

Fern Creek High School

Dr. Monica Lakhwani


Student Empowerment

and Inclusive Pedagogy

18-1997698 October 15

4:30 to 6:30 p.m.

Farmer Elementary


Telva Hogan


Girl Trauma:

Misbehavior or


18-1997204 October 16

4:00 to 6:00 p.m.

Atherton High School

Vanessa Posey


Culturally Responsive


18-1996488 October 18

4:30 to 6:30 p.m.

Engelhard Elementary


Dr. Monica Lakhwani


Hip Hop Summit:

Making Music Matter

for Diverse Learners

18-1997375 October 18

4:30 to 7:30 p.m.

Central High School


Vanessa Posey


Book Study: Between

the World and Me

18-1996507 October 22 and 29, and

November 7

4:00 to 5:00 p.m.

VanHoose Education


Dr. Monica Lakhwani


Language Learners and

Language Services

18-1996495 October 24

4:00 to 5:00 p.m.

W.E.B. DuBois


Dr. Monica Lakhwani


LGBTQ Support

Coaches: Resources

18-1996511 October 25

4:15 to 5:45 p.m.

Shively Branch Library

(3920 Dixie Highway)

Dr. Monica Lakhwani





"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


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.


Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities


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